Hard Words: Why Aren’t Our Kids Being Taught to Read?

 

Hard Words: Why Aren’t Our Kids Being Taught to Read? is an amazing podcast (and text) by Emily Hanford at APMreports (https://www.apmreports.org/story/2018/09/10/hard-words-why-american-kids-arent-being-taught-to-read).  Decades of scientific research shows us how children learn to read.   Often teachers are uninformed about the science and, in some cases, they chose to ignore it. This documentary will share the science behind teaching reading.  Next, we need to tackle the same issue in writing.  For other educational podcast, check out https://www.apmreports.org/educate-podcast

Summer reading doesn’t have to be drudgery.

From Emily Gibbons at The Literacy Nest.

Seven Summer Reading Tips for Struggling Readers

When I think of summer vacation, I have visions of popsicles, playing in the sprinkler, lemonade stands, long summer evenings and lazy days reading in a hammock. As an educator, I know that for struggling readers, reading is often the last thing on their mind when they think of relaxation. But,  I also worry about summer learning loss or “the summer slide”. On average, students lose one month of school learning during the summer vacation. For students with dyslexia, the loss is likely even greater and will be more time consuming for them to regain than their peers. However, children with dyslexia have worked very hard all school year long and should definitely make time for fun and play. Striking a balance is key.

Here are a few tips for keeping reading a part of a balanced summer:

1: Don’t stop tutoring

It is tempting to “take the summer off” from tutoring, but in many cases, summer is a good opportunity to increase the amount of one-on-one tutoring your child is getting in order help them take a leap forward. Work with your tutor to schedule a time that allows your child to do activities important to them. Perhaps first thing in the morning is easiest, so they don’t feel interrupted. Or maybe early evening after day camp is a better time. If they need a break, consider taking a week at the end of the school year and a week before the new school year starts to recharge, but continue tutoring during the rest of the summer.

2. Make friends with your Librarian

Your local library is one of the best summer resources around. Most have a summer reading incentive program and special summer programming with crafts and special guests.   Work with your children’s librarian on helping your child reach their reading goal. Reading to them, listening to audiobooks (ear reading) and reading on their own should all be able to count toward the goal. Set aside a day each week to visit and check out books.

3.  Make a routine

Make daily reading a part of your family’s routine. Reading to your child, having them read to you or having “Family Reading Time” (everyone puts down their phones and picks up a book at a certain time each day) all help to ensure that reading doesn’t fall by the wayside on busy summer days.

4. Anything counts

Don’t hesitate if your child wants to read easy books, comic books, or listen to audiobooks. All of these are going to help their development as a reader in different ways, and they all have value. Podcasts are another great way to expand vocabulary and broaden your child’s knowledge about different topics.

5. Go Thematic

One way to make reading a bit more exciting for summer is to tie in books to summer vacation plans. Are you going on a boating adventure? Read books about boating and pirates. Are you going hiking or camping? Wilderness and adventure stories might be just your cup of tea. Keeping busy in the garden? Dive into some nonfiction books about insects and plants. Traveling to Prince Edward Island? Anne of Green Gables would make a perfect accompaniment to your travels. If you are extra creative, you can even tie in games and activities for lots of thematic summer fun.

6: Write with a purpose

It isn’t just reading that benefits from practice over the summer. Writing and spelling need an opportunity to stay fresh as well. Making a grocery list, sending postcards or letters to friends and family, and keeping a journal of summer adventures are all good ways of writing with a genuine reason.

7: Use technology.

Apps like Nessy for phonics games, or Epic for audiobooks are fun literacy reinforcements that kids of many ages can enjoy. Epic offers a special deal for signing up in the summer, so be sure to check that out!

I hope you will make a place for books and reading this summer and keep your child’s learning fresh, so they can hit the ground running when a new school year begins. Along the way, I hope you have a lot of fun sharing books and making memories. Don’t forget to have a popsicle and play in the sprinkler! After all, that’s what summer’s all about for kids (of all ages)!

2018 Teacher Training

2018  Teacher Training

Orton-Gillingham courses with Student Practicum

 

Congdon Park Elementary School

Duluth, MN

July 30 – August 10

Introductory Course

Registration

$1,000.00 before May 1, 2018

$1,100.00 May 1 and after

Scholarship available (limited, need-based)

Deadline April 27, 2017

Children can participate in the Reading Camp for 9 days.  

For more information: visit www.ogmn.org.

Introductory : for students in entering grades 1st – 3rd grade

Cost: $150.00 for 9 sessions (Scholarships available)

2 sessions to choose from:   9:30 – 10:25 or 10:30 – 11:25

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For more information and to register,

go to:    www.ogmn.org  or  call 218-340-7393

 

 

Orton-Gillingham of Minnesota is accredited by the

International Multisensory Structured Language Education Council (IMSLEC) and Approved by the International Dyslexia Association

Tantrum or Meltdown?

While I was at the mall this weekend, I saw a beautiful toddler having an all-out — tantrum or was it a meltdown.  To my eyes, it was a meltdown, and the dad was doing a great job being calm and lovingly while he carrying him out of the mall. So, what is the difference between a tantrum and a meltdown? And then, is there a difference in how to handle them?

Here is a nice chart from understood.org….

Happy Holidays

Article by Jacki Reinert, Psy.D.

“As a child, the idea of Christmas meant cookies, presents, time with family, and of course, giving up TGIF’s Full House in favor of holiday movies. Everything from Scrooged to A Miracle on 34th Street to Home Alone, and every clay animated favorite served as the framework for my formulation of what the holidays truly meant; “It’s Christmas Eve. It’s the one night of the year when we all act a little nicer, we smile a little easier, we cheer a little more. For a couple of hours out of the whole year we are the people that we always hoped we would be.” Frank Cross’s commentary on Christmas set expectations high, and year after year, we hoped to top the magic and splendor of the previous year’s festivities.
As a parent, the holiday season conjures up warm memories of childhood, ignites aspirations to establish new traditions, and creates opportunities to share experiences with our loved ones, particularly our children. The magic of the holidays can also cultivate high expectations; to act nicer, smile easier, and to cheer more. These expectations more often than not exceed our capacity to truly encapsulate the hopes and aspirations we drum up in our heads. High expectations can pave the way for increased levels of perceived stress.
The American Psychological Association recently released its annual review, Stress in America (November, 2017), which indicates the United States has reached its highest stress level yet. Acute arousal stress in isolation can activate and enhance mobilization, sharpening our concentration and preparing our bodies to engage in challenging tasks, such as wrapping those last two presents and baking another round of cookies. This basic human reaction known as the “flight-or-fight” response has served us well, priming our bodies to flee or combat unsafe situations; however, our bodies can also overreact to simple, non-threatening situations, such as holiday pressure, financial difficulties, and increasing family demands.
Chronic stress has far more lasting and serious complications, particularly when it exceeds our ability to cope and leads to emotional and physical dysregulation. Stress is negatively related to our coping potential and our perception of control, which decreases use of problem-solving coping strategies and increases negative coping strategies, such as alcohol consumption and avoidance tactics (Rui Gomes, Faria, & Gonçalves, 2013). Individuals who experience elevations in stress and engage in maladaptive coping strategies such as drinking more alcohol, complaining, sleeping less, and consuming unhealthy foods which increase chances of becoming physically and mentally run down.
For parents, the added stress of the holidays and high expectations can have a significant impact on not only themselves, but those around them. Research suggests that adults are more likely to find family responsibilities stressful than they have in the past (APA, November, 2017). High expectations can make capturing the perfect holiday, particularly when parenting a child with special needs, a stressful time, leading to feelings of resentment (“I’m doing all of this and no one is helping me”), frustration (“I have no time to fit this all in”), and disappointment (“It seems like they didn’t have a good time”).
This year, I encourage you to lower your holiday expectations, increase self-care and self-compassion. While practicing self-care may be the furthest thing from your mind, the following may offer some reprieve from the hustle and bustle of the holiday season.
1. Expect that things will go wrong, and that’s okay. Someone will get sick, you might burn a dish, and yes, that’s okay. Avoid catastrophic thinking, a common cognitive distortion where we imagine and worry about the worst possible situation, either consciously or subconsciously. For example, your ability to prepare the perfect holiday dinner for twelve people is an act, not a representation of how good of a person you are. You are not the sum of how well-executed things are, how perfectly the house looks, how your children act.
2. Practice self-regulation and utilize coping skills. The easiest way to understand the subtle difference between these two concepts is to imagine yourself in a car, driving down I-90 into Boston and someone cuts you off. To access a coping skill to manage your anger, you would first need to pull off the highway, put the car in park, and throw on your hazard lights. Conversely, if you were utilizing a self-regulation skill, you could continue driving and manage your thoughts and feelings in the moment. Self-regulation is the ability to modulate our emotions and impulses, to keep ourselves in check, whereas coping is a process or actions that help you manage difficult emotions. Examples of self-regulation skills include diaphragmatic breathing (learn more here: https://www.youtube.com/watch?v=hFcQpNr_KA4&t=140s) and box breathing (https://www.youtube.com/watch?v=dP4Jxxhhzl0). Coping skills can include meditation (https://www.youtube.com/watch?v=4Bs0qUB3BHQ), and progressive muscle relaxation (https://www.youtube.com/watch?v=1nZEdqcGVzo).
3. Practice micro-moments of positivity. Research suggests that rather than pursue the perfect gift to demonstrate your love for a family member, seeking out opportunities to be present and make a meaningful connection have a more lasting effect (Heshmati, Oravecz, Pressman, Bathcelder, Muth, & Vandekerckhove, 2017). Crawling into bed and reading a holiday book with your children, or complete a small craft together can have a more lasting impact that securing a sloth Fingerling for them. You can read more about micro-moments here: https://www.npr.org/sections/health-shots/2017/12/09/568834440/what-s-better-than-expensive-presents-the-gift-of-presence
4. Opt outside! Research suggests that spending time in nature can have significant effect on mood (https://www.npr.org/sections/health-shots/2017/12/09/568834440/what-s-better-than-expensive-presents-the-gift-of-presence) and can increase sun exposure and the benefits of Vitamin D. Locate a winter wonderland hike here: http://www.bostonmagazine.com/health/2016/01/11/winter-hiking-massachusetts/
5. Finally, don’t forget about self-care. Self-care is a deliberate act to support and nurture your physical and mental health. Taking care of yourself not only helps you but those around you. There are several TED talks highlighting the benefit of self-care: https://www.ted.com/playlists/299/the_importance_of_self_care 
Enjoy your holidays everyone.

Make reading a priority this summer…..

With just a little over a month left of school, it’s time remember the impact that daily reading can make for students.  Shaywitz’s (2003) graph below says so much

For those who find reading a challenge, summer is the time when just a little bit of intentional, focused oral practice every day can help a student get them back on track and regain their confidence.

For those that find reading and writing especially difficult, it’s a great time for multi-sensory scientifically based instruction, sometimes referred to as Orton-Gillingham or Structured Language approach, with a tutor trained in these methods to solidify skills. It’s time to work on skills that are lagging behind their peers, without the fatigue created by spending the day in the classroom.  Students have a marvelous opportunity to make strong gains.

Whether you’ve planned some “academics” for your children or not, below are some ideas for summer activities. In addition, you could consider rewarding your child with an end of the week treat if they read at least a certain amount of time minutes for at least five days in the previous week (an old fashioned chore  chart works well for this).  20 minutes a day 5 days a week is less than 2% of summer vacation.  How much time do they spend practicing sports, playing computer games, or other things.  Make reading a priority this summer.

Below are some ideas to encourage and enjoy reading.  Need some ideas for “treats/rewards”? Try a DQ, a new book, a special dessert, and — a favorite at our house – having a picnic dinner.

  1.  Find a movie based on a book.  Watch the movie, then read/listen to the book.  Talk about the differences and similarities.
  2.  Go to the library and borrow some books and games.
  3.  Pre-read some of the books that will be part of next year’s reading.  (Get that list from the teacher before school ends.)
  4.  Do a read-out-loud book.
  5.  Make dinner together—read the recipe, measure the ingredients, learn about the chemistry of cooking.
  6.  Play board games and card games.
  7.  Encourage your child to read to a pet or younger sibling/neighbor.
  8.  On a rainy day, have your children curl up with comic books or magazines.
  9.  Have your child plan a dream day somewhere. Be creative: they could write about it, make a collage, research with a travel book, or just talk about their ideal day.  Make sure you share your ideas, too.
  10.  Have a TV/technology free day.
  11.  Once a week, “drop everything and read” for 15 minutes … everyone in the house has to participate.
  12. CREATE A READING HABIT!!!

 

Reference

Shaywitz, S. (2003).  Overcoming Dyslexia: A new and complete science-based program for reading problems at any level.  New York, NY: Vintage Books.

Scientifically Based Reading Instruction

This is a nice comparison from Dr. Louisa Moats in her article The Whole-Language High Jinks: How to tell when ‘scientifically-based reading instruction’ isn’t. We need Scientifically Based Reading Research driving our reading instruction.  (Moats. L., 2007, pg 18)

Below is a great letter…

Below is a great letter written by JM Lawrence of Grapevine, TX to help a parent respond to an email from a teacher about her child’s behavior during a language art activity. The teacher indicated that she knew the child had difficulty with reading and spelling. The child also said, “this is only easy for people who can read”. Some of the laws she references are specific to TX, but it’s a great letter that I thought needed to be shared. Thank JM!

Dear _______, _______, _______

I am sorry to hear from your email that X continues to struggle with reading and spelling, which causes her to act out. Her disability, dyslexia, is at the root of the issue and it is time to protect her access to the education offered her peers. Emotionally, you can see that X would rather “look” angry and defiant than “stupid” to her classmates. She is NOT choosing this behavior, it is her protection mechanism that has developed in your building, in response to teachers and administrators choosing to delay appropriate instruction to teach her to read using methods scientifically developed for students with the characteristics of Dyslexia. While our district is not choosing to participate in the Pilot for Act 69 Early Dyslexia Screening and Intervention, it does not mean that our school does not have the obligation to do the right thing and assess my daughter for Dyslexia and provide Free Appropriate Public Education including reading instruction that meets her needs.

John King’, US Secretary of the Department of Education, used these words in his testimony before a Senate committee, “But, the IEP team would be expected to address the screening for Dyslexia as a part of the assessment of the needs of a student who is struggling.“ This is Secretary of education acknowledging that IEP assessment teams should reasonably be administering testing instruments that can be used to identify Dyslexia? As the voice of the federal department of education, he is voicing support of for my daughter who struggles to read, being identified, for her disability and then being “taught to read.”

I am requesting that the district follow federal disability guidelines and provide my daughter with “Dyslexia” testing because her characteristics are those of a student with Dyslexia, whether or not she qualifies for Special Education, our school has the federal responsibility to help her learn to read. If the school does not have a person that is qualified to identify Dyslexia, then I am requesting an Independent Educational Evaluation of my daughter with a credentialed Dyslexia provider.

Please respond to this request in writing within the next 5 business days. Until the district chooses to follow the law and provide X an appropriate education for a child who can be identified by section 504 ADA laws, when an assignment requires her to read and write, at grade level, please send her on an errand to a place where she can be helped through the assignment.

I look forward to hearing that you have received this correspondence and how you will be addressing my daughter’s needs for FAPE.

Sincerely,

To tell or not to tell….. your child

The following is from Kyle Redford, Dyslexic and Educator.

To see Kyle’s story watch “The Big Picture: Rethinking Dylsexia”.

http://dyslexia.yale.edu/PAR_PrivacyDilemma.html?utm_medium=social&utm_campaign=postplanner&utm_source=facebook.com

 

“When students see their teachers and parents whispering and being discreet,
it screams of shame. Additionally, if it’s a secret, it’s also scary.
The Privacy Dilemma 
by Kyle Redford


As a teacher, I have encountered many parents who feel that sharing information about their child’s learning challenges will hurt their child’s self-esteem or diminish their chances of being successful in school. The truth is, when students see their teachers and parents whispering and being discreet, it screams of shame. Additionally, if it’s a secret, it’s also scary. It is human nature to fill an information void with worst-case scenarios. Ironically, a decision made to protect a child can often breed shame and fear.

It is understandable why parents choose to whisper and hide their child’s academic challenges; they don’t want their sons or daughters’ potential to be limited by low expectations.

Many parents also fear that the information or diagnosis will land in the wrong hands or in some file that will follow the student around and ultimately hinder his chances of getting into an elite school or college somewhere down the line. The problem, however, is that fear can prevent the student from getting access to key remediation or accommodations from which he/she would benefit.

The reality is, students don’t grow out of their dyslexia. Despite the legitimate excitement that results from a “good year” or a learning breakthrough, dyslexic students carry their unique challenges and strengths with them through the grades. Certainly their specific challenges will morph over time. For example, decoding words and spelling are a main obstacle in the early school years; in secondary school, keeping up with the volume of reading and writing is the central challenge. Over time, dyslexic students normally become more adept at dealing with their academic soft spots, but special support is critical to helping them achieve their full potential. The truth is, information about a student’s dyslexia needs to follow that student around. Instead of worrying about what is in their child’s file, parents should make sure that crucial information is shared among their child’s teachers.

I cringe when I think of all the instructional time I have lost with certain students while trying to second-guess what is impeding their learning in the classroom. With the right information, teachers are able to develop an academic plan to help dyslexic students minimize their weaknesses and maximize their strengths. For example, using a computer for tests and daily assignments can often be critical to a dyslexic student’s success. The computer’s “spell-check” and standard font allow ideas to be more readable and help to eliminate many mechanical obstacles that can hinder expression of ideas and understanding. Additionally, teachers can offer dyslexics extra time to read class novels and texts, as well as give them advance syllabuses so they can get a head start with required reading over the summer. Spelling mistakes stop looking like “careless errors” and Franklin Spellers and computers help bring students’ editing skills in line with the quality of their ideas.

Educators often indulge the privacy myth without confronting it, thus reinforcing the idea that there is legitimately something to hide. If asked to defend a decision to keep academic information from teachers or students, few will. Most educators say that their discretion is a way of respecting the parents’ wishes, but they would rather be given the permission to speak openly and honestly with students and other teachers. Unfortunately, teachers usually remain silent on this point when parents ask them to keep information private. To challenge parents on a decision to be private takes a lot of courage and conviction.

Another reason parents embrace secrecy is that they want to protect their child’s sense of his own potential. They worry that access to information about their child’s academic profile will make their child feel inferior or deflate his/her ambitions. However, with few exceptions, most students crave candid conversations about their academic strengths and weaknesses. These conversations help students understand how they learn as well as devise thoughtful strategies to overcome their challenges. An honest dialogue also helps students develop the language and vocabulary necessary to advocate for themselves in school.

Offering students specific information helps to demystify their academic anxiety. It helps them understand that just because one thing is hard for them does not mean they will struggle in all areas of school.

Case in point: until a fourth grade student of mine had her test results explained to her, she was privately terrified. Being assigned a new special reading teacher and witnessing hushed conversations between her teachers and parents had confirmed her worst private fear: she WAS stupid.

I could sense her confusion and anxiety as she shifted from being the queen of class commentary into someone who rarely paid attention and turned off during critical instruction. I convinced her parents that she needed to have someone explain her learning evaluation to her. They were reluctant to allow me to use the word dyslexia, but I managed to convince them of the benefits of giving her school struggles a name.

It was amazing what our conversation did for this student’s confidence. Once she was able to have someone explain why reading and writing were hard for her, she admitted that she had been hiding her school difficulties for years. This admission, however, came only after she learned that the same tests that identified her dyslexia also indicated that she had very strong higher-order thinking skills. I was able to reassure her that, as she got older, school would become more focused on the things she was good at, such as abstract thinking, and less on the things she struggled with, like mechanics. Most importantly, our discussion gave her permission to see herself as something other than a poor student. It infused her with the confidence that allowed her to put her school challenges in perspective.

And despite her parent’s fears, this student had no trouble with the dyslexic label. She immediately started using it to describe herself, even with her classmates. I am convinced that if parents could witness the relief and hope that wash over students when they are presented with clear information about their learning profiles, they would never choose the secrecy option again.”