The Shut-Down Learner by Richard Selznick, PhD, is a very parent friendly book written for parents and teachers of children and students with learning disabilities, primarily dyslexia.

The Shut down learner is a visual-spatial child that has a unique set of strengths and weaknesses.  Dr. Selznick refers to these children as “the Lego kid.”  The Lego kid does not succeed in school because others do not understand and value his strengths and everyone focuses too much on his weaknesses.

The weaknesses of these children are very low linguistic-verbal intelligence.  They struggle considerably with reading, spelling and writing.  Despite attempts from special educators and remedial teachers to help these children fail in these areas of weakness, the progress for these children is slow and often even unrecognizable.

The strengths of the Shut-Down Learner are excellent spatial and visual perceptual organization skills.  This attribute is his most defining indicator and the author stresses this strength throughout the entire book.  The SDL child can visualize things well.  They learn through visualization and not through language.

The High-Spatial Characteristics include:

• Lego kid
• Loves puzzles
• Engages for hours with hands-on-activities
• Likes taking things apart to see how they work
• Enjoys hooking things up, such as entertainment systems
• Good awareness of visual detail
• Excellent visual recall
• Does well with psychological assessment tasks that involve spatial analysis
• Enjoys doing tasks and is movement-based

The curriculum is a major obstacle for these students.  They will not thrive under the regular curriculum because of their severe language acquisition deficiencies.  Dr. Selznick recommends Orton-Gillingham remediation as part of the student’s education.  This instruction will help these children overcome the worst of their deficiencies.  The SDL child will also need heavy focus on the areas in which he can excel and have confidence in.  These are the areas of visual-spatial and kinesthetic intelligences.

I did enjoy reading this book and would recommend it to parents and teachers of struggling readers.  I do want to mention though, that not all children with dyslexia and learning disabilities are gifted in the visual-spatial skills.  I work with many students with dyslexia who do not perform well in visual-spatial tasks and do not enjoy building with legos or taking engines apart.

Multisensory learning is the key factor and will benefit struggling readers. We all learn a different way, and we each have our own set of strengths and weaknesses.  It is so important to always point this out to our children.

• Is your child easily distracted or bothered by loud or sudden noises?
• Are conversations difficult for your child to follow?
• Are noisy environments upsetting?
• Are verbal (word) math problems demanding?
• Does your child have difficulty following directions?
• Is abstract information tough to interpret?
• Does your child struggle with reading, spelling, writing, or other speech-related language difficulties?

Central auditory processing disorder (CAPD) occurs when the ear and the brain do not coordinate together completely.   Many of the behaviors associated with central auditory processing disorder also appear in other conditions such as learning disabilities (LD) and attention deficit disorder (ADHD).  The symptoms in each individual can range from mild to severe and only a trained professional, such as a speech-language pathologists and an audiologist who specialize in CAPD, can determine if your child actually has a central auditory processing disorder.

If your child does have central auditory processing disorder and finds it difficult to concentrate and follow directions, there are numerous strategies that parents can implement for their child.

What was I supposed to do again?

In order to help a child with CAPD follow directions, try reducing background noises, always have the child look at you when you are speaking and use simple, expressive sentences.  Speaking at a slightly louder volume and at a slower tempo will also help significantly.  Have your child repeat the directions back to you aloud a few times and be certain that they understand the directions they are repeating and not just mimicking your voice.

I left my book at school.

A student with CAPD will thrive on routine and structure.  Teach your child how to focus and cope in chaotic environments (like middle school).  Before going home for the day, for instance, have the child check his or her assignment book and list what he or she needs to take home that day.

I can’t concentrate; it’s too loud in here.

At school the child should sit towards the front of the room facing the teacher with his or her back to the windows, doors, and other sources of distraction.  The teacher can periodically touch the child’s shoulder to remind him or her to focus or get ready for a transition.  Teachers should use lots and lots of visual aids jotting down instructions or key words on the board, and providing simple written outlines.  For younger students a drawing works fine as a reminder.

At home, provide the child with a quiet study place.  Keep the TV turned off and any outside stimuli far away.  Make sure the work desk is free of clutter and well organized.  Maintain a peaceful, organized lifestyle that also encourages good eating and sleeping habits and keeping a neat room and desk.

Teachers and parents both need to remember that central auditory processing disorder is a real condition.  The symptoms and behaviors are not within the child’s control. Children with CAPD are not being defiant or being lazy.  Help them build a strong self-esteem and learn to advocate for themselves, as they get older.  Keep it positive and keep life fun!

Karina Richland, M.A., E.T. is the Director and Founder of Pride Learning Centers.  A former teacher for Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and director of Pride Learning Centers.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at karina@pridelearningcenter.com

I just finished the book, Inside the Teenage Brain: Parenting a Work in Progress, by Sheryl Feinstein.  It is an easy read and I was able to finish the entire book in a few days.  It is a fabulous parenting guide and will really help parents and teachers understand the complexity of the teenage brain and give them some valuable insight into their teenager’s mind.

I was particularly interested in the chapters on Attention Deficit Hyperactivity Disorder as well as Learning Disabilities and how we as parents and teachers can understand the abnormalities in many parts of the brain in our teenagers.  I did learn, that according to the research, there is clear evidence that there is a biological difference between the brains of ADHD individuals and others.

In Chapter 1, the book covers basic information on the teenage brain, how it differs from the adult brain and why adults find the teenager’s actions so challenging and confusing.  I especially enjoyed learning about the overproduction of dendrites and synaptic connections and how valuable education and learning is during these teenage years.  Adolescents are acquiring knowledge at an unprecedented rate during the teenage years.  The more the student is engaged in an activity, the more dendrites grow and build synaptic connections.   The teenager is given a second chance in life to really build up that brain! The more time that is dedicated to reading, writing, math, music, and sports – the better the brain is formed for the future.  Not only is the brain producing dendrites like crazy, but it is also going through a pruning process – use it or lose it!

Chapters 2 – 11 go into detail discussing social, emotional, physical, educational and technological issues that both parents and teenagers face daily.  Each chapter provides strategies for parents or teachers that work and also don’t work.

The entire book is written in a very parent-friendly manner.  The sections on neurology and neuroscience are easily understood and absolutely not intimidating.  I highly recommend this book to all parents and teachers. The more parents read, research and learn about the inner workings of their teenager’s brain, the better parents and teachers we all will be.

Karina Richland, M.A., E.T. is the Director and Founder of Pride Learning Centers.  A former teacher for Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and director of Pride Learning Centers.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at karina@pridelearningcenter.com

School is finally out and now is the time for splashing in the pool, running in the yard, playing at the park and relaxing with friends.  Summer is also the time to catch up and get ahead in crucial reading skills that might be lacking during the school year. Children who read during the summer months gain reading skills, while those who do not often experience learning losses.

Research has shown that the few months of loss in reading skills over the summer months compounds over the years; by the time children reach middle school, those who haven’t read during the summers may have lost as much as two years worth of achievement.

Trying to balance the busy, physical activities that the warm summer weather brings with quiet reading time daily is not an easy task for most parents.  Some children welcome the idea of reading books during the summer months, while others, particularly weak or reluctant readers, will find this a tedious chore.

The good news is that if children read just six books over summer vacation, they will likely avoid summer reading loss! Try some of these tips to make sure your child’s summer reading goes smoothly:

• Set aside a consistent time each day for reading.  Summer camps, play dates, and videos are all fun things kids like to do during the summer.  However, by the end of the day, children may be too tired to pick up a book and read.  When planning summer time activities for your child, remember to leave some time in their schedules for reading.  Find a convenient time each day – before bedtime or over breakfast.

• Help your child select books at a comfortable level.  If you are having trouble judging, consult your local librarian who is likely to be an expert in matching books to reading levels.  Another great source is the Lexile Framework for Reading.  This website will give you a Lexile Measure from a reading test.  You can then look up books according to your child’s lexile measure.  The website is: www.lexile.com. If your child makes 5 or more errors in reading a page of around 50 words – the book is too challenging.

• Become a reader yourself and lead by example!  Read the newspaper at breakfast, pick up a magazine at the doctor’s office, and take a book to the beach or on your family picnics.  If kids see adults around them reading often, they will understand that reading can be a fun and important part of their summer days.

• Read about your vacation destination before you go.  Have your child read about your travel spots ahead of time and help plan the trip for you.  If you go camping, explore the wildlife and scenery on-line.

• Read a book that is now a movie, and then take them to see the movie!

• Make sure to bring books on vacation, outings and errands to keep your children occupied and entertained with great stories. Pack books in your beach bag and picnic baskets instead of electronic game devices.

• Connect books with activities!  Read a story that mentions something yummy to eat and then try out a recipe at home.  Try some exotic foods from stories from other countries.

Karina Richland, M.A., E.T. is the Director and Founder of Pride Learning Centers.  A former teacher for Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and director of Pride Learning Centers.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at karina@pridelearningcenter.com

Reading is a skill that needs to be practiced regularly. Without practice, young readers will not develop the vocabulary, the skills, and the fluency necessary to become strong readers.  But many children, even those with strong reading skills, do not get enough practice and as a result become disinterested in reading, and can quickly become discouraged.  Here are some practical tips for encouraging reluctant readers:

• Watch the movie first

While there aren’t movie equivalents for every book, there is a large selection of children’s literature out there.  If you can find them, watch and discuss them together.  Some suggestions are: A Series of Unfortunate Events: Lemony Snicket, Charlie and the Chocolate Factory, To Kill a Mockingbird, Charlotte’s Web, Hoot, etc.

• Find books with cartoons or humor  — which only a child would find amusing

Not everything needs to be a learning lesson.  Letting children read books such as Captain Underpants or Diary of a Wimpy Kid will keep them engaged and entertained.  Although adults might find the language and humor distasteful, children find it very funny and are therefore more motivated to read.

• Zero in on your child’s passions and choose books and magazines focused on areas of interest

Find books on specific topics to keep your child’s interest, such as science, baseball, American Girl dolls, etc.  Children who already have the background knowledge, language and vocabulary before beginning a book will have an easier time getting through the reading.  Order a magazine subscription to Sports Illustrated for Kids or Nickelodeon.  Children love receiving mail and reading ‘their’ magazines.

• Get your child an email account and, together, check it regularly

Using the computer to read and write is a huge advantage for most students.  By letting young children write and send email, they practice reading, writing and spelling.  Teach your child how to use spell check before sending off messages. Be sure to monitor your child’s ‘pen pals’ – who is your child writing to and receiving mail from? Let your child pick out a few family members, including grandparents and maybe two or three friends.  You will find that by using email regularly, your child becomes very strong in typing (keyboarding) and using the computer.

• Find an author that your child likes and stick with it

If your child loves reading Hank Zipzer by Henry Winkler or Tales of a Fourth Grade Nothing by Judy Blume, then you have found a writing style which stimulates your child’s interest.  Go through the entire series.  Don’t worry if the reading is below grade level: your child is reading for pleasure and for practice.  Also remember, just because you loved a certain author or series when you were a kid, this doesn’t mean your child will love the same books you did.  Browse the bookstore or library and find the newest, most modern series.  Usually these books contain language and themes to motivate the most reluctant reader.  Kids need to relate to what they are reading, and modern language usage helps.

• Get books with large print

For some children with learning difficulties, getting books with larger type can be helpful.  Maybe it’s because the pages are less intimidating with less text, or maybe it is the fact that there are fewer words on each line, but it seems to make the reading a bit easier.

• Let your child talk to you about the book they are reading.

When we adults read books we enjoy, we like to talk about them.  After reading a book, we don’t necessarily want to write a summary, book report or make a project of it.  We just want to discuss it with someone else.   Look interested in what your child is reading (yes, even if it is Captain Underpants) and ask questions and have your child tell you about it.  Laugh with your child about the funny parts (even at the bathroom jokes) and help your child feel good about reading.

______________________________________________________________

Karina Richland, M.A., E.T. is the Director and Founder of Pride Learning Centers.  A former teacher for Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and director of Pride Learning Centers.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can visit her website at:

http://www.pridelearningcenter.com

I am always bewildered at the number of parents with children that qualify for an Independent Educational Program (“IEP”); where those parents do not understand the concept of “Stay Put.”

Put simply, stay put is one of the most powerful tools a parent has to control proposed changes to the placement and services offered by a school district at an IEP meeting. It is the power of a parent to say NO!

First, context. An IEP meeting is supposed to be a team meeting. The reality is that anything offered in writing at an IEP meeting is ultimately controlled by the school district. Parents DO HAVE significant influence by addressing what is in the best interests of their child; however, an IEP meeting is not a democratic event. However, parents have two critical tools at their disposal when the school district offers an inappropriate placement or scope of services; that is, stay put and due process. Due process often requires the services of an advocate or an attorney; it is where the parent litigates against the school district. In contrast, stay put is simply the power of expressing NO to either an entire IEP or specific components of an IEP; thereby taking away the power of the school district to implement its proposed changes to the child’s placement or scope of services; except by court order. That is, the unilateral power of a parent to stop inappropriate changes to an IEP.

When a parent takes the steps of imposing stay put the parent leverages that power to negotiate a better offer on behalf of their son or daughter. Stay put stops the school district from implementing specific changes. Thus, from a school district’s perspective the IEP is unresolved. School district administrators prefer certainty to uncertainty; thus, if the school district wants resolution it must either negotiate with the parent or litigate the matter.

From a legal perspective, under federal and state law, a special education student is entitled to remain in his current educational program pending the completion of a due process hearing; this entitlement is referred to as “stay put.” [20 U.S.C. § 1415(j); 34 C.F.R. § 300.51; Ed. Code §§ 48915.5, 56505]. For purposes of stay put, the current educational program is defined as the last agreed upon IEP implemented prior to the dispute arising [Thomas v. Cincinnati Bd. Of Educ. (6th Cir. 1999) 918 F.2d. 618, 625].

Stay put is not discretionary for a school district; it is a requirement. Most importantly, the purpose of stay put is to prevent a school district from unilaterally changing a student’s educational program without the parent’s consent [Honig v. Doe (1988) 484 U.S. 305,323]. Thus, even if a parent has not filed for a due process hearing, a school district generally cannot unilaterally change a special education child’s placement or scope of services except by the parent’s consent or a court order. There are always some legal exceptions to every general rule of law; for example, if a parent explicitly consented in a previous IEP that a specific service was to be terminated on a specific date and no longer to be provided, that situation under some circumstances can be an exception to “stay put.” However, more likely than not in most circumstances, stay put is operative when a parent simply expresses NO to an adverse offer by a school district.

Please note, that stay put should be expressly stated in writing by a parent, ideally within the IEP document.

As former first lady Nancy Reagan often expressed, simply say NO!

Please note, that this Newsbrief is a general explanation of the law and may not be appropriate for a unique set of circumstances. Attorney consultation should be considered.

PROVIDED BY SPECIAL EDUCATION ATTORNEY, JEFFREY A. GOTTLIEB, ESQ.

www.specialeducationattorneyatlaw.com

(562) 699-2412

Reading is a highly complex, integrated activity that daunts as many as 33 percent of the population.  Many children become proficient readers regardless of how they are taught.  However, for children who experience difficulty learning to gain meaning from print, reading must be systematically and carefully taught.  Mastering the following components of the reading process is essential if students are to become proficient readers.

Appreciation and enthusiasm for reading

It comes as no surprise that children who are passionate about reading are more skillful readers.  Reading is more exciting to students when they are:

Read to frequently

Allowed to choose their reading material

Exposed to a wide variety of interesting reading materials

Phonemic awareness

Successful reading depends upon understanding that words are composed of individual sounds.  Children need direct teaching in the skills of breaking words into their component sounds and in blending individual sounds together into words.  Phonemic awareness is one of the most important skills upon which early reading depends.  Children who have poorly developed phonemic awareness skills are at great risk for becoming poor readers.

Phonics and Decoding

Letters of the alphabet are a code representing the sounds in words.  Reading involves “decoding” or translating written words into their spoken equivalents.  The early stage of decoding instruction emphasizes the correspondence between individual letters or pairs of letters (such as “oa”) and the sounds they represent.  Later reading instruction stresses rapid identification of larger units such as syllables.  Identifying larger phonetic elements is termed structural analysis.  Once a student learns the correspondence between sounds and print, he or she has become a proficient decoder.

Fluent, Automatic Reading of Text

However, in order to become an efficient reader, the decoding process must become fast and accurate.  When decoding is efficient, attention and memory processes are available for comprehending what is being read.  Reading fluency training is vital for strengthening a student’s comprehension skills.  Children should have ample practice reading material that is not difficult for them to decode.  This level is referred to as the “independent reading level.”  Frequent reading of material at a child’s independent reading level builds automatic word recognition and frees up a child’s mental abilities for comprehension.

Background Knowledge

Comprehension depends heavily on a student’s knowledge of the world.  Therefore, the skill of reading comprehension begins to develop long before children enter school.  Children who have more experiences of all types, have more background knowledge upon which to base their understanding of written material.  Parents help their child develop reading skills when they visit the museum, the park and even the store.  Parents and teachers should also read to students in order to help them create a stockpile of information that will facilitate reading comprehension.  The best reading instruction teaches a student to access background knowledge while reading.

Vocabulary

Comprehension depends on having a large vocabulary.  Children who read widely learn word meanings at a faster rate than children whose reading is more limited either in scope or quantity. During their school years, children should be learning several thousand new words per year.  Most of these words are learned by reading.

Written Expression

Reading and writing are two sides of the same coin.  Effective reading instruction must include training in expressing one’s thoughts in writing.  Children should be given daily practice in organizing and expressing their knowledge through writing.  This builds their ability to decode and comprehend the thoughts of other writers.

The key to helping students who experience difficulty in learning to read is to identify a student’s specific reading problems and devise programs which capitalize upon a student’s unique learning strengths.  A curriculum that focuses on specific, appropriate, and practical learning strategies will best help students become proficient, efficient and independent readers.

An appropriate literacy goal for all students should be that each is fully able to use reading as a springboard for independent, critical thought and expression.  Reading fuels the highest levels of the thinking process.  Good readers are armed with tools to become strong thinkers.

Dr. Kari Miller is a board certified educational therapist and director of Miller Educational Excellence, a full-service educational therapy facility in west Los Angeles.  Miller Educational Excellence specializes in helping students with ADD, ADHD, autism, learning disabilities, dyslexia, and other special learning needs overcome learning problems, including reading, writing, math, and attention challenges.  More information can be found on her website.

To reach Dr. Miller:

Email:  klmiller555@sbcglobal.net

www.MillerEducationalExcellence.com

Phone:  310-280-9813

The scientific literature abounds with studies claiming to have discovered evidence one way or the other.  This often contradictory information can be confusing, but some themes seem to be consistent, and more importantly, to make sense.

For example, there is some correlational evidence that violence in video games may increase aggression in certain vulnerable kids.  We believe that kids with excessive anger are attracted to violent games.  For these kids, violent games may teach unhealthy conflict resolution skills, glorify aberrant or subversive lifestyles, or desensitize kids to terrible events.  Parents should be particularly concerned if a child’s level of aggressive behavior is consistently higher after playing.

On the flipside, there is also evidence that playing video games can act as a healthy outlet for aggressive impulses. Kids who play video games often say that the games help them relax or cope with stress. Violent video games might offer an alternative outlet for aggressive and angry feelings by providing a vicarious, and less destructive, experience of testing limits.  In addition, gaming can build self-esteem, provide a sense of accomplishment, and improve socialization. It is unusual, for boys in particular, to not play video games.  The shared experience of overcoming certain gaming challenges acts to help some children bond.  Game play is often a normal social activity for boys, and lack of interest in social gaming may signal social difficulties.

So if all of this is true, how should parents manage video games in their child’s life? I believe that, for most children, a balanced approach is best.  Many kids can use video games in moderation as a healthy tool in their play toolbox.  Some children will need their parents to provide structure and moderation for them.  For these kids, it is best to make the limits very clear.  Parents may want to place a time limit on the game, or a contingency like “you may play for 1 hour after all of your homework and chores are done.”  I would also suggest that parents actually play video games with their child.  This provides many benefits, not the least of which is forging a stronger bond with your child.

You can also use the time to guide and mentor your child in his or her play.  Explain situations or themes that he or she may not understand, or might misinterpret.  Use the opportunity to discuss morals and values; parents often underestimate the impact of their words and actions on their child’s beliefs.  There are currently several games offering, as a central theme, the moral development of the main character (Fable, Infamous, etc).  Use these games as a launching point for discussions about morals.

Playing games with your child also affords you the benefit of a first hand look at the content of your child’s game.  Parents can also refer to each games rating from the ESRB (Entertainment Software Rating Board) for a rough guide to a game’s content.  Pay particularly attention to games rated “M” as these are intended for people age 17 and above.  Your game console, or computer, should have the ability to restrict certain types of games based on that game’s rating.

These suggestions are general, and should work well for most people.  For children with significant behavior or emotional problems, the decision to use or exclude video games should be made carefully with attention paid to the potential risks and benefits such a move would have.  Allowing the child to use video games, particularly violent games, may increase their aggression, while forbidding the use of their game could remove one of the child’s only sources of self-affirmation and competence.

Some parents have complained to me that their child seems “addicted to their video game”. They spend an excessive amount of time playing alone, and even ignore fun and engaging alternatives.  They may not even enjoy playing the game that much, instead they use it to escape from pain or conflict in their lives.  In many of these cases, the issue is not the video game itself, but rather the child’s inability to use alternate coping strategies to manage emotional or social problems.  If you suspect that your child is suffering from problems like these, I suggest seeking help from a professional in children’s mental health.

Stephen Morris, M.D.

Doctor Morris is an Adult, Child, and Adolescent Psychiatrist operating a private practice in Manhattan Beach, California.  For more information, please contact him through his website at http://www.StephenMorrisMD.com

Following directions is one of the most difficult tasks for a child with ADHD to master.  Children with ADHD are easily distracted and have a tendency to get sidetracked a lot.  With a lot of patience and support, you can help your ADHD child learn to follow directions using these very simple ideas.

1.  Organize and simplify the directions:

Keep the directions as simply stated as possible so that your child can remember them easily and not get lost in your words.  Make the most important information stand out.  “Sara, I want you to get your jacket, get your backpack and put on your shoes, then come back here to me.  Got that?  Jacket, backpack, shoes.  Go!”

2.  Use multisensory strategies to help the memory:

You can sing and dance the directions with your child.  “jacket, backpack, shoes, yee-hah!”  You can have your child clap his hands or tap the table for each step he needs to do.

3.   Teach your child to repeat the directions:

Have your child repeat each direction a few times.  “get out a piece of paper, a pencil and write my name at the top of the paper.  Paper, pencil, name.  Paper, pencil, name.”

4.  Make charts for procedures or routines that are repeated:

This is especially helpful for organizing and keeping a routine.  For example if you have a list of items that need to be done each day before school you can create a checklist.

1.    _____  make my bed.
2.    _____ put dirty clothes in the hamper.
3.    _____ feed the cat.

As your child completes a step, he/she can check that step off the list.  This will give your child some direction and keep the attention on the task at hand.

5.  Be supportive and stay positive:

• Nagging your child is not going to assist them in learning strategies and skills to follow directions.  You can provide support for your child by:
• prompting your child for listening skills.  “I am going to give you the directions, I would like you to please look at me so I know you are listening.”
• asking  your child how you can provide a reminder for them without nagging them.  They might suggest a hand gesture or a tap on the wall, a wink of the eye, etc.
• offering understanding when your child feels frustration.  ” I understand it is hard to keep track of doing so much at once.  Would you like me to help you put together a list that we could start checking off after each step?”
• praising your child often.  If they don’t complete the task praise them for making an effort.  If your child fails to complete a task, encourage her/him to try to get it finished.  Use positive encouragement.

_________________________________________________________________________________________________

Karina Richland, M.A., E.T. is the Director and Founder of Pride Learning Centers.  A former teacher for Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and director of Pride Learning Centers.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications.  You can reach her by email at info@pridelearningcenter.com

The most effective teaching method for children with learning differences is a multisensory approach.  Multisensory teaching utilizes all the senses to relay information to the students.  The teacher accesses the auditory, visual, and kinesthetic pathways in order to enhance memory and learning.  For example, when learning the vowel combination “oa” the student might first look at it and then have to trace the letters in the air while speaking out loud.  This combination of listening, looking, and moving around creates a lasting impression for the student as things will connect to each other and become memorable.

Multisensory learning started back in the 1920s by Dr. Samuel Orton at the Mobile Mental Health Clinic in Iowa. Dr. Samuel Orton, one of the first to recognize dyslexia in students, suggested that teaching the “fundamentals of phonic association with letter forms, both visually and kinesthetically presented and reproduced in writing until the correct associations were built up,” would be the best learning approach for students of all ages. Dr. Orton had his patients trace, copy, and write letters while saying their corresponding sounds and associations.  Today this method is known as multisensory learning.

Children with dyslexia often struggle with auditory and/or visual processing.  They have trouble recalling words and how they are pronounced.  This means that they do not comprehend the roles that sounds play in words.  These children have difficulties rhyming words as well as blending sounds together to form words.  Dyslexic children do not understand or acquire the alphabetic code or system expected of them in the primary grades.  If a child with dyslexia is given a task that uses just hearing and vision, without drawing upon other senses, the student will be at a disadvantage.  When taught with a multisensory approach, children will learn alphabetic patterns and words by utilizing all pathways – hearing (auditory), seeing (visual), touching (tactile) and moving (kinesthetic).

Dyslexic students do not need more of the same instruction in class but a different type of instruction.  They need to learn basic language sounds and the letters that make them, starting from the very beginning and moving forward in a gradual step by step process.  For all of this to “stick” they need to do this by using their eyes, ears, voices, and hands.

CHINESE PROVERB

Tell me, and I will forget.

Show me, and I may remember.

Involve me, and I will understand.

________________________________________________________________________________

Karina Richland, M.A., E.T. is the Founder and Director of Pride Learning Centers.  A former teacher for the Los Angeles Unified School District, Ms. Richland has devoted her life to the field of reading and learning disabilities, working as an educational therapist and helping children with learning differences succeed.  Ms. Richland speaks frequently to parents, teachers, and professionals on learning differences, and writes for several journals and publications. You can reach her by email at:

info@pridelearningcenter.com