Thursday, October 16, 2014

Researched based vs Evidence based


Wednesday, October 8, 2014

memory's role in writing

"oh, if I could just remember how to make that letter 'd'"

"I can't do it. I just can't"

Maybe you have heard your child say these things, or maybe you've heard someone else talking this way. Sometimes our kids have a hard time remembering how to form the letters. They don't 'see them in their mind' the way the "rest" of us do. Each time they are asked to write, they begin to feel tension building inside them. They hope the bell will ring so they can avoid writing one more time. They may begin to think of themselves as stupid or dumb.

It isn't true! You can be the smartest one in your class but if your memory is overloaded already, it will be difficult to sort through all the files.

"Students with working memory difficulties can hold fewer pieces of discrete information in their mind at any given moment. They hear what you said, or see what is presented, but as more information overwhelms their memory system they lose previous information needed to successfully complete the task."  

canlearnsociety.ca

There are plenty of things we can do to help ourselves remember how to form those letters, though! Take a shallow container and pour some table salt in it, just enough to cover the surface. Laminate some upper and lowercase letters. Take a letter and stand it up against the side of the salt container and, using a small brush, write the letter in the salt, sand, or panko, even!

Use crayons to trace letters on flowchart paper, on an easel. The friction from the crayon helps cement the image in the brain, making retrieval a little bit easier.

Take a peg board and some pegs or golf tees and form letters on the board, copying them from a printout or using the laminated letters from the salt container activity.

Create a game board with lowercase letter words. Make them sight words if you like, using a Dolch word list or Fry's list. Use Scrabble pieces to spell the words, comparing the upper and lowercase letters, for identification. Once you have spelled a word, read it out loud.

SO much fun to be had, casually, while strengthening our visual and auditory memory



Tuesday, September 23, 2014

IDA Recognizes IMSLEC and NILD for Meeting Teacher Training Standards in Reading


When looking for a tutor for your son or daughter with learning difficulties, be sure to check that they are recognized by someone YOU recognize! I am very proud to say that NILD Canada meets the strict standards of the International Dyslexia Association ... if I can help you, please don't hesitate to contact me:

edtherapykw@gmail.com


Following an independent program review, the International Dyslexia Association (IDA) 
recognized the International Multisensory Structured Language Education Council (IMSLEC) 
and the National Institute for Learning Development (NILD) for meeting IDA’s
Knowledge and Practice Standards for Teachers of Reading
IMSLEC and NILD join the nine university programs that were recognized by IDA last year (see list below).

International Multisensory Structured Language Education Council (IMSLEC) and the 
National Institute for Learning Development (NILD) for meeting IDA's Knowledge and Practice Standards for Teachers of Reading

IMSLEC and NILD join the nine university programs that were recognized by IDA last year.




Monday, September 22, 2014

could your child benefit from a psych-ed?

What Are Some Behavioral Signs Indicating A Child Might Benefit from A Psychoeducational Assessment?

  • Anxiety or school refusal: Children who face daily frustrations, struggles and embarrassment at school tend to worry excessively, and their difficulties often present themselves as anxiety-like symptoms. Children who are having trouble learning are often keenly aware that they are learning differently than their peers, and developmentally, they often haven’t developed coping skills or means to deal with the stress this causes.
  • Learned Helplessness or passivity with schoolwork: Students who experience consistent failure and difficulty despite continued effort, often give up and put limited effort into school work, as a protective mechanism for their self-esteem.
  • Misbehaviour: Children with learning difficulties often engage in disruptive behaviours, and can be aggressive at times to avoid the task at hand
  • Boredom:  Children who find some areas of school easy, may need enrichment.

Click here to read more from How's My Child's Brain Learning and Working by Sharon Selby, M.A.