Reading Problem or Comprehension Problem?

"Why Can't I get this?"

Oftentimes there is some confusion about the underlying cause of a student's academic problems. They are often associated with reading, but reading is not a single process and, when we talk about reading, we could be meaning different things. The end goal of reading is, of course, comprehension of the material. But poor reading comprehension is not necessarily the result of a weakness in one's language comprehension skills.

Reading comprehension can only occur when other factors related to the reading process are in place. It is dependent on a student's phonemic awareness skills, knowledge of phonics, word attack skills, and the fluency of their reading being efficient and automatic.

When a reader is struggling or unable to decode words in a text, or he or she is just inefficient in doing so, the result is that they are putting most of their energy into the process of decoding and are not as focused on determining what the text is actually saying.

It is also hard to understand what you are reading when you are not a fluent reader. When your reading is slow and choppy, perhaps lacking in expression, it is more difficult to glean meaning from what you have read.

Parents frequently think or are told by their child's teacher or tutor that they have a comprehension problem, when, in fact, it is actually a problem within the mechanics of their reading. This is related to people erroneously believing that if a student cannot answer questions about what he or she has read that it must be due to a weakness in their basic comprehension skills.

Conversely, some students are perceived to be poor readers because they are unable to answer questions about what they read. In this instance, the false assumption is that if a student is a good reader they will be able to answer questions about a text, and precludes the possibility that the incorrect responses were due to under-developed or inefficient language comprehension strategies.

The confusion around these areas is why we, at Langsford Learning Acceleration Centers, do a comprehensive evaluation of all areas of the reading process to determine the precise needs of any given student. We want the family to have clarity on what underpinnings are not in place and what area or areas need to be addressed for their child to perform optimally academically.

So remember: Reading and reading comprehension are two different, but related, entities. Both areas should be evaluated and considered when looking into whether a student has a "reading problem."

Holiday Thank You Notes-- As Easy As 1-2-3

Some traditions or acts of etiquette should never go out of style.  Alas, in this day of instant gratification, email and texting, writing thank you letters seems to have fallen out of vogue.

But who doesn't like to see a handwritten thank you note show up in the mail?

Encourage your kids to write thank you notes to Aunt Jane for that adorable sweater and Uncle Pete for those drums.  During the holiday break, after the festivities have passed and when the kids are becoming restless, bring out the markers or crayons, some pretty paper and envelopes, and have your kids make you proud.  They may even have fun doing it!

HOW TO WRITE A THANK YOU NOTE IN THREE EASY SENTENCES

Start note with:

Dear __________, (Insert name of gift-giver)

Come up with three clever sentences:

Sentence 1:  Thank you sooooo much for the ___________. (Insert name of gift)

Sentence 2:  It is ________________________. (insert your initial impression of gift: beautiful, adorable, just what I wanted/needed)

Sentence 3:  I will (or it will) ______________________. (insert why you like it or how it will be useful: I will think of you every time I wear it/ it will keep me warm this winter)

End note with a nice closing:

love, sincerely, yours truly,

Sign name!

It's as simple as that.  Some pretty artwork to finish it off makes the task fun and lands the note in Aunt Jane's drawer of keepsakes.  :)

KEEP THE ART OF WRITING ALIVE!

Getting Kids to Write

How can a child who can talk your arm off transform into a whining, crying, complaining, about-to-go-into-the-fetal-position mess when given a writing assignment?  What's so hard about writing?

Most kids who say they don't like to write say that because they don't think they are good at it.  Given praise and positive feedback, many reluctant writers will blossom into authors.  The key is giving them the tools they need to get their thoughts on paper, and then lots of encouragement with a focus on what they did right!

Heather Radar talks about using "wows and wonders" to encourage kids to write in her article "Coaching Reluctant Writers" for ChoiceLiteracy (click here to read). Wows for, "Wow, this part is great," and wonders for "hmmmmm......I wonder what you could do to make this part even better?"

Everyone likes to do things they feel proficient at and a little praise can go a long way in getting your child to write more.  But the praise needs to be specific.  Tell them exactly what you think is good and why it is.  Then, instead of saying, "This part isn't very good. You should change it," guide them gently to a revision by saying something like, "Gee, this is so good, but you do seem to say he said over and over.  I wonder if there are other words you could use that mean the same thing as said that might make your story more interesting?"

Who knows?  Maybe your child will be a published author some day, thanks to your encouragement!

An Important Step in the Writing Process

Visualizing, or imaging.....We do it all the time!  

 Both are terms referring to the act of making mental pictures in your mind.

We are visualizing when we read a book 

and picture the characters and events.  

We are visualizing when we listen to oral directions

and see what we need to do in our minds.  

We are visualizing when we daydream 

and fantasize about our upcoming vacation 

or what we want for Christmas this year. 

 Most of this imaging is so automatic that we are hardly aware of it.  Bringing it to a level of consciousness, however, can allow us to use the skill in a variety of ways you may not have thought about.  For example--writing!!

Has your child ever sat staring at a blank sheet of paper 

and complained about not knowing what to write? 

 Visualizing what you plan to write is actually one of the most important steps of the writing process.  If you can clearly see in your mind's eye a scene or event, you will be better able to write about it.  The more detail you have in your imagery, the more descriptive your writing can become.  You just have to think about what you see and put it into words on the paper.

The next time your child is having difficulty with writing, encourage them to visualize the topic and then incorporate those images into their work.  They should include colors, shape, size, and other details they imagine.  This simple yet often overlooked step can help your child to become a better writer and make the whole process easier and more enjoyable!

Kindergarten Enrichment

Our Kindergarten Enrichment Workshop is a fun way to nurture the joy of reading!

This is small group instruction in building phonemic awareness, sounding out words, and fostering independent thinking.  Students need to know all of their letters and sounds, and be able to write their letters.

Our instruction is hands-on, interactive, and fun!

We offer this workshop every Wednesday from 4:30 to 5:30 pm.  Enrollment is for a 12 week block. You can enroll your child at any time!

To enroll, click here.

Staff Spotlight: Stephen

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Stephen! We asked him a few questions, and here are his answers.

What is your favorite book?: Lonesome Dove by Larry McMurtry.

What did you want to be when you were growing up?: Paramedic, emergency room physician, FBI, or Secret Service. Something that included an adrenaline rush and helping people in a time of need.

People say I... am silly, adventurous, good at fixing things, have lots of energy, too busy.

What do you do in your free time? Outdoor adventurous things, ski (water and snow,) boating, camping, Scuba, hiking. Fix things around the house and at work. Spend time with family and friends.  

Classroom Based Reading Assessment: A Means to an End

As part of Langsford’s mission to provide our community and fellow educators with up-to-date information and research about learning, Langsford recently hosted approximately 50 local school administrators and learning resource personnel to hear Dr. Theresa Magpuri-Lavell present on Classroom Based Reading Assessment: A Means to an End.

Dr. Magpuri-Lavell discussed informal screening methods that educators can use to identify a student's potential areas of weakness. It was a great opportunity for us all to learn more about how to implement informal assessment in the classroom so that we can discover what our children can do, inform instruction, and improve teaching.

If you would like to learn more about what we learned during this presentation, check out the slides from the presentation as well as a video clip Dr. Magpuri-Lavell shared with us below! 

Staff Spotlight: Claudia

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Claudia! We included her school picture for fun--she still looks very much the same! We asked her a few questions, and here are her answers.

What is your favorite book?: Lonesome Dove by Larry McMurtry

What did you want to be when you were growing up?: A teacher and a mom.

People say I... look like Helen Hunt, which is quite a compliment, but I'm not sure I see it!

What do you do in your free time? Read (of course!), exercise at Orange Theory or walk my dog Duke, watch movies.

Staff Spotlight: Anna

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Anna! We asked her a few questions, and here are her answers.

What did you want to be when you were growing up?: I wanted to be a writer and a teacher.

People say I... am kind, happy, and gentle.

What do you do in your free time? I spend time with family and friends, write, play the piano, and read.

Staff Spotlight: Katrina

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Katrina! We asked her a few questions, and here are her answers.

What is your favorite book?: The Alchemist by Paulo Coelho

What did you want to be when you were growing up?: A veterinarian or a "house painter."

People say I... am passionate, compassionate, happy, and "bendy."

What do you do in your free time? Yoga (I'm starting teacher training in the fall!) and meditation.

Staff Spotlight: Kristin

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Kristin! We included her school picture for fun--she still looks very much the same! We asked her a few questions, and here are her answers.

What is your favorite book?: Gifts from the Sea by Anne Morrow Lindberg. My mother gave me her copy when I was in my twenties. I reread it about once a decade. Amazing how pertinent it still is today. The cycles of life are ever present. 

What did you want to be when you were growing up?: An archeologist. I loved rocks and the earth as well as uncovering the hidden past.

People say I... am different. I take that as a compliment. Perspective determines outcomes.

What do you do in your free time? I do Taoist Tai Chi; garden, house projects, and hang out with my family and friends.

Staff Spotlight: Rhonda

Over the last several weeks, we have been featuring one staff member a week. This week, we are featuring Rhonda (pictured above with LeVar Burton of Reading Rainbow!) We asked her a few questions, and here are her answers.

What is your favorite book?: Which ever book I am currently reading! I recently enjoyed a novel called Miss Peregrine's Home for Peculiar Children by Ransom Riggs.

What did you want to be when you were growing up?: A teacher, a writer, a mother, and a dancer, depending on the day it was.

What do you do in your free time? Read books, play with my dogs, watch movies, cook.

It's That Time of the Year Again...

This is the time of year when many schools administer Early Reader Screenings. These screenings consist of a few key measurements to identify students who may be at risk for reading difficulties. These students should be closely monitored as they progress through school.

Research shows that learning to read is a process that begins long before children enter kindergarten. During the pre-K years, children develop early literacy skills that set the stage for reading.

Three of the most important pre-reading skills your child needs to become a successful reader are:

1) Print awareness (understanding the concepts of words and letters and directionality of text)

2) Alphabet knowledge (being able to identify letter shapes and their corresponding names)

3) Phonemic awareness (ability to distinguish the individual sounds within a word and to blend and segment those sounds)

An important note: screenings are a small snapshot of your child's overall learning profile. They may not identify all children who will have difficulty learning to read. However, the screenings have proven to be a good predictor of whether a child is at risk of having reading difficulties.  This allows parents and teachers to be proactive in addressing these areas.

If your school does not offer reading screenings, we specialize in reading assessments. If you'd like more information on reading and reading assessments, click here.

Staff Spotlight: Margaret

Over the last several weeks, we have been featuring one awesome staff member a week.

This week, we are featuring Margaret! We asked her a few questions, and here are her answers.

What is your favorite book?: To Kill a Mockingbird

What did you want to be when you were growing up?: I always thought highly of teachers. My dad was a teacher, and he put me to sleep with poetry, often Shakespeare's sonnets. Before I graduated high school, I knew I would be an English teacher. 

People say I . . . : should retire so I could have more fun, but I couldn't have more fun than I do teaching at Langsford!

What do you do in your free time? I sew, draw, and paint. I also play golf, and, of course, read.

Staff Spotlight: Roxanne

For the next several weeks, we will be featuring one staff member a week.

This week, we are featuring Roxanne! We asked her a few questions, and here are her answers.

What is your favorite book?: The Wright Brothers, because it describes the many years of patient problem-solving needed to invent the airplane. 

What did you want to be when you were growing up?: I wanted to be someone who teaches and guides. 

People say that I . . . : am always busy because I am. 

What do you do in your free time? Garden, spend time with friends, exercise, read, volunteer,  and help my parents.

The Best Literacy Apps for Preschoolers and Kindergarteners

The preschool and kindergarten years are important for developing a solid foundation for reading, spelling, and writing. There are many apps out there that will help you give your child the practice they need at this crucial time. Here are some apps that are shown to develop the early literacy skills necessary to become a better reader, speller, and writer in elementary school.

For Alphabetic Knowledge:

·       Handwriting Without Tears

·       OG Card Deck

·       I Can Alphabetics

·       Starfall Learn to Read

·       Bob Books Reading Magic 1 & 2

·       Alpha-read

For Phonological Awareness:

·       Partners in Rhyme

·       Beginning Sounds Interactive Game

·       ABC Magic 1-6

·       Blending SE & TE (Student/Teacher Edition)

For Writing:

·       Handwriting Without Tears

·       I Can Alphabetics

Click here for more information about the apps and the criteria used to review them.

Staff Spotlight: Toni

For the next several weeks, we will be featuring one staff member a week.

This week, we are featuring Toni! We asked her a few questions, and here are her answers.

What is your favorite book?: That changes often. Right now it is The Lacuna by Barbara Kingsolver (or any of her books.) 

What did you want to be when you were growing up?: A nurse, then a singer, then a teacher. (I've been a teacher since 1969 in one facility or another!)

People say I . . . : am creative, tenacious, and have a good sense of humor.

What do you do in your free time? What free time? Ok, read, aqua exercise, write poetry, garden.

How Early Should I Be Worried About My Child's Reading Skills?

One of the most commonly asked questions we hear at Langsford Learning Acceleration Centers is, "How early should I be worried about my child's reading skills?" Closely related is, "When should work on reading skills start?" Research clearly indicates that what preschoolers know before they enter school is strongly related to how easily they learn to read in first grade.

Three Predictors of Reading Achievement in preschoolers:

1) the ability to recognize and name letters of the alphabet

2) general knowledge about print (which is the front of the book and which is the back; which way to turn the pages of the book)

3) awareness of phonemes (the sounds in words)

If your preschooler is lacking in any of these areas, reading experts advise stepping in early. Research indicates nearly a 90% chance that a poor reader in the first grade will remain a poor reader without intervention.

The good news is, however, that slow starters can succeed if they are provided the right kind of help. Early intervention programs that combine daily instruction in phonemic awareness, phonics, spelling, and reading fluency strategies can improve reading skills to average or above levels.

So don't wait for your child to experience failure. If your young child is displaying warning signs that learning to read is going to be difficult, seek intervention early! If you'd like information on early reader screenings and/or full assessments to determine whether your child is at risk of reading difficulties, see our website.

Langsford Learning Acceleration Centers

(502) 473-7000

weteachreading.com

Establishing Good Study Habits

As children grow older, it becomes very important to have good study habits. There are a few things that middle and high school students can do to establish solid study habits.

For middle school students:

·       Visualize what you read! Turns out that what you understand is related to how well you can picture it in your mind’s eye.  Stop trying to memorize what you’re reading. Instead picture it so that you can understand it and think about how it relates to what you already know.  This is what real studying is all about.

·       Toss out your highlighter. When the cap comes off, the brain turns off.  Read with a pencil instead. Active ‘pencil reading’ is key.

·       Organize your papers each night. Take a short bit of time each night and organize your papers for that day, then prepare your backpack for the next day. Running around in the morning trying to find what you need is a stressful way to start the day. Even worse is showing up at school without the homework you completed. That will cost you.

For high school students:

·       It’s time for the adults to step back. It is best to stumble in high school and iron out the kinks before college, where it might be harder to get back on your feet.

·       Put away your phone. Attention shifting will hurt your productivity. MIT did a study and it turns out multi-tasking does not work. When it comes time to study, turn off your social media and put away your phone. Work for a solid block of time, and then take a break.

·       Read it on paper, not a screen. Studies show comprehension is better when reading from paper. Plus, the blue light that screens give off can wreck your sleep cycle, which makes it harder to get to sleep.

For both middle and high school students:

·       Get enough sleep! It’s hard to learn when sleep-deprived. Your brain integrates what you have learned during sleep. The average teen gets around 7 hours, but needs between 9 and 10 hours of sleep according to the National Sleep Foundation.

Langsford Director Stephen McCrocklin recently talked to WDRB news about establishing good study habits. To watch the news segment, click here.

  

Staff Spotlight: Kara

For the next several weeks, we will be featuring one staff member a week.

This week, we are featuring Kara! We asked her a few questions, and here are her answers. (We also thought it would be fun to use one of her school pictures in honor of Back to School season--isn't it a great photo?)

What is your favorite book?: I can name some favorite authors: Margaret Atwood (Cat's Eye), James Joyce (Ulysses), E.B. White (Charlotte's Web), William Faulkner (The Sound and the Fury), Vladimir Nabokov (Speak, Memory), J.K. Rowling (Harry Potter series.) I also like YA fiction. 

What did you want to be when you were growing up?: A writer

People say I . . . : am of medium height for my age.

What do you do in your free time? I neglect domestic chores.

10 Professionals Who Can Help Your Struggling Child

There are many trained professionals who can help your child be successful despite any difficulties he or she may be encountering. The list below contains 10 professionals you might want to consider when exploring options to help your child.

1) Classroom teacher--works with your child on a daily basis and can provide insightful information related to how your child learns, how attentive he or she is in the classroom, etc.

2) Learning Disabilities Specialist--many schools have a teacher on staff with specific training and credentials to provide educational services above and beyond regular classroom instruction. This instruction my be one on one or in small groups.

3) Educational/Learning Consultant--Independent center or individual who administers educational evaluations and makes recommendations and/or implements intervention work in specific areas of need.

4) School Psychologist--gives and interprets psychological and educational tests; assists with behavior management; provides counseling or consultation with parents, school staff, and students.

5) Pediatrician--provides medical examinations and services, trained in overall child development.

6) Neurologist--a medical specialist that looks for possible damage or weakness to specific brain functions.

7) Psychologist--provides psychological and intellectual assessment and treatment for mental and emotional health. Also administers ADHD evaluations.

8) Psychiatrist--diagnoses and treats behavioral and emotional problems, most notably those requiring prescription medications.

9) Occupational Therapist--helps improve motor and sensory functions to improve ability to perform daily fine and gross motor tasks.

10) Speech and Language Therapist--can assess, diagnose, and treat disorders related to speech, language, and cognitive communication impairments such as attention, memory, and problem solving disorders.

While there are other professionals available in the community who might also be helpful, these 10 are a good starting point to think about.

Staff Spotlight: Christopher

For the next several weeks, we will be featuring one staff member a week.

This week, we are featuring Christopher! We asked him a few questions, and here are his answers.

What is your favorite book?: "The Prophet" by Khalil Gibran

What did you want to be when you were growing up?: Medical missionary

People say I . . . : am friendly

What do you do in your free time? Tai-chi, meditate, garden, cello, listen to audio books, YMCA, mentor mindfulness, watch historical dramas, hear plays, ballet.

We also thought it would be fun to show off some old school photos. Isn't Christopher's school photo awesome?

Christopher Back in His School Days

Christopher Now

Staff Spotlight: Cheri

For the next several weeks, we will be featuring one staff member a week.

This week, we are featuring Cheri! We asked her a few questions, and here are her answers.

What is your favorite book?: So many to love!!! My favorite at this present time is All the Light We Cannot See by Anthony Doerr.

What did you want to be when you were growing up?: A teacher, and I also wanted to get married and have a big family. 

People say I . . . : Some friends recently told me that I'm joyful . . . even in the hard times. My friends bring joy out in me. 

What do you do in your free time? My husband and I recently purchased a house, and I have been having lots of fun fixing it up. 

It's that time of year again! The days are getting shorter, the kids are getting up earlier, and the smell of school bus exhaust is in the air.  It's time to go back to school! We had lots of kids come to Langsford over the summer to work on their skills. Some wanted to catch up, some wanted a jump-start on the upcoming year, and some were returning clients wanting a review and the chance to brush up on their skills. The drive and motivation we witnessed was an inspiration to us all! Here's to a great 2016/2017 school year!

Dyslexia, Dyscalculia, Dysgraphia, Auditory Processing Disorder, ADHD, Dyspraxia…… the list goes on and on.

Learning Disabilities.  What are they and what do they mean?  When does a child have a learning problem, and how do you get them appropriate help if they do?

As part of Langsford’s mission to provide our community and fellow educators with up-to-date information and research about learning, Langsford recently hosted approximately 50 local school administrators and learning resource personnel to hear Joe Edwards, Psy.D., present on Understanding Psychoeducational Diagnoses & Classroom Implications.

Dr. Edwards explained the DSM V’s criteria for specific LD diagnoses, and talked about what types of accommodations, strategies, and classroom modifications schools and teachers can make to help their students be successful learners.  It was a great opportunity for us all to learn more about learning disabilities and what we can do to help those affected in our classrooms!

Here is a picture of Dr. Edwards in action!

If you would like to learn more about what we learned during this presentation, check out the handout from the presentation below!

Summer Suggestions

Wondering what you should do to keep your child's skills sharp or to better prepare him or her for school next fall? There are 5 key areas you should think about.

Each will take only minutes a day. Why not set aside an hour a day this summer to keep your child's academic momentum going?

SUGGESTIONS FOR READING AND WRITING PRACTICE

1) Read! 20 to 30 minutes daily. Sometimes challenging material (to further their decoding skills), and sometimes easier material (to work on fluency).

2) Build a sight word base for reading! Use a word list from school or other list with common words. Print words on 3 by 5 index cards and review daily. As words are mastered, review less often and add new words to cards for daily practice.

3) Build a sight word base for spelling! Use the same word lists as for the reading sight word base. Practice spelling the words daily. When a word is correctly spelled for a week, replace with a new word. Work on about 10 words a day.

4) Vocabulary! Learn the meanings of words discovered in reading or spelling tasks. Improving vocabulary skills can lead to improved comprehension! Put new words on 3 by 5 index cards with short definitions on the back to practice. Use the words in sentences or use as part of the daily writing activity.

5) Write! Write 2-3 sentences or a short paragraph describing what was just read, or anything of interest! Be sure to proof for spelling and punctuation.

Now go out and have some summer fun!

Accommodations for High Stakes Tests

How exactly do you apply for accommodations on high stakes tests, such as the ACT?

Part of Langsford’s mission is to provide our community and fellow educators with up-to-date information and research about learning. To support this mission, Langsford recently hosted approximately 50 local school administrators, learning resource personnel, and psychologists to hear ACT Senior Learning Specialist Meredith Townley and ACT Director of Accommodations Susan Michaelson present Accommodations for High Stakes Tests.

Meredith and Susan explained the available accommodations that can be made for students taking the ACT, as well as who qualifies for them and the application process. They also listed a few pitfalls that may result in the delay or even denial of the request for accommodations.

To take a glimpse at what we learned at this presentation, check out the presentation slides and lecture notes below!

Presentation Slides

Handout

Langsford Friendships

Sometimes, children come to Langsford and quickly make new friends. We recently had a great group of boys who became fast friends and enjoyed playing with each other on their breaks between sessions.

Here, Quinn and Bennett were celebrating Quinn’s birthday. Or maybe Quinn was celebrating, and Bennett was photobombing :)

Here, Quinn, Cooper, and Jayden celebrated the end of Jayden’s sessions. Look at those smiles!

We loved watching these friendships blossom while the boys were here at Langsford--what a great group of guys!

Summer is Almost Here!

Summer is quickly upon us!  Our thoughts wander to the delights of summer--afternoons at the pool, a trip to the beach, summer camps and other fun things!

Thoughts of school fade to the background.  However, summer is an ideal time to enrich or remediate reading, spelling, comprehension and writing. Instruction can lead to improved skills and better grades in the Fall.

So what is the next step?  Well, that depends on the specific needs of your child.  We have several options at Langsford:

Enrichment

Many people think that if their child is doing well in school, no additional work is needed.  And it's true that they may not need remediation.  However, kids can make significant gains by doing enrichment work to enhance their skills.  Why settle for average if the potential is there to be a star student?  Our evaluation can identify any areas in which your child might benefit from enrichment work.

Remediation

Is your child currently struggling?  Are you concerned that they could have trouble keeping up next school year?  Our comprehensive reading evaluation would give you insight into exactly where your child is having difficulty and what you can do to help.  Summer is a great time to close the academic gap and prepare your child for the upcoming school year.

Follow-up

If your child has attended Langsford in the past, some additional instruction can take their skills to the next level.  An evaluation is usually not necessary.  Just call us to discuss options. 

Kindergarten Enrichment Workshop

Small group

We can enrich your child’s reading for 1^st grade success. They need to know all their letters and sounds. We offer this every Wednesday from 4:30-5:30pm for 12 weeks.  You can start any time!  To enroll, click here: www.WeTeachReading.com/K 

Let us help your child discover the joy of reading this summer!