Why Do We Love What We Do?

At the end of a student's journey with Langsford, students often write us letters about their experience here. We love letters like this:

"Dear Langsford Staff,                                            
While I have been at Langsford I have learned how to read more smoothly and write better. My reading hours have helped me with sounding out words, how to spell them correctly, checking the spelling, and many other things. My writing hours helped me with punctuation and finding synonyms of words, instead of using the same words over and over again. It has also helped me with knowing how to write a great, short main idea, visualize, plan and not loop back to the same ideas. You all have helped me find what I need to watch for when reading and writing in the future.

Sincerely, 

Cami"

Thank you for the kind letter, Cami!

-->

Hmmmmmm...

Hmmmmmmm.......

I know you think you understand what you thought I said,

but I'm not sure that what you heard is what I actually meant!

Have you ever been on either end of this scenario? It is frustrating for both parties. Language comprehension is essential for one to communicate effectively with others. A person must be able to not only receptively understand language, but to also be able to use his or her expressive vocabulary to effectively convey that information to others.

Surprisingly, one can be highly intelligent and still have difficulty with language comprehension. At Langsford Learning Acceleration Centers, our experience in teaching reading over the last 25 years has been that many who are struggling to comprehend are simply lacking the foundational skills necessary for good comprehension.

Research indicates that people with good comprehension utilize concept imagery to facilitate understanding. Simply put, they make mental movies in their head when reading or listening.

Have you ever tried to put together a bookcase or a child's bicycle? Did you find the diagrams that accompanied the directions to be of more help than the written directions? That's because the diagrams helped your brain to see the relationships between the pieces and how they would work together as a whole. Concept imagery is very much like this.

Clients who we tutor in comprehension at Langsford do systematic work to develop their imaging skills, starting with a simple sentence and building up to multi-page units of material. Once they have the information pictured in their minds, they practice recalling and verbalizing it in a clear and concise manner. Emphasis is also placed on determining the main idea and important details, as well as on developing higher order thinking skills (such as making inferences, drawing conclusions, or making evaluations of material).

Many people make mental movies in their minds naturally and without prompting. For those that don't or those who do not do it efficiently, structured practice to develop their concept imagery and verbalizing skills can make both school and interaction with others easier and less frustrating.

In conclusion,

I hope that what you read and what you think I said

matches what I actually said and what I meant to say!

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