If You See a Friend Without a Smile, Give Him One of Yours

Zac is a 7th grader who's been doing work in reading and spelling at our Middletown office. It's hard not to be charmed by him when he flashes his big awesome smile. While Zac says that he was very surprised to find that he wasn't bored coming here, it's not to say he didn't try to use his smile on us from time to time.

Zac says that his smile doesn't work for him at home or school, but it always does at his Grandma's. Grandma sometimes picks up Zac and from the the pride I see in her eyes when she looks at him, I imagine it does.

When I asked Zac what he'd like me to say when I posted his picture, he said "tell them it's not boring here and that when I came I wasn't a good reader, but now I am."

(Hearing that would have charmed me even without the smile.)

Can You Read This?

Aoccdring to rscheearch at Cmadrigde Uinervtisy, it deosn't mttaer in waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht the frist and lsat ltteer be at the rghit pclae. The rset can be a toatl mses and you can sitll raed it wouthit porbelm. Tihs is bcuseae the huamn mnid deos not raed ervey lteter by istlef, but the wrod as a wlohe.

How'd you do? Were you surprised at how well you read it? But.....did you really read it? Were you decoding the words based on the order of the letters and what each letter says?

The above paragraph is an example of what is called top-down processing. A widely accepted educational philosophy that utilizes a top-down approach to reading is called whole language.

Proponents of whole language instruction believe that comprehension should be used as the basis for decoding skills and that meaning is brought to print, not derived from it. It is a whole- to-part model, relying on readers being able to use their comprehension skills to anticipate what they think a word will likely say. It allows readers to comprehend text even though they do not recognize or cannot decode each word.

A bottom-up reading model, on the other hand, emphasizes part-to-whole processing of a text. Proponents of this model argue that the process of decoding words by using phonetic strategies leads to comprehension of the text. The reader first processes each individual linguistic unit, or phoneme, combining them to decipher words, and only then does the reader begin to comprehend the text.

Both of these models have merit, but neither, in and of itself, is the most efficient way to accurately decode and comprehend text. A better model is an interactive model which utilizes aspects of both, with a focus on the latter.

If you've been to a Langsford Learning Acceleration Centers presentation, you may recall a model for reading which draws on three areas combined, working together in unison. It is a balanced approach of drawing on word attack skills, sight words, and contextual cues. These areas combined result in accurate and efficient decoding, which allows readers to shift their focus to gleaning meaning from the text.

For more information related to this interactive model, check our website or Facebook page for the next presentation on "What Parents Should Know...about Reading and Comprehension Development." These presentations are FREE and open to the public.

For the Love of Reading

"So please, oh PLEASE, we beg, we pray,

Go throw your TV set away,

And in its place you can install,

A lovely bookshelf on the wall."

— Roald Dahl, Charlie and the Chocolate Factory

Nothing is more rewarding than seeing children become excited about reading. Will is a first grader who recently completed sessions with us. You can see by the look on his face in this picture that he was happy to receive a book at his ending celebration. Kristin, his Learning Coordinator, picked one special for him that she thought he'd enjoy. What you don't see, is the sense of pride Will displayed in sessions as his reading skills developed.

When checking in with Will's mom a short time later, Kristin learned that Will had already read the book she'd given him and moved on to one from the Diary of a Wimpy Kid series! Mom reported that, while the book is challenging for him (it's above his grade level!), he really wanted to read it and is able to work through and decode most of it on his own.

"So, please, oh Please, we beg, we pray,

Read with your children every day.

Keep books on hand for lots of fun,

They'll be so proud, once they're done!"

---Langsford Learning Acceleration Centers

Dressed for Success!

This is Jack! Jack did work to improve his reading and spelling skills at Langsford Center. Mom reports that his grades have improved and he's now near the top of his class! With his dapper good looks and his improved skills, we think the sky's the limit for Jack!

In Memory of Carolyn

Carolyn and her son Andrew at 2009 staff Christmas party

There are some people you meet in this world who are truly special.  They have a certain something about them that draws you to them.  Carolyn was such a person.  Carolyn worked here at Langsford Center for almost five years.  For a good portion of that time, she was battling cancer, although most people outside of our staff did not know it.  On Monday, April 26, 2010, we lost Carolyn.  She was only 51. 

Even though those closest to Carolyn knew she was getting progressively discouraging reports  and was beginning to run out of treatment options, her courage never faltered.  Carolyn faced her illness bravely, with grace and dignity.  She preferred not to talk about it, as she refused to let her illness define her.  She wanted her life to go on as normal as possible.  To that end she continued to come to work every day, amazingly with a smile on her face.  

She did not complain or look for sympathy.  In fact, she often offered support to others around her.  It was hard to believe that she had such a serious illness when she looked so well and was laughing and cutting up.  I believe that Carolyn did not want to leave this world, to leave her husband and son alone, and she kept her illness in check through sheer mental self-discipline.

We ask ourselves.....why did she have to leave this life so young?

I am reminded of a quote by Albert Einstein.  He once said:

Our death is not our end if we can live on in our children and the younger generation.  For they are us, our bodies are only wilted leaves on the tree of life....

Carolyn leaves behind a loving husband and son, and many friends who will deeply miss her. However, she lives on in her son, and in all the children she worked with while she was here at Langsford Center.  Carolyn helped to give many children the gift of reading and altered many a child's life by doing so.  While her time on this earth was brief, her spirit lives on in the lives she touched.

Goodbye, Carolyn.  We all love you and miss you.  

Client Update

Just had a previous client stop by after finding one of our books at home. Mom reports that daughter is doing great and reading voraciously! While only in 2nd grade, she is reading 3rd and 4th grade books! We love to hear these stories!

If you'd like to share an update on your child, leave us a post in the comments section. We'd love to hear from you too!

Defining a "Reading 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."

Langsford Learning Acceleration Centers

2520 Bardstown Road

Louisville, Kentucky

(502) 473-7000

We teach reading and learning skills for life. Spread the word!