Uncategorized

by | May 30, 2015 |

Ben Foss is prominent inventor, entrepreneur and activist who founded Headstrong Nation a not-for-profit organization dedicated to serving the dyslexic community. He is also the inventor of the Intel Reader® a device CNN called “too ground breaking to ignore.” The Intel Reader® is a mobile device that takes photos of text and reads it aloud on the spot to people who have difficulty with text, creating what Ben calls “a ramp into a book.”

Identified as a dyslexic at the age of eight, Foss became successful by developing a unique approach to his disability. After years of hiding his dyslexia, he challenged himself to use it as a bridge to the rest of the world, realizing that if he thought of himself as being “from dyslexia,” he could integrate his history and harness his strengths. As a compassionate and skilled speaker, he shares this message with Fortune 500 companies, human resources and public policy organizations, and colleges and universities across the country.


 

Why Screen for Dyslexia?

by | Feb 20, 2015 |

Why Screen for Dyslexia?

I continue to be amazed by the amount of misinformation out there on dyslexia related reading disabilities. Over the next few weeks I’m going to try and tackle some of the issues that are involved with screening and assessment.

 

Identifying Children at Risk

When screening for dyslexia the primary purpose is to identify children who are at risk for this learning disability, particularly in preschool, kindergarten or first grade. This means that the screening does not “diagnose” dyslexia. Rather, it identifies “predictor variables” that raise red flags so parents and teachers can intervene early and effectively. These “red flags” are important to identify as early as possible.

Countering the Matthew Effects

In the 1970’s Dr. Keith Stanovich used a biblical allusion to describe what happens when children do not receive the help they need to develop their reading and writing. The idea captured by the term “Matthew Effects” is that the rich get richer and the poor get poorer.

When it comes to reading, if a child begins reading in the early grades without difficulty, he finds learning to read gratifying and typically wants to do more of it. The more the child reads, the better he gets at it. This child is “rich” and getting “richer.” I have described such a child as someone who is on the “smooth road.”

In contrast, for struggling children, the task of reading and writing is not fun at all and can be a laborious and onerous process.

Screening for these “rougher road” children is important to be conducted so that appropriate interventions can be offered.

Sharpening Targeted Interventions

Another reason to screen for dyslexia is to sharpen the targeted interventions. For example, if a screening reveals weakness with phonemic awareness or writing, you know that the child will need an extra dose of remediation that targets these skill areas. If the child is shown to have weakness with sight words, then they should targeted instruction to improve this area of development. In other words, a good screening guides your instruction and helps establish clear goals for the child.

Informing Parents

Screening also helps to inform parents.  Parents often feel that they are in the dark and do not know what is the next best thing to do for their child. A good screening can help cut through such a sense of confusion and helps bring a parent along with appropriate “next step” suggestions.

 

Adapted from, “Dyslexia Screening:  Essential Concepts for Schools and Parents,” Richard Selznick, PhD, 2015. www.shutdownlearner.com .

Dyslexia Intervention: What Every Parent Should Know

by | Dec 5, 2014 |

As some states around the country have implemented new laws on dyslexia, some people have come to me to talk about how, “They have finally discovered dyslexia and this new method –  Orton-Gillingham.”

Well, not to burst any bubbles, but dyslexia has been around for a while, long before the laws were formed.

Dr. Samuel Orton (co-creator of the Orton-Gillingham method) wrote an article titled “Word-blindness in school children,” for the Archives of Neurological Psychiatry.  That article appeared in 1925!

This was followed by his 1937 text, Reading, Writing & Speech Problems in Children, published by Norton press.  Building on his original writings, Dr. Orton then collaborated with Anna Gillingham resulting in the Orton-Gillingham method.

If you read the original writings, you will quickly see that most of the modern methods that we think were discovered yesterday are essentially unchanged from the original writings. The same basic principles that they discussed continue to apply.

Isn’t that incredible?  With all of the evolution of technology, we are essentially left with the same approaches  for reading disabled children that were used in the 1930’s, 40s, 50’s ’s.

So, what should parents know about these methods?

This Tuesday night (12/9) I talk about Orton-Gillingham with two experts in the field, Dr. Kelli Sandman-Hurley and Tracy Block-Zaretsky, co-founders of the Dyslexia Training Institute in San Diego.  The show will air on  “School Struggles,” on the Coffee Klatch Network.

To access the show go to:

http://www.blogtalkradio.com/thecoffeeklatch/2014/12/10/dyslexia-intervention-what-every-parent-should-know

If you can’t make the show, you will have access to it afterward on the home website for The Coffee Klatch:

http://thecoffeeklatch.com/school-struggles-with-dr-richard-selznick/.

 

Direct Instruction vs. In-Class Support

by | Jul 8, 2014 |

When I ask parents of children who are struggling with reading what is being done to correct the problem, I frequently hear something like, “he’s getting in-class support.”  When pressed further to explain what remedial method is being used, I usually don’t get much of a response.

Understand this, “in-class” support is fine for what it is.  But, you need to contrast “in-class” support with “direct instruction.”

Direct instruction provides a child with specific and very direct instruction and feedback in the context of skill development.  If the child does something correctly, he is reinforced.  If it is not correct, then the teacher models and offers feedback.  Effectively, the child is told in other words to try again, but with a different strategy.

I’ve taken tennis lessons for many years.  I’m a slow learner apparently, because the instructor keeps same the same basic thing over and over.  The instruction is very direct – “drop the racket lower,”  “respond sooner,”  “follow through to the target,” “bend your knees more.”  When I do these things he tells me I’m doing them right and when I don’t, he corrects it.  This is done on the spot.

Good reading instruction is no different.  Why individual remediation or small group (no larger than two or three) is so important, is that the teacher can offer so many opportunities of reinforcement and correction.  (In fact, as I am writing this I am hearing one of our teachers working with a child.  Probably in the course of an hour, she modeled sounds for the child she was working with at least 25 different times in a 45 minute period.)

The Orton-Gillingham methods and their offshoots embody direct instruction.  The child is directly taught sounds and how to blend them in words.  Later he or she is taught more complex syllable types and patterns.  Nothing is done indirectly.  Everything is explicitly taught.

One of the things Orton-Gilliingham programs do not do is worksheet a child to the point of excess.  If your child is coming home with worksheet after worksheet from his classroom, there is probably little direct instruction taking place.  Instruction by worksheet is not teaching.

I guess that’s where “in-class support” comes in to play.  When worksheet confusion overwhelms the child someone has to support him.

Just don’t confuse it with direct instruction.

Walk for Familial Dysautonomia

by | Feb 28, 2013 |

I wanted to pass this along from my dear friend, Lloyd Stone:

In less than 2 weeks, On Sunday, March 10th, our family will be participating in the Walk for Familial Dysautonomia) in support of our amazing nephew/cousin Gregory Brandt.  

FD is a Jewish-Ashkenazi disease; 1 in 27 Ashkenazi Jews are carriers. People with FD do not have proper control of their autonomic nervous system and are unable to control functions — such as breathing, digesting, crying, and swallowing — that the average person takes for granted.

The Familial Dysautonomia Foundation is one very close to my heart as it helps to raise awareness and funds for research of this incurable disease.

I humbly request a bit of your financial support as I will be walking to help raise awareness and funds for research of this incurable disease.

FD is rare but we are hoping that the money we raise at this walk can go a long way in helping those who struggle with the disease. By contributing to research that helps FD, patients obtain improved medical care and increased life expectancy. 

If you would like to support my efforts for this great cause, please visit:

http://www.familialdysautonomia.org/events/w_sponsor_item.php?eventID=54&itemType=Sponsor&itemBid=4602

Thank you very much for your support.

Mr. LLoyd Stone

(To learn more about FD, visit:  http://www.familialdysautonomia.org/)

 

There Will Be Rage

by | Dec 15, 2012 |

In light of the terrible tragedy in Newtown Connecticut, it is worth reminding ourselves of a few things. 

I talk to parents all of the time about the “smooth road” vs. the “rough road” that kids travel (see “School Struggles” for elaboration).

When you’re a smooth road kid, life is pretty good.  Reasonable gratification is experienced in school.  Your parents are proud of your accomplishments.  You seem to get along nicely with others.   School and social life progress along on a relatively positive trajectory that continues into college and beyond.  From where I sit, about 50% of the kids are on a relatively smooth path.

Then there’s everyone else.

Within this bell-shaped curve are kids struggling academically, socially, and emotionally.  School is not a gratifying place for them.  Many of them feel like “losers.”  There is a cumulative effect to all of this.  One grade of negativity layers on top of another until the canvas cannot take any more of the splatted paint.

Research has shown that challenging/struggling kids get yelled at on average about 65 times a day.  65 negative comments a day X 365 days in the year equals 23,725 negative comments on average for the year.  That’s 237,250 comments for a 10 year period.

 So by the time a rough road kid reaches his mid- twenties he’s probably heard about a half million times in his life that there’s something wrong with him.   While that number may be exaggerated some, the basic facts are inarguable.

Kids on the rough side of the road do not feel good about themselves.  By the time they hit their mid- teens, many are angry and disconnected.  They do not feel that anyone is on their team.  There is no sense of encouragement coming from any source that matters.  Getting past their “loser” thinking becomes virtually impossible.

I won’t pretend for a second that I have the answers, but I do know unless we recognize the issues and get these kids connected, there will be rage.

“Bully:” Some Thoughts About the Movie

by | Apr 28, 2012 |

I saw the movie “Bully” yesterday which stirred  some thoughts. If you haven’t seen the movie, you should. My wife and I were both moved by the stories of the various children who had become targets of ridicule, mockery and social shunning. 

For me, as someone who professionally has met many children who have become targets for a variety of reasons, there was one take-away point.  This point is the same point I have always felt from the early stages of my career (as a teacher) to the present day. Targeted, victimized or bullied (whatever word you are comfortable with) children need effective adult protection, support and intervention. From what I saw in the movie and have seen over the years, there are certain children who wear a large target on their backs and they become fodder for the aggressive ones. Expecting these children to tough it out and ignore the aggressive kids is unrealistic.  It is beyond their capacity and may be inherently unfair to expect.
 
In the movie “Bully” there was only one brief moment where there was anything close to an effective administrative action against the bully types where they (the bullies) were effectively stared down and told that their behavior would not be tolerated under any circumstances.
 
In addressing bully types there must be sufficient backbone and clarity of message. From my view, nothing short of clarity of message will be effective. Putting too much on the targeted child or even the “bystanders” to deal with these types is asking them to confront levels of fear and intimidation that would be beyond most of us. They can’t do it on their own.
 
One more point, with our new bully consciousness, since bullying is the current hot topic in and around the schools, we risk having the word “bully” becoming marginalized and trivialized, just as the overuse of “ADHD” had similar trivializing effects. Every off task behavior is not symbolic of ADHD and every confrontation or unhappy childhood experience does not represent bullying. See the movie. The children depicted were clearly bullied and their lives were made miserable as a result. There was no doubt about it.
 
In sum, if you deal with children, the chilren being bullied need support and understanding. They need someone (beyond their mom) on their team. The bullies need to know their behaviors will not be tolerated.

 

Your Questions for School Struggles, Learning Disabilities & Other Kid Stuff

by | Jan 8, 2012 |

2012 is well underway and we are about half way through the school year. I am sure that the year has already had its share of challenges.

As I think about topics to write about for the coming year, I am looking for input from you. What questions or concerns do you have?   What are the things that keep coming up for you that you would like a straight answer?
 
A percentage of future blogs will be devoted to responding to your questions, so that the material is meaningful to you.
 
Topics can be any that involving school struggles, assessment, treatment,  dyslexia, reading problems, educational interventions, 504 Plans, IEPs, special education, behavior, diagnoses, classification or anything related. Really anything under the umbrella of the scope of, “School Struggles, Learning Disabilities & Other Kid Stuff” is grist for the mill. If I can’t answer your question, I will do my best to find someone who can.
 
There are different ways to send in questions or comments:
 
      1)      Shut-Down Learner Website:  
 
Whenever questions come up, please feel free to send in questions and comments through the website:
 
www.shutdownlearner.com/contact
 
             2)      Facebook:
 
Find Shut-Down Learner on Facebook. Click the “Like” to join the page. This is a great place to get information on a range of topics related to the ones of concern. Feel free to post questions and comments.
 
Here’s the shortened url:  on.fb.me/efGhW
 
 
3)      Follow @DrSelz on Twitter:
        
        If you enjoy Twitter, go to   twitter.com/#!/DrSelz to follow @DrSelz or search for Richard Selznick. Twitter  is          a great medium for posting brief questions.
 

               4) email:              

       You can also  go “old school” and email rselznick@comcast.net
 
Please don’t be shy. I’d love to hear from you to help steer some of the content of this site.
 
Hope everyone is off to a great New Year.
 
 

 

Create Your “Home IEP”

by | Jul 20, 2011 |

I know it’s summer and you don’t want to be thinking about school, but I thought in these dog days of summer you could create your own unofficial “Home IEP.” This Home IEP would be your own blueprint for the coming school year.

To write your Home IEP,  I’d suggest you go outside in the shade, pour yourself a glass of iced tea, and spend some time reflecting. What are the things that would represent real change for your child (and you as the parent) if they were done by the end of the year?
 
Here are a few sample goals for the child and parent (set to 85% mastery level) to help jog your thought process:
 
Child
 
  • With minimal whining, child will manage homework independently.
  • Child will ask for assistance when needed only after attempting on his/her own.
  • Child will put papers in folder or binder for the next day 85% of the time.
  • Child will spend a half hour a night reading a book at his independent level before playing video games or going on internet.
  • Child will get self out of bed, get dressed and ready for school with minimal parental input.
 
Parent
 
  • 85% of the time, the parent will recognize that it is the child’s problem.
  • Parent will reduce yelling 85% of the time and speak in more objective, matter of fact terms (e.g., “Gee, I’m sorry you didn’t cooperate, now we are not going to the store for that thing you wanted.”).
  • When child forgets books at school, parent will reduce tendency to rush to school to get forgotten books.
  • Parent will reduce frequency of emailing teacher to once every other week (at the most).
  • Parent will only use a labeling term (e.g., ADHD, Dyslexia, Autism, Asperger’s, Sensory issues, etc.) once every other day.
  • Parent will only check grades on the school’s internet site once a month.
 
If any of these apply, feel free to include them in your own “Home IEP.”
 

 

“Step Right Up Folks” – Curing All Things Child

by | Apr 14, 2011 | ,

  “Step right up folks! Our unproven, unsubstantiated therapy and treatment are guaranteed to cure all things bothering you about your child. That’s right for the low fee, special offer of $3,499 over the next year, we will cure bed-wetting, ADHD, reading disabilities, and just plain child orneriness!!! All you have to do is plunk down your money (special 10% discount if paid in full up front) and bring your child in for special treatment – twice a week over the year, and you will see results in all things child. We also have a special deal on this nutrio-supplement that we offer at 60% off the retail price ($199) when you sign up for the therapy!!! This nutrio-supplement will get your child to stop bothering you at the dinner table and in restaurants. It might even cure sibling rivalry! That’s right folks. Step right up!!!!!!”

It seems that every five years or so there is a hot new treatment on the market that is guaranteed to cure ADHD, dyslexia, behavior issues and other child issues of concern. I have known parents to spend thousands of dollars for questionable, unproven therapies, only to have the child left in the same place he/she was in when the therapy was started.

Many of these therapies make no common sense and have little legitimate research support. In addition, they often present an indirect approach to address the problem. For example, if you want your child to learn to read better,  then target reading with sensible approaches that have been well field tested. Don’t go seeking alternative, roundabout means of developing reading skills.

There are no vitamin supplements or balance beam exercises that will develop phonics or reading fluency.

Takeaway Point

Before you try and cure all things child, be very careful!

Don’t be so quick to sign up for the cure!

(Adapted from “School Struggles,” by Richard Selznick, Ph.d. Sentient Publications: 2012)

 

——————————————————————————————————————

For a free 15 minute consultation with Dr. Selznick, email: contact@shutdownlearner.com.

To receive blogs and other updates, go to https://shutdownlearner.com.

Categories

Latest Posts

Archive