by Richard Selznick Ph.D. | Sep 23, 2016 | Reading Comprehension
There is a great deal of emphasis these days on “decoding” development, but there is another side to the coin, often overlooked. It is the side that involves the child’s understanding of what she has read. “Comprehension” is very difficult to teach well and is...
by Richard Selznick Ph.D. | Sep 16, 2016 | Dyslexia/Reading & Learning Disabilities
Last week we talked about “marginally ready” children, the ones falling just under the radar screen, who have just enough skill to get themselves in the “average range,” but who limp along every year with many unresolved issues. For marginally ready kids, there are...
by Richard Selznick Ph.D. | Sep 8, 2016 | Assessment
Just after Labor Day I did some purging of books and papers (not easy for me). I know that common wisdom is to throw out old books, particularly in your field, because, “How relevant can that old stuff be and it’s all on the internet anyway,” says everyone. Well, I...
by Richard Selznick Ph.D. | Aug 24, 2016 | Assessment, Uncategorized
There are a number of old school concepts in education that I don’t hear much about any more that I think still apply. “Task analysis” is one of them. Years ago as part my special education course work task analysis was frequently mentioned. (OK, it was many years...
by Richard Selznick Ph.D. | Aug 16, 2016 | Dyslexia/Reading & Learning Disabilities
“It is essential to begin a remedial program at a level, and with specific tasks that are easy enough so that successful performance is virtually certain.” (Harris & Sipay, 1980) That quote was from nearly 40 years ago! I’ve lately had to mine some...
