by Richard Selznick Ph.D. | Feb 5, 2016 | Dyslexia/Reading & Learning Disabilities
Last week we talked about how you need to get clear on what it is you are targeting in any type of remedial situation such as tutoring. Continuing that theme, let’s talk about tutoring/learning therapy for Type I (dyslexic) readers. Typically, it is recommended that...
by Richard Selznick Ph.D. | Jan 29, 2016 | Dyslexia/Reading & Learning Disabilities
As the landscape of struggling children gets more and more complicated, with parents confused to know where to turn or what to do next, I do my best to simplify things. One area to simplify is the reading remediation your child is receiving. Presuming you have had...
by Richard Selznick Ph.D. | Jan 22, 2016 | Assessment
Yogi Berra – “You can observe a lot by just watching.” One of my big themes is that in the assessment world there is an overplaying of quantitative data. There is too much “Well, the student is in the ‘average range’,” and therefore gets no service or support....
by Richard Selznick Ph.D. | Jan 15, 2016 | Assessment
There are many mythologies out there in the land of struggling children. Many of the mythologies reside in the assessment corner of the universe. One of the problems with both dyslexia (and ADHD, for that matter) assessment is there is no agreed upon test, no gold...
by Richard Selznick Ph.D. | Jan 8, 2016 | School/Special Education Misc
The following is a letter from nine year old Cassie transcribed from her hand-written letter to a relative: Dear Uncl mic: I had a grate time at the lunch/diner. Wer are you getting mered? Haw are you dowing? I love you . Plese rite back (ar you aksw tell ant emmy to...
