Dyslexia/Reading & Learning Disabilities

Dyslexia (aka “Voldemort”) – “He Who Must Not Be Named”

by | Jan 23, 2025 |

Parents  frequently raise questions of dyslexia with their child’s school.

When they report back to me how the conversation went, I get the feeling that the school goes into a sort of quiet hush mode, like they are talking about Voldemort – “He Who Must Not Be Named.”

At the heart of this posture is the mistaken view that dyslexia is a medical condition and that, “Since we are not doctors, we can’t diagnose.”

Come on, folks.

Dyslexia (Voldemort) is a learning disability.

Here’s what the International Dyslexia Association said about the evil one:

Dyslexia is a language-based learning disability. Dyslexia refers to a cluster of symptoms, that results in people having difficulties with specific language skills, particularly reading.

Is it really all that different than the Federal special education code’s  definition of a learning disability?

“Specific learning disability (SLD) is defined as a disorder in one or more of the basic processes involved in understanding or using language, spoken or written, that may manifest itself in an imperfect ability to listen, think, speak, read, write, spell, or perform mathematical calculations. Specific learning disability categories include dyslexia, executive function disorder, perceptual disabilities, rain injury, minimal brain dysfunction, and developmental aphasia.” 

Takeaway Point

It’s really not that scary.

Say its name.

 

Brief Tip: Know What You Are Targeting

by | Dec 19, 2024 | , ,

Many children referred for assessments are related to struggles with reading, spelling and writing.

Not knowing what direction to go, parents feel a sense of desperation and need guidance on appropriate next steps.

Once the issues are identified, the remediation, unfortunately, can be a bit scattershot.  This is embodied in the statement a teacher recently told a mom, “Well, we do a bit of everything…a little comprehension, some decoding, and writing stories.  We’ll touch all bases.”

For struggling children, I prefer a different mindset.

Rather than a “touch-all-bases” approach, I suggest a different direction.

To get clear on the remediation, start with the concept that there are are two fundamental types of reading problems:

  • Type I: The Type I child has trouble with reading rate, accuracy and fluency.  These children largely fit the definition of dyslexia.
  • Type II: These are children who read fluently, but have difficulty understanding what they read.  Usually, they have trouble with inferences and drawing conclusions.  For such children, confusion reigns.  Unfortunately, they are often quickly viewed as Inattentive ADHD, when there are likely other variables not readily understood.

For either type, tutoring is a great way to go, but only if the tutor is clear on what the problem is and that they are committed to a laser-focused approach.

Scattershot may work for the children who are not in the Type I or Type II categories, but for the rest, it’s important to get clear.

Know what you are targeting.

Trusting Your Mom Intuition

by | Nov 15, 2024 | ,

As part of the assessment process I always conduct an interview  to get an overview of the issues of concern.

When a child is struggling, typically there will be suggestions of disorders that have been raised by different professionals along with opinions offered from friends, family members and the internet as to what is going on with their child.

As an example, a mom recently said the following:

“My kid has a lot of stuff.  She’s been struggling with reading and her behavior can be challenging. People have a lot to say.   I keep getting all of these opinions.”

She continues,

“When I asked about the reading problems, the teacher said something about dysgraphia or dyscalculia and asked whether I had spoken to my doctor about ADD and that I should see a neurologist to talk about these.  Seriously, she’s seven!!!”

“Somebody else said something about a central auditory processing disorder, whatever that is.”

“My sister thinks she has an oppositional defiant disorder and also thinks she has ADHD because it ‘clearly runs in the family.'”

“My husband thinks she is spoiled and just needs more discipline.”

At some point  I try and cut through all of these hypotheses with a  with a simple question: “Without using any psychological or medical jargon, what’s your mom gut?”

Since no one’s asked her this question before, she shows slight surprise that someone wants her opinion stated in this way.

“Well, I think she has a serious reading problem and she hates doing it because it embarrasses her.  She will do anything to get out of it even if her behavior gets out of hand.”

“Sounds pretty on point to me,” I respond.

After the evaluation is complete, I tell her,  “Guess what?  Your mom gut is 100%  correct.”

Hearing that, the mom clearly felt validated.

Takeaway Point

I have learned to trust “mom gut” over the years.

About 99% of the time the moms are on the money.

(The dads are another story.)

Balanced Literacy vs. Bottom-Up Methods: Which is Better?

by | Sep 20, 2024 |

Some time ago, the Sunday paper of the New York Times ran a front page piece on Lucy Caulkins, the major theorist of “Balanced Literacy,” who was offering some type of retreat (apology) for the philosophy she espoused, of which schools across the country fully subscribed.

When I read the Times article on Caulkins’ “retreat,” it seemed that this was too little, too late. Decades of damage had already been done, but Caulkins was already promoting a new program, apparently with more balance than balanced literacy.

Balanced literacy was an outgrowth of another theory that is still entrenched in education, i.e. “Whole Language.”

Espousing terms terms like, “top-down,” “balanced literacy,” “higher-order thinking,” and the like, probably 95% of the schools and education departments in universities have been behind them for decades, as noted in the NYT article. Programs like Reading Recovery, embrace Whole Language principles, along with other Balanced Literacy methodologies.

These theories see reading, spelling and writing development as a “top-down” process. With these theories, reading develops naturally. It’s analogous to handing a child a tennis racket and telling them to go play tennis, without teaching any basics, as if it will happen magically.

These theories are fine for the children who learn to read by osmosis. I call them the “smooth roaders.” The smooth road types are fairly immune to whatever is given to them, even when questionable methods such as Balanced Literacy are used. From a very young age, their reading (spelling and writing) progress down a smooth road in a natural process.

For the remainder of the children (on the “rough road”), these methods are the opposite of what they need.

Even though these children of concern have been struggling since kindergarten, few have been directly taught how to overcome their challenges. That’s not how it’s done in these “top-down” models.

Before you write me off as a “get off my lawn” type of crank, who isn’t on board with modern, progressive approaches, I felt exactly this way when I was much younger in the field. My views have changed very little from my 25-year-old self.

When I attended NYU for my Masters Degree (a long time ago in a galaxy far away), this top down movement was then an emerging groundswell.

As I sat there listening to what seemed like nonsense to me as these methods and theories were presented as truth, I couldn’t help but think about a boy, 9-year-old Frankie, who I then had in my resource room class. When I screened him with words like “cat,” “them,” “for,” and “house,” he looked at me shrugging, unable to read any of the words.

I asked the professors what to do with Frankie, and in lock-step they answered with concepts from these very hot theories – “You start with comprehension and present stories for him to internalize in his higher-order thinking and…(“blah, blah, blah”).

“Yes,” I said, “But he can’t read words like, ‘dog’ and ‘house,’ so not sure where higher-order thinking comes in.”

It didn’t matter. The “blah blah blah” went on and I had still Frankie to deal with the next morning. It was astounding and very eye-opening.

Fortunately, I went to a workshop presented by the late Dr. Gerald Glass, who presented an exact opposite approach embodied in a method he had developed, the “Glass Analysis for Decoding.” Glass spoke disdainfully of the emerging Whole Language, “Balanced Literacy” movement.

There was no higher thinking in Glass’ approach. It was pure meat and potatoes, bottom-up word instruction. First teach children how to read words, then later, once this skill has been mastered, comprehension will follow.

Of course, the Whole Language professors and proponents of that model scoffed at Dr. Glass as old-school and out of touch with modern theories.

When I used Glass’ method with Frankie he loved it and made clear progress. In a fairly rapid time, he was recognizing words and his whole mood and discouraged demeanor changed. (So did mine.)

Since that time I have met thousands of Frankie.

When they are taught with sensible methods, it’s like giving them oxygen. It’s slow going, but progress is made.

When they are given nonsensical methods that do not work for them, they remain shut-down and discouraged.

Have questions or thoughts about this post? Please drop a comment below. I always respond! 

To contact Dr. Richard Selznick for advice, consultation or other information, email shutdownlearner1@gmail.com.

Getting a Roadmap – The Stages of Reading Development (Part 2 of 2)

by | Sep 13, 2024 |

As we discussed last week, it is helpful to have a “roadmap” so you can know what to do next with your child.

The late Dr. Jeanne Chall provided such a roadmap many years ago. While she is not often referenced any more, I believe that what Dr. Chall highlighted is still as relevant today as it was when she first published, Stages of Reading Development in 1983.

Regardless of whether the child does or does not have a learning disability, the concept is that a child is somewhere on a continuum from the first stage (referred to as Stage 0, by Chall) through to the final stages (Stage IV and V).

When you embrace the stages, these can be used as guideposts, helping you to know what should be done currently and what should be the next step.

Here is a thumbnail of the Stages:

Stage 0: Typically Stage 0 goes from preschool through kindergarten. Within this stage children should be learning their letters and the sounds that go with them.  If a child is struggling with learning letters, it doesn’t presume the child has a disability, but it certainly is something to monitor and may represent a “red flag” of later difficulty.

Stage I: Children in Stage I usually progress from the end of kindergarten through to early first grade. The primary skills of this stage include being able to automatically read basic sight words, while starting to show early decoding of basic word patterns such as ones that have consonant-vowel-consonant patterns, such as “rip,” “tab” and “get” or nonsense words, such as “tat,” “bif” or “rab.” When a child struggles within this stage it is not time to wait. Try and seek tutors who specialize in developing these skills with sensible, research supported methodologies.

Stage II: Stage II typically corresponds to the second through to the middle of third grade.  This is a fun stage, as you can move into reading real books for practicing and reading out loud. Doctor Seuss was a genius in recognizing how this stage should be practiced. Have the child read out loud a lot. Make it as fun as possible.

Stage III: Once your child is in the third stage of reading development, they are now reading fluently and word decoding is no longer an issue. They have moved from “learning to read to reading to learn.” Typically, this stage corresponds from the middle of third grade into middle school. Within this stage, you should be practicing an array of different comprehension skills, such as developing inferences and increasing vocabulary.

Stage IV: Typically, Stage IV is high school and beyond. Within this stage, sophisticated reading is taking place, preparing the child for the more complex reading that often occurs within high school and college.

Take Away Point: The descriptions above are basic thumbnails of what Dr. Chall described within each stage. They help to guide you on what should be targeted to enhance skills and move the child along the continuum.  It is crucial to understand what stage your child is in their development.

Hope this roadmap makes sense for you.  Please email me if you have questions or comments at drselz@shutdownlearner.com.

Getting a Roadmap – Knowing the Stages

by | Sep 6, 2024 |

When it comes to children struggling with reading, parents could use some road maps.

An “old-school” concept not discussed much anymore, but that is still quite relevant has to do with the “Stages of Reading Development.”

The stages provide a type of road map, as every child (not just those who are struggling) are somewhere on a continuum within the various stages.  Knowing where your child is on this continuum helps to guide you as to what you should be doing relative to any type of instruction or tutoring that may be taking place.

The stages help in what I call “next-step thinking.”  That is, they guide you as to what you should be doing next.

Fundamental questions such as,  “Does might child need decoding or comprehension,” should be answered by knowing where your child in in the stage, as knowing the stage reveals answers to such questions.

For example, if you know that the child is in early Stage I of development (regardless of the child’s age and grade), that will have clear implication for what the emphasis should be relative to any instruction or remediation taking place.

The concept of the Stages of Reading Development originated from the theories of the late Dr. Jeanne Chall, a renowned reading expert, psychologist and  researcher from Harvard University.  Even though her theories were written decades ago, they continue to apply today.

Over the next few weeks we will drill down on the stages so that you’ll have a full understanding of the relevance for your child’s development.

“‘The Blind Men & the Elephant'” #Dyslexia

by | Aug 16, 2024 |

“It was six men of Indostan
To learning much inclined,
Who went to see the Elephant
Though all of them were blind,
That each by observation
Might satisfy his mind.”

The above comes from the parable of “The Blind Men and the Elephant.”  A group of blind men touch an elephant to learn what an elephant is like. Each one touches a different part, but only one part, such as the side of the elephant, the tusk, trunk, tail, etc..

Of course, each describes the elephant quite differently from their perspective, from the body part that they had touched.

Sometimes I feel like we are doing the same with children.  Different professionals will identify a certain part of the “elephant” and recommend a treatment from that point of view.

Recently a mom came in to discuss her very pleasant, but struggling 8-year-old daughter, Samantha, who had seen many professionals over a two year period.

“So, what was recommended?” I ask.

“Since kindergarten we’ve been on this two year mission to help her,” the mom said.  “She just isn’t making progress in reading and the gap is widening.”

“We first saw an OT who felt there were “sensory issues.”  She recommended that Sam should get Interactive Metronome therapy.   Then we read about special colored lenses for reading and found a person in NY who specializes in tinted lens treatment, which she recommended for Samantha.  An audiologist then found a central auditory processing disorder and recommend that we go to her office for a year’s computer treatment to address the ‘auditory issues.’  The neurologist we saw wants her on medication.  Dietary supplements and spinal manipulation were recommended by the chiropractor.  Then there was the “train the brain” program offered at the nearby learning center.

I really have no idea what to do and am overwhelmed by all of this.  I just want her to learn how to read better. ”

Listen up gang. If reading is the primary concern, then Sam’s mother should seek good reading instruction. It’s really not more complicated than that. It’s common sense.

To hit a tennis ball better, you wouldn’t go for swimming lessons.

Why is reading any different? It’s a skill that can be taught directly and practiced.

Don’t be like the “six men of Indostan.”

Maybe dissecting the elephant so much is not that helpful.

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“Does Spelling Matter – Part II” (#Dyselxia)

by | Aug 9, 2024 | ,

Last week we raised the question of whether spelling matters (,https://shutdownlearner.com/does-spelling-matter-2/),  as the issue of struggling spellers is often dismissed since there are a variety of spell check tools available.

Almost always, struggling spelling is a package deal.  That is, it is a package of reading, writing and spelling issues.  It is much rarer that struggling with any of these occur in isolation.

This package deal is one of the reasons that the research supported methodologies such as Orton Gillingham and the related spin-offs (e.g., Wilson, etc.) never just teach reading, but always include the components of spelling and the writing of basic sentences

Keep in mind, by middle second to low third grade, most kids (about 70%) are on the smooth road when it come to spelling and writing.  Somehow, some way, they have internalized the “code” and the relationship between letters and the sounds that go with them.

These kids are unlikely to be spelling  “sed” for “said, “cuk” for “cook” “amr” for “arm.”

Generally, they don’t mind reading, spelling and writing (putting their screen addictions aside for the moment), because it isn’t that hard for them.  The more they do these activities, the better they get.

Effectively, the rich get richer.

The rest of the population are not in the same position.  They are not tuned in to the sounds within words.  The process does not come naturally to them and they are at a decided disadvantage.

Years of good research and direct clinical experience tell us one primary thing.  Spelling and writing matter a lot and the children need to have these sounds taught much more explicitly using visual-auditory-kinesthetic and tactile (i.e., multisensory methods)  with much greater practice following.

It’s a long, slow process.

Spelling is tough.  There are words that don’t “play by the rules” (think of a word like “because”) and there are others that require a certain level of sound/symbol awareness that just don’t come easily.

A study conducted of practices in the classroom where teacher practices  were observed, revealed that less than 4% of the language arts instructional block time is devoted to spelling or spelling related activities.

For the 70% mentioned above, that’s fine.  They get these skills  intuitively and by third grade they are spelling just fine, thank you. For the rest,  this is a formula for disaster.

Takeaway Point

Does spelling matter?  It matters a lot.

(Please keep your comments coming!)

Feel free to make comment below. 

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To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“Rubbing My Head” (#Dyslexia #ADHD #Whatever)

by | Jul 12, 2024 | ,

This blog can occasionally serve as a bit of a confessional, providing me with  a forum to voice some concerns regarding the issues that emerge while working with struggling children and their parents.

So, with that in mind here’s a confession.

Sometimes I honestly don’t know when a child’s struggling, particularly in the four to seven-year range (Pk-1st) is related primarily to immaturity (i.e., they are not ready and need more time) or whether their struggling represents a legitimate disorder/disability.

(As I write this, I hear the chorus in the back of my mind calling out.)

“Well, Mr. Big Shot.  You’re the doctor.  That’s why we are coming in to see you – to tell us what it is.  What do you mean you are not sure if it’s immaturity or a disorder? Stop rubbing your head! What’s the matter with you???”

I try talking back to the chorus.

I tell  them things like, “It’s rarely  clear cut.  There is usually a ‘pie chart or ‘soup pot’ of variables interacting.’”

At that point the chorus gets louder.  They are almost screaming, “‘A soup pot of variables!!!!!’ What does that mean??? Does she have it or not?   Does she have dyslexia???  And what about ADHD?  She pays attention to nothing!!!!  Isn’t that ADHD?  And she seems awfully anxious.  Come on, man.  Get out of your soup pot.”

Relentlessly badgered by the chorus, I think of Marjorie, age 7, a child I recently evaluated who doesn’t read very well or stay on task without a lot of reminders.

Marjorie’s  teacher vaguely spoke to the mom about her not paying attention very well in school, with the implied suggestion that she might have ADHD, always with the caveat that “We are not doctors.  We don’t diagnose.”

After running Marjorie through a bunch of tests, I  had one overall impression.

Marjorie struck me as immature.

“Immature????,”  the chorus cries out.  “Are you kidding me?”

“Yes,” I push back against the chorus.  I tell them that Marjorie seemed more like a five-year old-rather than seven in her manner and way of interacting – that her preoccupations came across as a bit babyish.

The problem with that there is no test to quantify “babyish,” such as a “Maturity-Immaturity Scale.”

It’s the same with the disorders, like dyslexia or ADHD.  Even though there are more objective tests involved in the assessment, there is no X-Ray or blood test to say,  “Yes, has it”  or “No, doesn’t have it.”  It’s still a weighing of variables that tilt the scales one way or the other.

Takeaway Point

I am sticking with the view that Marjorie needs time and perhaps some tutoring to help her mature and improve her skills.  We need to track and monitor her closely to see how she responds.

“Back down, chorus. I’m going back to rubbing my head.”

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

“Takes Your Breath Away #Dyslexia”

by | Jul 5, 2024 |

Even though I’ve probably evaluated a few thousand dyslexic kids in my career, it still takes my breath away when I meet those who are on the more significant to severe end of the spectrum.

This week my breath was taken away on back-to-back assessments.

Both children going into third grade, these two bright kids could barely read at the lowest end of the first grade.  Effectively, they were non-readers.

For them, the whole process of hacking through any text was beyond a painful and laborious experience.

Along with the usual Orton-Gillingham (Wilson, etc.) recommendations, a few things need to happen.

  • The parents need to understand and embrace the level of the disability. For the child, it’s literally like looking at a page of Greek letters and trying to make sense of it.  Put simply – IT’S TOO HARD!!!!
  • The school needs to stop waiting around.  The school needs to embrace the disability.  THE CHILD CAN’T READ (OR SPELL OR WRITE).  Giving the child worksheet after worksheet is overwhelming. IT’S TOO HARD!!!    If one can’t lift 20lb weights, what’s the point of having them lift more 20lb weights?

 I don’t care if you call what these children have as “dyslexia,” a “reading disability” or a “learning disability.”  To me, it is irrelevant.  All of these terms lead to the same place.

Once the school and the parents have embraced the disability, the school and parents need to fully embrace and utilize assistive technology as a way of helping the child around the disability.  If the child were blind and could not see the page, they would be embracing assistive technology.

The child needs to also get on board.

Here’s what I told, young Mason, one of the two children referenced above:

“Mason.  You’re a smart kid.  You know how I know that?  I tested you.  Even though you’re smart, you have a reading problem that really gets in your way and makes you feel dumb.  Well, we’re going to start helping you get around that today.”  (Mason starts to perk up wondering what I’m selling.)

I continue.  “Mason, I know you love adventure and history and the outdoors and there are great kids’ books on all of that.  I’m going to challenge you to read a book a week – that’s 52 books in a year.  But, you’re going to read it this way (I point to my ears) in audiobook format.  Once you start to do that and really get into the rhythm of it, believe it or not you will start to learn to love reading and it will make you a whole lot smarter.”

I suggested Mason start with the “I Survived” series, a great series that puts the reader in history, with titles such as, “I Survived the Titanic” or “I Survived the Galveston Flood.”

This little scenario represents getting the child (and mom) on board and fully embracing the dyslexia for what it is and how to get around it.

Takeaway Point

Dyslexia is real and debilitating.  We need to embrace it for these kids and get real with them to help them get around it.

To receive future blog posts, register your email: https://shutdownlearner.com.

To Contact Dr. Richard Selznick for advice, consultation or other information, email: shutdownlearner1@gmail.com. 

Copyright, Richard Selznick, Ph.D.  2023, www.shutdownlearner.com.

 

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