Learning Styles: Fact or Fantasy

Wishful thinking

Wouldn't it be wonderful if each one of us learned in our OWN unique way. Wouldn't it be wonderful if there was a key that could unlock our creativity, our learning, our minds. Sometimes educators suggest that they have such a key. They suggest that they can figure out if we are visual, auditory, or kinesthetic learners. They suggest that there is a test that can determine which is our learning style. They suggest that they can  prepare the kinds of lessons based upon this test that is specifically tailored to that learning style, and then we will succeed. Well, this is a nice fantasy. (And there's a lot of  propaganda out there that makes you think it is possible. But that particular line of thought is flawed.) 

The problem is tests that are created to determine learning styles are not reliable. This means that the first time a person takes the test, he might be an auditory learner. And the next time he takes the test, he might be a visual learner.  This is truly problematic.  This is a problem in another way. Educators who think a person is a visual learner may pander to that one sense and ignore the other senses. In addition, when experts looked at the results of interventions that matched the participants learning style, such as auditory lessons for auditory learners, there was no difference in amount learned than lessons that did not match, for instance auditory lessons for visual learners. 

Now here's the good news. The good news is that we learn through every single sense we have. We know that learning which incorporates seeing, hearing, and doing is far more effective for children than learning through just one sense. Lessons for children need to use all of the senses as much as possible. 

Reading: Too good to be true?

“Grandma can I play my game now?” Headsprout is one of the cutest computer programs that I have ever seen for the purpose of teaching kids how to read, designed for early readers four through seven. ZZ had just turned four, and he loved it. I was testing the program for a specific educational purpose and ZZ was a perfect test subject. (And let me say right up front that I do like many of the features in this program and overall the design. I'm still investigating.) The first few lessons were great, but he needed to repeat lessons at times. I chalked that up to the fact that he was at the extreme lower limit of the recommended age range. Soon the concepts in the lessons became harder and moved faster. Well, I canned the program for ZZ for now. Now this is not saying that when he is older that he won't benefit from the program or that other kids couldn’t benefit. (I might even try again when he’s closer to five.) My point, however, is that there are many, many computer programs, TV commercials, etc. that promise that you can teach your kids, especially babies, to read. I’m sure that these will work with some kids (because kids are very unique, and you will always find some kids and some parents who can make it happen), but I provide information for the general population and what works for most kids. And for most kids, it’s just not that easy. One thing that is easy, though, is the parting of money for parents who are eager to help their children succeed.  So, watch out parents. There’s an old maxim that says – if it sounds too good to be true, it probably isn’t true. 

Dyslexia: It would be wonderful (4)

Wouldn’t it be wonderful if someone with reading difficulty could use something like a camera and take a picture of the words and have those words converted into speech? It would be wonderful, and there is! One very smart inventor who is also dyslexic created one. This technology is not entirely new, however. For many years we have had  computer software that scans written material and reads the words on the page out loud. Some programs even highlight the word one at a time so the reader can read along. Sounds wonderful, doesn’t it? Dyslexia is cured. Right? Not so fast. What we have found is that reading is not just getting the words off the page. Reading is the process of gaining meaning from print. Many students with reading difficulty have trouble on two fronts: figuring out what the words mean as well as figuring out how to say the words. And sometimes figuring out what the words mean all together is more problematic than decoding itself. Now, for some people, just figuring out the words on the page is very, very helpful. For others, it is just a piece of the pie. So when we think about the use of technology, we cannot see it as a panacea. We need to remediate the underlying causes as well as selecting assistive technology that can make life a little easier. Now, this camera thing is certainly helpful. And I applaud the inventor. But, we still need to teach kids how to read. 

Dyslexia: My Child Can't Read (3)

Not every child who is having difficulty learning to read is what we would term ‘dyslexic,’ which is a language-based disability. Some children just haven’t had the experiences with language and letters that other children have had. This can happen for many reasons. For instance, some children haven’t been to pre-school. Some children come from homes that have limited books around the house. Some children like to be outside and have little tolerance for sitting still and ‘reading’ books with their families. And finally some children have not received systematic instruction in letter/sound correspondence or phonics. Sometimes, children who have limited experiences for whatever reason are termed at-risk. That means that if they don’t catch up with their peers, they ‘may’ have difficulty in school later on. (The operative word here is ‘may’ because every child is an individual, and some defy the odds, in essence pulling themselves up by their bootstraps.) At-risk is serious and needs to be addressed with the same focus and energy as teaching for children with disabilities. So, what can we as parents and educators do to help these at-risk kids? The first thing is to recognize that there is not a minute to lose. The kids are behind and need to catch up quickly. They do not have the time to figure it out for themselves because the other kids in the class are moving ahead very rapidly. Kids at-risk need to not only to keep up with the other kids in the class, they need to CATCH up. That means that they may need to accomplish 1½ times to 2 times a much learning in one year, and sometimes even more, much more than the other children in class. So, parents and educators need to be cognizant of the type of instruction that will most benefit children at-risk. The good news is that many times, the same kind of instruction, explicit and systematic, that works with children with ‘dyslexia’ works just as well with children at-risk. The difference is that children at-risk usually make the connections easier and make progress at a faster rate. So, parents if your child is behind in reading, for whatever reason, steps need to be taken to address the situation, and the earlier the better! 

Dyslexia: My Child Can't Read (2)

I'm going to use the term reading difficulty instead of dyslexia because the term dyslexia conjures up, in so many parents minds, images of kids reading words backwards (which is totally erroneous). Reading difficulty is not a simple construct. And it appears from research that it really has nothing at all to do with intelligence. It can occur in children who are cognitively delayed (low- IQ) to those who are gifted and talented (high-IQ). That's something that we as parents have just got to get out of our heads. The idea that since my child can't read, he or she (because it occurs just as often in girls as it does in boys) is not very smart.

Let me assure you parents that many, many children with learning disabilities are very, very smart. When I was a fourth grade teacher, a little cowboy was in my class. He could not read. He came to me not reading, and he left my class without learning how to read (That wouldn't happen now. Believe me! but then I didn't have the know-how like I do now. And this little boy's face still haunts me because I could not help him over 20 years ago.) Anyway, back to the story. He may not have been able to read. But he could ride. The kid was the top rodeo star in his age group for the entire western U.S. He knew more about horses and ranches than most adults. Smart, smart kid with a great generous personality to match. I felt totally dumb next to him when talking about things that he was really GOOD at. So, parents, your kids who are having difficulty reading, celebrate what they can do well. Then just get them the help they need to read.

Homework: Two sides to the story (2)

Johnny and Jimmy (Fictitious names, can you tell?) are in Ms. Jones (Fictitious name, again, can you tell?) 5^th grade class. Ms. Jones assigned what she thought was a reasonable amount of homework, considered about 10 minutes per grade, a total of about 50 minutes for 5^th grade. Jimmy raced home from school and began his homework immediately, hustled through it, and ran out to play. Johnny, on the other hand, dragged his feet on the way home. His mother prodded him to begin his homework right after he finished his snack. Then two and a half hours later, he finally completed it. And that was right after dinner, right before bath. Even though the names are fictitious, the circumstances are not. The length of time it takes one child to do homework can be radically different for another child. The first child’s parents will not be concerned about the amount of homework given. appearing reasonable. The other child’s parents, however, might have a different opinion about the amount of work assigned. If it appears that the teacher is assigning too much homework, it’s time for honest communication.


If I were Johnny’s parent (Just hypothetically thank goodness, I’m too old to want another child. Happy with my grandchildren), I would first find out how long the teacher THINKS the assignments should take. Next, I would find out how long the assignments are taking the other kids in the class. If other children are completing the assignments with only REASONABLE assistance within a reasonable time frame (and the operational word here is 'REASONABLE'), I would next make sure that Johnny was doing the homework in my presence. This would reduce the amount of off-task behavior that could be a problem. If he were applying less than optimal diligence, I would help him organize and give him set times for completion of each part. And I would set a timer for him, breaking the tasks into smaller components. If this doesn’t correct the situation, there may be something else going on. I would watch Johnny to see what areas were the most problematic. I would then communicate again with the teacher. He might be having difficulty at school also. Remember, the amount of homework teachers think they are giving can be experienced differently by a variety of children, depending upon their skills and family structure. So, parents, this is just a little bit of advice from an old teacher about homework.

Learning Disabilities: And ADHD

ADHD is one of the most common pediatric disorders diagnosed today. In a current study, researchers found that children diagnosed with ADHD also had learning disabilities, especially writing and reading. Now the important thing is that not ALL children with ADHD have learning disabilities. This is something as a special educator that I have known intuitively throughout my entire career. But seeing the numbers of children who can be effected in print somehow validates this observation for me and makes it more important. And I think it is important to bring it to our attention again. Think about this statistic. At least 2/3 of boys diagnosed with ADHD have writing disability (which is highly related to reading disability), compared to 1 in 6 in those who do not have the disorder. In addition, 57% of girls with ADHD also have writing disability, compared to 1 in 10 who do not have it. In addition, girls with ADHD are 10 times more likely to also have reading disability. There are implications here. If your son or daughter is diagnosed with ADHD it can seriously effect their learning and their future outcomes. It's a good idea when a parent gets this diagnosis to follow up with a screening for learning disabilities. It can change your child's life.

Homework: Two sides to the story

A parent's sigh of relief as cool evenings claim September is often tempered by the word "homework," the word that often strikes terror into the hearts and souls of both children and parents alike. Parents often ask me about the purpose of homework. Well, my answer, because I work with children with disabilities and children at-risk for school failure is likely to differ from other teachers. I think, and this is my opinion, is that the purpose of homework is to reinforce that which has already been taught and learned in school. It is not to add new knowledge. Notice that I said, "Taught and learned." I say this because if the content has not been originally taught, then kids cannot be expected to do it. And even if the content has been taught but kids haven't learned it, then they can't be expected to do it either. Homework that is new information places the parent and the child in untenable positions, forcing the parent into the role of the teacher or the child failing in class. (I think about the evenings struggling over science projects or new math and smile inwardly.) So, the first thing a parent wants to know is whether anything that comes home has already been taught and learned in class. Here's just a little caveat. Homework can be a thermometer. It can tell a parent how well a child is learning. If a child is needing excessive help or is struggling inordinately over certain concepts, don't wait for the report card. There could be a problem. There might be a mismatch between the child's skills and what is demanded in the classroom. That should be an immediate heads up. So, be alert, parents, and watch how your kids do their homework. Since this is the season, I'll talk a little bit more about this tomorrow.

Motivation: The cart before the horse or after?

“They played in the water, experimented, imitated, and 'discovered' what worked. Perhaps then, and only then when they had the desire to perfect their skill were they ready for some direct instruction.”

This is a great point. Anonymous is bringing up the role of motivation in learning. Children do need to be motivated to learn. Some kids are highly motivated and willing to tackle all kinds of new experiences and try out, fall on their noses, pick themselves up and try again, over and over. Other kids, however, when they experiment, imitate, and discover, find that what they are trying to do is really, really hard. They can’t make the pieces fit. They leave the project, the sport, the learning experience defeated. And sometimes won’t try again. Some think they are not very smart and cannot do what other kids can do. In this case, a little bit of ‘showing them how’ might lay the foundation for experimenting, imitating, and discovering and add to future learning. And it doesn’t have to always be so serious. I was recently visiting family. It was wonderful to see the father at the stove and his daughter sitting on (not at) the counter right next to him. She was making the most wonderful scrambled eggs under her father’s direction. That’s what it is all about. He’s providing a bit of instruction in the beginning so that she can experiment and discover and become a great chef later on.

David, my grandson is quite a discoverer. He puts pieces together quickly and he wants to figure things out - a highly motivated young man. Well, we went skating when he visited. He was excited to get out on the floor. For some reason he thought his first attempt would mimic the fluid motions of the experienced skaters. After one slow, tortuous lap hanging onto the wall, he struggled back, pulled off his skates, and said, “Let’s go, Grandma. This is hard.” What’s an over 60 year-old grandma to do? Well, I rented skates, strapped them on, and off I went onto the floor, dragging a reluctant David after me. (It’s a wonder I didn’t fall down and break my neck). I gave him a little bit of instruction, provided some of the basics about get along on those slippery slippers. And before the afternoon was over, he was out in the middle of the floor skating with the rest of the kids and doing the Hokey Pokey, having a ball.  So, the point is a little bit of instruction can lead to experimentation, discovering, and motivation to try and learn new things. So, is the cart before the horse, after the horse, or does it depend upon the activity and the kid and the importance of what is to be learned. Something to think about?

Direct Instruction: I ate the whole thing

“Where’s the other cake, Aunt Gail?” my nephew’s eyes narrowed suspiciously. That day he turned seven years old. Together we sifted the flour, beat the eggs and butter, and folded in the vanilla and chocolate. We poured the batter into TWO nine-inch round layer pans and pushed them in the oven. In his little 7 year-old-mind, TWO pans meant TWO cakes. 

While he rode bikes with his cousins, I stacked the layers on top of each other, swirling them with homemade frosting. Finally, I planted seven candles and shook brightly colored sprinkles on top. (Now does that sound like an aunt who would pull a fast one, who would perhaps hide the other cake in the dishwasher, or who would eat it all by herself?). But my little nephew accused me as if he had been betrayed, “Where’s the other cake, Aunt Gail.” I explained about layers and putting layers together. But he wasn’t buying. “There were two cakes, Aunt Gail.” 

Now the problem was that my little nephew had learning disabilities. One of the manifestations of learning disabilities is the difficulty of making connections. When other kids understand verbal explanations, my little nephew struggled concept presented in that manner. What this means is that some children (and some adults) need to see the connections explicitly. This is where direct instruction is so valuable. If I had been able to anticipate the misconception, I could have prevented it altogether by directly connecting two cakes into one as he looked on. Now I present this scenario to share with you when direct instruction is most valuable for children. If children have learning disabilities, direct instruction can be very helpful. So, this is in partial answer to ThirstForKnowledge’s question about when different methods of instruction are most beneficial. If I had used the appropriate method of instruction, my little nephew may have recognized all the love that went into that cake and remembered the event more fondly. Two cakes, indeed! (Now I am capable of eating a lot of chocolate cake.)

Direct Instruction: Driving on a freeway.

My first boyfriend taught me to drive in his brand new 1965 red, Mustang. (Wow, he must have been crazy, brave, stupid, or in love!) I was just 15 and dumb enough to take him up on it. It was a blast. We didn’t go out on the freeway at first. Instead I marched around a parking lot. Here’s the gas, the clutch. This is the way you steer. In fact, he didn’t even let me drive forward until I could drive backward. (Driving forward was a piece of cake after that!) Some educators think that students construct their own knowledge and learn best in authentic situations. Well, to some extent, for some types of knowledge, I can agree. But can you imagine me learning how to drive on a freeway! So, I guess I am saying that there is room for different types of instruction. Direct instruction (also called explicit instruction) is most appropriate for skills, such as reading, math, and for skills that are high stakes, such as learning how to drive. I don’t think it works so well for activities that require problem solving (unless you are teaching the process of how to problem solve). Now some people will argue with me. Some think that children learn best by  throwing them in the pool and letting them sink or swim, construct their own knowledge. Well, I’ve seen that work for some children. Some children float to the top and grab for the side of the pool. But overall, children are more likely to sink to the bottom, just like a rock. So, think about how you learned some of the basic skills you know today. Did you learn through explicit instruction or were you thrown into the pool and told, “You're own your own, kid?"

Direct Instruction: How I learned to swim.

 I  paddled around in the water but you wouldn't call it swimming.  I sat along the side of the pool  with green-eyed envy watching the graceful strokes of those who mastered the art of getting their face wet.  And at 42 years old I was definitely behind the curve and didn't have a moment to lose, considering that 5-year-olds could swim better than I could. So, I took private lessons - FROM AN 18 YEAR-OLD. (I put that in caps emphasizing the indignation of someone who at that time had been a teacher for many, many years.) Well, this little gal was a really good teacher. First, she got in the water with me. She didn't stand in high heels along the edge and bark out orders or lecture me on the theory of swimming. She didn't let me flail about, figuring it out for myself. She was chest deep in the water demonstrating how to breath from side to side. She modeled it, and then I did exactly what she did. At least I tried to. It took a few times to get it right. When I did it wrong, she stopped me immediately and modeled again. Next, she showed me the basic crawl stroke. Standing still in the water, I moved my head from side to side while stretching forward with my arms, one at a time. She took the skill apart, presented each piece to me, let me practice with feedback, then combined the components together. And that's how I learned how to swim. Within a couple of lessons, I was swimming like that proverbial fish. I was no longer banked along the sidelines whispering - I wish. I was swimming. And that my friends is direct instruction.

Good Teaching: Does your child’s classroom have all three?

Good teaching has three different components: (a) content, (b) classroom management, and (c) implementation of content. I think that all three are absolutely necessary for a young child (or even a high school student for that matter) to gain the most from their year’s experience.  First, the content is the ‘what’ of teaching. It is information that has been agreed upon, usually by the school, the district, and sometimes the state. Each subsequent year builds upon the previous year’s content. It is the information that is to be conquered throughout the school year in order to prepare the child for the next. Second, children need to be pay attention and be involved with the content in order to learn. (Somersaulting on the carpet not allowed unless it’s P.E. or recess). When working in groups are children paying attention to the task at hand or are they talking about other things that do not apply to the lesson, playing with small objects, or kicking each other under the table (I’ve seen both happening in classrooms.)?

Finally, how a teacher teaches the information is based upon different theories and philosophies of instruction. This is where different methods come into play (I’m approaching ThirstForKnowledge’s question here. So, I haven’t forgotten you. Just takes a little time to provide a framework.). For instance, in reading, there are two primary methods of instruction. Now I’m going to reduce two philosophies of teaching to their simplest denominators.  One method focuses upon the teacher providing a model and the child doing what the teacher did (direct instruction). The other method is a teacher provides opportunities for children to discover and figure it out for themselves (constructivism).  Now that is really, really simplified. We’ll come back to these ideas at a later time.

The important thing to think about is that none of these features alone is a hallmark of a good classroom. It is the interplay of all three that makes a GREAT learning environment. How well the teacher keeps children on task allows opportunities for the children to learn the content. But conversely, if the content is irrelevant, no matter how well-behaved the children are, they won’t learn anything of significance.  Now, your challenge is to see if your child’s class has all three of these components in place? When you visit, take a look around. 

Good Teaching: Academic Engagement

Years ago, I walked into my son’s first grade class and found all the little first graders sitting passively on the rug staring up at the TV.  They were totally mesmerized by Bert and Ernie. The morning schedule was 9:00 a.m. Sesame Street, 10:00 a.m. Electric Company. (It is true. This really happened! This is NOT academic engagement.) I guess, the most startling realization for me was that parents were not indignant that 2 hours of precious learning time was devoted to the Big Bird.  And I’m not against Sesame Street or the Electric Company. I just feel that children can be engaged in more productive activities when at school, especially on a regular basis. Please note that this was only one school and one class in my entire career as a parent and a teacher. But it brings up questions of what are the hallmarks of  ‘good teaching.’ One of the things I look for is academic engagement. 

Simply put, academic engagement means kids are actively involved in doing something productive that is directed towards an objective. Here’s an example, 20 little guys cross-legged on a rug, eyes on the teacher while the teacher poses questions related to a story. Here’s an example of not academic engagement, 5 little guys sitting cross-legged on the rug whispering to each other, 5 little guys doing summersaults on the outskirts of the rug, 5 little guys gazing at the ceiling, and 5 little guys answering questions posed by the teacher. So, in this case only 5 little guys are academically engaged. I’ve seen many examples of both scenarios. Academic engagement is measured by what the teacher is doing and what the children are doing in relation to what the teacher is doing. The objective may be important, the teacher may be doing something important, but some or most of the children are not actively engaged in a meaningful learning activity.  So, one of the characteristics of good teaching is academic engagement. And as every teacher knows, this is not as easy as it sounds.  

Amanda's Question: What do you think about Montessori (2)

A few years ago, I had a neighbor who loved her children very, very much (Doesn’t this sound like a once upon a time? Well it’s not a fairytale.) She loved her children so much that she and her husband wanted to share their love. So they adopted a tiny infant, a little girl so sweet (in pink dresses). This little girl, however, did not develop the same as their other children. This little girl was very, very active and did not take instruction well.

The parents decided to enroll her in a Montessori school, thinking that the Montessori methods would do well for their dear little girl. Well, two weeks later, the little girl was withdrawn from school. (That’s not the end of the story. But the end isn’t really illustrative of the main point). It was not by any means the school’s fault, and it wasn’t the child’s fault. There are very many different types of schools and very many different kinds of children and families. The thing is to find the best fit. The Montessori school was not a good fit for this child. This particular child needed much more than what most schools could do.

Now, the Montessori system is a very good fit for other children. I’ve seen children do wonders who were educated in Montessori schools. I’ve seen children do wonders from other schools also. So, when you ask what I think of a method of instruction, or a school, or a whatever. I’m enough of a special educator and pragmatic enough, and have had the idealism routed out of me, to think: for whom and for what purpose. I would consider our family’s background and culture. I would recognize the strengths and needs of my child. I would think about our family’s philosophies about school and the world. I would consider the possible interactions between home and school. Furthermore, I would think about what was taught. I would also think about how our values, objectives, and approaches aligned with the school.  

I would look for a good fit. That’s what will give your child the best opportunities. So, if you choose a Montessori school or the public school down the street, that’s fine. If your child is making progress and you and your child are comfortable and happy, I think that’s great! But if your child is not making progress and you have concerns, then that’s when parents pick up the phone and call me.

So this really isn’t about Montessori schools at all. It’s really about the choices that parents make for their children’s education, whether it is private or public school. Sometimes parents don’t have options. Sometimes they do. If they do, then they need to research very thoughtfully, making the best decision for the best fit possible. And still there is no guarantee.  (By the way, this was a true story.)

Amanda’s Question: What do you think about Montessori?

First let’s talk a little bit about the Montessori method. Now, please remember that I am no expert and do not claim to be. Maybe others can briefly fill in some of the philosophy or details, or even correct me gently, if I am wrong. Very briefly, the Montessori system of education began in the late 1800s by Maria Montessori. She was a scientist who learned from observation. She based her system upon observing children and experimenting with the environment. She opened her first school in 1907, but her system of education did not become popular in the U.S. until about 1960.

The Montessori system is based upon human development as an educational model. The programs are set up to address the developmental needs of children across their age spans from birth through about 24, focusing mostly upon about age 3 - 18. Many classrooms encompass a three-year age span and children interact and learn from each other as well as from their teacher. 


The classrooms arrange the environment to fit the needs of children. For instance, they have table and chairs that are size appropriate, and the room is arranged to maintain flow of movement from learning center to learning center, there are few decorations on the walls.  The curriculum is based upon the idea of loose-structure, meaning that children have freedom of movement and activity to a certain extent. It is considered to be child-centered, and children are encouraged to construct their own meaning and own learning, making sense out of their world. Within reason, children are given freedom to follow their interests. Several small lessons may be prepared, but then children can choose to investigate on their own. Homework is not encouraged in a Montessori system.

The Montessori system encourages families to enroll their children about the age of three. The schools like to see children attend five days a week. They also have around 2/3s of the children enrolled return from year to year, which offers stability. Finally, a Montessori school can be expensive.

There is so much more about this system that is worth mentioning. But we don’t have the time here. I encourage you to Google Montessori and find out more if you are interested. Sounds good, doesn’t it? Tomorrow, I will tell you what I think about this system. But now at least we are speaking a little bit of the same language. 

Kindergarten: But My Child Can Already Read (3)

Parents, we’ve been talking about what to do if your child can read before he enters kindergarten (applies to first grade also). Here’s the final installment on this question.

The proverbial rubber meets the road. The first thing that needs to be said is that teachers have lots of children coming in with all levels of skills and abilities in reading and math. This is nothing new for kindergarten, or for first grade teachers, especially since the advent of academic preschools. So, it won’t be a surprise when your little wizard is presented at the schoolhouse door knowing how to read and/or add and subtract. Here are some questions a parent might ask. I’m not sure that asking these questions will endear you to the teacher or the school. But it will make the system aware that you are interested in your child’s education. It’s important to maintain good relations, so be thoughtful about how you pose the questions. You might want to think about how to rephrase them. Another piece of advice is to wait a couple of weeks so that the teacher can get to know your child a little, giving the teacher an opportunity to assess and get into the classroom routine. These are the things that I would want to know in order to make informed decisions:

(1)  How well is my child reading in relation to the rest of the class? I would want to know what skills my child has in phonics as well as what level my child is reading. Some schools require beginning of the year assessments. For example, one assessment that is commonly used for reading is the Developmental Reading Assessment (DRA2). It is not the only assessment that is used. There are many others that can give very good information.  It’s  important to have this information because it will give you a  gauge for determining the amount of support that your child needs for success.

(2)  Ask what reading program is used in kindergarten (or first grade) and what it looks like. What does it teach?  If the teacher has developed the program, ask for specifics. Know what is expected at different points in the year. I might even want to know what is the expected outcome at the end of the school year.  

(3)  Ask how the next grade builds upon your child’s current grade? This is important because you want to know how well articulated the program is from one grade to the next and between grades (I can go on for hours about this point, but you don’t want me to. Come to think of it, this might not be a question that will help our child at this time. Maybe it's one you want to hang onto and think about for a later time. Then think about how to phrase it.) 

(4)  If your child is ahead of the rest of the children (or behind),  how is the teacher going to differentiate instruction. That means, how is the teacher going to plan for providing instruction that is appropriate for your child’s skills.

(5)  Ask the teacher how you can help at home.

Parents, please remember that the school and home is a partnership in teaching. It is not just up to the school or just up to you. Developing and maintaining relationships and not appearing adversarial is an important piece of cooperation.  There are many, many fine teachers out there with lots of years of experience. Go into this process with good intent,  open-mindedness, willingness to work together, and expecting the best. Hope this helps. 

Kindergarten: But My Child Can Already Read (2)

Is Knowing How to Read an Advantage or Disadvantage upon Entering Kindergarten?

David (one of my sweetest, smartest grandchildren the world has ever seen) visited us during his kindergarten year while his family settled into a new area. Well, there was no way that this ole teacher wasn’t taking advantage of one full month of teaching time (like manna from heaven). 

By the time he enrolled in his new school, he was reading way, way past typical kindergarten skills. The problem was that David did not fit the norm. He was clearly bored, well behaved, but bored. The teacher recognized his reading skills but did not address it with any type of differentiated instruction. Now, you would have thought that this little guy would have just languished, even perhaps regressing toward that mean - no, not David, not that bright inquisitive little soul. Three months later David read a passage to me that was far, far beyond what I had taught him. How did this happen? How did he miraculously bridge that heavy reliance upon the code characteristic of beginning reading to magically automatizing words and translating them into fluent connected text, that means real reading? And that’s what the transition looks like  - magic.

This is what I think happened. I, as a teacher, laid that foundation for phonological and phonemic awareness. I taught him letter/sound correspondence and how to sound out words and then apply that knowledge to larger units of sound, such as syllables. (Remember those posts about the importance of phonological awareness?) He then took that knowledge and applied them to unknown words. In effect, once he had the basics, there was NOTHING that could get in the way of him teaching himself how to read (There's a theory of reading acquisition called the Self-Teaching Hypothesis. So this explanation does not come out of thin air.) He went way, way beyond anything that I did or didn’t do. He is a fluent reader beginning first grade. Now, David is not necessarily typical of all kids. He really is very, very smart. Really! (Oh, no, did I really say that!). I think that David figured it out so fast because he understands phonology: phonological awareness. That’s why I think he could apply those principles. So, is there an advantage or not an advantage for children knowing how to read before entering kindergarten, or at least having some reading skills? I clearly think that there is an advantage. I think it helps this self-teaching process along. And again this depends upon the situation.

Ok, I’m through talking for now. I still need to address that last and third question, but I’d better get back to work before the powers that be insist upon me doing my job. And - woe upon David’s first grade teacher. This ought to be fun to watch. He starts next week. 

Kindergarten: But My Child Can Already Read

Ben starts Kindergarten Wednesday! I have done home "pre school" with him. He is reading pretty well and writing his letters and name and words. For me, I like the fact that he is ahead, so that school will be easy and enjoyable for him. But Dan has concerns that he will be too bored. What are your thoughts about teaching them to read before they start school?

That’s what I like. Let’s get parents and grandparents involved in these discussions. I think I see three questions here: (A) What are my thoughts about teaching children to read before starting school,  (B) Is my child at an advantage or disadvantage by knowing how to read before entering kindergarten, and (C) Now that my child can read, what should be considered as he starts kindergarten?  Let’s take the first one today.

I think a parent considering teaching his/her child to read should ask themselves a couple of questions. The first is: Am I aware of the component skills that need to be addressed? It is best to lay a solid foundation without skipping important pieces that makes for a successful reader. For example, one important component is the ability of the child to hear and manipulate individual sounds in words. Often parents do not know that this is a critical step. Now, when parents, or teachers for that matter, do teach children, not everything will be ideal. There are likely to be holes. That doesn’t mean that all is lost. It just means that the holes will need to be filled in and kindergarten can take care of that. So parents, if I've raised your anxiety levels and now you are worried, lighten up.

The second question a parent should think about is the following: Can I be both a parent and a teacher to my child? Sometimes the change in roles adds a different dynamic to the relationship, thus making the process of teaching of reading stressful on both the parent and the child.

So, I guess my answer to what do I think about teaching children to read before starting school is  - it depends. It truly depends upon the particular parent and child. Some parents can and will do a fine job of teaching their children and still maintain what is most important in their lives – their relationships. I say kudos to those parents. If you have any doubts, however, let the school do the job. If we extend the question further to ask whether a child is at an advantage or disadvantage by knowing how to read, at least somewhat, upon entering kindergarten, that is also important to think about. I will address that part tomorrow along with the answer to the last question: Now that I’ve done a really good job and my child can read (or has at least some skills),  how can I help him and the new kindergarten teacher? And that is another very good question. 

Kindergarten: A Waste of Time?

When I was a little girl (And I’m not telling you how long ago that was!), we played house and store and finger-painted in kindergarten. And then we napped. Even as a five-year-old, I thought my time was wasted. I could play at home. Most kindergartens now are academically oriented. Some programs are more rigorous and provide even more instruction, and children end the year reading at end of first grade or even at higher levels. This can be true for half-day programs as well as full-day kindergartens. Both can effectively lay the foundation for future learning depending upon the quality of the instruction. It is really important to ensure that the program in your school is high quality, especially and consistently throughout the early grades. One of the questions a parent might investigate is what children will know by the end of the year. A parent may want to see end-of-year samples of work in reading and math. Kindergarten is the first step in the education process and should be taken seriously. Now, the only thing I miss about kindergarten from years past is the nap. I could use a nap.

Dyslexia: My Child Can't Read

 Let's just first nibble around the corners of this topic. We'll talk more about it later. Today, let's just be clear as to what it is. The term dyslexia means difficulty with reading. Some people think that if a child reverses letters or words that the child must be dyslexic. The truth is that many young children who are beginning to read, whether they are dyslexic or not, make reversals. So, reversals are not good evidence of dyslexia. Researchers think that the cause of dyslexia resides in the way the brain processes language. Remember that post below about phonological awareness? Researchers actually think that those who have limited sensitivity to phonological awareness have more difficulty in learning to read.  From brain imaging studies, there appears to be support for this thinking. Now, the problem is that not all children who have trouble with reading should be labeled as dyslexic. But this is a topic for another day. Big plate, lots to digest, small bites.

Vocabulary: A Case for "Gargantuan"

Cherry-picking Pumpkins

ZZ, my grandson cherry-picked the biggest pumpkin in the patch. He needed a forklift to hoist that dude into a wagon. He tugged and he pulled and he pushed. I said to him, "That is a big, big pumpkin. It is gargantuan." I spread my arms out wide as I said gargantuan and emphasized the word with my voice to support the definition. The point is parents are the ones to begin the process of vocabulary development that will lead to comprehension long before a child encounters words in print. Here are some steps a parent can use to develop "big words." First select specific words that can replace common words in everyday language. Second, determine a simple definition or a synonym to use in conjunction with the "big word." Third, determine gestures or facial expressions that can support the meaning of the word. Finally, use the word and the supports several times in normal conversation.

After about a half an hour of heaving and hugging, ZZ abandoned the overgrown beast. He chose, instead, something he could carry. 

Phonological Awareness: Another Word about Mother Goose

Mary Mary quite contrary,

How does your garden grow?

With silver bells and cockle shells

And pretty maids all in a row.

The reason that the use of rhymes like Mother Goose is so effective in developing phonological awareness is that children do not understand the words (Please see discussion about phonological awareness in the previous post). This isolates the language from the meaning, focusing children upon the cadence and the rhyme. It is interesting to note, however, that nursery rhymes historically had at least two purposes. One purpose was educational, for instance "one, two, buckle my shoe." Another purpose was to comment upon events of that time period. Rhymes can have sinister undertones. The rhyme above is about Mary Queen of Scots. The garden refers to graveyards. Silver bells and cockle shells are believed to be instruments of torture. Finally, pretty maids all in a row are thought to be guillotines. Some parents might find these undertones disturbing for little children (even though, little children have been chanting these verses for over 30 generations, and today's children have absolutely no idea what the rhyme is actually about). But if these references give you the shivers, there's always Dr. Seuss. Just a head's up, parents, for informed decisions.

Phonological Awareness: In support of Mother Goose

"Pussycat pussycat, where have you been?"
"I've been up to London to visit the Queen."
"Pussycat pussycat, what did you dare?"
"I frightened a little mouse under her chair"
"MEOWW!"


I haven't met a parent yet who isn't interested in helping their young child learn how to read. (And you don't have two heads and six arms, so I don't think you are any different.) So, what can you do before your little darling goes tripping off to school. Phonological awareness is the understanding that  language has a sound structure apart from meaning  Here are some components of phonological awareness: rhymes, alliteration, syllables, phonemes (individual sounds in words), and compound words. Children need to be sensitive to phonological awareness in order to lay the foundation for reading.

First, recognize that some phonological awareness activities are more difficult than others. Second, expose children to activities that support the development of phonological awareness. Rhymes, especially nonsense rhymes are a good place to start. Dr. Seuss and Mother Goose are great sources. Read rhymes at night. Play rhyming games in the car while someone else is driving. Alliteration is another way to develop sensitivity to sounds in language and a little more difficult. Alliteration is when the first sound of words are the same. For instance, Big brother Ben bought a blue ball. So take Mother Goose out of the closet, dust her off, and put her back on the bookshelf. She had it right!

Questions Anyone?

Here's a place to ask me questions. I 'm open to discussing issues including schools, grade level expectations, assessment, curriculum, reading, home schooling, early literacy or anything related to education or child development. I don't pretend to know everything; but sometimes if I don't know, I know of resources to find good answers. Please remember that replies are general in nature and are intended for a wide audience. This is because I have not assessed your child individually. I hope to be hearing from you soon. Just post a question in the comment section, and I'll answer in a post.

Look 'em in the Eye

                                          

Being present with children is one of the greatest gifts that you can give to their development, especially very little ones. That means the rest of the world stops and parents, friends, family let conversations and other noise fade into the background. Several years ago, my friend Amanda played with my grandchildren on the back deck. She was absorbed in the communication to the extent she didn't notice the camera circling her like a shark, waiting for just the right moment and angle. The children were NOT the background. They were the focus, and they responded to that intimacy. Because of this focus, they loved Amanda and squealed whenever she crossed the street. This is why: she was fully present.  There are several things you can do to foster this connection. First, stoop down to their level or lift them up to yours. Second, get their attention before speaking. Third, find a place and a time where you can be available. Fourth, quiet the environment. And finally, look 'em in the eye.

This is Me

This is me. And it's likely to be the only picture of me you will ever see. Why am I writing? Well, I've been challenged. A very dear, smart member of my family asked me what I was going to do with the rest of my career. What direction was I heading? Well, my initial thought was, "Wait a minute...I'm 60 years old. I'm ready to retire (well, someday).  I'm a teacher trainer, a researcher, and writer. Why do I have TO DO anything else." For some reason, I thought that I could just rest comfortably on my rather large laurels (as you can see by the picture). She reminded me that many parents could benefit from the knowledge and experience with schools and children, especially about the teaching of reading, that I have messed about with for over 30 years. She challenged me to reach out beyond my profession, beyond the universities, professional publications, and public/private schools, to where the rubber, and the responsibility, meets the many roads. So, that's what I'm doing. I hope you come along for this very interesting ride. Wait a minute, let me get my bike and helmet. Now let's go.