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.
Your blog is so great! I am really enjoying it. I have a question about our little 3 yr old. She is a quiet little one. But will sit with me and do her letters and shapes and colors with no problem. Her attention span is about twice what Ben's is when it comes to "school" stuff. But we have noticed that when faced with something that is different, or requires ANY problem solving she can't do it. She will try to force it to work, even though she knows it is wrong. As soon as we show her how it will work, she can do it, but there is no independent problem solving in all areas. Example- I put stickers on her shoes to help her know where her big toe should go, so she gets the right shoe on the right foot. She put the wrong shoe on the wrong foot and sat the crying and trying to squish her big toe over to where the sticker was. She did this until I showed her it was the wrong foot. She will just keep doing what does not work, until we step in. What are you thoughts about this? How can we help her in this, or it is just too soon to expect. Thanks Aunt Gail!
ReplyDeleteI think the problem is not really a problem. She is just very, very little yet. what you are talking about is generalization. She can do something in one context but not in another. This comes from lots and lots of experience. Keep stepping in and showing relationships. You might try strategy instruction. For instance using your example, use open-toed sandals first. Put the sticker on the big toe of the sandal. Give the little doll a pedicure and paint a flower on her big toe. Take apart the activity into steps. First we line up the sandal in front of the foot. Second, we ask if the flower lines up with the sticker (show the relationship clearly.)
ReplyDeleteThird, take the other sandal and put it in front of the foot. Does the sticker line up with the flower? No (show the relationship clearly). Put the right sandal in front of the foot again. Does it line up? Yes, you are right! Let's put it on! Wiggle her toe and show how the flower is in the same spot as the sticker! Wow! You've matched (and use the word matched) the flower to the sticker. Do not have her put on shoes without this process for several days. Making sure she has support. Ask her the questions. Make sure she is right. Then take away one step at a time. If she gets a step wrong, provide gentle feedback and reminders of the step and ask the question again. This is an example of how you would provide strategy instruction. You can do it with anything that has component steps. Hope this helps....and, sweet woman, lots of kids get their shoes on the wrong feet, even up to kindergarten! So, no sweat. And remember generalization and problem solving are higher order skills. Be patient. Love.