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Early intervention is always better than crisis management - but it is never too late to do the right thing.

The more 2 parents differ in their approaches to discipline, the more likely it leads to trouble for the child.

You cannot reason with someone who is being unreasonable.

Setting limits teaches your children valuable skills they will use the rest of their lives. One day, they will report to a job where their ability to follow rules will dictate their success.

There has been an explosion in the prescribing of medication for very young children, particularly preschool and kindergarten boys (Juli Zito , Univ. of Maryland)

Criticism is not a motivator.

We should not medicate the boys so they fit the school; we should change the school to fit the boy. (Leonard Sax, M.D. Ph.D)

If there is no relationship - nothing else matters !

Children today are under enormous pressures rarely experienced by their parents or grandparents. Many of today's children are being enticed to grow up too quickly and are encountering challenges for which they are totally unprepared.

Relationships matter:  change comes through forming trusting relationships. People, not programs change people.

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Reading Rescue – theory – part 1

 

 

There are 2 basic approaches to teaching reading:

  1. phonics based
  2. whole language

The traditional theory of learning established in the 19th century draws on the notion that children need to break down a complex skill into its smallest components and then put the components together to perform the complex skill.

Example – the complex skill of skiing

The components of skiing:

  1. putting boots and skis on
  2. walking on level, snow covered ground with skis
  3. turning while walking on level snow
  4. sliding on a gentle slope
  5. stopping in a “snowplow” position
  6. left turn
  7. right turn

With proper instruction and some practice most people can learn to ski relatively well in a short period of time.

a) “Phonetic reading instruction” applies the same theory. Start with the  smallest component and build from there:

  1. teach the sounds of the individual letters
  2. blend the individual sounds together to make words
  3. put individual words together to make meaningful sentences

Children are taught to dissect an unfamiliar word into its parts and join the parts together to read the new word. The child learns a decoding formula that can be applied whenever he encounters an unfamiliar word.

b) “Whole language reading instruction” is less structured and less focused. It stresses the flow and meaning of the text and emphasizes reading for meaning and using language in ways that relate to the child’s own life and culture. “Sounding out” words, so central to phonics is not stressed in whole language. Instead children are encouraged to decode each word through its larger context.

Next posting “Politics of Teaching Reading

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+ A Parent’s Guide to the Teenage Brain

  A teenager’s brain is not just an adult brain […]

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+ Reading Rescue

A program for children with reading problems

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Many parents wonder what hit them when their sweet little baby turns into an unreasonable toddler – ideas for dealing with mealtime, bedtime, temper tanturms, toilet training, noncompliance, etc.

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