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"To be a man, a boy must see a man."  (J.R. Moehringer)

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

Many clinicians find it easier to tell parents their child has a brain-based disorder than suggest parenting changes. Jennifer Harris (psychiatrist)

"Cutting" is a visible sign to the world that you are hurting.

The way we talk to our children becomes their inner voice. (Peggy O'Mara)

Children fare better when expectations on them are clear and firm.

If you are headed in the wrong direction as a parent - you are allowed to make a U-turn.

Some hope their children will be like sponges soaking up the truth and wisdom imparted by their parents. However appealing this philosophy might be, it seldom seems to catch on with their children.

Simple rules adhered to when children are young can prevent more serious problems later.

The challenge of adolescence is to balance the right of the parents to feel they are in charge with the need of the adolescent to gain independence.

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

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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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