ABCs of Learning

Because it is not necessarily considered an academic subject with a grade, handwriting sometimes garners less attention than it deserves. However, there is great value in receiving strong handwriting instruction during the primary years.

• The ability to effectively manipulate a pencil is essential in sharing one’s ideas on paper. Students who struggle with their pencil grip often experience hand fatigue and find themselves unable to finish writing tasks. Also, for children who have difficulty knowing how to form letters, the act of writing even single words can become a chore. Even though these students may have a rich fund of verbal information, they may write very short, choppy sentences when asked to put their ideas to paper. In doing so, they fail to share all that they know.
• Handwriting is also essential in all academic subjects. In language arts, children must spell and write stories and reports. In science, they have to record data. In foreign language, they must write sentences and paragraphs. Especially as they get older, students have to listen to verbal instruction and quickly record notes. If they cannot write in an accurate and efficient manner, they may miss or fail to understand important information that is required for test preparation and papers.
• Finally, handwriting goes along with the skills that are taught in other areas. As children learn to write individual letters, they make associations with sound sequences and whole words. They begin to make connections among the things they are learning.

Difficulty with handwriting may also accompany the underlying struggles associated with learning disabilities, such as dyslexia, dysgraphia, or reading and writing disorders. As an Educational Specialist at Child and Family Development in Charlotte, I administer comprehensive evaluations to determine the presence of learning disabilities. I also enjoy consulting with parents about their concerns in these areas.

It is not uncommon for parents to have questions and concerns about their child’s handwriting. The following are a few things to consider when trying to determine if there are underlying struggles that might warrant intervention:

• Pay attention to your child’s pencil grip. A tripod grip allows for controlled manipulation of the pencil using the thumb, index finger, and middle finger. Fingertip or fisted grips often result in variable pressure and difficulty in the production of precise pencil strokes. Children should use their hand, rather than their whole arm, to move the pencil.
• Examine your child’s letter formation. Letters should be approached from top to bottom. They should also be written in the same way every time.
• While letter reversals can be common in young children, this struggle should have resolved itself by the end of second grade.
• The demands for handwriting begin to increase in the second and third grade. Your child will be required to sustain effort in order to copy from the board, write paragraphs, and take notes. Slouching in the chair and stopping to shake the arm or wrist can be indications of an underlying issue with postural support and hand strength.
• Stop, look, and listen. Monitor the length of time it takes your child to complete written homework. Also, notice whether your child cries or complains on a regular basis when writing.

If your child displays more than three of these issues, you might want to consider talking with an educator or occupational therapist at Child and Family Development. Handwriting plays such an important part in the school day, and problems can be addressed so that these written work produces smiles instead of tears. 

     

Parents often wonder about the possibility of learning disabilities and the best time to pursue intervention for their child’s struggles. Earlier research and literature suggested a more “wait-and-see” approach that favored holding out until the student reached the third grade to determine whether or not the issues had resolved. However, by that time, the child may be experiencing anxiety, self-doubt, and failure. Consequently, newer models support more proactive strategies that take into account the student’s pattern of development and early skill acquisition. Because learning disabilities can impact many areas of life, the child’s frustration and failure can be minimized by early evaluation and intervention. By examining the pattern and persistence of a child’s struggles, a parent can better determine whether a problem might warrant a closer look. Over the next few weeks, I will be providing more information about learning diability warning signs across 5 areas of development: language, motor skills, memory, attention, and social behaviors.

Martha Knight, Educational Specialist at Child and Family Development in Charlotte, NC

Reading disabilities are the most prevalent learning disabilities identified in school-aged children. While these students often have a wide range of strengths in other areas, they encounter struggles when faced with academic tasks that involve reading. Because most other subjects require reading as a means of acquiring content-area material, these children often have difficulty across the curriculum.

Reading disabilities can result from delays in several different areas of performance. Some students struggle with phonological awareness and phonological memory.  These underlying weaknesses in the way the brain processes language impact the child’s ability to accurately sequence the individual sounds of language. Often, such students find it difficult to acquire early phonetic skills, such as alphabet recall, sound matching, and blending. 

Other children experience struggles that are rooted in their ability to retrieve and organize language. Some of these individuals previously showed developmental delays in their spoken language. Their early difficulty in understanding speech or in putting together words to express their ideas may later present a weakness in comprehending written text. While some of these children may have fewer difficulties in decoding individual words, they struggle to analyze information and to answer critical-thinking questions.

Reading disabilities may also arise from problems with fluency. In order to gain meaning from longer text, individuals must be able to input the information in an efficient manner so that they can recall what they have decoded. Students who struggle with fluency often exhibit a hesitant, choppy reading style. Because they must put forth such significant effort at the level of processing individual words, they are vulnerable to forgetting what they read. Even though they may have just completed a passage, they find that they are unable to tell an adult what they have read.

In order to further explore any of these patterns, it is important to pursue a comprehensive evaluation by a trained professional. Results will help to identify the root of your child’s struggles and to provide information about appropriate educational supports. Early intervention can help your child to overcome these weaknesses and go on to enjoy many happy years of reading.

Martha Knight is an Educational Specialist at Child and Family Development in Charlotte, NC.

October is an important month!  As educators, we recognize the impact of dyslexia and other learning disabilities both on children and on adults of all ages.  Learning struggles affect not only student performance in the classroom but older individuals’ functioning in the workplace.  To learn more about dyslexia, explore the International Dyslexia Association website at www.interdys.org.  Another wonderful resource on learning disabilities is the Learning Disability Association of America website at www.ldanatl.org.  If you have further questions or feel that your child might have a learning disability, Educational Specialists at Child and Family Development in Charlotte are happy to assist you in understanding more about your child’s learning profile.   

School is underway!  You and your family are having new experiences and new opportunities…but are old struggles returning?  The following are some things to consider as you move forward:

·        As your children begin to read longer, more complex material, do they struggle to complete assignments?  Pay attention to their decoding and reading speed.  Also, reflect on their early reading and whether or not they had trouble learning the alphabet or sounding out new words.  Reading is a foundational skill that is used across the lifespan.  Prolonged struggles in this area can indicate a possible learning disability.

·        Do your children have trouble communicating or taking in new information?  The majority of school instruction is delivered through verbal means.  Children who are unable to efficiently process language may have trouble with writing, following directions, or orally expressing their ideas.  These weaknesses affect both school and home activities and can significantly impact daily functioning.

·        Do your children have difficulty relating to their peers?  Social interaction is an essential part of the school experience.  With the appropriate intervention, children can be helped to understand their emotions and to build the skills necessary for working with others.

As an Educational Specialist at Child and Family Development in Charlotte, I am part of a team of clinicians who enjoy consulting with parents.  Our psychologists, speech therapists, occupational therapists, and physical therapists can help to answer your questions and provide comprehensive evaluations.        

After students finish the first few days of school, the newness wears off, and the hard work begins.  The following are a few ideas to keep the days running smoothly.

• Put in place a routine for the week.  Children need expectations that are clearly defined and consistently followed.  Establish set times for a snack, homework, play break, chores, and outside activities.  Help children to begin transitioning from one thing to the next in order to avoid meltdowns.  Make a picture chart to serve as a visual reminder.
• Healthy habits should be an important part of every day.  Allow children to help plan nutritious meals.  Within categories of fruits and vegetables, give kids a chance to pick out at least one or two of their choice.  Writing out menus allows parents to shop ahead of time, and children will know what is coming.  This advance planning reduces chaos at mealtimes.  Don’t forget to get involved in family exercise time for 20-25 minutes a day.
•  Set up a homework station in a special location.  Your children can then have a quiet place to study and keep all of their materials in one area.  Children with learning disabilities, dyslexia, attention deficit disorders, and autism spectrum disorders rely on this type of structure to accomplish tasks.  Use praise and rewards to celebrate successful work completion.
• Before bedtime, arrange everything that you will need in the morning.  This includes clothes, shoes, notes, assignments, and lunches.  End the panic of the early morning rush!

Martha Knight, M. Ed., is an Educational Specialist at Child and Family Development in Charlotte.   

Some students have difficulty remembering what they have learned.  As they progress in school, there are greater demands for efficient information storage and retrieval.  Struggles with memory can create increased frustration as these children are required to process larger amounts of material.  The following are a few tips to aid memory:

·        Break down a long study guide into smaller parts that are learned over the course of a week rather than in one night.

·        Use multi-sensory instruction.  Pair words on a flashcard with picture cues.  Have the child act out the concept or make a model.  This approach will help to engage various senses and build multiple pathways for that information in the brain.

·        Always tie new concepts to something that the child already knows.

·        Use chunking to group bits of information that are similar.  This strategy helps with organization of new material.

·        Provide multiple opportunities for practice and review.  Repetition aids recall.

·        Offer frequent encouragement and praise for the child’s accomplishments.

If your child has had longstanding difficulty with memory tasks and exhibits other academic struggles, you should consider a consultation with a professional.  As an Educational Specialist at Child and Family Development in Charlotte, I work with a team of clinicians in providing consultation and comprehensive evaluation.  We work with children who have learning disabilities, dyslexia, attention deficit disorders, and autism spectrum disorders.  

You’ve made the big shopping trip to buy school supplies for your children.  Now think about yourself!  There are three important things that parents can stock up to make the new school year run smoothly.

• Preparation…The start of school can be difficult both for children and for parents alike.  By transitioning to the school routine one to two weeks ahead of time, you and your children will have time to work out any kinks and gradually adjust to the changes that will take place.  Have a family meeting to discuss goals and expectations for the new school year.  Ask your children be a part of the planning process, and record your decisions so that they can be posted for the whole family to see on an ongoing basis.
• Open Mind…As a parent, be open to a new learning experience.  The fall offers a fresh start.  Welcome the changes that a new teacher brings and show your interest in ongoing communication.  After the first few weeks of school, arrange a meeting to discuss the ways that you and the teacher can work as a team. 
• Perseverance…Remain attuned to your child’s learning and persist in finding answers to any questions that you may have.  Particularly if your child has had longstanding struggles in school, pursue further consultation.  As an Educational Specialist at Child and Family Development in Charlotte, I help parents address these issues.  I enjoy working with students who have learning disabilities, dyslexia, Attention Deficit Disorder, and autism spectrum disorders.

Enjoy the end of the summer and get ready to make the new school year POP!

The reminders are everywhere you turn.  It’s that time of year to start thinking about purchasing school supplies for your children.  While the choices are endless, some supplies are more practical than others, particularly if you have a child with special learning needs.  The following are some items that can be helpful:
 

• A large divided binder or individual subject folders.  Your child’s teacher may specify certain requirements, but some type of organizational system is imperative.  While some students may loosely follow their own system, children with Attention Deficit Disorder need a structured approach to managing their materials and completing tasks.  Do not assume that your child will intuitively know how to set up the system.  Provide direct instruction in organizational skills.
• A box of essentials for home.  Invest in extra paper, pencils, crayons, and poster board in order to save yourself a trip to the store at homework time.  Place these materials in an accessible location so that your children can independently find what they need.
• Color-coded items.  Students with learning disabilities and attention disorders often respond positively to visual cues.  For example, when they are grouping written information to write an essay, different colored index cards can help children to see which facts go together and place them in piles.
• A spell check device.  For students who struggle with dyslexia and writing disorders, the need to recall individual words affects their ability to efficiently translate their ideas to paper.  The Franklin Spelling Ace is child-friendly.
• The Kindle.  Modern technology has so much to offer individuals with reading disabilities.  Often, dyslexic students find it nearly impossible to gain meaning from text as they labor to decode individual words.  The Kindle allows them to follow along with their eyes while also listening to a fluent oral reading of the text.     

As an Educational Specialist at Child and Family Development in Charlotte, I consult with parents about their child’s difficulties in the classroom setting.  However, academic struggles do not always occur in isolation.  In fact, as I review children’s background information, I frequently find that the parents have concerns in other developmental areas.  Some have even pursued answers in the form of previous evaluations, but they still have lingering questions…

At Child and Family Development, we seek to understand the whole child.  As a part of our initial meeting with parents, we gather detailed information about the child’s birth, developmental milestones, medical history, behavioral and emotional functioning, educational background, and previous evaluations/therapies.  This input helps clinicians to determine the next step to take.

When a comprehensive evaluation is recommended, the clinicians spend time reviewing any data from prior evaluations so that we know what measures have been used and what findings were made at the time.  However, our comprehensive evaluations seek to take those results to the next level.  Oftentimes, a struggle in one area may be the cause or effect of a weakness in another area of performance.  While other tests may have examined a specific issue in isolation, we work to fill in the missing pieces so that parents can see the complete picture. 

Based on parent concerns, we establish our initial assessment measures.  These may include IQ tests, academic achievement tests, language processing tests, visual-motor tests, receptive and expressive language tests, ADHD measures, autism spectrum measures, or social-emotional scales.  However, as the clinicians move through the evaluation process, they use their observations and preliminary findings to guide the need for any further assessments.

The interpretive parent conference is an important component of the comprehensive evaluation process.  Our clinicians focus not only on the numbers that make up the results but, even more importantly, the patterns of performance and the ways in which the child's strength and weaknesses play out in daily living.  We also refer to any previous evaluation measures to examine changes over time.  At Child and Family Development, clinicians make recommendations for further services based on our findings.  We can make the determination about whether it is appropriate to pursue therapies, such as occupational therapy, physical therapy, speech therapy, psychological services, or educational therapy.  We also enjoy helping parents to take our information and put it into practice by remaining available for assistance as parents work through the next steps.        

After passing the midpoint of the summer, parent's thoughts turn to a new school year.  Summertime allows for trips, late bedtimes, special foods, and a relaxed pace of life.  However, school brings with it the demand for more strict schedules and routines.  Many parents wonder how to bridge the gap between the two.  The following are some suggestions:

·        Transition to the new schedule during the last one to two weeks before school begins.  By doing so, children have some time to adjust, and parents can work through any “kinks” ahead of time.

·        Practice new bedtime routines during this period of time.  Go over the expectation of getting together materials at night, putting backpacks by the front door, and going to bed at an earlier, more regular time.

·        Do a little bit of “homework” each day to establish the fact that daily assignments will be required.  A quick learning game or writing exercise will also help children to review previously learned skills in preparation for all of the new information that will be coming their way.

·        If possible, visit school and introduce your child to his/her new teacher.  Especially if your children tend to be anxious or uncertain in new situations, you may even want to walk through their daily schedule so that they know where to go and what to do.  Familiarity can be very reassuring, especially for children who have special needs such as learning disabilities, attention disorders, or autism spectrum disorders.

·        Keep the lines of communication open.  Engage your children in conversations about the things that excite them or worry them about what is to come.  An understanding of their thoughts and feelings can help you to provide the best support and encouragement.  

As Here at Child and Family Development in Charlotte, the educational specialist and child psychologist consult with parents about these issues.
    

In the blink of an eye, a new school year will be set to begin! As is the case in many areas of our lives, advance planning sets the stage for success on a journey that both you and your child will take. Here are a few considerations:
 

·        Take the time to reflect on last year. What things did and did not go well?

·        Think about your child’s strengths and weaknesses. In what ways does your child shine? What daily tasks prove most difficult? This might be an area in which you could use some extra assistance. As an Educational Specialist at Child and Family Development in Charlotte, I provide consultations and evaluations to help fine-tune this process. Sometimes it is hard to know what skills and abilities are developmentally appropriate for children at a certain age. Often, I work with a child psychologist here assess academic skills, cognitive performance, and attentional/social-emotional functioning. Our team can help you in determining your child’s profile and identifying any learning disabilities.

·        Arrange a meeting with your child’s new teacher after the first few weeks of school. Share your information and learn more about the teacher's observations of your child. This exchange will open the lines of communication and put in place a partnership that will last throughout the year.   

As an Educational Specialist at Child and Family Development in Charlotte, I consult with parents who express concern that their child might have a learning disability. At some point during our conversations, these parents frequently comment that they “just have a feeling that something is not right”. As is the case in other important life moments, that “gut reaction” is often leading us in the right direction. Trust your instincts and take the time to consider the following:

·        Make a list of all the “red flags” that you have noticed at home. Additionally, plan a teacher conference to discuss any school struggles that might need to be added to the list. 

·        Think about other important factors related to your child’s learning. Reflect on family, developmental, and medical histories. No observations are insignificant; all of the small pieces will help to form the big picture.

·        Consider your child’s pattern of strengths and weaknesses. Does your child excel in some areas while struggling in others?

·        Examine your child’s behavior and emotional reactions. Most children are truly eager to please, and negative behaviors can be a reaction to difficult situations. Learning disabilities can produce sadness, anger, or feelings of insecurity in a previously happy youngster.

After this reflection, follow your instincts and take a closer look at your child’s profile. At Child and Family Development, we offer consultations and evaluations to determine the presence of dyslexia, dysgraphia, ADHD, and autism spectrum disorders. Even if you think “it might be nothing”, the opportunity to learn more information can give you an action plan and piece of mind.     

Many students with learning disabilities struggle to complete even seemingly routine school assignments. However, the advances of technology can help to ease this burden and encourage independent work habits in your child. 

·        Books on CD are beneficial to students with dyslexia and those children who read more slowly. Encourage children to listen as well as follow along with their eyes. When information is processed both visually and auditorily, students are more likely to remember and understand the material. They also have the opportunity to hear the expression created through fluent reading.

·        Voice-to-print programs can dramatically change the output of students who have difficulty putting their work on paper. For children who verbalize rich and creative ideas, this technology allows them to bypass the struggle with their hand. As they dictate their thoughts, the words quickly appear on the computer screen.

·        The Smart Pen can prove especially helpful to older students who have trouble taking notes. This device records parts of lectures, which it links to outlines created on special paper. The information can then be downloaded for review on the computer.

Summer is the perfect time to try out some of these programs to be prepared for a great start to the new school year!         

Most people experience anxiousness at some point in their lives. However, the feelings are often related to a specific situation that passes with time. As an educator at Child and Family Development, I work with parents who express concerns about anxiety in their school-age children. The following are some guidelines to help in determining the next step when you find that your child seems anxious:

·        Examine the extent to which the anxious feelings impact your child’s life. Anxiety becomes problematic when it occurs daily or lasts for an extended period of time. You should also address the issue when the anxiety impacts your child’s daily routine in areas such as sleeping, eating, peer relationships, or the ability to follow through with daily responsibilities.

·        Notice when your child tends to become anxious. Pay attention to whether the anxiety surrounds a particular situation. Children with anxiety related to school may cry about going to school, become upset when doing homework, or avoid school-related activities.

·        Open the lines of communication. Try talking with your children to see if they will express some of what they are feeling. Arrange a meeting with the teacher to see if he/she has any insights that will help.

·        Keep a close watch on any anxiety that you see and pursue outside assistance when needed. Anxiety related to school can be one indication of a learning disability, such as dyslexia or dysgraphia.  

It is not uncommon for parents to have questions and concerns about their child’s handwriting. The following are a few things to consider when trying to determine if there are underlying struggles that might warrant further investigation:

·        Pay attention to your child’s pencil grip. A tripod grip allows for controlled manipulation of the pencil using the thumb, index finger, and middle finger. Fingertip or fisted grips often result in variable pressure and difficulty in the production of precise pencil strokes. Children should use their hand and wrist, rather than their whole arm, to move the pencil.

·        Examine your child’s letter formation. Letters should be approached from top to bottom. They should also be written in the same way every time.

·        While letter reversals can be common in young children, this struggle should have resolved itself by the end of second grade. 

·        The demands for handwriting begin to increase in the second and third grade. Your child will be required to sustain effort in order to copy from the board, write paragraphs, and take notes. Slouching in the chair and stopping to shake the arm or wrist can be indications of an underlying issue with postural support and hand strength.

·        Stop, look, and listen. Monitor the length of time it takes your child to complete written homework. Also, notice whether your child cries or complains on a regular basis when writing.

If your child displays three or more of these issues, you might want to consider talking with an educator or occupational therapist. At Child and Family Development, we offer consultation and evaluation services to determine the presence of dysgraphia and dyslexia. Handwriting plays such an important part in the school day, and problems can be addressed so that written work produces smiles instead of tears.      

Reading is important in the lives of all children. Even at a very young age, children benefit from exposure to good books. Summer is a wonderful time to spark an interest in reading and to build early skills as your child prepares to enter kindergarten. The following ideas will help you get started:

·        Talk about and point out letters in daily life. Rather than sitting down to teach your child the letters, introduce them as you go about your day. Talk about letters that you see as you are playing, riding in the car, or eating in a restaurant. This activity helps your child to see that letters are all around us.

·        Show children the connection between reading and writing. Introduce writing with the child’s first and last name. You can also have your child help to print a grocery list or write a short letter to a friend.

·        When you go on a trip or to a place that requires waiting, pack books about a topic that is of special interest to your child. Children will listen more attentively and find that they can learn new facts about something that they already love. Talk to them about new words that you encounter. By doing so, children will continue to build a strong vocabulary that will help with reading comprehension as they move through school.

·        Make reading a daily family activity. Show your children that you also enjoy and learn from books. Young children pay close attention to those around them, and they become excited about the things that their family and friends like to do. Have an older sibling read with younger children.       

"We’ll be having a test soon."  Upon hearing these words from a teacher, many children experience some initial feelings of nervousness.   This wave of emotion can, in fact, produce some positive results, such as the motivation to study and prepare. However, if these words strike utter fear in the heart of your child, there are a few things that you might want to consider.

·        What is the degree of these feelings? If the emotion impacts your child’s daily functioning, the anxiety may be more significant than you think. Behaviors may include frequent comments about fear, interrupted sleep, decreased appetite, and interference in peer relationships.

·        What is the duration of these feelings? Children tend to become more anxious about particular tests, such as the end-of-grade test or tests covering larger volumes of material. However, some children consistently worry about any type of test or quiz throughout the year.

·        What does the child say about his or her fears? Ask children about exactly why they are afraid. Make note of whether they mention specific concerns, such as the constant failure to finish on time or the fact that they can never remember what they studied.

·        Do you, as a parent, notice other academic problems? Children are often afraid when asked to do something that is very difficult for them. Consider whether the teacher has mentioned other concerns. Also, think about whether your child gets upset or spends hours doing homework each night.

When considered along with some of the above issues, test anxiety can accompany more significant academic issues. As an educator at Child and Family Development, I enjoy answering questions and conducting comprehensive evaluations with our psychology team. This process can provide information related to learning disabilities, dyslexia, attention disorders, and anxiety disorders.

The transition from high school to college is a life-changing experience for many students. However, students with learning disabilities and attention disorders may feel particularly uncertain and anxious about taking that next step. The following are two important considerations to guide parents in helping their child prepare for a new phase of life:

·        Advance planning is the key to success. Students who are currently receiving school accommodations and services are required to have an updated psychological-educational evaluation on file. Colleges and universities will also request test results, often completed within the last 3 years, in order to consider accommodations at their level. Because different laws apply to high-school and college-aged students, colleges will not simply accept copies of 504 and IEP documents in rendering a decision. 

·        Self-advocacy is important at the college level. Especially during the elementary and middle-school years, parents attend meetings and make decisions about their child’s learning needs. However, college students are considered adults in the eyes of the law. Colleges and universities expect the student to be able to clearly articulate his/her specific strengths and challenges. They also want to know what supports have been most helpful along the way. In preparation for that responsibility, high-school students should begin to attend the 504 and IEP meetings along with their parents.  They will then feel more comfortable in taking over the reins in college.

If you have other questions or concerns about the college planning process, contact an educator at Child and Family Development in Charlotte. We offer comprehensive educational and psychological assessments, and we enjoy working with students who have learning disabilities, attention deficit disorders, developmental delays, and autism spectrum disorders.