All posts by Amy Kessler

Teaching Math to Students Who Just “Don’t Get It”

For Schools, Professional Development, ,

Many students can grasp addition and subtraction problems using math manipulatives. But take away the concrete objects and their understanding seems to disappear. Manipulatives are a very helpful visual representation, but math students of all ages need to learn to visualize what numbers mean as well.

 

Mathematics is cognitive processing, or thinking, that requires both imagery and language. Imagery is fundamental to the process of thinking with numbers.

 

The primary cause of math difficulties is a weakness in two areas: numeral imagery—the ability to visualize numbers—and concept imagery—the ability to process the gestalt (whole) from language. Individuals who demonstrate weaknesses in these areas often attempt to memorize math facts instead of being able to think, reason, and problem solve with numbers.

 

People who are great at math can easily visualize math functions. The language of numbers turns into imagery and they “see” mathematical relationships. However, many individuals may experience an inability to image the concepts underlying math processes. This causes weakness in the following:

 

  • Learning math facts
  • Grasping mathematical relationships
  • Following proper mathematical operations
  • Solving word problems
  • Estimating numerical values
  • Understanding higher level math

 

The following excerpt from On Cloud Nine Math by Nanci Bell and Kimberly Tuley, explains the importance of both concept and numeral imagery:

 

“To bring concept and numeral imagery to a conscious level as the missing link in math instruction, On Cloud Nine integrates and applies the principles of Bell’s programs: Visualizing and Verbalizing for Language Comprehension and Thinking (V/V) and Seeing Stars: Symbol Imagery for Phonological and Orthographic Processing in Reading and Spelling (SI). As individuals become familiar with the concrete manipulatives, they are questioned and directed to consciously transfer the experienced to the imaged. They image the concrete and attach language to their imagery. The integration of imagery and language is then applied to computation. They develop the sensory-cognitive processing to understand and use the logic of mathematics in mental and written computation.”

 

The On Cloud Nine Visualizing and Verbalizing for Math (OCN™) program develops the ability to image and verbalize the concepts and processes of math. Concept imagery and numeral imagery are integrated with language to improve both mathematical reasoning and mathematical computation.

 

 

 

Help students who struggle with Common Core math

On Cloud Nine develops skills required for success with Common Core math. The standards emphasize a focus on building both computational and conceptual math skills. On Cloud Nine integrates to the Common Core through the following:

 

  • On Cloud Nine instruction develops Concept Imagery for math, developing the ability of students to understand and  apply math concepts.
  • On Cloud Nine instruction explicitly develops the concepts of whole numbers, addition, subtraction, multiplication, division, fractions and decimals.
  • On Cloud Nine instruction develops a student’s ability to visualize math for conceptual understanding.
  • On Cloud Nine instruction addresses the abilities necessary for students to become become independent and self-correcting in procedural math skills.
  • Instruction is differentiated based on the age, developmental level, and needs of the student.

 

Math Workshop for Educators | In-Person or Online

Educators can learn the steps of On Cloud Nine Math in one of our acclaimed professional development workshops, and teach your students how to “see” math.

 

Explore our event schedule here.

 

For your convenience, the On Cloud Nine Math workshop is also available online.

When Your Reader Struggles, What May be Missing?

Australia, Decoding, Instruction,

When a student struggles with reading, extra help typically focuses on sounding out words and spelling rules. Unfortunately, after months of hard work and frustration, many students continue to struggle with year level text.

 

Perhaps they can sound out words but it is slow and laboured. They may take so long to sound out the word that they miss the meaning of the text altogether. Or, they may substitute words when reading a paragraph. For example, they may read ‘production’ instead of ‘perfection.’

 

For many individuals, even those who have received extensive reading instruction, recognising common words remains difficult. They may attempt to use phonics strategies for most words—such as reading  /pee/ /oh/ /plee/ for the word ‘people.’ When they finally conquer a word, they might not recognise that same word when they encounter it in the next paragraph.

 

What is the missing connection for these students?

An important aspect of reading and spelling is symbol imagery, which is the foundation of  oral (phonological) and written (orthographic) language processing. Symbol imagery is the ability to create mental representations (imagery) for the sounds and letters (symbols) within the words. This connection of imagery and language is necessary for sounding out new words, as well as quickly recognising letters and common words.

 

Students who read fluently, and are able to self-correct their errors, have strong symbol imagery.

 

Traditional literacy instruction focuses on how to sound out words, as well as reading and spelling rules. While these activities have value, they do not create the imagery-language connection. They do not change how a student is processing language. This is why reading may still be difficult for your child.

 

At Lindamood-Bell, we believe that symbol imagery is the first and most important sensory input for literacy. During instruction, our teachers use language that brings imagery to consciousness for our students. Rather than asking, “How do you spell ‘top’?”, we ask, “What letters do you see for ‘top’?”; this simple but carefully phrased question directly and explicitly simulates imagery.

 

Improved symbol imagery changes how a student reads and spells, regardless of their age or struggle with literacy—including those with a previous diagnosis of dyslexia.

 

If you have concerns about your child’s reading, get in touch with our learning centre to get started: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949.

5 Ways to Make Mornings Easier

Helpful Tips, ,

If you are dreading a repeat of last year’s manic mornings, it may be time to change up your family’s routine. Below, explore ways to make school-day mornings better. We’ve included tips for how you can encourage your child to make mental pictures of everyday tasks.  The imagery-language connection is key to good thinking and communication. Visualize your family starting the day off right!

 

Thinking about tomorrow

Set aside time in the evening to get organized for the next day. Packing lunches and having your kids organize their clothes in a tidy pile they can easily grab in the morning can be big time-savers. And working with them to get their backpacks organized—homework assignments in order, permission slips signed, and packing gear for extra curricular activities—can eliminate a lot of the “morning madness.”

 

To get started, have your child create a mental picture for the next day. Ask questions to stimulate imagery like, “Tomorrow is Tuesday. Where do you see yourself going after school? What do you see yourself wearing [at ballet, tennis, etc]? Let’s pack it!”

 

Lights out!

The physical and mental challenges of school, paired with an earlier wake-up time, call for most kids needing an earlier bedtime during the year. Transitioning about a week before school starts can be helpful.

 

When discussing any new healthy habit, try using language that helps create images. For example, instead of just, “It is important to go to bed,” add, “What does it look like when you are in class and you are very tired?”

 

Establish a simple bedtime routine that you discuss and visualize together. For example, instead of just, “Time to brush your teeth!” ask them to picture, “What do you see yourself doing after you get your pajamas on?”

 

“We’re (not) going to be late!”

If you find yourself repeating the same orders morning after morning, a simple morning schedule can make a difference. Jot down what works for your child’s age and responsibilities.

 

Example:

6:45 – Wake up & make bed

7:00 – Eat breakfast

7:15 – Get dressed, brush hair & brush teeth

7:30 – Backpack check & out the door

 

Check for understanding by asking questions that prompt your child to visualize—the key to good comprehension. For example, you can ask questions like, “What do you picture yourself doing after breakfast?”   And rather than just repeating the schedule throughout the morning (“Remember to check your backpack!”), use language that creates images: “What will you look like when you are ready to go? What do you see yourself holding?” Connecting language and imagery is a great way to make sure your child understands what they have to do.

 

“Mom! Where’s my jacket?”

Back to School season is a perfect time to organize the home for a busy school year ahead.  The old adage “a place for everything and everything in its place”  can help. Have set spots for your child’s school supplies, activity gear (e.g. dance) and outerwear.

 

That way, your child will always know where to put things away and where to find them in the morning. Adding cleanup time to home arrival and after homework can eliminate some of the stops and starts during crunch time.

 

Time to celebrate

Consider a reward system to recognize the getting-ready behaviors your family is working on. For times your child is able to get ready in the morning with time to spare, you might choose a special book or short activity to do together. But acknowledging small changes is important, too.

 

If your child has attended our learning center, you have experienced our culture of student recognition. Efforts, big and small, are recognized with Magic Stones, Star Cards and lots of high fives. Students are motivated to do more by the positive reinforcement. At home, you can try a sticker chart for completed tasks, or checking off steps of the schedule.

 

Review:

1. Start the night before

2. Establish an earlier bedtime

3. Try a morning schedule

4. Get organized

5. Celebrate success

 

We hope these tips have you imagining better school-day mornings!

 

If you notice your child is struggling to get organized or to remember their morning routine, it may be due to a weakness in concept imagery—the ability to create an imaged gestalt (whole) from language. The imagery-language connection is necessary for comprehension, following oral directions, and higher order thinking skills. Find out how these skills can be developed at our learning center. Get in touch.

Springtime Learning at Lindamood-Bell: Finish the Year Strong!

Australia, Instruction, Learning Centers, , , ,

At this point in the school year, students everywhere are feeling the pressure of looming due dates and stressed schedules.  For students who struggle with learning, this time of year can be especially taxing. Their performance may have lagged behind peers all year, and increased academic expectations may be compounding the issue. Spending so many hours a week, doing the thing you struggle with, would be challenging for anyone.

 

The teacher may have raised a concern; or maybe homework sessions are tearful. Either way, you know when school is just too hard. Parents may wonder if help could even make a difference this late in the school year—or would it just be one more thing burdening a stressed-out student.

 

The right instruction, that addresses individual learning needs, can make a difference in a short period of time. Imagine a strong finish to the school year!

 

Ways We Can Help

Homework Matters at Lindamood-Bell

Homework Matters is supervised homework help, 1-4 afternoons per week. We create an environment that motivates and focuses students on getting their homework done. Our skilled instructors take the struggle out of homework for families by helping students get organised and complete assignments. We can answer your child’s questions and assist when necessary.

 

Academic Prep at Lindamood-Bell

Give your student the learning skills needed for success when facing an academic challenge. Students benefit from our expertise in learning and cognition. Academic Prep is enrichment instruction for students who do not require remediation. We teach:  

 

  • Note taking
  • Writing
  • Study skills
  • Test taking strategies
  • Organisation skills

 

Sensory-Cognitive Instruction at Lindamood-Bell

Students who are struggling in school may have a weakness that is affecting learning. Unfortunately, these students typically fall further behind as the year goes on. Students with poor comprehension, critical thinking, writing, and memory may have weak concept imagery—the ability to create an imagined gestalt (whole) from language; students who are poor decoders and spellers, or slow readers, may have weak symbol imagery—the ability to visualise letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

Our unique imagery-language instruction can make a difference. Instruction can happen after school or as part of a child’s school day. Students can make years of progress in just a few weeks.

 

  • Individualised learning plans
  • One-to-one instructor-student ratio
  • Research-validated programs
  • Instructional quality team oversight
  • Welcoming, comfortable environment for all ages

We Make it Easy

Lindamood-Bell Online Instruction

Lindamood-Bell Instruction is now located where each child needs to learn. Qualifying students may receive instruction online, in-person, or in both settings.  We connect with you from a Lindamood-Bell Learning Centre and our instruction staff works with your student.  At home or school, a parent or other adult will perform the role of facilitator. Online instruction works well for busy families with challenging schedules.

 

Use Spring Holiday

If school is not always easy for your child, you may have mixed feelings about spring holiday. While we all look forward to rest and relaxation, parents of struggling students have to consider the effect that time off from learning may have.

 

Spring Holiday instruction is individualised to meet the needs of each student.  For example, students can attend for an enrichment program to advance in an area like writing or study skills. Alumni students might attend for help applying their skills to a new task like story problems or reading fluency.

 

Students who are currently struggling with reading, comprehension, or maths can use their school break to jump-start a new or ongoing intensive instruction plan. Spring holiday is an opportunity to focus on the skills that will make school easier.

 

Getting Started

New to Lindamood-Bell? If school is hard for your child, you need to know why and that there is help. Identifying strengths and weaknesses is the first step toward helping your child finish the school year successfully. A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualised learning plan to make school easier.

 

Some students come to us with a previous diagnosis such as dyslexia, autism spectrum disorder, or a general learning challenge—and we make a difference for each of them.

 

Some students seek our help to enhance their skills or to just make learning easier—and we do.

 

Contact us to discuss a plan to support your child’s learning this spring:

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Your Partner in Education

Learning Centers,

Every summer, our intensive instruction results in extraordinary gains for students in just a few weeks. Spending part of a summer with us can be one of the most positive learning experiences of a child’s life. So it’s important to us that that the Lindamood-Bell Learning Center experience doesn’t stop on a student’s last day! We help families successfully navigate their child’s educational journey, all year long.

 

Continuing the Magic of Learning

As a partner in each of our students’ education, we provide opportunities to build on the success they experienced at our learning center.  

 

✔ Collaboration with school, physician, or team

Parents often request that evaluation results be communicated with other professionals on a child’s team; collaborating with a student’s team, in this way can be key to a great transition back to school.

 

✔ Parent workshops

 

  • Personalized Tips for Home sessions – Parents learn how to reinforce new skills.

 

  • Imagine a Better School Year events throughout the year – Topics include:
    • How to help your child understand and record assignments
    • Asking questions that create mental images (and boost comprehension!)
    • Using the imagery-language connection for remembering facts for tests
    • Tips for managing homework when decoding is an issue
    • The imagery-language connection for writing

 

✔ School year checkup

Students return for an updated Learning Ability Evaluation. We are pleased to provide this valuable information at no cost.

 

✔ After school instruction

 

Application to Content

Tailored to individual needs, we offer a  bridge between new skills and current school work.  For example, a student who received comprehension instruction may benefit from assistance when applying his new skills to a book report.

 

Homework Matters

Homework Matters is supervised homework help, 1-4 afternoons per week.  We can answer your child’s questions and assist when necessary. We help motivate and focus students on getting their homework done. Our skilled instructors take the struggle out of homework for families.

 

✔ School break intensive boosts

Students use breaks to boost skills (and often can earn free instruction). For example, students can attend for an enrichment program to advance in an area like writing or study skills. Alumni students might attend for help applying their skills to a new task(for example: story problems or reading fluency). Students who are currently struggling with reading, comprehension or math can use their school break to jump start a new or ongoing intensive instruction plan. Breaks are an opportunity to focus on the skills that will make school easier.

 

 

Alumni families, please get in touch with the  Learning Center to schedule your school year support. We look forward to partnering with you to make this year great for your student.

 

New to Lindamood-Bell?

If school is hard for your child, you need to know why and that there is help. To date, we have helped more than 30,000 individuals learn to their potential. Identifying strengths and weaknesses is the first step toward helping a child. A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualized learning plan to make school easier.

Some students come to us with a previous diagnosis such as dyslexia, autism spectrum disorder, or a general learning challenge—and we make a difference for each of them. Some students seek our help to enhance their skills or to just make learning easier—and we do.

 

Find your local Learning Center to get started.

Filling Now: Summer Instruction Sessions

Australia, Specials, ,

In just a few weeks, we can change reading, comprehension, or maths. Summer is a great time to make this happen for your child.  Make your plans now and enjoy special savings.

 

Enrol for summer sessions by 6 October and receive 5% off the first week of instruction.

 

Find the Learning Centre near you to get started.

 

Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Making the Most of After School

Learning Centers,

When learning is hard, getting through homework can be tough on the whole family. Teachers often give homework assignments to reinforce what is learned in school. But if a student didn’t “get it” in class, homework can quickly become a battleground between parent and child. Read on for how to prevent battles before they start. Let’s make the most of after school time and imagine a better school year!  

 

Planning for Homework

Like adults, kids enjoy knowing there is an end in sight, and what they have to look forward to. It’s no surprise that struggling students will do whatever they can to avoid homework. A simple schedule can help. Work together to write down what needs to happen. Include ongoing skill-building activities like math facts so your student can progress, even when it gets busy. Don’t forget free time!

 

Example:

 

Check for understanding ahead of time.  You can ask questions that prompt your student to visualize—the key to good comprehension. For example, on the ride home ask, “What do you picture us doing when we get home?”

 

It’s also important to plan for a distraction-free homework zone with all the supplies your child needs. Eliminate the “stops and starts” and you’ll maximize time spent on what matters. Check out this video for tips.

 

Supporting your child

Parents often wonder how to be supportive with homework. A good place to start is by focusing on your child’s understanding of a given assignment.  Have your child read directions aloud and ask questions that prompt imagery. For example, if the assignment is, “Read chapter 2, and answer questions 1-5” ask,  “What are you picturing for ‘answering questions?’”  You’ll be making sure she is picturing herself writing or typing answers.

 

Getting Help  

For many busy families, protected homework time is not always practical, at least not for every night of the week. Whether it’s a work schedule that keeps us from homework help until after dinner, or family bustling around the studying child—our best laid plans can quickly go out the window. Families partner with Lindamood-Bell to make the most of after school.

 

Homework Matters

Homework Matters is supervised homework help, 1-4 afternoons per week. Our skilled instructors take the struggle out of homework for families. We can answer your child’s questions and assist when necessary. We help motivate and focus students on getting their homework done.

 

We Start Where Your Student Is

Students who need help may have a weakness that is affecting learning. Unfortunately, these students typically fall further behind as the year goes on. Students with poor comprehension, critical thinking, writing or memory may have weak concept imagery—the ability to create an imagined gestalt (whole) from language; students who are poor decoders and spellers, or slow readers, may have weak symbol imagery—the ability to visualize letters in words. These difficulties are not only frustrating for a student, but prevent them from accessing school curriculum.

 

Sensory-Cognitive Instruction

We start by identifying strengths and weaknesses that may be affecting performance in reading, comprehension, and math.  And, we make recommendations for individualized instruction plans that create learning gains.  

 

Get in touch to learn how you can use after school to make an impact on your child’s learning! Learning Center Locations

Is a Learning Check-Up What My Child Needs?

Australia, Learning Centers, ,

As parents, we are all familiar with the yearly well-visit to the paediatrician’s office. The hearing and vision screenings, in particular, can offer insight about a child’s struggles in school. Catching an issue early can stop problems before they start. For many students, a learning check-up can be equally essential. Identifying and addressing an underlying weakness in reading or comprehension, preventively, can make all the difference for a child’s successful school year.

 

Waiting for the Report

It’s common for families to think of reports and tests like NAPLAN as a learning check-up. Unfortunately, these assessments are essentially the opposite—they only reflect your child’s performance, not their learning ability. Test scores don’t tell you why your child is struggling.

 

Grades, while important, don’t help change learning for a child. Even when they prompt positive action, like getting a tutor for a tough subject, grades may not give parents the big picture. If a student has a real weakness that is making school hard, the gap between performance and expectations may continue to grow as the school years march on.

 

Low grades in the areas of language arts and spelling may be a sign of an underlying weakness in language processing skills. A cause of difficulty in establishing sight words and contextual fluency is difficulty in visualising letters in words. This is called weak symbol imagery—the ability to create mental imagery for sounds and letters within words. A significant number of students have difficulty with rapidly perceiving sounds in words and are slow to self-correct their reading errors. This causes weakness in:

 

  • Memorising sight words
  • Sounding out words
  • Orthographic awareness
  • Phonemic awareness
  • Contextual reading fluency
  • Orthographic spelling

 

Poor performance in science, history/social studies, maths, writing, and homework, may reveal weak concept imagery—the ability to create an imagined or imaged gestalt (whole) from language. This weakness causes individuals to get only “parts” of information they read or hear, but not the whole. It’s important to note, weak decoding skills can also affect grades in subjects that require a lot of reading. Weak concept imagery causes weakness in:

 

  • Reading comprehension
  • Listening comprehension
  • Critical thinking and problem solving
  • Following directions
  • Memory
  • Oral language expression
  • Written language expression

 

Underlying language and literacy skills must be intact for students to tackle school subjects.

 

“We already know the diagnosis. . .”

Perhaps you have done testing with a professional diagnostician or learning centre in the past. That information can be invaluable for composing a comprehensive plan for your child. Even so, because scores on many assessments are calculated by age, it is important to regularly check up on your child’s abilities; monitor that they are making adequate progress in their current academic placement.  It is especially important to keep track that skills are catching up.  If, for example, a student scored one year behind peers on a test of reading last year, and is now a year and a half behind—the deficit is growing. It is our belief that all students can learn how to read and comprehend to their potential. Students should not be falling further and further behind.

 

Specifically, it is important to note progress toward independent reading. Extra help typically focuses on phonics, or sounding out words, and spelling patterns. While these activities have value, students can continue to exhibit slow, laboured decoding, word substitutions (e.g. ‘production’ for ‘perfection’), and weak sight word recognition. Learning check-ups can keep instruction on track; reading needs to be fluent enough to support comprehension.

 

A Check-Up Like No Other

We hope you add a learning check-up to your child’s annual routine. Identifying strengths and weaknesses is the first step toward helping your child have a successful school year.

 

If school is hard for your child, you need to know why and that there is help.  A learning evaluation will uncover the strengths and weaknesses that are affecting school. In a thorough results consultation, we will discuss an individualised instruction plan to make school easier.

 

The Lindamood-Bell Learning Evaluation includes:

  • Assessment of reading, comprehension, and maths
  • Identification of strengths and weaknesses  
  • Consultation to review results
  • An individualised plan to change learning

 

Our learning centres help students of all ages learn to read, comprehend, and do maths to their potential. Get in touch:  Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949

Begin the New School Year With Confidence

Learning Centers, , , ,

If you’re like most parents, you’ve spent some time the last few months with your family, relaxing and enjoying your time together. Now, with a new school year on the horizon, your child may be less than excited.

 

He or she may be feeling stressed about the increased level of academics this year. Struggles may have surfaced throughout the previous school year: you noticed your son having difficulty with reading words in context (trouble sounding out unfamiliar words), or maybe your daughter is demonstrating a weakness in remembering what she reads or listens to; spelling skills may have begun to deteriorate with the introduction of multi syllable words; or perhaps math skills declined due to increasingly difficult concepts.

 

If reading and spelling are difficult for your child, he may be suffering from weak symbol imagery–the ability to visualize letters and sounds within words. Weak symbol imagery will cause difficulty in establishing sight words, contextual fluency, and spelling.

 

If reading or language comprehension are difficult for your child, weak concept imagery—the ability to image a gestalt (whole)—may be the cause. Weakness in concept imagery will interfere with reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

 

Your child’s math skills may suffer as well due to an inability to create a gestalt image for the concepts underlying math processes. Individuals often attempt to memorize facts instead of being able to think, reason, and problem solve with numbers. Symbol imagery and concept imagery are necessary sensory-cognitive functions that underlie reading, comprehension, and math skills.

 

This time of year should be exciting, not worrisome. The last thing you want is to have your child dread going to school. As a parent, what can you do? You might want to consider having your child evaluated in order to see what is causing the difficulties. Once the area of weakness has been determined, it’s important to know that solutions are available. Lindamood-Bell’s sensory-cognitive programs develop the necessary skills that underlie reading, comprehension, and math.

 

Your child’s backpack is full. Let’s make sure her skill set is full as well by going back to school with us!

 

Please see the list of our Learning Centers for the contact information of your local learning center.

 

 

Nurturing Your Reluctant Reader | “How Many More Pages?”

Australia, Helpful Tips, , , ,

While you’d like your son or daughter to disappear into the land of Narnia or be swept up in a Harry Potter spell while reading, the reality may be the opposite of this for your child. In fact, they might even say they hate reading and when they finally sit down with a book, you hear cries of, “Am I done yet?” or “How many more pages?” every few minutes.

 

But where does this reluctance come from? Has your child not found the type of books they can get excited about? Are they getting frustrated because they have to sound out every word? Are they a fluent reader who struggles to comprehend what they’ve read? Understanding the root of your reader’s reluctance is the first step in trying to find the best way to help them.

 

Explore Their Interests —  via Books!

Thanks to inter-library loans and websites like Amazon and Scholastic, there are more books than ever available. Tap into your son or daughter’s interests when searching for new options. Animals, Minecraft, Star Wars, My Little Pony – make reading more fun by providing your child with a high-interest topic. Connect a field trip to the aquarium with a book about sharks or find a book about sea life before heading to Sea World.

 

Create a Positive Reading Atmosphere

Establish a time for quiet reading in your household as something to look forward to and enjoy! If your reluctant reader sees you reading, he or she is less likely to see reading as a punishment or something negative. Stepping away from TV time or iPad games as a family eliminates distractions and can allow your child to see reading as something enjoyable.

 

Try Audiobooks and Read-Alouds

Allow your child to be exposed to text in different ways: have a read aloud or listen to an audiobook. Hearing a fun, exciting story may motivate your child to seek out a book on their own. After you read or listen to a story, you can gauge your student’s comprehension by asking some imagery questions. Things like, “How did you see that happening?” or “What do you picture happening next?” can begin a fun discussion of the story and allow you to see what your child is getting out of it.

 

Eliminate the Possibility of a Reading Weakness

No matter how many fun and exciting books your child is exposed to, reading may continue to be a source of strife if he or she has a decoding weakness. Having to sound out the same word every time it appears, slow reading, and difficulty differentiating the letters and sounds within words are all signs of a reading weakness. These challenges may be tied to your child’s symbol imagery, which is the ability to create mental imagery for sounds and letters. Having symbol imagery that’s in-tact is essential for being able to decode new words, maintain sight words and become an independent, fluent reader.

 

Learn more about reading difficulty and solutions here.

 

Tackle Reading Comprehension Head-On

Being a fluent reader doesn’t guarantee strong reading comprehension. Your child may not be making a “movie in their mind” while they read, which allows comprehension to happen. Concept imagery is the ability to create an imagined gestalt — or whole — from language. Listening to audiobooks or being read to won’t necessarily make comprehension any easier for a student who has a concept imagery weakness. Learn about the imagery-language connection for reading here.

 

If you have concerns about your child’s reading or comprehension, please get in touch with your local learning centre: Double Bay (02) 9328 7119 | Chatswood (02) 9410 1006 | Melbourne (03) 9815 2949