Say you have two children who are struggling with reading, one in kindergarten and one in sixth grade. Logic would dictate that the further behind the child is, the longer it will take them to catch up, but in my experience, it takes about the same amount of time for children in various grades.
Over the past ten years, I have learned about a whole array of classifications for disabilities. There are so many! One could get the impression that children are getting more and more broken, and we are developing more and more detailed labels for describing them.
If we can get a child who has failed repeatedly to try one more time, it is supremely important that he achieve success with the new approaches to learning you are using. What follows are some suggestions for ensuring success for your discouraged child.
In our day and age, we have become very specialized in the labels we assign our children who cannot successfully learn to read, write, and spell. For some children, one particular aspect of reading gives them more trouble, while for other kids some other part of that linear process (see above) is the sticking point.
As parent and teachers, we are always learning from our children as we teach them. We learn what is easy for them and what is hard for them. Because the brain is wired for learning – that is what it DOES – when a child has trouble learning or remembering something, we need to sit up and pay attention.
