Click Lately I have been getting a lot of enquiries regarding comprehension skills.  The main theme all of these enquires follow are their child is struggling with comprehension, how can they help them.  It is very important to know exactly what type of comprehension they appear to be struggling with and most parents are not informed of this.  I have put together this information in the hopes of making this area a little clearer. 
 
Comprehension is, understanding what is being said or read.  When it comes to reading, it is an active process that must be developed if a learner is to become a proficient reader.  Effective reading skill development is further accomplished when the learner becomes proficient in literal, inferential and applied comprehension.

Literal comprehension involves what the author is actually saying.  The reader needs to understand ideas and information explicitly stated in the reading material.  Some of this information is in the form of recognising and recalling facts, identifying the main idea, supporting details, categorizing, outlining, and summarizing.  The reader is also locating information, using context clues to supply meaning, following specific directions, following a sequence, identifying stated conclusion, and identifying explicitly stated relationships and organizational patterns.  These organizational patterns can include cause and effect as well as comparison and contrast.  For example, some questions and activities may include:

1. What words state the main idea of the story?
2. How does the author summarize what she/he is saying?
3. Outlining the first paragraph of the story.
4. What happened first, second and last?
5. How are these things alike? How are they different?
6. What things belong together?

Inferential comprehension deals with what the author means by what is said. The reader must simply read between the lines and make inferences about things not directly stated.  Again these inferences are made in the main idea, supporting details, sequence, and cause and effect relationships.  Inferential comprehension could also involve interpreting figurative language, drawing conclusions, predicting outcomes, determining the mood, and judging the author’s point of view.  The following questions are usually asked:

1. What does the author value?
2. What is the theme?
3. What effect does this character/event have on the story?
4. How do you think this story will end?

Applied comprehension concerns itself with why the author says what he or she says.  This high level of comprehension requires the reader to use some external criteria from his/her own experience in order to evaluate the quality, values of the writing, the author’s reasoning, simplifications, and generalizations.  The reader will react emotionally and intellectually with the material.  Because everyone's life experiences are varied, answers to some of the following questions will vary:

1. Could this possibly happen?
2. Is this argument logical?
3. What alternatives are there?
4. Is this a fact or an opinion?
5. Do you agree or disagree with the author?
6. What is the best solution to this problem?

To conclude, literal, inferential and applied comprehension is what makes a skilled, strong reader.  This skill must be learned and developed.  It does not just happen.  With that thought in mind, it has also been shown that strong readers make good writers.  Sustained exposure to the English language does allow for an expanded vocabulary and knowledge of correct grammar usage. When this is combined with literal, inferential and applied comprehension, it enables writers to better express themselves.
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Click If you’ve heard the term “dyslexia” and aren’t sure what it means, you’re not alone.  People tend to have a lot of questions about dyslexia.  Is it a general term that covers many kinds of learning issues?  How is it different from (or the same as) a “specific learning disability”?  The answers here can help you develop a better understanding of dyslexia.
What exactly is dyslexia?
Dyslexia is a brain-based condition.  It causes difficulty with reading, spelling, writing and sometimes speaking.  In people with dyslexia, the brain has trouble recognizing or processing certain types of information.  This can include matching letter sounds and symbols (such as the letter b making the buh sound) and blending them together to make words.
Some people with dyslexia don’t have trouble sounding out or “decoding” words. But they may struggle to understand what they read.  It can be very hard for people with dyslexia to read in a way that’s automatic, or seemingly without effort.
Like other types of learning and attention issues, dyslexia is a lifelong condition. Children don’t outgrow it.
Characteristics of dyslexia often include:

• Difficulty associating sounds with letters and letters with sounds
• Confusion when pronouncing words and phrases, such as saying “mawn lower” instead of “lawn mower”
• Difficulty reading aloud with the proper tone and grouping words and phrases together appropriately
• Difficulty “sounding out” unfamiliar words
• Trouble writing or copying letters, numbers and symbols in the correct order
• Trouble rhyming

Even though dyslexia doesn’t go away as kids get older, there are lots of accommodations and strategies that can help.
Why is dyslexia confused with other learning issues?
Dyslexia is thought to be the most common kind of learning and attention issue.  The majority of kids with learning issues have features of dyslexia.  This is probably why dyslexia gets confused with the following learning and attention issues.
Dyscalculia, sometimes called “math dyslexia,” causes problems for kids when it comes to reading, writing and understanding numbers.  While kids with dyslexia struggle with letters and words, kids with dyscalculia often:

• Read numbers incorrectly
• Have trouble copying and writing math numbers and symbols
• Have trouble with math concepts, such as counting, measuring and estimating
• Struggle to master the “basics” (such as doing quick addition and subtraction in their head) that are key to working independently and efficiently

Dysgraphia makes it hard for kids to put words on paper and spell when writing. Similarly, kids with dyslexia can have trouble with spelling and writing.  Children with dysgraphia, however, may also struggle with the mechanics of writing.  For instance, they can have trouble gripping a pen or might fatigue easily when writing.
Kids with ADHD also may struggle with reading, comprehension and writing, just as kids with dyslexia do.  As many as a third to a half of all kids with ADHD have co-occurring learning issues like dyslexia.  It’s often hard to tease apart whether one or both of these issues is contributing to a child’s difficulties.  The hallmarks of ADHD (but not dyslexia) are problems with behaviour and learning that stem from inattention, impulsivity and over-activity.
Although dyslexia is common, it’s frequently confused with other learning and attention issues.  Understanding the characteristics of dyslexia—and how it overlaps with or is distinct from other issues—will give you a better handle on the kinds of learning and attention issues that may be affecting your child.
 
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For some children with ADHD, frequent lying is a real problem.

Now, most kids tell untruths at some time.  It truly is a natural part of growing up.  They try to get away with something and hope they won’t be punished if they deny it.  Or they tell a lie and blame someone else for what they in fact did.

But apart from the lying most children do at some point, kids with ADHD may tell lies as a part of their ADHD symptoms.  Here’s an example:



David tells his dad he’s headed to the library after school to do homework.  But instead of going right away, he impulsively decides to hang out with friends.  And when he gets to the library, he’s so distracted he doesn’t get any work done.



Later, his dad asks to see his homework, and without thinking, David lies and blurts out that he left it at the library.  This is an impulsive response to a situation created by David’s ADHD symptoms.



Ironically, kids with ADHD generally don’t make great liars.  It’s hard for them to keep their answers straight and consistently remember the untruths, especially when asked several times.


There’s a saying that I like to point out to these kids: “If you always tell the truth, you never have to remember what you said.”


For you as a parent, it’s important to distinguish willful lying from what I call “ADHD symptoms untruths.”  How do you do that?


If you observe your child over time, you’ll begin to get a good sense of when he’s likely to lie and in what situations.  You can preempt a lot of lies by guiding the conversation and asking the right questions.


Let’s go back to the example with David.


His dad might know that David has a hard time getting started on his homework after school.  And if he wanted to see whether David did his homework, he might say something like this:


David, I want you to tell the truth and I know sometimes you say things without thinking it through.


So, before you answer, here’s what I know happened.  I spoke to the librarian.  She said she saw you arrive late at the library.  She told me you were horsing around a bit.  Now, think for a moment before you answer—did you do your homework at the library?


Just asking a child to think before you allow him to answer may help you sort out intentional lies from impulsive responses.  In fact, kids often do tell the truth when confronted by what parents already know.


Another thing to consider: A child doesn’t always think through what might happen if he actually tells the truth.  Including that the reaction might not be bad.  That’s why in David’s situation his dad might say:


David, there’s still time tonight to finish any homework.  So if you didn’t get your work done at the library, you can finish it now.


By letting a child know the consequences, you can help them think through his response.


Obviously, this blog post is just a small sampling of the very complex issue of ADHD and lying.  But I hope it gives you a window into why lying happens and what to do about it.


Keep in mind when you are a child with ADHD and get in trouble, it’s easy to get caught up in untruths. Helping kids become more able and willing to tell the truth is critical for them as they move into adolescence and adulthood.

 

Has the idea of your child repeating a grade come up with the school?  There are a number of things to consider when you talk about repeating.  Take a look at these pros and cons.

Pros of repeating a grade

Cons of repeating a grade

Kids who’ve missed a lot of school due to illness, emotional trauma or a move may benefit from repeating a grade.

A child who’s just been absent often is already at higher risk for dropping out of school.  Repeating a grade increases the risk.

 

Kids who are much younger than grade-level peers and who have a history of struggling academically can benefit from repeating a grade. It can be a better fit emotionally and age-wise.

Kids who are already the oldest in their grade will be almost two years older than the rest of the class.

 

For kids who are developmentally immature (either physically or emotionally), repeating a grade may reduce the stress of trying to “keep up.”

For kids who are physically large for their age, repeating a grade can make them stand out more.

 

Kids who are far enough behind that it’s unlikely they’ll catch up in the next grade may benefit. However, they’ll still need supports in place to help them master skills.

 

Kids who will be taught the same skills in the same way without any different support in place typically don’t benefit from repeating.  And kids who stay back tend to lose the positive gains within two to three years after being held back.

Kids who have behaviour issues or stress that’s clearly related to schoolwork may benefit from another year.

 

Kids who have behaviour issues or stress related to the classroom environment typically don’t benefit from staying in the same class another year.

 

Kids who can tell you they feel like another year in the same grade will be helpful are good candidates for repeating a grade.

Kids who are strongly opposed to staying back are more likely to find ways to make it not work.

 

Keep in mind that kids don’t outgrow learning and attention issues like dyslexia.  They won’t “grow out of it” by repeating a grade.  Kids with learning and attention issues need appropriate instruction and help to make progress.

If your child’s school suggests repeating a grade, make sure to talk about all the options. Ask your school about response to intervention or whether tutoring might be another way to help your child.

 

  Social Challenge #1: Your child monopolises conversations.  The language link: Social communication disorder (SCD) often makes it hard for kids to understand the rules of polite conversation.

Tip: During conversations with your child, remind them to slow down and listen to you.  Maintaining eye contact with your child can also help them develop turn-taking skills.


Social Challenge #2: Your child is quiet around friends. The language link: Expressive language disorder (ELD) is a condition that makes it hard to put thoughts into words. This causes some kids to become shy.

Tip: Use everyday activities to encourage conversation. For example, while grocery shopping, ask your child to discuss what he likes to eat and why.

Social Challenge #3: Your child doesn’t understand jokes or sarcasm. The language link: Children with SCD can be very literal-minded and have trouble interpreting tone of voice.

Tip: Watch TV shows together, and discuss the characters’ moods. Explain how you can sense a character’s emotions. This will help your child to learn to interpret nonverbal cues.

Social Challenge #4: Your child gets tongue-tied. The language link: Kids with ELD and mixed receptive expressive language disorder have trouble finding the right words.

Tip: Help your child expand his vocabulary. When introducing a new word, explain what it means, then use it in a context he’ll remember: “I need a vehicle to take me to the store.”

Having social issues on top of learning difficulties can take a toll on your child’s self-esteem.  But there are many techniques you can use to help your child develop stronger social skills—there are even ways watching TV can help!

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There’s no such thing as a “normal brain.”  In fact, there’s a lot of diversity in how different brains process information — a challenge for educators tasked with teaching a diverse group of learners.  Dyslexia is a common variation that affects how kids read, but what’s really going inside the brain of someone affected by it?  Kelli Sandman-Hurley’s TED-Ed video explains (please put mouse over the TED-Ed word and ctrl + click to be taken to the video.

Sensory processing issues can be a confusing topic.  Here are common myths about sensory processing issues and the facts that debunk them.

Myth #1: Kids with sensory processing issues are just being difficult.

Fact: Kids with sensory processing issues can be fussy and get angry for no apparent reason.  For example, they might throw a fit or appear anxious in a noisy restaurant.  Or they might refuse to wear certain clothing or brush their hair.  This is usually the result of hypersensitivity to sound, touch and other senses, though, rather than an act of rebellion.

It might seem like kids with sensory processing issues are just trying to push buttons—especially if you’re a parent dealing with these behaviours every day. But they’re not.  Learn about common triggers for kids with sensory processing issues.

Myth #2: Kids with sensory processing issues are hypersensitive all the time.

Fact: Although being hypersensitive is a common sign of sensory processing issues, kids with these difficulties can also be hyposensitive (under sensitive). This means they may show little or no reaction to heat, cold, pain and other sensations.

This can be scary for parents.  Kids with hyposensitivity might inadvertently find themselves in dangerous situations—like touching surfaces that could burn them.  Remember, too, that this isn’t an either-or situation.  Kids with sensory processing issues can be both hypo- and hypersensitive, going back and forth between the two behaviours.

Myth #3: Sensory processing issues is just another name for ADHD.

Fact: They’re separate issues, but it’s common for kids to struggle with both. Sometimes parents notice sensory processing issues first, and that ultimately leads them to a diagnosis of attention-deficit hyperactivity disorder (ADHD). But it’s important to keep in mind that not every child with sensory processing issues has ADHD, and not every child with ADHD has sensory processing issues.

 Myth #4: Sensory processing issues are a form of autism spectrum disorder.

Fact: Sensory processing issues are not a form of autism spectrum disorder. However, many kids with autism have sensory processing issues.  But that doesn’t mean every child who’s overly sensitive to stimulation—like the sound of a vacuum cleaner or the feel of a scratchy sweater—has autism.  Researchers are still trying to determine what causes sensory processing issues.

 

 

At a Glance

• Just because your child isn’t following directions doesn’t mean he’s ignoring you.
• Trouble following directions is common in kids with ADHD.
• Speech-language issues can also affect kids’ ability to follow directions.

Do you constantly ask your child things like “Are you listening to me?” or “Why haven’t you done what I’ve asked?”  If so, you may wonder why he has trouble following directions.  While there could be a number of reasons, learning and attention issues are strong possibilities.

If your child’s lack of follow-through is due to learning and attention issues, it’s important to know he isn’t ignoring you on purpose.

What Trouble Following Directions May Look Like

Trouble following directions doesn’t look the same for every child. Some kids struggle to keep track of multi-step directions.  They may brush their teeth and put on their clothes but not be able to remember the rest of the morning routine you’ve explained.

Others have a hard time focusing on directions.  They may get distracted by the smell of breakfast cooking or the TV in the background and not hear your directions at all.

Kids can have problems with written directions or with verbal instructions.  You and your child’s teacher may notice your child loses the point of what is said or skips directions when he reads. Your child may also:

• Take a long time to respond
• Misread directions
• Miss key information
• Have trouble recognizing what’s important information and what’s not
• Have difficulty holding onto important information
• Mix up what you say
• Get lost when reading
• Seem to hear, but not listen
• Find it hard to remember details
• Have difficulty responding to direct questions
• Mix up the order in which things need to be done

If a few of these signs are present and your child hasn’t been diagnosed with a specific condition, it’s a good idea to talk to your child’s teacher and doctor.  You can work together to get a better idea of what’s causing the trouble.  Two of the most common causes are ADHD and language disorders.

The Role of Attention Issues in Following Directions

Attention-deficit hyperactivity disorder, or ADHD, is the most common brain-based condition in childhood.  The main symptoms of ADHD include difficulty with focus and attention, impulsive behaviour and over-activity.  These symptoms can make it hard for kids to slow down or focus well enough to follow directions.

Executive functioning issues can also make it hard for kids to focus and hold information in mind long enough to use it.  Executive functions are the mental skills that help kids pay attention, remember things, get started on tasks, plan and prioritize.  Many kids with ADHD and learning issues have trouble with executive functioning.

Kids who have trouble keeping track of several directions may have issues with the executive function called working memory.  Working memory is sort of like the brain’s sticky note.  It keeps information handy long enough for kids to use it.  Weaknesses in working memory can make it hard for kids to remember directions with multiple steps.

The Role of Language Processing in Following Directions

You may notice that your child has more trouble following directions when they are spoken rather than written down.  The issue could be caused by auditory processing disorder or other language disorders. Kids with these issues can hear just fine.  But their brains have trouble making sense of the information they hear.

Language-based learning issues, such as dyslexia and dysgraphia, can cause trouble following directions, too.  Kids with these issues have difficulty with reading and reading comprehension.  That means they may find it hard not only to read the words, but also to make sense of what the words mean.  That can make it hard to follow written directions.

Figuring Out Why Your Child Has Trouble

Sorting out the reasons behind your child’s trouble with following directions may not be quick or easy.  But knowing what’s going on with your child will help you understand more about how to help.

You can start by observing your child and taking notes to share with your child’s doctor or teacher.  You can also explore Parenting Coach for expert advice on behaviour issues.  

Your child’s issues with following directions may be a sign of a learning or attention issue.  But that doesn’t mean you won’t be able to work together to find strengths he can build on.  Take it one step at a time.  There are many different strategies to try over time.

This weeks blog comes from a research paper written in 2009 by Linda Gilmore and Gillian Boulton-Louis from the Queensland University of Technology.

Abstract

Attributions of laziness reflected in teacher comments such as “just try harder and you will shine” may mask specific cognitive, learning, attentional or emotional problems that could explain low motivation in some children.  This paper reports findings from an investigation of 20 children, aged 7 to 10 years, who were regarded as lazy by their parents and teachers.  Questionnaire measures provided evidence of low levels of motivation and classroom engagement.  Psychometric assessments revealed the presence of a range of difficulties including phonologically-based learning disabilities and significant problems with attention in 17 of the 20 children.  The paper concludes that the special needs of an unknown number of children may be overlooked because they are simply presumed to be lazy.

 Please click on the link below to read the full paper.

http://eprints.qut.edu.au/29708/1/c29708.pdf