It is well know that phonemic awareness is a powerful predictor of success in learning to read.

Furthermore, children who are able to sound out and isolate specific sounds in words are usually better at spelling.

When children struggle to hear or manipulate sounds in spoken words they have trouble with decoding (the process of transforming information from one format into another; e.g. combining letters to form words while reading).

Unfortunately, in the past many children were taught the “whole language” approach to reading (also known as “look-say” or “sight reading”). In this approach children attempt to memorise whole words by sight rather than sounding them out phonetically.  As a result, many people have struggled to learn how to read effectively.

Research has demonstrated that explicit training in phonemic awareness benefits all readers.

Parents often do a great job at teaching their children the symbols (ABCs) and some whole words, but they often miss important steps in developing phonemic awareness.

What can parents do to help?

You can help your child develop phonemic awareness by:

• Teaching them to rhyme by singing songs, reading books that rhyme (Dr. Seuss is wonderful!) and creating their own rhymes.
• Engaging in alliterative language play by listening for and generating words that begin with the same initial sounds. E.g. “Peter Piper picked a peck of pickled peppers”.
• Identifying ending phonemes that are the same. E.g. What words end with the same sound, brick, tack, and mouse?
• Breaking words into syllables. E.g. by clapping or tapping out syllables.
• Joining phonemes together to make words. E.g. what word does “k”…“at” make?
• Segmenting words into phonemes. E.g. what two sounds make up the word “cat”?
• Making new words by substituting one phoneme for another. E.g. “cat” could become “hat”.
• Tracking print when beginning to read.
• Sounding out unknown or new words, one phoneme at a time.

The more phonemic awareness your child can develop, the better equipped they will be for learning to read, spell and write at a high standard.

Reference: Harwell, J, M. (2001). Complete learning disabilities handbook. John Wiley & Sons: San Francisco

www.youtube.com/watch?v=pQ50PYMXDCQ

Dolphins learn new ways to thrive and survive and so can children with learning disabilities. Children can also adapt to their environment if they are given the right resources and skills.

Davis (1997), talks about dyslexia as a ‘gift’ -- a natural ability or talent. He lists several characteristics and abilities that most dyslexics or students with learning disabilities share:

• Using the brain’s ability to alter and create perceptions
• Being highly aware of the environment
• Being more curious than average
• Thinking in pictures rather than words (a much faster process)
• Being able to think and perceive multi-dimensionally (using all the senses)
• Being able to experience thought as reality
• Vivid imagination

Through assessment, I often find that children who struggle with a particular cognitive function tend to excel in other areas.

This can be particularly frustrating for parents -- watching their child struggle to read, when they know they are talented in other areas.

Educational Assessment is the first step to understanding a child’s difficulties. Intervention and counselling should then follow.

Suffering from dyslexia, a developmental delay or a learning disability does not necessarily have to hold your child back.

Like the dolphins who adapted to their environment and invented a new way to round up fish, a young person can effectively learn to adapt, and even thrive, in the classroom.

Reference: Davis, R, D. (1997). The Gift of Dyslexia. Ability Workshop Press: New York

See larger image The Gift of Dyslexia: Why Some of the Smartest People Can't Read... and How They Can Learn (Paperback) By (author) Ronald D. Davis, Eldon M. Braun List Price: $15.95 USD New From: $3.61 In Stock Used from: $0.01 In Stock

Learning to read can be hard work!

There are many types of learning disabilities and learning difficulties.

Learning disabilities should not be confused with an intellectual disability. An intellectual disability is a severe deficit in cognitive functioning. This is classified by an IQ score of less than 70. An IQ score of 100 is average (range 85 – 115).  People with intellectual disabilities will have difficulties with learning.

Learning disabilities generally fall into two major categories:

1. General Processing issues
2. Specific Learning Disabilities ( i.e. dyslexia)

If a person has general processing issues, they may also have a Learning Disability (or difficulty).

General Processing Issues

Some types of learning disabilities are defined by a cognitive processing problem.

• Auditory Processing – The ability to perceive and understand what is heard. With this disorder there is no issue with the ability to hear, however students often struggle in the classroom to follow instructions, or complete work efficiently with background noise.
• Processing Speed – The rate or speed at which the brain handles information. These people take longer to complete tasks, struggle to complete set work and spend long periods of time on homework tasks.
• Working Memory – The ability to retain and process information for short time periods. This is often referred to as short term memory. These people need to develop specific strategies to overcome these short falls in memory. They often have problems with remembering times tables.
• Long-Term Memory – The ability to both store and recall information for later use.
• Attention – The ability to remain on task in a sustained, selective, or divided way. These people may fall into the category of Attention Deficit Disorder (ADD)  or Attention Deficit Hyperactivity Disorder (ADHD).
• Visual Processing – The ability to perceive, analyse and think in visual images, or manipulate visual information. This is a sensory disability related to processing images.
• Logic and Reasoning – The ability to reason, prioritise, and plan. These people often appear disorganised and struggle to meet deadlines.

Learning Disabilities

Dyslexia – is a neurologically disorder that is often genetic and interferes with the acquisition and processing of language.

Specific developmental dyslexia is a disorder manifested by difficulty learning to read despite conventional instruction, adequate intelligence, and adequate socio-cultural opportunity.

Dyslexia may vary in its severity; it is manifested by difficulties in receptive and expressive language – including phonological processing – in reading, writing, spelling, handwriting and sometimes in mathematics.

Learning disabilities or dyslexia have traditionally been diagnosed with a cognitive or intelligence test and an achievement test. If a person scores within the average range for intelligence and two standard deviations below average on the achievement test, they may fit the criteria for dyslexia. The type of learning disability depends on the area of deficit.

Research based definitions into learning disabilities tend to have veered away from a discrepancy between intellect and achievement, and instead have focused on low achievement, with poor response to intervention.  Some researchers even believe that learning disabilities are due to poor education. This is primary due to the fact that those people with dyslexia can be taught language skills and have the potential achieve at a high level, they simply acquire language differently.

Types of Dyslexia

• Word Level Reading Recognition Disability (WLRD) or Phonological Dyslexia - a neurologically based condition which is characterised by difficulty understanding and applying the alphabetic principle. (The student has trouble reading written words fluently, out loud).

The alphabetic principle is the understanding that letters and combinations of letters are the symbols used to represent the speech sounds; and that there are systematic and predictable relationships between written letters, symbols, and spoken words.

• Reading Comprehension Disability or Dysphasia – A language disability where the student has difficulty with reading comprehension.  (Students can often read words fluently, but do not fully understand what has been read).
• Specific Learning Disability in Spelling – A disability associated with spelling words. A spelling disability may be diagnosed if they are significantly below what is to be expected for their cognitive ability.
• Dysgraphia – A writing disability where the student has difficulty with forming letters and legibility.
• Dyscalculia – A maths disability where the student struggles with maths problems and concepts.

Other Learning Disabilities

• Dyspraxia – A motor coordination disability (also known as Sensory Integration Disorder). Dyspraxia is a neurologically based developmental disability which is present from birth.
• Non-Verbal Learning Disorder – A visual-spatial disability related to body control. Usually characterised by a discrepancy between high scores on verbal and lower scores on performance scores (on an IQ test), with deficits also in motor, visual-spatial and social skills.

There are also other disorders classified under communication disorders, these include: Expressive language disorder, Mixed receptive-expressive language disorder, Phonological disorder, and Stuttering. Communication disorders are usually assessed and treated by a Speech Pathologist.  Educational Psychologists may refer to Speech Pathologists if they suspect a communication disorder.

If you suspect your child may have a processing issue or learning disability, it is recommended that you contact an Educational Psychologist and ask for a full Educational Assessment. This should involve a cognitive or IQ test (such as the WISC-IV) and an achievement test (such as the WIAT-II).

If you live in Melbourne, contact School Psychology Services to talk about assessment options.

However, there are many benefits for psychological assessment and often the more information and the early the information is gathered, the more tailored the intervention programs can be.

Assessment is a way of gaining some understanding of a child in order to make informed and appropriate decisions.

Child Testing

Why should a child be tested?

• To screen for any cognitive deficits.
• To assess for eligibility for funding.
• To understand a child’s learning profile or preferred learning style.
• To assess for learning disorders (such as reading, mathematics or writing disorders, including dyslexia).
• To provide intervention programs for children with specialised needs.
• To assess gifted children in order to provide appropriate and stimulating learning environments.
• To test for school readiness.
• To gain early access to school or to remain in kinder another year.
• To identify developmental delays and provide appropriate interventions for psycho educational disorders or problems as early in a child’s life as possible.
• To understand uncharacteristic behaviours and/ or emotional issues that are presenting at either home or school.

What is IQ?

IQ stands for Intelligent Quotient. It is an indication of a person’s intelligence as indicated by an intelligence test. There are a variety of IQ tests available. However, not all are reliable and valid.

Test Reliability refers to the degree to which a test is consistent and stable in measuring what it is intended to measure. For example an IQ test should be consistent with itself and across time.

Test validity refers to the degree to which the test actually measures what it claims to measure. The Wechsler tests (which include both the WISC-IV and the WPPSI-III have strong reliability and validity).

What are the best IQ or Intelligence Tests for Children?
The Wechsler tests are the most common individually administered IQ or intelligence tests, especially for children. These tests are expensive to purchase and requires a fully qualified psychologist to conduct the assessment. (In Australia – the current requirement is 6 years of university training to become a psychologist).  The best two tests to assess children are:

1. The Wechsler Intelligence Scale for Children, Fourth Edition (WISC-IV Australian). Ages: 6 to 16 years, 11 months.
2. Wechsler Preschool & Primary Scale of Intelligence – Third Edition (WPPSI-III Australian). Ages 2 years, 6 months to 7 years, three months.

How scores are reported

Psychologists write a report after an assessment of a child.

The scores show how well a child performed compared to a group of children the same age from across Australia.  The highest possible score is 160 and the lowest possible score is 40 for most skills tested.  Half of all children will score less than 100, and half of all children will score more than 100.  Scores from 90 to 109 are average.

A percentile rank is also given.  This shows your child’s rank in the national comparison group.  If the percentile rank were 45, for example, it would mean that she scored higher than approximately 45 out of 100 children her age.

When reviewing a child’s scores, remember that no test is perfectly accurate.  Any child might score slightly higher or lower if tested again on a different day. Most psychologists will include a normal distribution graph, such as the one below.

Normal Distribution of IQ

The orange section is where most children will score on each subtest (this is the average range). Gifted children fall within the yellow right hand section and those with disabilities will fall within the yellow left hand section of the graph.

Learn the sounds of the a..b..c

We have compiled a collection of spelling strategies that can assist individuals to spell better.

Tips include:

• Learning a variety of spelling strategies.
• Making up your own strategies to help with difficult words.
• Using a glossary for new and unusual words in various academic subjects.
• Learning to conquer your own personal “spelling demons”… and a whole lot more!

To download a tip sheet on spelling strategies click here.
Spelling is something we can all work on – let us all be the best spellers we can be!

Why conduct assessment?

Assessment is useful to identify an individual’s learning ability.  More information on Psychological Assessments for students can be found here.

Usually I recommended both a WISC ( Wechsler Intelligence Scale for Children) or WPPSI-III (Wechsler Preschool & Primary Scale of Intelligence) and a WIAT ( Wechsler Individual Achievement Test) as these two tests give the best indication of a student’s cognitive ability and academic achievement levels.

The scoring of these two tests is done in such a way that when used in combination can predict any discrepancies between intelligence and achievement. Assessment may also be helpful to identify learning disabilities (such as dyslexia), giftedness or under achievement.

The most common is when a child has an average or above average intelligence and is below average in achievement. This is usually due to a specific learning disability in reading or maths.

However, the most important reason for conducting assessment is to develop an individual learning plan for each individual. Everyone learns differently, however, once you know strengths and weaknesses, learning programs can be tailored to an individual’s needs.

For example, if a student struggles with decoding words, then they need to work on a phonics based program. If they are having problems with reading comprehension, then a learning program should target comprehension.

Dyslexia is a learning disability, where it manifests itself as a difficulty with reading and written language.  It is believed to be a brain –based condition.

Basically people with dyslexia are processing language differently to others.
Some have referred to dyslexia as a “gift” because often these people need to find creative ways to solve problems. Despite their difficulties in decoding written language, they can find ways around this and end up solving problems in different ways.  However, for a young person learning to read – it can be frustrating!

Assessment can also identify issues with auditory processing.  Auditory processing is the ability to encode auditory information. Problems in auditory processing may lead to problems in auditory working memory and auditory sequencing. Many dyslexics have auditory processing problems including history of auditory reversals. Auditory processing disorder is recognised as one of the major causes of dyslexia.

Assessment is also useful to detect any difficulties as early as possible. If you detect a problem in learning early, then early intervention is essential.

A qualified Educational Psychologist is the best person to conduct these assessments. They can then provide details recommendations for each individual.

Students with learning problems often suffer from a low self esteem.  Counselling is often recommended to help individuals understand that they are not “dumb” or “stupid” – they simply learn differently!

The Whip-See is not a stock man’s whip or a blender! It is simply an abbreviation that many psychologists use to represent the Wechsler Preschool and Primary Scale of Intelligence. Like the WISC is not the WISK! (Sorry for the confusion – check out the WISC-IV here).

The WPPSI is not a Whip-See or a Whip!

What is a WPPSI?

The WPPSI is a colorful, current, and interesting for children. It measures Full Scale IQ, Verbal IQ, Performance IQ, and Processing Speed and has an optional General Language Composite. IQ stands for Intelligent Quotient. It is an indication of a person’s intelligence as indicated by an intelligence test.

The WPPSI had three main Scales:

1. Full Scale IQ (FSIQ) – most reliable and representative of general intellectual functioning. (Information, Vocabulary, Word Reasoning)
2. Verbal IQ (VIQ) – acquired knowledge, verbal reasoning and comprehension, and attention to verbal stimuli.
3. Performance IQ (PIQ) – fluid reasoning, spatial processing, attentiveness to detail, and visual-motor integration. (Block Design, Matrix Reasoning, Picture Concepts)

Verbal IQ Sub Tests

• Information: recall of facts learned through interaction with the world.
• Vocabulary: knowledge of and the ability to express the meaning of words.
• Word Reasoning: measures verbal comprehension and reasoning.

Performance IQ Sub Tests

• Block Design: measures the analysis and reproduction of abstract design with blocks.
• Matrix Reasoning: measures verbal reasoning, verbal comprehension, general reasoning ability, the ability to integrate and synthesise different types of information, verbal abstraction, domain knowledge and the ability to generate alternative concepts.
• Picture Concepts: measures abstract, categorical reasoning ability.

The supplemental sub tests of the WPPSI are listed below:

• Comprehension: measures verbal reasoning and conceptualisation, the ability to evaluate and utilise past experience, verbal comprehension and expression, and the ability to demonstrate practical information. This involves knowledge of conventional standards of behaviour, social judgment and maturity, and common sense.
• Picture Completion: measures visual perception and organisation, concentration, and visual recognition of essential details of objects.
• Similarities: measures verbal reasoning and concept formation. This involves auditory comprehension, memory, distinguishing between nonessential and essential features, and verbal expression.
• Receptive Vocabulary: measures ability to comprehend verbal directions, auditory and visual discrimination, auditory memory, auditory processing, and the integration of visual perception and auditory input. This involves phonological memory and working memory.
• Object Assembly: measures visual-perceptual organisation, integration and synthesis of part-whole relationships, non-verbal reasoning, and trial-and-error learning. This involves spatial ability, visual-motor coordination, cognitive flexibility, and persistence.
• Picture Naming: measures expressive language ability, word retrieval from long-term memory, and association of visual stimuli with language.

(Reference: Sattler, 2005)

This post will outline reasons for getting organised, some tips for getting organised and  it will define what studying actually is! It will also gives students some study tips.

Reasons for getting organised:

• You can easily find the books you need to study.
• You know what needs to be studied.
• You have a complete set of notes of the work completed in class.
• You can learn more effectively.
• You don’t waste valuable time looking for things!
• You are able to break tasks down into manageable study blocks.
• You are able to achieve better result!

Study Space

1. Clean up your desk area.
2. Have pens and paper within easy access. The equipment you need will include: pens, pencils, highlighters, blank paper (A4 & A3 sizes), lined paper and flash cards. You may even like to include coloured paper.
3. Remove any distractions and replace these with positive affirmations and quotes.
4. If you are using a computer – turn off instant messaging and social network sites (you need to reward yourself with these activities!)

Study V’s Homework

Study is more than just doing the set work. Doing the set work, assignments, essays, and maths questions are all homework tasks. Study if different, it is reviewing and consolidating what you have learnt. Even if you don’t have homework, you always have study to do. Most students don’t understand this concept.

What is Study?

Study is reviewing what was taught during the class, it is also revising the text books and committing to memory the content of the course so it can be easily retrieved during an exam. Study is also predicting the types of questions you might be assessed. Often it is writing summary notes, flash cards, mind maps and summary diagrams. It is also do practice exams and questions to help you understand the core material.

Why study?

We forget what we have learned very quickly unless it is encoded into long term memory.  If we don’t think about the material we were taught or read it again we have lost somewhere between 50 to 80% of what was initially taught. Seven days later we can recall even less and a month later we can recall around 2 – 3 % of what was originally taught! That means if you don’t revise, you won’t remember what you have learnt!

Key points:

• If you don’t use it, you lose it!
• You need to constantly be reviewing what you have been taught.
• You need to revise, revisit and rehearse what you have learned!
• You will remember something much better if you revise it immediately after it was taught.

Study Tip: Spend 5 minutes after every class you have reviewing what you did in that class. Then a week later, review it again. This will reactive your knowledge on the topic.

Ask yourself these three questions:

1. What did I learn today?
2. What else do I need to find out?
3. What do I need to do next?

You might like to review how you study in each subject and create an action plan!

You can download a worksheet: How to study?

Other posts will include:

• Goal setting
• Listening skills
• Reading skills
• Note taking skills
• Time management skills

Assistive technology makes life easier!

Students with learning difficulties, specific learning disabilities or physical disabilities such as vision or hearing deficits can benefit from specialised assistive technology.

There are a variety of gadgets, programs and equipment that can make life a whole lot easier!

Many of my clients have found that a variety of assistive technology can help them with their academic work.

You might not be the world’s best speller and you won’t always have access to a dictionary or a computer, so you might like to try a hand held spell checker. It is about the size of a calculator and fits nicely into a pencil case or hand bag.

There are numerous programs that help you with grammar and writing skills that you can use on your computer. Other programs such as WYNN (What You Need Now!) or JAWS will read documents to you! Makes reading and correcting your work easier!

An Information sheet for assistive technology for students can be downloaded here.