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

Homework needs to be part of the daily routine

Homework is an important part of your child’s daily routine. Good habits, established early in school, help children consolidate what they have learned at school.

Here are a few tips for parents to help with homework:

Develop a homework routine and schedule

• Together with your child, establish a specific time and place for homework. Set a specific time allocation each day for homework and stick to the routine.
• Ensure that all extracurricular activities, medical appointments, chores and responsibilities, meal times and bedtimes are accounted for in the schedule.
• Be aware that some children prefer to start their homework immediately after school, however other children need to play and relax before settling into their homework. Experiment with different times to see what works best.
• Keep an eye on things to ensure that homework is actually being done during the agreed time.

Create a better work environment:

• Make sure your child’s study is free from distractions and is easy for you to monitor.
• Limit distractions in the home during homework hours, such as noise or interruptions from other siblings.
• Turn off TV and radio.
• Remove phone and if working on the computer, close email and the various chat and social networking sites.
• Be sure all books, pens and homework resources are within easy reach.
• Consider placing a couple of motivational posters on the walls in the study area.

Help with preparation and structure:

• Expect your child to have all assignments and homework recorded.
• Review each task with your child.
• Encourage your child to review tasks each night and make a plan before beginning.
• Write a to-do list with estimated time to spend on each task.
• Encourage your child to check off tasks once they have been accomplished.

Increase motivation:

• Use a timer to challenge your child to stay on task.
• A “beat the clock” system is often effective – motivating children to complete the task before the buzzer goes off!
• Remind your child to complete homework and offer incentives: “When you finish, you can play computer games.”
• Praise work well done.
• Withhold privileges until a certain amount of homework has been completed.

I hope these tips help to make homework time run more smoothly at your house!

Cupcake and a chat?

It is important to build a positive relationship with our children. Life is busy and we often run from one activity to the next. However, one of my clients recently started having a special time with their daughter – they called it “cup cake time!”  She took her to the local coffee shop and they enjoyed cup cakes together (and of course they talked!).

Cup cakes are popular at the moment with all ages – but the magic is in the one on one time. Sometimes it is hard to connect with young people (especially if they are teenagers), so below are a few conversation starters that may help.

• If your friends were cupcakes – what type of cakes would they be and why?
• If your friends were animals- what type of animals would they be and why?
• What is your favourite type of cupcake?
• How are the teachers going at your school – are the kids stressing them out?
• Talk about your child interests and activities.
• Talk about special times you have shared as a family.

The time spent one on one is important – not what you talk about! Young people need to know that adults care and are there to support them. If parents keep the lines of communication open with young people, they are more likely to come and talk when things get tough.

Is my child ready for school?

How do you know if your child is ready for school?
Preschool field officers may visit your child’s preschool to assess your child. They may use a check list to assess your child in the following areas:

• Play skills
• Social development
• Cognitive development
• Fine motor skills
• Language and communication skills
• Emotional development
• Self care skills
• Gross motor skills

Is my child ready for school?
If you have doubts about your child being able to begin school and cope academically, it might be a good idea to have them assessed with a standardised intelligence test. This gives parents a clear indication of where their child fits or stands compared with children of a similar age.

You should also talk with your child’s preschool teacher. They are experts in this area as they see large numbers of children and can offer a professional opinion based on a child’s developmental stage.

Preschool teachers may also recommend a cognitive assessment to test intellectual capacity. There are also many other reasons to conduct a cognitive assessment.

Can my child start school early?
The answer is yes – but it is often a lengthy process! Parents will need to provide evidence that their child is emotionally ready for school and that they are academically ready for school.

• Evidence that a child is emotionally ready can be gained from a child’s preschool teacher.
• Evidence that a child is academically ready needs to be assessed by a qualified psychologist.

School Psychology Services offers an assessment that tests the intellectual capacity of young people. This assessment is called the Wechsler Preschool & Primary Scale of Intelligence (WPPSI – pronounced “WHIP SEE”). This test assesses intelligence. For a psychologist to support an early entry to school, a child must be in the gifted range on this test. The gifted range means that they are exceptional, not just above average.

More information about early entry to school in Victoria is available from the Department of Education.

The pace that society moves in this techno-gadget new world order is amazing! Young people are experts at multitasking – homework, talking with friends and surfing the net while sending a text is common in a young person’s bedroom!

People are becoming techno junkies – they are afraid to be away from their computer for too long.

The brain processes of individuals needing to always be connected are similar to those addicted to drugs. Sometimes it seems that there is no escape!

What can parents and teachers do if they suspect a young person is addicted?

Key Ideas:

• Explain to the individual the problems associated with addiction (i.e. Social withdrawal, bright lights at night may affect sleep, importance of reducing number of hours “Plugged in” etc ).
• Individual must recognise there is a problem – if any progress is to be made.
• Limit technology use – where possible. However, withdrawal may result in increased levels of anxiety.
• Suggest an alternative to technology use, such as talking with friends face to face, doing some exercise or reading a “paper” book.

Useful Information:

• Kids and Tech: How much is too much?
• Personal Tech Addiction Snares Teens, Adults
• Teenagers at Risk of Internet addiction
• The rise of Technology addiction
• How to Tell If You Are Addicted to Technology