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Reading - My Child Has Problems Reading
There is growing evidence that it might be more appropriate to refer to the amount of time a learner takes to complete a reading task rather than using qualitative labels, such as good, best, or poor reader (Smith, 1990). If we accept the premise that all individuals are capable of learning to read but some need to stretch their learning time, then we can search for adjustments. Slow readers could read shorter passages. In this way, they could finish a story and experience the success of sharing it with a parent or friend.
One of the reasons that these learners read more slowly is that they seem less able to identify the organization of a passage of text (Wong and Wilson). Since efficient comprehension relies on the reader's ability to see the pattern or the direction that the writer is taking, parents and teachers can help these readers by spending more time on building background for the reading selection, both in the general sense of concept building and in the specific sense of creating a mental scheme for the text organization. Many times, drawing a simple diagram can help these readers greatly. One effective strategy for slower readers is to generate visual images of what is being read (Carnine and Kinder,). For the reader to generate images, he or she must first be able to recognize the word. Assuming the reader knows how to recognize words, he or she needs concepts to visualize the flow of action represented on the page. The same kind of concept building techniques that work for average readers also work for slower readers. The slower reader, however, gains more from concrete experiences and images than from abstract discussions. It is not enough for the parent to simply tell the slower reader to use visual images--the parent has to describe the images that occur in his or her own mind as he or she reads a particular passage, thus giving the child a concrete sense of what visual imagery means. Pictures, physical action, demonstrations, practice using words in interviews or in an exchange of views among peers are only a few of the ways that parents, tutors, or teachers can make the key vocabulary take root in the reader's mind.
A positive attitude on the part of the child is also crucial to the treatment of difficulties in reading and learning. Tutors who have worked consistently with problem learners are very aware of the role of the self in energizing learning, and the potential damage to the sense of self-worth that comes from labeling. Teachers and parents should appreciate children's thinking as the foundation of their language abilities, and maintain some flexibility in their expectations regarding their children's development of decoding skills such as reading. For children to feel successful, they need to become aware of their unique learning strengths, so that they may apply them effectively while working to strengthen the lagging areas (Webb, 1992). The child needs to feel loved and appreciated as an individual, whatever his or her difficulties in school.
Source: ERIC Identifier: ED344190 ŠTutorgiant.com
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