Red Flags – Dyslexia Signs In Children’s (and parents!) Speech
Research informs us that reading disabilities do have a genetic component, but seem to result from a combination of genetics and environmental factors. This often surprises parents who state that “they don’t have any difficulty reading”. It is important to note that...
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Assessing Phonological (Sound) Processing Skills
I am writing this blog post because there is almost always a sound processing deficit or disorder underlying poor reading and inaccurate spelling. This skill often goes unassessed. !! Often when it is assessed, it is done incorrectly or incompletely. As any...
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Why Traditional Language/Literacy Assessments Have Failed Us
We use models of language to try to understand how the brain processes language. These models are often reflected in assessment. You may have seen a report where language was divided in the areas of Language Content, Form, and Use. There is a description of the...
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A Case Against Teaching Letter Names – Part 3: What Will We Teach Instead?
In part 1 and part 2 of this blog series, I discussed how some of our traditional focus on letter names is not advantaging all children to become readers. I started to draw some attention to the importance of SOUNDS. When I discuss this with parents in the clinic, the...
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A Case against Letters – Part 2: Reversals – we may have it Backward
Let’s consider the issue of letter reversals – a common challenge for many children, and frequently a concerning one for parents. Letter reversals are not a “normal part of development”. That is to say, not all children experience reversals on their path to literacy....
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Socialization and Screen Time
Does your Child’s Best Friend Talk Back? The Importance of Socialization and Limiting Screen Time On a recent trip to a Northern community, we spent some time discussing what was available for children to socialize. Children are not passive learners of speech,...
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A Case Against Letters – Part 1: “B” is for bird
I’m going to says something outlandish and radical, because I’m feeling edgy today. Perhaps it is because both my infant and my toddler are fighting colds, it feels like no one has slept in days, and I’m way over my caffeine quota for the day – and it is only 8:00 AM!...
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Getting to the Source of Challenge When A Child Struggles
When looking at performance – be it academic performance or social competence – you want to look to for the source of the difficulty when there are challenges. This requires a clear understanding of what the task requires – a task analysis – and knowing a child’s...
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Predicting Learning Difficulty Through Pronoun Acquisition
I had a conversation with a parent the other day. They were curious to know why I was so interested in the pronoun errors of their 4-year-old daughter. We got into a discussion about how children’s brains acquire speech, language, and literacy skills - and what...
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If you Give a Child a Fish, They Won’t Know How to Read
Ok, That’s a bit of a mixed metaphor. But let me explain! I’m thinking a lot about process vs. content lately. Something that gets me really excited about the instruction we are providing to our students is that we are process focused. What does that mean? You know...
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Of course you should read to your kids … right??
When a child is struggling to learn to read, I often hear the recommendation, “You should read with your child every day”. When I inquire about homework or a home reading plan, parents often respond that they have been instructed to read to their children. They may...
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Ain’t That PUF enough?
Alberta Education offers Program Unit Funding (PUF) through Early Childhood Services for children with delays or disabilities between the ages of 2 years 8 months and 6 years. It is a great program, aimed at early identification and intervention with a particular lens...
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