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മക്കളെ സൂപ്പർ മിടുക്കരാക്കാൻ ഇനി തൃശ്ശൂരിലെ എവർഷൈൻ ലേർണിംഗ് അക്കാദമി പഠിക്കാത്ത കുട്ടികളെ അടിക്കല്ലേ, അതിനും ഇവിടെ ചികിത്സയുണ്ട് ജൂണിൽ സ്കൂൾ തുറക്കുമ്പോൾ മുതൽ കേട്ട് തുടങ്ങും ഈ പ....

𝐑𝐞𝐚𝐝𝐢𝐧𝐠 𝐚𝐧𝐝 𝐭𝐡𝐞 𝐁𝐫𝐚𝐢𝐧: 𝐒𝐭𝐫𝐚𝐭𝐞𝐠𝐢𝐞𝐬 𝐟𝐨𝐫 𝐃𝐞𝐜𝐨𝐝𝐢𝐧𝐠, 𝐅𝐥𝐮𝐞𝐧𝐜𝐲, 𝐚𝐧𝐝 𝐂𝐨𝐦𝐩𝐫𝐞𝐡𝐞𝐧𝐬𝐢𝐨𝐧

𝑰𝒔 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑵𝒂𝒕𝒖𝒓𝒂𝒍?
Reading is not a natural part of human development. Children do not automatically learn how to read and need to be taught to read. Statistics Canada (2009) reported that of all children with disabilities (ages 5 to 14), more than half (59.8%) have learning disabilities (LDs).

Most of these children have a disability in reading (89.6%) (Gabel, Gibson, Gruen, LoTurco, 2010; Semrud-Clikeman, Fine, & Harder, 2005). This may be due to the importance of reading in all academic areas, as studies suggest math and writing LDs are also very common (Shaywitz, 2007; Willis, 2008).

𝑨 𝑪𝒐𝒎𝒎𝒐𝒏 𝑷𝒓𝒐𝒃𝒍𝒆𝒎 𝑺𝒆𝒆𝒏 𝒊𝒏 𝑬𝒂𝒓𝒍𝒚 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝒂𝒏𝒅 𝑾𝒐𝒓𝒅 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑳𝑫𝒔
Children can memorize words by sight instead of developing word attack or reading decoding skills. This is a common problem in children who have reading LDs. This memorizing strategy allows children to guess at most words in the early grades from the initial letter or whole word configuration (shape of word) and still achieve average scores on most reading tests. What they often struggled with is pseudoword reading tasks (e.g., read the words belped, fralt, nockess). Although these children may not be identified with a reading LD, because of their average scores in early grades, later in elementary school they may have significant reading.

𝑾𝒉𝒚 𝒘𝒐𝒖𝒍𝒅 𝒕𝒉𝒂𝒕 𝒍𝒆𝒂𝒅 𝒕𝒐 𝒓𝒆𝒂𝒅𝒊𝒏𝒈 𝒑𝒓𝒐𝒃𝒍𝒆𝒎𝒔 𝒍𝒂𝒕𝒆𝒓 𝒊𝒏 𝒔𝒄𝒉𝒐𝒐𝒍?
In kindergarten, children are exposed to words that are easily memorized, because there aren’t that many of them. However, as the lexicon expands dramatically through elementary school - with approximately 2000 to 3000 new words learned each year. This visual memorizing strategy becomes less effective.

These same children cannot memorize enough words over time, and so their word reading and reading comprehension decline with age. A child has to decode harder words not visually recognized to link the words to lexical-semantic word memory and their definitions.

𝑾𝒉𝒂𝒕 𝒔𝒉𝒐𝒖𝒍𝒅 𝒑𝒂𝒓𝒆𝒏𝒕𝒔 𝒂𝒏𝒅 𝒕𝒆𝒂𝒄𝒉𝒆𝒓𝒔 𝒅𝒐?
It is important to build word attack skills and good understanding of phoneme-grapheme correspondence throughout the early grades. Parents and teachers should watch for children who often guess at words or skip words they don’t know. These children will often read much quicker during silent reading (because of the guessing/skipping strategy) and try to avoid oral reading. Comprehension too may be better during silent reading because they are able to “fill in the gaps” when they miss a word, and still understand what they read.

𝑻𝒉𝒆 𝑵𝒆𝒖𝒓𝒐𝒑𝒔𝒚𝒄𝒉𝒐𝒍𝒐𝒈𝒚 𝒐𝒇 𝑾𝒐𝒓𝒅 𝑹𝒆𝒂𝒅𝒊𝒏𝒈
There are many brain areas involved in reading competency, even at the basic word reading level. so problems in one or more of these areas of the brain could lead to reading disabilities.

𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑭𝒍𝒖𝒆𝒏𝒄𝒚/𝑺𝒑𝒆𝒆𝒅 𝒂𝒏𝒅 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑪𝒐𝒎𝒑𝒓𝒆𝒉𝒆𝒏𝒔𝒊𝒐𝒏
Reading comprehension requires reading quickly (reading fluency),keeping track of what words are in the sentences (working memory), vocabulary meaning and text conventions (semantics/grammar), and understanding what is read (receptive language).

𝑪𝒉𝒊𝒍𝒅𝒓𝒆𝒏 𝒎𝒖𝒔𝒕 𝒍𝒆𝒂𝒓𝒏 𝒔𝒊𝒙 𝒕𝒉𝒊𝒏𝒈𝒔:

1. Automatic recognition of words as “pictures” in the brain (sight word recognition);
2. Quickly retrieving words in visual long-term memory for rapid naming (retrieval/fluency);
3. Linking read words with word meanings (vocabulary) in long-term memory (lexical/semantic knowledge);
4. Keeping track of words and meanings for sentences and passages (verbal working memory);
5. Knowledge of sentence structure and punctuation (grammar);
6. Linking read words, word meanings, and grammar for understanding (receptive language).

𝑪𝒐𝒎𝒎𝒐𝒏 𝑷𝒓𝒐𝒃𝒍𝒆𝒎𝒔 𝑺𝒆𝒆𝒏 𝒊𝒏 𝑪𝒉𝒊𝒍𝒅𝒓𝒆𝒏 𝒘𝒊𝒕𝒉 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑪𝒐𝒎𝒑𝒓𝒆𝒉𝒆𝒏𝒔𝒊𝒐𝒏 𝑳𝑫𝒔
Most proficient readers read words by sight, and some children may be good at word decoding/attack, but they don’t transfer those words to long-term visual memory. Without automatic sight word recognition, too much effort is spent on decoding and comprehension is impaired.

𝑾𝒉𝒚 𝒘𝒐𝒖𝒍𝒅 𝒑𝒐𝒐𝒓 𝒔𝒊𝒈𝒉𝒕 𝒘𝒐𝒓𝒅 𝒓𝒆𝒄𝒐𝒈𝒏𝒊𝒕𝒊𝒐𝒏 𝒍𝒆𝒂𝒅 𝒕𝒐 𝒓𝒆𝒂𝒅𝒊𝒏𝒈 𝒄𝒐𝒎𝒑𝒓𝒆𝒉𝒆𝒏𝒔𝒊𝒐𝒏 𝒑𝒓𝒐𝒃𝒍𝒆𝒎𝒔?
Problems with long-term visual memory can lead to poor sight word recognition. Without a good sight word vocabulary, reading speed is reduced, and working memory is consumed with reading decoding/attack. This does not allow for working memory to keep track of the words read, and comprehension is subsequently impaired. This seems in direct contrast with the earlier comments about not allowing children to use a sight word approach only for reading. This is because reading is hierarchical. A child first learns to decode words, then transfer the decoded words to long-term visual memory so the words can be rapidly named, and thus comprehension can develop as word reading competency increases.

𝑻𝒉𝒆 𝑵𝒆𝒖𝒓𝒐𝒑𝒔𝒚𝒄𝒉𝒐𝒍𝒐𝒈𝒚 𝒐𝒇 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝑭𝒍𝒖𝒆𝒏𝒄𝒚/𝑺𝒑𝒆𝒆𝒅 𝒂𝒏𝒅 𝑪𝒐𝒎𝒑𝒓𝒆𝒉𝒆𝒏𝒔𝒊𝒐𝒏
There are many brain areas involved in reading comprehension, even if basic word reading and reading speed are adequate. Reading comprehension and oral language comprehension are highly related, so any child with receptive or expressive language problems may also have a problem with reading comprehension.

𝑷𝒖𝒕𝒕𝒊𝒏𝒈 𝒊𝒕 𝑻𝒐𝒈𝒆𝒕𝒉𝒆𝒓: 𝑨 𝑴𝒐𝒅𝒆𝒍 𝒐𝒇 𝑾𝒐𝒓𝒅 𝑹𝒆𝒂𝒅𝒊𝒏𝒈 𝒂𝒏𝒅 𝑪𝒐𝒎𝒑𝒓𝒆𝒉𝒆𝒏𝒔𝒊𝒐𝒏
There are “fast” and “slow” routes for reading in the brain. In the beginning stages, one learns to decode words using the connection between sound and symbol in the brain’s dorsal stream. But the fastest way to read a word is by sight, which is important for reading fluency and comprehension. Without reading fluency, word reading takes all of one’s working memory, and comprehension is impaired.

So the reader’s goal is to transfer an unknown word from the dorsal stream (word attack) to the ventral stream (automatic sight word reading). Competency in both decoding and sight word recognition are needed however, with the former proceeding the latter during reading skill development.

𝑺𝒉𝒐𝒖𝒍𝒅 𝒘𝒆 𝒕𝒆𝒂𝒄𝒉 𝒄𝒉𝒊𝒍𝒅𝒓𝒆𝒏 𝒕𝒐 𝒎𝒆𝒎𝒐𝒓𝒊𝒛𝒆 𝒘𝒐𝒓𝒅𝒔 𝒊𝒏𝒔𝒕𝒆𝒂𝒅 𝒐𝒇 𝒅𝒆𝒄𝒐𝒅𝒊𝒏𝒈 𝒕𝒉𝒆𝒎?
The answer is NO. It is important to NOT let children try to learn words by sight only (e.g., guessing at words based on initial letter or total word configuration).

Why?
Because as the lexicon expands with increasing age there are too many words to try to memorize, so decoding of harder words is necessary for words we don’t automatically recognize by sight, and then we can access them via the slower dorsal stream.

In addition, it is important to recognize that good readers and children with reading LDs differ in their brain function and error patterns, so a good error analysis is critical for developing effective interventions for affected children.

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◼️Common types of learning disabilities:-

*Dyslexia – Difficulty with reading
Problems reading, writing, spelling, speaking
*Dyscalculia – Difficulty with math
Problems doing math problems, understanding time, using money
*Dysgraphia – Difficulty with writing
Problems with handwriting, spelling, organizing ideas
*Dyspraxia (Sensory Integration Disorder) – Difficulty with fine motor skills
Problems with hand-eye coordination, balance, manual dexterity
*Dysphasia/Aphasia – Difficulty with language
Problems understanding spoken language, poor reading comprehension
*Auditory Processing Disorder – Difficulty hearing differences between sounds
Problems with reading, comprehension, language
*Visual Processing Disorder – Difficulty interpreting visual information
Problems with reading, math, maps, charts, symbols, pictures

◾️Problems with reading, writing, and math:-

Learning disabilities are often grouped by school-area skill set. If your child is in school, the types of learning disorders that are most conspicuous usually revolve around reading, writing, or math.

*Learning disabilities in reading (dyslexia)

There are two types of learning disabilities in reading. Basic reading problems occur when there is difficulty understanding the relationship between sounds, letters and words. Reading comprehension problems occur when there is an inability to grasp the meaning of words, phrases, and paragraphs.

Signs of reading difficulty include problems with:
>letter and word recognition
>understanding words and ideas
>reading speed and fluency
>general vocabulary skills

*Learning disabilities in math (dyscalculia)

Learning disabilities in math vary greatly depending on the child’s other strengths and weaknesses. A child’s ability to do math will be affected differently by a language learning disability, or a visual disorder or a difficulty with sequencing, memory or organization.
A child with a math-based learning disorder may struggle with memorization and organization of numbers, operation signs, and number “facts” (like 5+5=10 or 5×5=25). Children with math learning disorders might also have trouble with counting principles (such as counting by twos or counting by fives) or have difficulty telling time.

*Learning disabilities in writing (dysgraphia)

Learning disabilities in writing can involve the physical act of writing or the mental activity of comprehending and synthesising information. Basic writing disorder refers to physical difficulty forming words and letters. Expressive writing disability indicates a struggle to organize thoughts on paper.

Symptoms of a written language learning disability revolve around the act of writing. They include problems with:
>neatness and consistency of writing
>accurately copying letters and words
>spelling consistency
>writing organization and coherence

◾️Other types of learning disabilities and disorders:-

Reading, writing, and math aren’t the only skills impacted by learning disorders. Other types of learning disabilities involve difficulties with motor skills (movement and coordination), understanding spoken language, distinguishing between sounds, and interpreting visual information.

*Learning disabilities in motor skills (dyspraxia)

Motor difficulty refers to problems with movement and coordination whether it is with fine motor skills (cutting, writing) or gross motor skills (running, jumping). A motor disability is sometimes referred to as an “output” activity meaning that it relates to the output of information from the brain. In order to run, jump, write or cut something, the brain must be able to communicate with the necessary limbs to complete the action.
Signs that your child might have a motor coordination disability include problems with physical abilities that require hand-eye coordination, like holding a pencil or buttoning a shirt.

*Learning disabilities in language (aphasia/dysphasia)

Language and communication learning disabilities involve the ability to understand or produce spoken language. Language is also considered an output activity because it requires organizing thoughts in the brain and calling upon the right words to verbally explain something or communicate with someone else.
Signs of a language-based learning disorder involve problems with verbal language skills, such as the ability to retell a story and the fluency of speech, as well as the ability to understand the meaning of words, parts of speech, directions, etc.

*Auditory and visual processing problems:

the importance of the ears and eyes
The eyes and the ears are the primary means of delivering information to the brain, a process sometimes called “input.” If either the eyes or the ears aren’t working properly, learning can suffer.

Auditory processing disorder – Professionals may refer to the ability to hear well as “auditory processing skills” or “receptive language.” The ability to hear things correctly greatly impacts the ability to read, write and spell. An inability to distinguish subtle differences in sound, or hearing sounds at the wrong speed make it difficult to sound out words and understand the basic concepts of reading and writing.

Visual processing disorder – Problems in visual perception include missing subtle differences in shapes, reversing letters or numbers, skipping words, skipping lines, misperceiving depth or distance, or having problems with eye–hand coordination. Professionals may refer to the work of the eyes as “visual processing.” Visual perception can affect gross and fine motor skills, reading comprehension, and math.
Difficulty in school doesn’t always stem from a learning disability. Anxiety, depression, stressful events, emotional trauma, and other conditions affecting concentration make learning more of a challenge. In addition, ADHD and autism sometimes co-occur or are confused with learning disabilities.

ADHD – Attention deficit hyperactivity disorder (ADHD), while not considered a learning disability, can certainly disrupt learning. Children with ADHD often have problems sitting still, staying focused, following instructions, staying organized, and completing homework.

Autism – Difficulty mastering certain academic skills can stem from pervasive developmental disorders such as autism and Asperger’s syndrome. Children with autism spectrum disorders may have trouble communicating, reading body language, learning basic skills, making friends, and making eye contact.

◾️Diagnosis and testing for learning disabilities and disorders:-

As you’ve already learned, diagnosing a learning disability isn’t always easy. Don’t assume you know what your child’s problem is, even if the symptoms seem clear. It’s important to have your child tested and evaluated by a qualified professional. That said, you should trust your instincts. If you think something is wrong, listen to your gut. If you feel that a teacher or doctor is minimising your concerns, seek a second opinion. Don’t let anyone tell you to “wait and see” or “don’t worry about it” if you see your child struggling. Regardless of whether or not your child’s problems are due to a learning disability, intervention is needed. You can’t go wrong by looking into the issue and taking action.
Keep in mind that finding someone who can help may take some time and effort. Even experts mix up learning disabilities with ADHD and other behavioural problems sometimes. You may have to look around a bit or try more than one professional. In the meantime, try to be patient, and remember that you won’t always get clear answers. Try not to get too caught up in trying to determine the label for your child’s disorder. Leave that to the professionals. Focus instead on steps you can take to support your child and address their symptoms in practical ways.

◾️Social and emotional skills:-
How you can help

Learning disabilities can be extremely frustrating for children. Imagine having trouble with a skill all of your friends are tackling with ease, worrying about embarrassing yourself in front of the class, or struggling to express yourself. Things can be doubly frustrating for exceptionally bright children with learning disabilities–a scenario that’s not uncommon.
Kids with learning disabilities may have trouble expressing their feelings, calming themselves down, and reading nonverbal cues from others. This can lead to difficulty in the classroom and with their peers. The good news is that, as a parent, you can have a huge impact in these areas. Social and emotional skills are the most consistent indicators of success for all children—and that includes kids with learning disorders. They outweigh everything else, including academic skills, in predicting lifelong achievement and happiness.
Learning disabilities, and their accompanying academic challenges, can lead to low self-esteem, isolation, and behaviour problems, but they don’t have to. You can counter these things by creating a strong support system for children with learning disabilities and helping them learn to express themselves, deal with frustration, and work through challenges. By focusing on your child’s growth as a person, and not just on academic achievements, you’ll help them to learn good emotional habits that set the stage for success throughout life.