By Judith E. Lipson, M.A., LPC

In Phonics: The Foundation of Reading the difficulties of learning to read are discussed. In mid-elementary the focus changes from learning to read to reading to learn. I have seen “good” readers experience difficulty when this occurs, and I’ve seen students struggle in middle and high school though their proficient oral reading makes them appear to be capable readers. Fluency and ease are always essential, but they are not the only requirement for your child to be a successful reader and learner.

Comprehending what one reads is imperative for your child to be successful in school. S/he must have the ability to understand the context of the words in individual sentences, and also understand multiple concepts when reading longer passages.

Concrete comprehension skills are easier to master. These are the abilities to answer questions when the information that is being asked is explicitly stated in the reading selection. These generally include vocabulary, main idea, fact or opinion, sequencing, following directions, and reading for details.

Abstract reasoning includes inference, analysis, evaluation, drawing conclusions, and cause and effect. They require the reader to use prior knowledge and processing to identify what is not explicitly stated.

Both types of comprehension require your child to have adequate processing and working memory skills. When these work effectively, your child has the ability to do all of the following: take in new information, identify and categorize it, merge it with previously learned information, and respond.

In 1956, noted educational psychologist Benjamin Bloom identified the taxonomy of intellectual thinking (“Bloom’s Taxonomy”). In the 1990s this list was updated to reflect the 21^st century. Listed from simplest to most challenging they are: Remembering, Understanding, Applying, Analyzing, Evaluating, and Creating.

These verbs help the reader to identify the type of comprehension skill being requested in a question or project:

• Remember – Recognize, list, describe, identify, find
• Understand – Interpret, summarize, paraphrase, classify, compare, explain
• Apply – Implement, carry out, use
• Analyze – Compare, organize, outline, find, structure, integrate
• Evaluate – Hypothesize, critique, experiment, judge, test
• Create – Design, construct, plan, produce, invent, make

The following is a partial list of techniques that can help your child when comprehension seems to be a challenge:

• Create visual models, pictures, etc
• Offer context clues for the concept or word (show your child the related words in the passage that will help him to understand the unknown word/concept)
• Tell a story, from your child’s experience, that applies the information from the reading passage
• Keep the facts/information isolated, specific and clear
• Provide repetition
• Find an auditory version of the book or have someone read it aloud; especially helpful for learners who prefer learning by listening, or who have poor reading fluency or phonics skills
• Arrange for assistance by a professional educational consultant or tutor

When choosing the best strategy for your child, select the approach that best complements your child’s learning strengths and that works best for the concept.

Comprehension struggles can be temporary and minor, or an indicator of a long-term learning problem. If the underlying cause is an expressive or receptive language disorder, a learning disability, or a cognitive challenge your child will benefit from specialized techniques. If you and your child’s educators suspect one of these conditions, an academic evaluation will be arranged to identify the root of the difficulty and the most appropriate strategies, expectations and teaching techniques. If you have a concern about your child’s reading comprehension, contact the teacher or counselor who can then inform you of your school’s process and procedures.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Published in Metro You Magazine, March 2012

Communication is a vital aspect of children’s development and it may be necessary for parents to teach. Below are techniques for how to teach your child effective communication and a unique method to use when your child is resistant to listening. (This is especially helpful for parents of adolescents.)

It’s never too early or too late to teach your child how to communicate and to provide opportunities for your child to practice. Here are some suggestions:

Young children: Rehearse conversations (for phone or face-to-face). Teach your child how to begin a conversation (more than “Hi Grandma” followed by silence). Be very specific. Teach possible questions, phrases to continue the conversation and multi-word responses. Practice an entire conversation. Have fun.

Elementary age: Ordering pizza?  Write down the order (or use picture cues) and role-play the phone conversation.

Elementary / Middle School: While shopping, have the child learn how to request help from a salesperson, purchase the item, discuss return policies, etc.

High School: Encourage your child to talk to the school counselor about scheduling, colleges, jobs, etc. Have your child ask teachers for clarification about grades. Advocate for your child as needed, but encourage them to deal with difficult situations themselves. Practicing at home is helpful.

Help children of all ages to learn how to settle conflicts that arise with siblings, friends, peers, and teachers. Teach them how to express themselves calmly and clearly. Role-play, and practice these conversations with your child.

Keep in mind that some children have significant difficulty with communication, especially those with language processing difficulties, ADHD, learning disabilities, aspergers or autism. These individuals have difficulty understanding body language, vocal tone, idioms and emotions. Anxiety can also impact communication. It is important to explicitly teach, then role-play and practice. For these children:

• Keep instructions clear and simple. Avoid abstract words and ideas.
• They may not apply what they’ve already experienced in one conversation to a new situation, even if it’s similar. Use your child’s prior experiences and teach them the similarities.
• Don’t assume that your child understands. Ask your child, and then explain differently as needed.
• Practice often. Keep these lessons upbeat and playful.
• Remember that your child is not choosing to have communication problems. S/he really doesn’t understand. Don’t shame or ridicule. Praise often.

Communication can be developed at any age, but it’s easiest if you begin when children are younger.

Communication with your older child can be especially difficult. Your child may emotionally or verbally push you away and avoid hearing your message – even when you try to lovingly express it. There is a type of communication when words seem to fail. I have been using this technique, and teaching it to others, for many years. I will describe it so that you can try it in your own relationships. (It can also be used with adult family members or work colleagues with necessary variations.)

Relax into a quiet space (meditation / prayer) and visualize the person in your mind’s eye. See the beautiful being that they are, separate from their fear or anger. Speak from your heart, yet not aloud. Picture the person in your mind seated near you. Open your heart to this person and approach from the most loving space using positive thoughts. Your silent conversation might include:  “_______ , I come to you with an open heart and my love for you. I ask that you respond from your heart as well. I want you to know how I feel … Now please share your thoughts.” (Listen within to hear the message.) “Help me to know how I can best support you during this difficult time. I hope that you will continue to listen to your highest self, and experience the world with love, security and peace.”

You will likely feel a reduced tension between you and the individual and thus the healing begins in person. There is a more complete description in the article entitled Soul-to-Soul Communication on my website. I look forward to hearing from you about this aspect of communication, as well as your experiences as you teach your child to communicate more effectively and with greater ease.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Published in Metro You Magazine, June 2011

Come with me on an informative journey to learn about learning disabilities. You will learn how to recognize a possible learning disability in your child, as well as strategies to make the challenges easier (whether or not there is a certified learning disability).

For a child to have a learning disability there must be a discrepancy (difference) between their IQ Score (intelligence) and their achievement scores (academic levels). School districts use different discrepancy scores.

There are 7 areas of learning disabilities and a person can have a learning disability in one or more of these areas.

Oral Expression is how well the child speaks their thoughts or how clearly they make the letter sounds. If this is the only problem, then the child is Speech and Language Impaired (SLI) rather than LD. A speech and language therapist can offer ideas that you can do with your child at home.

Listening Comprehension is the child’s ability to understand words and ideas and remember oral directions. (Listening and follow-through are frequent complaints for children with ADHD, but this may not be a learning disability.)

• Give only 1 or 2 oral directions at a time
• Pair a verbal direction with words or a picture
• Make a list for morning, after school, and evening routines
• Include pictures on the list (let the child help to select)

Written Expression is expressing oneself in writing. Often these children express themselves well verbally, but when asked to write, don’t know how to begin. They also may have difficulty with run-on sentences. Some children’s writing is to the point and they don’t know how to expand their writing. Written expression often includes fine motor coordination and difficulty copying from the board or a book.

• Eliminate or minimize the amount that needs to be copied (provide a set of notes)
• Allow them to write on a computer
• Have them dictate to you
• Provide oral tests
• Have the child brainstorm ideas, then write the essay (start in the middle if needed), then correct grammar and lastly punctuation

Reading Skills (decoding) and Reading Comprehension can occur together or a child might have just one. A learning disability in reading skills can include choppy reading, monotone reading, reversing letters, skipping lines, rereading words.

• Eliminate bright lights
• Use a plain ruler to place under the line they’re reading
• Read to them (books on tape, etc)
• Avoid scantron tests (which use fill-in-the-bubble answer sheets)
• Use colored paper to reduce the glare
• Allow extra time
• See an Irlen screener (www.irlen.com); use colored overlays
• Consider having your child’s vision tested by a Developmental Optometrist to determine if the eyes are working together properly
• Test for phonological difficulties – this is the ability to hear and manipulate sounds without seeing the lettersPlay rhyming games with your child; a specialist can share more ideas

Some children who are poor readers can have excellent comprehension. A learning disability in reading comprehension is when the child has difficulty with “higher level thinking” – analysis, synthesis, categorizing etc.

• Use pictures, your child’s interest areas and what they already understand to teach new concepts
• Offer lots of review
• Specialized tutoring is usually best for this difficulty

Math Skills is completing math problems. It is important that children understand the concepts of addition, subtraction, multiplication and division. Yet, children with learning disabilities rarely find success memorizing math facts.

• Use blocks and other three-dimensional objects to teach math facts and concepts
• Memorize facts in small chunks and review often
• Use a calculator
• Older children often need a math tutor (don’t wait until too many math concepts are missed)

Math Comprehension includes time, money, measurement and word problems.

• Use the child’s interest areas to help them understand the concepts
• A math tutor or specialist in learning disabilities may be needed

I hope that this information helps you to understand learning disabilities and to navigate your children’s challenges. If after reading this information you suspect that your child has a learning disability, contact your child’s teacher or counselor. You can contact me, or another specialist, if you are looking for strategies for your child’s specific needs, want information about Irlen, or are looking for guidance while navigating the world of IEPs, evaluations and meetings.

Judy Lipson is a Licensed Professional Counselor and educational strategist in West Bloomfield. She helps clients of all ages who have learning difficulties; work or school related anxiety; ADHD; Asperger’s Syndrome or Autism Spectrum Disorders; and those who wish to Remember and Become Who You Really Are. Contact Judy at 248.568.8665 and judylipson@spiralwisdom.net, and visit www. SpiralWisdom.net for more information.

Published in Metro You Magazine, March 2011