Monday, August 24, 2009

Learning Disabilities and Kumon

A note to Kumon parents

An individual is said to have a learning disability when he or she is not able to learn in the same way or at the same rate as the majority of others. This can have significant academic and social consequences for a child. We know that learning disabilities seem to be hereditary and that they can affect those with average and even superior intelligence. Many famous people such as Albert Einstein, Thomas Edison, and President Woodrow Wilson allegedly had learning disabilities. Most often, problems occur in the areas of math, reading, and communication.

In school, children suspected of having a learning disability are generally referred for a thorough evaluation by a team of specialists. It is only after a complete work-up by this team, that a child may be diagnosed as having a specific learning disability. This team follows very precise guidelines in making such a determination. Just because a low achieving child is referred for an evaluation, does not mean that the child has a learning disability.

Kumon programs can accommodate these children positively but parents of children with learning disabilities need to play an especially involved role in their child's education. Grading Kumon homework each day and providing specific praise for a job well done, are very good examples of this involvement. Praise and immediate feedback are two of the strongest recommendations made by experts who work with these children. They also suggest that the amount of work learning disabled children do each day needs to be customized in order to maximize their learning. Parents can help by keeping a close watch on the number of sheets their child does well on in one sitting and advising the Kumon Instructor of this. These parents may also find it helpful to provide their child with two shorter Kumon homework sessions each day (the first in the morning / the second in the afternoon) instead of just one slightly longer session each day. Whatever the case, it is important that this information be shared with the Instructor.

One final piece of advice for Kumon parents dealing with these students is to be persistent and consistent in all that they do with their child. Generally speaking, these children need more repetition than others to master a concept. If frustration builds or if the child loses interest in his or her Kumon work, for example, chances are that repetition is necessary. The answer is definitely not to take a break. This is because students with learning disabilities frequently have a memory deficit which means that if they take time off from something, the likelihood of their forgetting what they learned is far greater than for those without a learning disability. Though the above information is meant mostly for parents with learning disabled children, clearly many children can benefit from the suggestions shared here and the step by step mastery that the Kumon programs provide.

Andrea Pastorok,

Ph.D. Educational Psychologist / School Consultant


It's Not Always Gifted AND Talented

A MESSAGE TO PARENTS X

By Dr. David E. Weischadle, Education Specialist

It is commonplace today to rattle off the phrase, "Gifted and Talented." The words seem to go together like "bread and butter," "ham and cheese", and "left and right." In fact, it is altogether possible for a youngster to be "gifted" but not "talented."

Consider how one expert defines the words "gifted" and "talented." In considering these definitions, also think about what they tell us about our responsibilities as parents and educators.

"Gifted" is a term that describes the student as having "untrained and spontaneously expressed natural abilities" which few others in his or her age group have. In contrast, "talented" is described as the "superior mastery of systematically developed abilities (or skills) and knowledge."

So if we accept these definitions, it is easy to see how someone can have a great gift, yet never develop it. While we can do little about the basic "gifts" that we, or our children, have, we can certainly do much to develop and refine them. It is even possible to have only a slight gift and through conscientious and concerted work, develop it to its fullest.

For example, the young man or woman who can throw a ball at lightning speed has the "gift" of strength to throw the ball. Unfortunately, the ball will go everywhere and anywhere without training. It is only with practice and determination that one learns to hold the ball in a certain fashion, or move the arm in a certain way to make the ball go where it should.

Academically, youngsters may be able to read early and understand what they read. But for many of these same youngsters, their reading ability will remain only adequate if they don't read more and more as they grow older. Their ability to read may be a gift, but it is a gift that must be nurtured as the youngsters develop and mature.

And "giftedness" in itself may not be limited to academics and sports. Howard Gardner of Harvard University has developed a theory of multiple intelligences over seven fields, including both mental and physical aspects of the human creature.

Schools have been doing very positive work in identifying and developing the gifted. But sheer numbers complicate their task. As a result, the schools have focused on helping groups of similarly gifted children.

As parents, you and I have a responsibility to our youngsters. How can we make sure that the gifts our youngsters have are fully developed to empower them to be highly effective individuals? Clearly, we need to supplement what they do in school!

So, as parents, we bring our children to little league and soccer, to dance studios, to music lessons and to scout meetings, even though the schools have sports, provide physical education, include music classes and encourage positive attitudes. So, too, many parents bring their children to Kumon even though their school has math and reading programs.

Why? Because children need more opportunities to develop their gifts than schools can offer. Kumon Math and Reading Programs supplement the schools, providing more practice and added opportunity to challenge one's ability. Without this extra effort, far too many gifted youngsters enter their adulthood untalented, and unaware of their full potential.

Kumon USA, Inc. (C) 2000

Dyslexia, a Reading Disability

Dyslexia, a Reading Disability

Dyslexia: a reading disability...but not a life sentence. Dyslexia is a condition in which an individual has difficulty acquiring the basic language skills, which are necessary to learn how to read, spell, and write. Science has shown that the part of the brain that is integral to reading functions differently in those with dyslexia, the major problem being that dyslexics cannot identify the approximately 44 letter sounds and link them to their alphabetic symbols. Dyslexics may even hear language as a blur of sounds, much like a nearsighted person looks at a tree and sees a blur of green rather than individual leaves.

When children learn to read, they must first become aware that spoken words consist of pieces of sound. Next, they must learn that the letters of the alphabet are the way that we represent these sounds on paper. The majority of children learn this without direct instruction, but the dyslexic does not. A person with dyslexia needs to be explicitly taught what the rest of us take for granted and learn automatically.

The following are some of the most common characteristics of dyslexia: letter, word, and number reversals, substitutions, and omissions; the lack of recognition of words previously learned; bizarre spelling; confusion of left and right; difficulty carrying out a sequence of directions; poor reading comprehension; and difficulty organizing and completing written projects. Although many children display one or more characteristics while first acquiring the basic reading skills, most will outgrow them. The child with dyslexia, however, will not.

A substantial number of children with dyslexia (as well as with other reading disabilities) come to our Centers looking for solutions to their reading problems. Fortunately, whether their reading disability is mild or severe, Kumon can help them.

What does Kumon do for children who have dyslexia? It provides them with the structured and balanced approach to reading instruction, which they need in order to move in baby steps through practice and repetition toward their ultimate goal – reading.

Here is an outline of the program, which Kumon offers:

1. Kumon Worksheets, along with Sight Word Flashcards, build vocabulary.

2. Kumon Worksheets, CD's and Rhyming Flashcards help children learn to hear the differences in sound so that they can master phonics.

3. Kumon's Recommended Reading List of award-winning authors and illustrators immerse children into a world of compelling literature, developing their love of books, and their awareness of the written word.

4. Kumon's Reading Program includes a language arts component that teaches both grammar and punctuation.

5. Kumon methodology provides dyslexic children the practice and repetition of the basic reading skills, which they require.

6. Finally, Kumon individualizes its program for each and every student easily accommodating the child with dyslexia (or any other reading disability).

If parents know that their child has dyslexia, they should inform their Kumon Instructor so that an individualized course of study can be created accordingly - that is, one that moves in small incremental steps with lots of repetition and special attention paid to rhyming, phonemic awareness and later phonics. We know that the best time to help children to improve their reading skills are during the early primary grades; thus, it is also a perfect time for the child to study Kumon. The earlier the intervention, the better the improvement. Remember, reading skills can be improved and Kumon is the place to do this.

Andrea Pastorok, Ph.D.

Dr. Andi

Educational Psychologist


Friday, August 21, 2009

Asking for homework support can make all the difference

Educational Survey Findings
Asking for homework support can make all the difference

A new school year is fast approaching and, once again, homework will become a nightly activity. However, according to a recent survey conducted by Ipsos-Reid for Kumon Math and Reading Centres, if parents take the time now to teach their child to proactively ask for homework support, it can help them improve academic performance and enjoy a more rewarding homework experience.

According to responses from more than 1,200 Canadian parents, more than half of the children who actively engage their parents in homework support perform at an average to above average level at school.

Also, children who engage their parents in the homework process enjoy more dynamic support. From monitoring homework progress (75 percent) to discussing the assignment (75 percent), these children are turning a once tedious and stressful task into an interactive, two-way dialogue about learning, creating a more rewarding and enriching homework experience.

“Students who ask for homework assistance demonstrate ownership of their work, and an interest in succeeding”, says Dr. Donna McGhie-Richmond, education specialist for Kumon Math and Reading Centres.“ The converse is also true. Children who are struggling or feel that they aren’t succeeding may stop trying altogether. Successful homework completion will help a child do better in school, and can instill greater confidence and promote good, independent study habits.”

Parents can help by demonstrating an interest in their child’s homework, and offering support, not by completing assignments, for their child. Here are some key tips from the Kanata North Kumon Math and Reading Centre:

  • Know the school’s homework policy. Ask about the kinds of assignments students are expected to complete, the anticipated length of time it takes to complete assignments, and the expectations for parent involvement.
  • Establish a routine for homework completion. This means determining a regular time each day in a distraction-free environment with all of the tools and resources at hand, such as pens, pencils, paper, ruler, scissors, and a dictionary.
  • Reinforce good study habits at home. Help your child to structure his or her time before assignments are due. Discuss the steps that are required and map it out with respect to the amount of time it will take to complete the assignment.
  • Be available to provide support to your child. If you are not available, ensure that someone is available and follow up with your child by asking about his or her homework.
  • Enroll your child in a program that motivates independent study and instills focus, time management and confidence, like the Kumon Math and Reading Program.
  • Coach your child. Rather than telling him or her to do, provide guidance through the task with questions, such as “What do you know how to do?” and “What do you need my help with?”
  • If your child is having trouble getting started, provide some assistance. Have him or her choose a question that they know how to do. Do the first question, fill in the first blank or read the first paragraph together. Ask if he or she can do the second one alone and reassure your child that you’ll be available to help if there are any further stumbling blocks.

Check your child’s completed assignment for completeness before it is submitted, as well as for the kind of feedback provided by the teacher once the homework has been returned. Talk to your child about his or her satisfaction with the results and what he or she might do differently next time.

For more information on the Kumon Math and Reading Program, please call (613) 261-1650, or visit us online at http://www.kumon.com/.

GET CHILDREN READY NOW FOR THE NEXT SCHOOL YEAR

The first bell at school may still be several days away, but educators agree that a smooth transition back into reading, writing and arithmetic routines takes some thoughtful planning in advance by parents.

“One of the most accurate predictors of student success is not family income or social status, but the extent to which parents are involved in their children’s education,” says Dr. Donna McGhie-Richmond, educational specialist with Kumon Math and Reading Centres. “Parent involvement in education is essential for many students, reinforcing the importance of learning.”

To help your children get off to a good start this year, here is the Kanata North Kumon Math and Reading Centre’s back-to-school checklist:

  1. If your child is just beginning their school experience, discuss what can be expected on the first day such as learning class rules, catching up with friends and making new ones. Show your child the route to school and make a visit there before classes start.
  2. Get to know the teachers. Make them aware of out of the ordinary circumstances at home. Let teachers know that you expect and appreciate progress information – both positive and negative.
  3. Set up a regular place at home for schoolwork. Make sure it is well lit, clutter free, with tools of learning such as paper, pencils, pens, computer, and a dictionary and thesaurus.
  4. Involve your child in putting together a back-to-school ‘kit’ of supplies that will be needed in the upcoming year. Ask the school for ideas if needed.
  5. Establish a regular study time for your child every day. Agree on a time and stick to it. Even if homework has already been completed, use the study time for reading or reviewing the work. Mark off the time on a calendar.
  6. Enroll your child in a program that motivates independent study and instills focus, time management and confidence, like the Kumon Math and Reading Program.

For more information on the Kumon Math and Reading Program, please call (613) 261-1650, visit us online at http://www.kumon.com/ or check out our blog in detail.