Life Development At Trinity Lutheran School

Ever since I was young, I knew something was different about me. I’ve always had an active imagination and would write all kinds of stories, sometimes through pictures and sometimes through words. Not until I was in first grade did I notice my writing was different than my friends. It didn’t bother me though because I was too young to realize something was wrong; I was just different. One weekend, after playing restaurant with my mom and brother, my mom contacted my teacher to talk about some concerns she had with my reading and writing. She was told that I seemed to be progressing on an age-appropriate level with my peers and that nothing appeared to be wrong. But my mom persisted, and insisted that I be tested for a reading disability. My dad is dyslexic and my mom, knowing it can be passed down, was watching for the signs in my older brother first and now me. After testing, one of SV’s school psychologists announced that my results showed I had a learning disability. I then went to my pedestrian to talk about it and then to a special learning center in Sewickley for further

Amanda and Erica’s grades may differ for a variety of reasons. Studies show that the more academic activities a parent is involved in is significantly associated with their child having higher literacy achievement, lower rates of grade retention, and fewer years needing special education (Miedel & Reynolds, 2000). Amanda’s father’s income, education, and occupation also all correlate with her literacy abilities (Buckingham, Wheldall, & Beaman-Wheldall, 2013). Parental education has the strongest influence of the three (Buckingham, Wheldall, & Beaman-Wheldall, 2013).

As a young child, my memory of reading starts with a troubling period in my life. It started in first grade after I had moved to a new school. For me he year kicked off normally, but the further down the road, I found myself struggling to keep up in my reading class. In addition to falling behind in my classes, I was feeling isolated from the other students. My grades started to suffer and everything got worse. We didn’t have a school counselor, so my principal arranged a meeting with my parents to discuss what actions should be taken. My principal told my parents it isn’t uncommon for new students to fall behind in classes and that the move could be causing some of the issues. He recommended that I start attending special education for my reading course. My parents thought it over and explained to me that it was ok and not to be discouraged about this. However,

The mother states that her oldest daughter has ADHD and dyslexia. Because of this she maintains the routine schedule for afterschool homework where she can be available to help and to encourage that they stay on task. She encourages learning by taking the girls to outings to the library and bookstore and has instilled a love for reading since an early age in both girls. She leads this by example being an avid reader herself. The mother feels that education is a team effort between the teachers and parents and is in close contact with her children’s teachers in order to accomplish this.

I'm not sure if you remember me right off hand, but last semester I had you for my level twos. My placement was at Valley Lutheran was Mrs. Reinking. I also work at Family Video where I sometimes see you. I am filling out my teaching application for the Fall of 2018. I was wondering if I could put you down as a reference? Hope to hear from you soon.

Dyslexia is a learning disability that many children have but are misunderstood until they have actually been diagnosed with the learning disability. Dyslexia does not mean that children are not smart; it just means that they learn different. This is why it is sometimes for parents to understand why their children are not doing well in school and struggle sometimes with a simple task of reading a book. My book report is about a 280 page book called “Can’t Rad, Can’t Write, Can’t Talk Too Good Either: How to Recognize and Overcome Dyslexia in Your Child.” In the book “Can’t Rad, Can’t Write, Can’t Talk Too Good Either: How to Recognize and Overcome Dyslexia in Your Child,” the

Describe the type of research design that will be used in your research, and why you selected this particular type over other types available. Include any assumptions made that influenced your choice. Describe as best you can how you are going to carry out this experiment, step by step. Remember that you do not have to carry out the evaluation, but you should be creating a "recipe" that you and others can follow to aptly answer the question of interest.

When I was growing, I never had a strong reading and writing influence at home. My father dropped out of high school at 16 to go to work and to help support his family. To this day, I have never seen my father pick up a book to read, let alone write a letter or paper. It pains me to see him struggle to complete a simple task such as filling out paperwork at the doctor’s office. If only those feelings

The mother explained she cannot read or write in the English Language, but her son’s older siblings can and try to help the younger sibling. The two older siblings have been very successful throughout their educational experience and have not struggled as the younger. She stated that her son as no desire to read at home, and completing homework is an everyday struggle with him. This student is in Tier 3 of the Response to Intervention (Mesmer & Mesmer, 2008) process, and has been referred for testing for special education services.

Children that don’t have disabilities often times play an active role and are able to take personal ownership of their reading and writing curriculum, however; teachers and caregivers often times dominate literacy learning opportunities for students with disabilities. Marvie’s dysarthria proves as a barrier to acquisition of literacy in its nature because literacy is based upon the oral and spoken complexities of language that typically develop in early life (Beukelman & Mirenda, 2013, p. 313). Most importantly, cultural context serves as a great barrier for individuals like Marvie. Culturally there is little expectation that someone with cerebral palsy will develop exemplary literacy skills and there is usually a push to strengthen other skills (Beukelman & Mirenda, 2013, p. 313). Majority of parents would rather their child or loved one be able to verbally communicate, develop relationships, and or become functionally independent rather than focusing on reading and writing (Beukelman & Mirenda, 2013, p. 313 ). The brutal awareness of Marvie’s reality could have potentiality to become toxic to her advancement without realistic

Jennifer has a history of difficulty with early reading skill milestones. She had difficulty learning the letters of the alphabet in kindergarten as well as trouble with initial sounds, sight vocabulary and rhyming. Her overall language development was

Addison is a third grade student at Westside Elementary School in the West Fargo Pubic School District. Addison is nine years old. Addison lives with her parents and two younger brothers. Addison’s mother stated Addison is not a proficient reader. She feels that Addison reads slowly. Addison’s mother stated Addison struggles with longer words and struggles to keep the flow of the sentence, but acknowledges Addison’s comprehension is a strength when mom reads with her. Addison becomes frustrated easily when reading multisyllabic words. Addison enjoys reading books to her parents and to her younger siblings. However, she often lacks the motivation to read independently. Typically, Addison reads 10-20 minutes daily at home. Addison’s parents are very supportive and provide many opportunities for Addison to read at home. Addison has a public library card and has access to a wide variety of reading materials in the home. Addison understands the importance of reading and works extremely hard to improve her reading skills. Addison’s attitude towards reading is positive. When considering the information provided via the Elementary Reading Attitude Survey, Addison’s score fell in the 95th percentile.

For a child who is just starting to learn to read, they need sufficient practice in reading a variety of different books to achieve fluency. Reading can be complex and has many different aspects (Burns,1999). It is suggested that children who have problems reading and writing at a young age will find it hard to catch up as they get older and will not reach their full potential as adults, many will withdraw from school or society and some becoming involved with crime (MacBlain,2014). 40 percent of children find learning to read a challenge but with early help, most reading problems can be prevented (Reading Rockets, n.d.).

struggling reader. As a class read their material in pairs, I heard one little girl

Learning to read is one of the most foundational skills needed for educational success. As children learn to read they develop the ability to decode, interpret, and store information from what they are reading. Reading comprehension allows a child to gain meaning from text and decoding allows a child to process sounds into words. Reading is vital to educational success because it allows a student to learn new information and build upon their prior knowledge. Students who attain reading skills are more likely to achieve academic success while students who have reading difficulties are likely to struggle academically and fall behind their peers. Reading difficulties have been prominent within the US for years. For example, the most recent National Assessment of Educational Progress statistics shows that only about 33% of fourth graders are at or above proficient at reading (National Center for Educational Statistics, 2011). Studies show that the cause of reading difficulties is based primarily on genes, environment, and instructional experience (Vellutino, Fletcher, Snowling, Scanlon, 2004). Students with a language learning disorder have difficulty comprehending spoken and written language thus making it difficult to learn new information. Children with reading disabilities are more likely to struggle during elementary school years as students are asked to think about what they read more critically. Speech language pathologists and teachers can help