Louise Caring For Child Development

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).

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.

My daughter now seeks for opportunities to stretch herself to learn and develop her brain. I know because my daughter has learned her reading and writing skills she has gained the confidence needed to get a job and her driver’s license which would have never been possible without her literacy skills. My daughter will be graduating this year and she did this without having to be in any special needs classes. My daughter knows how important her literacy is to her.

The teachers at Alana school had watched her and they see that there is a problem, but what do they do now, and how can they turn things around for Alana? Should we just push Alana through and hope that things will get better? Alana is 10 years old but not on the developmental level of the other 10-year-olds in her school. Today we will focus on the different factors that could be affecting Alana social development, what strategies could we enforce within her family, teachers, and community that would help with Alana’s social interaction with her peers, and how will Alana’s current socialization effect the way she see adult roles in the university and community. Right now, Alana is slipping through the cracks and need help. As caring caregivers, it is up to us to implement a plan to help

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

Literacy, especially among very young children in the school system, is highly significant both for what they are learning today and what they will do and need in the future. There are several ways to teach children literacy, and one of those ways is through the Dibels system (Coyne & Harn, 2006; McCormick & Haack, 2010; Nelson, 2008). Dibels is designed to help children who are behind in reading comprehension (Coyne & Harn, 2006; Langdon, 2004). These children may have learning disabilities, but they may also be without any kind of disability and merely lag behind because they were not given opportunities to read and develop their skills in ways that were comfortable for them and that could foster good learning environments (Riedel, 2007). Many children who get involved with Dibels do so because their teachers see that they need extra help. They may be underprivileged and not have had access to books, or they may come from households where the parents cannot read properly (or at all) and where reading is not seen as something that is significant (Coyne & Harn, 2006; Langdon, 2004; McCormick & Haack, 2010).

The Department of Education and Training and TISC have produced research that has indicated that children from low socio economic areas on average have far fewer students that enter university. The reason for this is that these parents have no previous experience with higher education and often don’t value this education in the same way parents from affluent areas do, hence the children do not have the role models to follow. Many of these families also do not have the finances to access school of choice and provide resources within the home that may enhance their development. Many of these parents also lack their own educational knowledge that allows them an understanding of how a child’s development processes. A simple example of this may be the fact that these parents may not understand the value of early intervention with developmental processes such as reading (How Kids Develop, 2008) i.e. simply reading to them each night.

Use of peers as instructional agents is a hallmark component of the corrective reading program, and one that is supported by empirical evidence. Simmons et al. (1995) investigated the effects of peer instruction on reading abilities of students with learning disabilities and statistically low performing readers. Academic engagement increased as well as spelling and reading posttest scores, suggesting that use of peer tutoring within the corrective reading approach is an effective and productive means to provide reading instruction to students with low reading performance and/or disabilities. Often, peer instruction was found to be more effective than a traditional teacher-mediated instruction.

Ideally parents are the child's first teachers. If the parents are non-readers, teachers can help by manipulating the child's home and school environments by sharing this research with parents in addition to ways to help them model reading.

Clinicians and parents are faced with the challenge of making informed decisions amid heated debates over the most effective treatment approaches for their child. As the parent of a child who struggles to read or write, where do you even begin? This paper will outline what exactly reading and writing is, how do you define a “struggling reader/writer”, and what the major theories behind the two main approaches to learning are. Hopefully, after reading this paper a parent can understand the two approaches to assist in determining what treatment approach is best for their child.

There are several strategies that can be employed to assist those who suffer disadvantage. Early interventions, (the earlier the better), are recommended to target deficit skills through reading recovery or acceleration programs (Sparks, 1999:13-16, Cunha & Heckman, 2007:1-5). The most successful projects appear to be those that also target families, either by providing resources or through family literacy projects. Parents can thus become upskilled themselves, becoming better equipped in the process to support their children’s progress. ‘The remediation efforts that appear to be most effective are those that supplement family environments for disadvantaged

Emergent literacy development is a foundational principle commonly acquired prior to inclusion into a formal educational setting. Literacy development is a uniquely dynamic concept, consciously and unconsciously embedded in the everyday lives of children. As a result of diversity in family dynamics, literacy levels can be varied and sometimes non-existent. Print knowledge is an early construct of literacy development pivotal to latter literacy achievement. Print knowledge can be defined as the “understanding of the forms and functions of written language and the names and features of the alphabet” (Pratt et al., 2015, p.570). Much research is provided concerning curriculum development of print knowledge for typically developing students. However, little research is available regarding print knowledge curriculum development for students with severe disabilities. The target population of this action research is a young girl with Down Syndrome, four years of age, of Asian descent and residing in a Preschool Special Education classroom at Kipps Elementary School in Blacksburg, VA. This action assignment is purposed for print knowledge development that can be conducted across both the home and school settings. This objective became a point of interest as a result of students’ observed

In order to accomplish this imperative, the district must ensure each student experiences a meaningful and appropriate curriculum and environment. It is the mission of the presented school to develop intensive research-based reading interventions and to assist and motivate families to read. Involving families that are proactive can be extremely beneficial to student achievement and school success, especially for student with learning disabilities. Currently, standardized testing does not fully address the whole child’s performance, but rather whether the student passes the test or not (Kruse, et.al., 2017). Some students may have made significant progress on formative assessments but cannot fully express these achievements according to the standardized test measurement. When dealing with children who have special needs, testing outcomes bring more of a challenge into the achievement equation. Certain accommodations or modifications must be put in place in order to meet the special needs of these students. We can postulate that the majority of parents do care about their children’s education and want to be involved. But, it is the lack of involvement that remains to be questioned. A child’s education is important and how parents choose specific types of involvement, and why parent involvement has a positive influence on student achievement deserves attention (Anderson & Minke, 2007). Chavkin and Williams (1993), studied the “attitudes and practices of parents regarding the issue of involvement in their children’s education and found that parents are concerned about their children’s education and want to take an active role” (p. 1). When parents are not aware of what is going on in school, they do not have a means of helping students achieve. Parents need to be active participants in the decision-making process of their child's academic future. When parental

"If the child is a struggling reader or writer the conclusion must be that we have not yet discovered the way to help him learn” (Clay, 2005, Literacy Lessons Designed for Individuals Part 2, p. 158). Literacy has grown to become a worldwide problem and most people are unaware that it exist. A lady, from New Zealand, by the name of Marie Mildred Clay was known for her research contribution in the field of education literacy. Clay was a clinical child psychologist and education specialist. Her work has helped thousands of children through her research and teaching strategies. She was an advocate for early intervention among young children. Her commitment to provide services to help children improve their

The time that would have been spent on social skills, which I lacked early on, was consumed by Harry Potter books, Freerice quiz games, or chomping on cookies. As a shy kid with a speaking disability, I met with a counselor for one-on-one speech therapy sessions during my elementary school lunch hours. I am very grateful for the counselor, who helped me feel comfortable conversing with other human beings. Nowadays, I apply my own learnings to kids with social and educational problems. At my community YMCA, I help tutor seven-to-ten-year-old students in literacy. I motivate them to feel comfortable reading and writing in environments without their parents, and, as a result, the coherency in their speech and writing skills have significantly