6th-Grader Reads on 2nd-Class Level

How can you assist a 6th-grader who reads on the second-grade level, despite 2 years of special learning?

Q

I have an 11-year-old who is in the sixth grade and reads on a 2d-grade level. He wasn't tested until 3rd grade. I was told that he has a learning inability. I also had him tested myself and was told that he has a severe learning disability, and that other than that he was a normal child. He has been in special learning for the past 2 years. Merely this twelvemonth he but tested for 45 minutes a solar day for reading. He really wants to learn, and he struggles so difficult. He'due south really embarrassed about this. He tells me that in course he just pretends to exist reading or doing his assignments. I have no idea how to help him. Exercise yous accept whatsoever suggestions?

A

If your son is reading at the second-grade level in 6th grade, he clearly has a significant learning disability. It sounds like the most recent testing merely qualified your son for 45 minutes of special help a day. The issue isn't only how much fourth dimension he gets, but what goes on during that time. It sounds as if your son may non take been in an appropriate early reading program.

A position paper prepared by the Learning Disabilities Clan of America states that, "Many children, including children with learning disabilities, do not learn to read in the offset grade because they lack the basic readiness skills or the schoolhouse'south method is not appropriate for them. They may be allowed to fail for two or three years without effective intervention." This may have been what happened to your son. The LDA written report further notes, "Unless these children are identified early and appropriate instruction (is) provided they may be passed along in school until bones reading instruction is no longer available. Quality reading programs must be bachelor beyond the age range if we are to significantly reduce illiteracy. While accommodations may be appropriate, they must not be substituted for straight reading didactics."

Research indicates that some students with learning disabilities need a multisensory phonics approach, with instruction in phonological awareness; some students need a more than meaning-based approach; while other students demand interventions to address comprehension problems. For many students a combination of approaches is effective. Most kids with such severe reading disorders can ameliorate their reading skills, just but if they are exposed to an intensive specialized programme.

What I would desire to know is whether the special reading plan your son has been exposed to since third grade has been effective. Has he shown steady progress in his reading performance as a result of the assist he has received? If not, he probably hasn't been in the proper program, or it hasn't been provided in an intensive enough "dose." If he's simply in a special program for 45 minutes a day, it's difficult to imagine him being successful in reading intensive courses for the rest of the day. It's also a serious problem at this point, since the power to read effectively and with understanding is a prerequisite for success in most middle- and high-schoolhouse programs.

You need to be assured that the school is providing your son with an intensive and relentless programme of specialized reading educational activity that is matched to his learning needs. I would ask the person who did the independent evaluation to come up in and take a expect at what the school is offering. If the core program for reading is not sufficient and if the school isn't offering meaning accommodations in your son'southward reading-based courses (east.g., books on tape, readers, etc.) that does not involve a lowering of standards for him, and so insist that they do. If they say annihilation but aye, then telephone call the Department of Special Educational activity or the Function of Ceremonious Rights in your country and file a complaint.

If the school isn't responsive, I would be looking for a private schoolhouse that specialized in work with kids with learning disabilities. While I don't know all the facts in this case, if the school didn't identify his learning disability until third grade, and only offers him 45 minutes a day at present, they may discover themselves paying for his private-school instruction.

At the charge per unit your son is going, he's likely to lose what motivation he has, and the embarrassment factor is going to grow too big to become around. Without more success, it's not likely that he'll pass the "loftier stakes" tests that well-nigh states are adopting, and his academic futurity is at risk.

Jerome (Jerry) Schultz is the founding clinical director of the Learning Lab @ Lesley University, a program that provides assessment, tutoring, and instance management services for children with learning challenges. Schultz holds a Ph.D. from Boston College, and has completed postdoctoral fellowships in both clinical psychology and pediatric neuropsychology.

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