- Esther G. Friedman M.Ed.
As you erect a succah of security for your family, you wonder if you can extend that security to sch
At Visionary Reading, we now can provide that security through just one workshop.
It's up to you to grab that knowledge.
Dear TEACHERS and PARENTS: Has this ever happened to you?
a. You're working with your child, and he can't remember the letter name, and you tell it to him again and again. (You're thinking, could I have done something a little different? I keep telling him the same letter name and nothing is changing.)
b. You have a student who always says /g/ for /k/ in hebrew and english, and mixes up the hay and aleph and the tzarai and segol. You are sure that if you teach her how it looks different, she will never make the mistake again. However, she's still doing it no matter how much you try. What are you doing wrong?
c. You have students who didn't struggle with learning letters in YOUR class, but then struggled with reading in the next grade, and you are not sure what happened. You feel terrible. Is there something that could have helped you figure it out earlier through watching their progress with letters and sounds?
d. Your child had the hardest time learning his letter names. When he finally learns them, he begins mixing up the raish and shin. The w is a "d" and the "y" says /w/. In meanwhile, the c and s are completely confused? Why would that happen, you wonder, and what's the connection? Did learning the letter names confuse him more or help him? When are letter names important?
Your child or student just can't get past remembering the first two vowels in both english and hebrew. Is it me or them, you wonder? He was doing fine until now?
Your super confident son breezed through reading hebrew, and now is stuck in the very beginning of learning to read english (or visa versa) Why did it work so well with hebrew or visa versa, and now the other language is just not working out?
Your little princess is confusing you. She knew all her sounds perfectly, and then went to kindergarten, and everything seems to be getting mixed up. "Is the school aware of her needs or did I do something wrong?
IN OTHER WORDS, DUE TO POPULAR REQUEST, OUR NEXT PENDING WORKSHOP TOPIC WILL BE:
"LETTERS AND SOUNDS FOR KIDS WITH LEARNING DISABILITIES - HOW TO DO IT RIGHT SO IT STAYS IN RIGHT"
iF THIS STRIKES YOUR INTEREST, PLEASE JUST CLICK
SO WE CAN GET A COUNT.
PS: If you'd like your child evaluated before the post Sukkos rush, please let us know as soon as possible so we can fit you it. Workshops go along with evaluations and remediation, and neither is a substitute for another,
BUT TOGETHER, YOU WILL ACE IT!