Parents* who do not have the difficulties of their children can be trained to, at least, be of great help to them and, at most, be the tutor they need to overcome their reading disability/disorder.  Or, the parent(s) can find one or more qualified persons and have them get the training so they can do the tutoring.

An example of how this can be done, let me tell you about a boy who lives on a Caribbean island, South of Miami.  He was 8 when I was called and asked, by his parents, if I would review a psycho-educational report to decipher what the professional was saying about their child’s reading problems.  As usual the report was done by someone who comes up with a general diagnosis and has little or no involvement in treatment planning or the actual treatment that can successfully remedy reading disabilities.  And, the report is easy to read by another professional with the proper background, but not by parents who don’t have the necessary background.

Long story short. 1. Boy has significant reading disabilities, but specificity is lacking, so other evaluation methods are necessary to identify the exact problem areas, so that exact treatment approaches can be applied to remedy his problems. 2. Boy has rare and severe basic reading disability manifested by inability to easily memorize letters and whole words (see-store very difficult and not responding to traditional methods of teaching) and once memorized, poor retrieval of the word name even though he might recognize it (see-say is slow or not possible); AND although potentially he will have a strength area in phonics one day, he at the time I saw him was totally deficient in phonological and phonemic awareness (know the sounds, retrieve the sound names related to the symbols/letters, put together or take apart the sounds for spelling and reading).  3. Boy has “gifted” level of intelligence and insight well beyond his age.  Higher order thinking is well intact in this boy.  4. Boy has begun to develop signs of childhood depression, due to his continued failure after K, 1, 2 and part of grade 3.  5.  Boy now understands what has been happening to him and that with the appropriate type of treatment and extra hard work on his part, he will be successful in Reading, Spelling and Written and Oral Expression and in most anything he desires to do with his life in the future.

The parents chose to have Gail and me come to them for the advanced testing, training of a tutor they had found and for themselves, as possible.  The boy has advanced from a non reader in 3rd grade to an advanced reader in 6th grade and is the favorite of all the teachers in his Prep School (Middle School).

 

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