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		<title>A Reading Intervention Success Story</title>
		<link>https://highfiveliteracy.com/2018/12/03/a-reading-intervention-success-story/</link>
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		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Mon, 03 Dec 2018 12:01:46 +0000</pubDate>
				<category><![CDATA[Reading and Writing Remediation]]></category>
		<category><![CDATA[ADD]]></category>
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		<guid isPermaLink="false">https://highfiveliteracy.com/?p=1378</guid>

					<description><![CDATA[<p>Meet Shari B. and her daughter, Molly.  I worked with Molly when she was a second grader, fourteen years ago, after Shari had a parent-teacher conference in November 2004.  I ran into Shari recently, and she graciously agreed to be interviewed and to ask her now 21 year-old daughter if she would be willing to...</p>
<p>The post <a href="https://highfiveliteracy.com/2018/12/03/a-reading-intervention-success-story/">A Reading Intervention Success Story</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><em><img fetchpriority="high" decoding="async" class=" wp-image-1379 alignleft" src="https://highfiveliteracy.com/wp-content/uploads/2018/12/Hard-Work-Success-300x158.jpg" alt="" width="319" height="168" srcset="https://highfiveliteracy.com/wp-content/uploads/2018/12/Hard-Work-Success-300x158.jpg 300w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Hard-Work-Success-1024x538.jpg 1024w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Hard-Work-Success-600x315.jpg 600w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Hard-Work-Success.jpg 1200w" sizes="(max-width: 319px) 100vw, 319px" />Meet Shari B. and her daughter, Molly.  I worked with Molly when she was a second grader, fourteen years ago, after Shari had a parent-teacher conference in November 2004.  I ran into Shari recently, and she graciously agreed to be interviewed and to ask her now 21 year-old daughter if she would be willing to share her success story.  In my book, <strong><a href="https://www.amazon.com/dp/1937615456/">Failing Students or Failing Schools? A Parent’s Guide to Reading Instruction and Intervention</a></strong>, I discuss the importance of creating a partnership with a reading tutor, and I always credit parents for helping achieve successful outcomes.  In my practice, I encourage parents to sit in on every session and learn the reading process right along with their child.  This enables them to offer corrective feedback and positive reinforcement while practicing.  Shari and I worked together for eight or nine months, and, as you will see, Molly benefitted from the team approach. </em></p>
<p><strong><em>Shari</em></strong></p>
<p><em>Did your child show signs of having difficulties from birth to five years old? Any delays? (Speech and language; fine motor; gross motor; other) </em></p>
<p>Molly did not have any delays, but she did have sensory issues.  She wouldn’t wear tights or other confining clothes.  But she spoke very young and walked at about a year.</p>
<p><em>Did anyone have learning difficulties in the family? (You, your spouse, parents, siblings, etc.)</em></p>
<p>I don’t really know.  My son did not, but it is possible that my husband may have. He grew up in another country, and his family is there, so it is hard to know for sure. I don’t know about my parents.  On my father’s side, some of my relatives have ADD or ADHD.</p>
<p><em>Do you remember what type of reading instruction and intervention your child received in school before we began working together? Why do you think it didn’t work?  </em></p>
<p>Molly received extra help in reading from kindergarten through second grade in school.  The reading teacher and her classroom teacher were unable to figure out what was wrong and why she couldn’t read.  She was very bright and memorized a lot of words, so they thought that she could read somewhat.  I knew she couldn’t because I read a lot with her at home, and if there was a simple word that she had not memorized, she was unable to figure out what the word was. At one point, the reading teacher she had in 2<sup>nd </sup>grade told us that she thought Molly was just not working hard enough.  That enraged me and made me realize that this teacher didn’t know what she was doing and that I needed to figure it out myself.<strong> </strong></p>
<p><em>Were you surprised your child struggled to read? </em></p>
<p>Yes, because I read constantly, and my older son had no issues reading.</p>
<p><em>Did anyone ever ask you if you read to your child or if you had books in your home? If so, how did that make you feel? </em></p>
<p>I don’t remember if anyone asked me that, but we had a lot of books at home and read all the time.<strong> </strong></p>
<p><em>Did you see yourself as a failure because your child struggled? </em></p>
<p>Not at all.  I saw myself as taking matters into my own hands. I had Molly tested for hearing, eyesight and intelligence.  She did very well and at the age of 6 or 7, tested on the level of a 12-year old, so I knew that there was something wrong unrelated to any physical issue or intellectual issue.  Once we completed these tests, I knew that I had to find a person that would teach her to read as the school was incapable of that.</p>
<p><em>What made you realize that you needed to seek help for your child outside of school? </em></p>
<p>I knew she had no ability to figure out how to read a word.  Simple 3 letter words were a challenge for her.  We read every night and I knew.</p>
<p><em>How old was your child?  Which grade? </em></p>
<p>Molly was in 2<sup>nd </sup>grade when I decided that school didn’t know what they were doing and to seek outside help.<strong> </strong></p>
<p><em>Why do you think the intervention I used with your child was successful? </em></p>
<p>After one hour with Molly you were able to assess what the problem was and come up with a solution. You advised that she had processing issues and came up with a plan to teach her to read that took into account these issues.  The school used a whole word reading system which was not appropriate for Molly, and they refused to teach her in a way that she could learn.  You recognized this and taught her to read.  It was a long process, and we worked very hard, but it worked.  What was different?  The school wanted her to fit into their mold, but she had issues that they did not recognize and therefore they were unable to teach her to read.</p>
<p><em>When did you begin seeing a change? </em></p>
<p>The process took almost a whole school year, but she learned to read and went into 3<sup>rd </sup>grade able to read.<strong> </strong></p>
<p><em>What was your child’s first successful academic school experience? </em></p>
<p>Molly always did fairly well in school, so I don’t really remember. She did have challenges throughout school which I believe all relate back to reading, but she overcame them and managed to get A’s and B’s.  She graduated high school with an A minus average. She also did take some AP classes and some honors classes.  She always had to work very hard to get good grades.  It did not come easy, but she persevered.  She is graduating from college in May and is applying to master’s programs.  She has done very well in college, and we are very proud of her. <strong> </strong></p>
<p><img decoding="async" class="size-medium wp-image-1380 aligncenter" src="https://highfiveliteracy.com/wp-content/uploads/2018/12/Action-quote-success-300x158.jpg" alt="" width="300" height="158" srcset="https://highfiveliteracy.com/wp-content/uploads/2018/12/Action-quote-success-300x158.jpg 300w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Action-quote-success-1024x538.jpg 1024w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Action-quote-success-600x315.jpg 600w, https://highfiveliteracy.com/wp-content/uploads/2018/12/Action-quote-success.jpg 1200w" sizes="(max-width: 300px) 100vw, 300px" /></p>
<p><strong><em>Molly </em></strong><strong> </strong></p>
<p><strong><em>How old are you?  Which school do you attend?  What is your major?  What are your future plans?</em></strong></p>
<p>I am 21 years old. I am a senior at the University of Massachusetts, Amherst. My major is sociology with a concentration in Criminal Justice and Social Work. Also, I am obtaining a minor in psychology. I intend on going to graduate school next year for clinical mental health. I would love to be a therapist for criminals coming out of prison and assist them on creating a more sufficient life.</p>
<p><strong><em>Do you remember struggling to read?</em></strong></p>
<p>No, I do not remember struggling to read. However, I remember being pulled out of classes to get extra help for reading.</p>
<p><strong><em>Do you remember the first book you read by yourself?</em></strong></p>
<p>I do not remember the first book I read, but I remember in ninth grade, I read a To Kill A Mockingbird by Harper Lee which continues to be my favorite book.</p>
<p><strong><em>Do you enjoy reading?  Do you ever just read for pleasure?</em></strong></p>
<p>I do not read for fun often, but I do enjoy a good read about mysteries, love, and Sci-Fi.</p>
<p><strong><em>Was spelling and writing a challenge? </em></strong></p>
<p>To this day I struggle with spelling and writing. I have improved tremendously through my education; yet, I constantly am double checking my spelling and grammar. I still send my essays to mom to edit and correct. I have become a much stronger writer and speller throughout my life.</p>
<p><strong><em>Did you have difficulty in middle school, high school, or college?</em></strong></p>
<p>I struggled severely in middle school. I did not know how to study and would spend hours crying out of frustration from the difficult material. Similarly, in high school, I struggled with the material and lacked confidence in my ability to succeed. In my junior year of high school, I remember having difficulty in studying for the SAT/ACT. I did not believe I would get into college, leading me to continuously be hard on myself through the entire process of applying to colleges. Nevertheless, when I got to college, I thrived immensely. As a senior, I can proudly say I have learned how to study and write essays. This had led me to do extremely well in college and gain confidence in myself. I work extremely hard to do well, but it has made me exceedingly determined and excited for my academic future.</p>
<p><strong><em>Did you ever feel like giving up?</em></strong></p>
<p>YES! In middle school and high school, I regularly thought about giving up out of the frustration, and I lacked self-esteem. There was a point I did not think I would get into college, and if I did, it would be too hard for me to do well. Yet, this all relates back to the low confidence I had which increased my wanting to give up.</p>
<p><strong><em>What advice can you offer parents?</em></strong></p>
<p>The advice I would offer to parents would be to never give up on your child. My mom has always been there for me and allowed me to be myself. She has consistently been my number one cheerleader through all the difficulties I have faced in my academic career. Also, my parents have allowed me to choose a path in college that I have a passion for. A huge piece of advice would be to allow your child to pick his/her path. If you force what you want but not what your child wants, it will lead to a lack of confidence in your child. I enjoy taking the classes I have to take because it is what I love learning about.</p>
<p><strong><em>Can you offer some inspiring words for young, struggling readers?</em></strong></p>
<p>My advice to young, struggling readers would be to not give up on yourself. I understand that struggling in reading is difficult and upsetting. Yet, you have to remember that you will get over this bump and accomplish greatly. Most importantly, this battle does not define you and you will be extremely successful in whatever you choose to do. Always remember that there is only one of you on this earth, and your uniqueness is worth so much and is needed in this world.</p>
<p><strong><em>What is the key to your success?</em></strong></p>
<p>I do not know the key to success for everyone; however, for me, my success comes from how I feel about myself within. The concept of confidence has always been a struggle I have dealt with throughout my life. I continue to struggle with confidence but I have learned how to use my strengths to overcome my weaknesses. I know I am not perfect and never will be, but that is okay! It is okay to ask for help and rely on people when needed. It is also okay to get frustrated and have bad days. The key to my success comes from accepting me for me. I accept everything about myself and learned to not give up. Most importantly, I surrounded myself with people who only want me to succeed and prosper. Needless to say, there will be numerous people that have and will come into my life that do not have my best intentions; yet, I have used these negativities to become stronger and learn to love myself even more.</p>
<p>Faith Borkowsky is the Founder of <a href="http://highfiveliteracy.com/">High Five Literacy and Academic Coaching </a>with over thirty years of experience as a classroom teacher, reading/learning specialist, regional literacy coach, administrator, and tutor. Ms. Borkowsky is Orton-Gillingham trained and is a Wilson Certified Dyslexia Practitioner listed on the International Dyslexia Association’s Provider Directory. She provides professional development for teachers and school districts, as well as parent workshops, presentations, and private consultations.</p>
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<p>The post <a href="https://highfiveliteracy.com/2018/12/03/a-reading-intervention-success-story/">A Reading Intervention Success Story</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>Sharky Reading Data</title>
		<link>https://highfiveliteracy.com/2018/01/31/sharky-reading-data/</link>
					<comments>https://highfiveliteracy.com/2018/01/31/sharky-reading-data/#respond</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Wed, 31 Jan 2018 11:49:42 +0000</pubDate>
				<category><![CDATA[Reading]]></category>
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		<category><![CDATA[data]]></category>
		<category><![CDATA[Elementary Education]]></category>
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		<category><![CDATA[Literacy]]></category>
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		<guid isPermaLink="false">http://highfiveliteracy.com/?p=1109</guid>

					<description><![CDATA[<p>“TRUMP TOWER TOPS THE LIST AS THE MOST EXPENSIVE ADDRESS IN THE WORLD!”  When Trump built his real estate empire, his goal was to have his name synonymous with the New York City posh lifestyle.  At or about the same time, Shark Tank star and real estate millionaire, Barbara Corcoran, was building her own brand...</p>
<p>The post <a href="https://highfiveliteracy.com/2018/01/31/sharky-reading-data/">Sharky Reading Data</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><strong><img decoding="async" class=" size-medium wp-image-1110 alignleft" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2018/01/sharky-reading-data.jpg?w=300" alt="Sharky Reading Data" width="300" height="265" srcset="https://highfiveliteracy.com/wp-content/uploads/2018/01/sharky-reading-data.jpg 1548w, https://highfiveliteracy.com/wp-content/uploads/2018/01/sharky-reading-data-300x265.jpg 300w, https://highfiveliteracy.com/wp-content/uploads/2018/01/sharky-reading-data-768x678.jpg 768w, https://highfiveliteracy.com/wp-content/uploads/2018/01/sharky-reading-data-1024x904.jpg 1024w" sizes="(max-width: 300px) 100vw, 300px" />“</strong>TRUMP TOWER TOPS THE LIST AS THE MOST EXPENSIVE ADDRESS IN THE WORLD!<strong>” </strong> When Trump built his real estate empire, his goal was to have his name synonymous with the New York City posh lifestyle.  At or about the same time, Shark Tank star and real estate millionaire, Barbara Corcoran, was building her own brand and wanted her name to be the go-to real estate broker for luxurious condominiums.  She knew that the best way to get herself known was to ride on the coattails of “The Donald.”  After reading her very entertaining book, <em>Shark Tales</em>, I was struck by how she devised a plan to use Trump’s newest property, Trump Tower, and his oversized ego to get her name in the public eye.  Through shrewd handling of data and wordsmithing, she was able to manipulate public perception, a strategy that is used by many experts, not to mention advertisers, to support a point of view or market a product.</p>
<p>At the time in the early 1980’s, Corcoran was trying to build recognition of her business through what is known today as the Corcoran Report. Among other things, the Corcoran Report published a list of the most expensive properties in the world.  Not surprisingly, Trump was promoting HIS new building at the time as the “most expensive address in the world.”  However, Trump’s property, according to Corcoran’s numbers, was only the fourth most expensive address, behind Museum Tower, Olympic Tower, and the Galleria.  Corcoran knew that this would not please Trump, and when Trump found out he was being relegated to fourth place, he immediately called Corcoran to meet with him.  When they met, Corcoran first told Trump that she couldn’t print inaccurate information, but then, as she had planned all along, she hit him with her rehearsed plan. As if it had just popped into her head, she looked at the numbers and said, “What if we were to compute the prices on a cost per foot basis, instead of the total sale price like everyone else does?  I wonder what that would do?” She circled the highest priced apartment at Trump Tower, $3,033,500, and divided it by its 2509 square feet, equaling $1,209 a square foot!  “That’s it!<strong>” </strong>Trump remarked,<strong> “</strong>You’ve got it!  And I was just going to suggest it.”  This one little “honest” calculation put Trump Tower in first place as the most expensive address in the world.  Corcoran finished the meeting by telling Trump that he was a “brilliant man” and how much she appreciated meeting him.  Genius!</p>
<p>There is a reason Barbara Corcoran is a shark.  She didn’t lie, but she knew how to use numbers to her advantage.  She understood that focusing on one aspect of a real estate sale can change a conversation.  Corcoran is not alone; there are many sharks who manipulate data and deceive the public by only presenting what they want you to see.  This is common when we read interpretations of research study results.  The numbers are filtered through a lens that will slant the data and shape our thoughts.  When most people quote numbers, it is usually from a secondhand source, not the actual journal article.  And when most people read the original report, they don’t read it carefully.  They just jump to the numbers and pull out pieces to use to support their argument.  Very rarely do they look out how the study was designed.  There is a lot of information buried in the jargon that would be important for all to know.  Unfortunately, only the soundbites will get attention.</p>
<p>This happens quite a bit in education when huge investments are made to train teachers and buy materials.  Nobody wants to take responsibility for bad decision-making, so those in charge of purchases will stick to their flawed theories and back up their choices with data. Sometimes data misinterpretation is pure ignorance, and other times it is downright deceitful.  Do your own research and come to your own conclusions.</p>
<p>By the way, Barbara Corcoran got exactly what she wanted.  She got Trump to have the newspapers print, “ACCORDING TO THE CORCORAN REPORT, TRUMP TOWER IS THE MOST EXPENSIVE ADDRESS IN THE WORLD!” Sharky Data, hmmmm.</p>
<p>Faith Borkowsky, Founder and Lead Educational Consultant of High Five Literacy and Academic Coaching, is a Certified Wilson Dyslexia Practitioner, is Orton-Gillingham trained, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.  Her book, Reading Intervention Behind School Walls: Why Your Child Continues to Struggle, is available on Amazon.  See information on her book and an interview with Ms. Borkowsky:  <a href="https://highfiveliteracy.com/book/">https://highfiveliteracy.com/book/</a></p>
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<p>The post <a href="https://highfiveliteracy.com/2018/01/31/sharky-reading-data/">Sharky Reading Data</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>New Year&#8217;s Resolution</title>
		<link>https://highfiveliteracy.com/2017/12/29/new-years-resolution/</link>
					<comments>https://highfiveliteracy.com/2017/12/29/new-years-resolution/#respond</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Fri, 29 Dec 2017 12:24:10 +0000</pubDate>
				<category><![CDATA[Early Childhood]]></category>
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		<guid isPermaLink="false">http://highfiveliteracy.com/?p=1098</guid>

					<description><![CDATA[<p>H – Have conversations.  Language builds comprehension. A – A positive attitude nurtures change. P – Play indoor games that build memory, concentration, and recall. P – Play outside.  Exercise and fresh air are brain-builders. Y – You are your child’s first teacher. &#160; N – Notice the world with your child and discuss.  Build...</p>
<p>The post <a href="https://highfiveliteracy.com/2017/12/29/new-years-resolution/">New Year&#8217;s Resolution</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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										<content:encoded><![CDATA[<p><img loading="lazy" decoding="async" class=" size-medium wp-image-1099 aligncenter" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2017/12/happy-new-year.jpg?w=600" alt="Happy New Year" width="300" height="225" srcset="https://highfiveliteracy.com/wp-content/uploads/2017/12/happy-new-year.jpg 736w, https://highfiveliteracy.com/wp-content/uploads/2017/12/happy-new-year-300x225.jpg 300w" sizes="auto, (max-width: 300px) 100vw, 300px" />H – Have conversations.  Language builds comprehension.</p>
<p>A – A positive attitude nurtures change.</p>
<p>P – Play indoor games that build memory, concentration, and recall.</p>
<p>P – Play outside.  Exercise and fresh air are brain-builders.</p>
<p>Y – You are your child’s first teacher.</p>
<p>&nbsp;</p>
<p>N – Notice the world with your child and discuss.  Build knowledge.</p>
<p>E – Each day is an opportunity to laugh and learn.</p>
<p>W – Words matter.  Be encouraging and supportive.</p>
<p>&nbsp;</p>
<p>Y – You are a model for your child.  Make sure your child sees you reading.</p>
<p>E – Everyone has strengths.  Know your child’s strengths and interests.</p>
<p>A – Anxiety is real.  Practice stress-reduction techniques with your child.  Breathe.</p>
<p>R – Read aloud to your child each day.  It is the gift that keeps on giving.</p>
<p>Faith Borkowsky, Founder and Lead Educational Consultant of High Five Literacy and Academic Coaching, is a Certified Wilson Dyslexia Practitioner, is Orton-Gillingham trained, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.  Her book, Reading Intervention Behind School Walls: Why Your Child Continues to Struggle, is available on Amazon.  See information on her book and an interview with Ms. Borkowsky at <a href="https://highfiveliteracy.com/book/">https://highfiveliteracy.com/book/</a></p>
<p>The post <a href="https://highfiveliteracy.com/2017/12/29/new-years-resolution/">New Year&#8217;s Resolution</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>10 Tips for a Terrific Tutoring Session</title>
		<link>https://highfiveliteracy.com/2017/11/05/10-tips-for-a-terrific-tutoring-session/</link>
					<comments>https://highfiveliteracy.com/2017/11/05/10-tips-for-a-terrific-tutoring-session/#respond</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Sun, 05 Nov 2017 12:16:31 +0000</pubDate>
				<category><![CDATA[Reading and Writing Remediation]]></category>
		<category><![CDATA[attention]]></category>
		<category><![CDATA[dyslexia]]></category>
		<category><![CDATA[focus]]></category>
		<category><![CDATA[Mindfulness]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[Plainview]]></category>
		<category><![CDATA[Reading Difficulties]]></category>
		<category><![CDATA[Reading Specialist]]></category>
		<category><![CDATA[reading tutor]]></category>
		<category><![CDATA[remediation]]></category>
		<category><![CDATA[Tutor]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=1077</guid>

					<description><![CDATA[<p>Hiring the right tutor is the first and most important step in helping your child.  In a prior blog entitled, “Choosing a Reading Tutor,” I pointed out what you should look for when interviewing a tutor to make sure this is the right match for you and your child.  This is a partnership, and you...</p>
<p>The post <a href="https://highfiveliteracy.com/2017/11/05/10-tips-for-a-terrific-tutoring-session/">10 Tips for a Terrific Tutoring Session</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><img loading="lazy" decoding="async" class=" size-medium wp-image-1083 alignleft" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2017/11/top-ten-tips.jpg?w=600" alt="top ten tips" width="300" height="169" srcset="https://highfiveliteracy.com/wp-content/uploads/2017/11/top-ten-tips.jpg 1920w, https://highfiveliteracy.com/wp-content/uploads/2017/11/top-ten-tips-300x169.jpg 300w, https://highfiveliteracy.com/wp-content/uploads/2017/11/top-ten-tips-768x432.jpg 768w, https://highfiveliteracy.com/wp-content/uploads/2017/11/top-ten-tips-1024x576.jpg 1024w" sizes="auto, (max-width: 300px) 100vw, 300px" />Hiring the right tutor is the first and most important step in helping your child.  In a prior blog entitled, <a href="https://highfiveliteracy.com/2016/11/29/choosing-a-reading-tutor/">“Choosing a Reading Tutor,”</a> I pointed out what you should look for when interviewing a tutor to make sure this is the right match for you and your child.  This is a partnership, and you must choose wisely if you want to see progress.  This blog is about YOUR role and responsibilities for achieving success.  You must be willing to be the “guide on the side” to ensure your child gets the most out of each tutoring session.  Here are ten helpful tips to keep in mind:</p>
<p><strong><b> </b></strong></p>
<ol>
<li>Show up on time. Your child should know that this block of time is valuable.</li>
</ol>
<p>&nbsp;</p>
<ol start="2">
<li>Stay focused and on topic. Conversations should pertain to the skill or activity.  Refrain from cell phone use. Use your phone to take notes or photographs to remember how to reinforce the skill being taught.</li>
</ol>
<p>&nbsp;</p>
<ol start="3">
<li>Make sure your child drinks water and eats a healthy, light meal before arrival. Performance is affected by how we fuel our bodies.  Bring a water bottle to keep your child hydrated.  Eating food during the session should be discouraged.  Food becomes a distraction.</li>
</ol>
<p>&nbsp;</p>
<ol start="4">
<li>Your child should come fully rested and ready to work.</li>
</ol>
<p>&nbsp;</p>
<ol start="5">
<li>Be diligent about the home practice assignments. Repetition is the key to building strong connections in the brain and creating different pathways for learning.  If you want to see results, practice!  Just make sure you practice correctly.  Incorrect practice will make the wrong strategies stick!  Practice makes permanent!</li>
</ol>
<p>&nbsp;</p>
<ol start="6">
<li>Practice should be brief and often. Practice for no more than 25 minutes, and then take a 5 minute “brain break.”  Daily, targeted practice is crucial.</li>
</ol>
<p>&nbsp;</p>
<ol start="7">
<li>Encourage your child to stay focused on the process, not the end result. After setting goals, stay committed to the practice.  A deliberate, focused effort is in your control.  Do not worry about the outcome.  Improvement will naturally happen with focused practice.</li>
</ol>
<p>&nbsp;</p>
<ol start="8">
<li>Be a role model for being in the “now.” Children will learn mindfulness from their caretakers. Why is this important? When we worry about results, our minds wander.  We perform better when we release worry and just give our attention to what we are doing in the moment.  Let your child know that “mind wandering” is normal. Tell your child to notice it and do not get upset.  Model how you bring your attention back to the task at hand.  Releasing stress helps to learn the material.</li>
</ol>
<p>&nbsp;</p>
<ol start="9">
<li>Model patience and have a positive attitude. Energy is contagious.  Be enthusiastic and trust the process.  Children with a growth mindset are positive and believe that change is possible with hard work.  They don’t give up easily.</li>
</ol>
<p>&nbsp;</p>
<ol start="10">
<li>Ask the tutor questions if you are confused. When we know better, we do better. A knowledgeable tutor should be able to clearly articulate what you need to know and why.  You should fully understand the development of skills involved in reaching the desired goal.</li>
</ol>
<p>Faith Borkowsky, Founder and Lead Educational Consultant of High Five Literacy and Academic Coaching, is a Certified Wilson Dyslexia Practitioner, is Orton-Gillingham trained, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.  Her book, Reading Intervention Behind School Walls: Why Your Child Continues to Struggle, is available on Amazon.  See information on her book and an interview with Ms. Borkowsky at <a href="https://highfiveliteracy.com/book/">https://highfiveliteracy.com/book/</a></p>
<p>The post <a href="https://highfiveliteracy.com/2017/11/05/10-tips-for-a-terrific-tutoring-session/">10 Tips for a Terrific Tutoring Session</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>What is Explicit Instruction?</title>
		<link>https://highfiveliteracy.com/2017/05/07/what-is-explicit-instruction/</link>
					<comments>https://highfiveliteracy.com/2017/05/07/what-is-explicit-instruction/#comments</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Sun, 07 May 2017 10:54:56 +0000</pubDate>
				<category><![CDATA[Brain-based Learning]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Reading]]></category>
		<category><![CDATA[Reading and Writing Remediation]]></category>
		<category><![CDATA[dyslexia]]></category>
		<category><![CDATA[focus]]></category>
		<category><![CDATA[intervention]]></category>
		<category><![CDATA[language]]></category>
		<category><![CDATA[Language-based Disabilities]]></category>
		<category><![CDATA[Learning Difficulties]]></category>
		<category><![CDATA[Learning Disabilities]]></category>
		<category><![CDATA[Long Island]]></category>
		<category><![CDATA[Preschool]]></category>
		<category><![CDATA[Reading Difficulties]]></category>
		<category><![CDATA[Reading Specialist]]></category>
		<category><![CDATA[Reading Strategies]]></category>
		<category><![CDATA[reading tutor]]></category>
		<category><![CDATA[remediation]]></category>
		<category><![CDATA[Writing]]></category>
		<category><![CDATA[Writing Strategies]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=963</guid>

					<description><![CDATA[<p>While working on the past tense verb,“ed,” with a first grader, I noticed this little girl was having difficulty understanding how “ed” could have three different sounds. For example, planted or landed both have the id sound added to the base word – (plant-ed) and (land-ed) while the word “hopped” sounds like a /t/ at...</p>
<p>The post <a href="https://highfiveliteracy.com/2017/05/07/what-is-explicit-instruction/">What is Explicit Instruction?</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><img loading="lazy" decoding="async" class=" size-full wp-image-968 alignleft" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2017/05/assume-quote.jpg" alt="Assume quote" width="350" height="122" srcset="https://highfiveliteracy.com/wp-content/uploads/2017/05/assume-quote.jpg 350w, https://highfiveliteracy.com/wp-content/uploads/2017/05/assume-quote-300x105.jpg 300w" sizes="auto, (max-width: 350px) 100vw, 350px" />While working on the past tense verb,“ed,” with a first grader, I noticed this little girl was having difficulty understanding how “ed” could have three different sounds. For example, planted or landed both have the id sound added to the base word – (plant-ed) and (land-ed) while the word “hopped” sounds like a /t/ at the end, and the word rained sounds like a /d/ at the end.  For young children, and even some older children, this flexibility of how the “ed” suffix is pronounced is challenging.  We came across the word “stopped,” and she said, “Stop- ed.” I tried to explain to her how it is pronounced, but she was adamant that the word is “stop- ed.”  I asked her if she ever heard anyone say stop-ed and her response was, “Yes, like when someone says don’t do it. Stop it!”  I thought this was so cute!  Her response clearly defines why we need to be explicit; she was generalizing the ending “ed” to sound the same in every word.  Children will try to make sense of words and language that fit in with their own language level and understanding at the moment.  It was Abraham Maslow that wrote, “I suppose it is tempting, if the only tool you have is a hammer, to treat everything as if it were a nail.”</p>
<p>Not only will children generalize information that they hear, they also tend to be rigid in their understanding of the world. They live in a world of absolutes with few exceptions, unless they are told there are rule-breakers.  I know many adults use the saying, “When two vowels go walking, the first one does the talking.”  For many words, this holds true.  The vowel team “ea” USUALLY will be the long /e/ sound, but there are many words where it represents the short /e/ sound like in head, feather, or bread, and in other words where it represents the long /a/ sound like in great, break, or steak.  Many children will naturally see the flexibility of words, yet a large number of children will not simply figure it out.  We need to tell them which vowel sounds are most common and which ones are least common when they are looking to sound out a word for the first time.  We need to be extremely cautious with the little sayings and shortcuts that we think are helpful yet turn out to be misleading.</p>
<p>It is best not to make too many assumptions, especially when it comes to children and learning.  A funny episode of the Odd Couple, an old television show about two male roommates with opposite personalities, one, a neat-freak named Felix Unger, the other, a laidback slob named Oscar Madison, reverberates in my head. Oscar received a ticket and decided to fight the ticket in court with Felix acting as his attorney.  In the courtroom during cross examination, the witness being questioned by Felix said, “I just assumed…,” and Felix promptly cut her off and responded, “Never assume. When you <u>assume</u>, it makes an <strong>ass</strong> out of <strong>u</strong> and <strong>me</strong>.”  He wrote the word assume on the chalkboard and demonstrated how the word can be broken apart into ass-u-me.  How true!  With children, never assume that they will pick up information without explicit instruction.  Also, do not assume that you can tell them a way to remember something that works only some of the time and expect them not to use it all of the time.</p>
<p><span lang="EN">Faith Borkowsky, Owner and Lead Educational Consultant of High Five Literacy and Academic Coaching, is a Certified Wilson Dyslexia Practitioner, is Orton-Gillingham trained, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.</span><span lang="EN"><span style="color:#000000;font-family:Arial;">  Her book, Reading Intervention Behind School Walls: Why Your Child Continues to Struggle, is available on Amazon </span></span><a href="http://www.amazon.com/dp/1543060781" target="_blank" rel="noopener noreferrer"><span lang="EN">http://www.amazon.com/dp/1543060781</span></a></p>
<p>&nbsp;</p>
<p>&nbsp;</p>
<p>&nbsp;</p>
<p>The post <a href="https://highfiveliteracy.com/2017/05/07/what-is-explicit-instruction/">What is Explicit Instruction?</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>A &#8220;Mindfulness&#8221; Approach to Reading</title>
		<link>https://highfiveliteracy.com/2017/02/07/a-mindfulness-approach-to-reading/</link>
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		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Wed, 08 Feb 2017 03:09:20 +0000</pubDate>
				<category><![CDATA[Brain-based Learning]]></category>
		<category><![CDATA[Mind and Brain Training]]></category>
		<category><![CDATA[Reading]]></category>
		<category><![CDATA[attention]]></category>
		<category><![CDATA[attitude]]></category>
		<category><![CDATA[brain]]></category>
		<category><![CDATA[comprehension]]></category>
		<category><![CDATA[focus]]></category>
		<category><![CDATA[Long Island]]></category>
		<category><![CDATA[Mindfulness]]></category>
		<category><![CDATA[organization]]></category>
		<category><![CDATA[Plainview]]></category>
		<category><![CDATA[Play]]></category>
		<category><![CDATA[Reading Difficulties]]></category>
		<category><![CDATA[Reading Specialist]]></category>
		<category><![CDATA[Reading Strategies]]></category>
		<category><![CDATA[reading tutor]]></category>
		<category><![CDATA[self-esteem]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=829</guid>

					<description><![CDATA[<p>“Relax!” Few things grate on my nerves more than being told to “relax” when frustrated or anxious.  When someone tells you to calm down, does that work for you?  I would think most people cannot relax on demand.  Children lacking in self-regulation cannot be told to calm down; they need to be taught how to...</p>
<p>The post <a href="https://highfiveliteracy.com/2017/02/07/a-mindfulness-approach-to-reading/">A &#8220;Mindfulness&#8221; Approach to Reading</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-833" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2017/02/mindfulnesss-theory-and-practice.gif" alt="mindfulnesss-theory-and-practice" width="600" height="190" /></p>
<p>“Relax!” Few things grate on my nerves more than being told to “relax” when frustrated or anxious.  When someone tells you to calm down, does that work for you?  I would think most people cannot relax on demand.  Children lacking in self-regulation cannot be told to calm down; they need to be taught how to relax.  A school district on Long Island that I had written about in a prior blog, “<a href="https://highfiveliteracy.com/2016/09/17/more-time-to-play/"><span style="color:#0066cc;">More Time to Play</span></a>,” recently implemented mindfulness, yoga, and meditation practices for its students during the school day, in addition to extended play.  Dr. Michael Hynes, Superintendent of the Patchogue-Medford School District, is an innovator and a leader for the whole child movement which has begun to build momentum. Many school district leaders would say they are interested in improving the health and well-being of children, but saying is not the same as actually doing something about it.  Dr. Hynes worked with a mindfulness coach and witnessed the benefits firsthand.  As reported in Education Week, he wanted to share these benefits &#8211; enhanced “focus, productivity, clarity, and joy,”  with his staff and students.  He believes that there is more to school than just test scores, and he has demonstrated his commitment to the Patchogue-Medford community by incorporating wellness activities.  Dr. Hynes clearly follows the Mind, Brain, and Education research backing such practices.  While other districts are lengthening the school day with more academics and spending more on technology, he has chosen to create a Yoga Room and give children more recess.</p>
<p>Why would a Reading Specialist be writing about mindfulness, yoga, and play?  Because a cluttered mind impacts reading comprehension, and children who are not able to focus and be in the moment will just read words without engaging with the text.  If they cannot block out distractions, focus, and become active in the process, they will not make necessary connections.  When we are experiencing chronic stress, we are thinking about what happened yesterday and what might happen tomorrow.  We are not present in our thoughts.  Reading comprehension requires consistent questioning of text, checking in with ourselves, and making inferences.  Executive functioning skills include being able to pay attention, self-regulate behavior, strategize, organize, and plan.  These skills are prerequisites for academic success.  The Patchogue-Medford Superintendent understands the importance of developing the Whole Child.</p>
<p>For more information, see Tom McGuire’s Facebook group, Friends Who Educate the Whole Child.  Tom is a fierce advocate for supporting children’s social-emotional development.  Visit the Mindful Schools website and take one of their courses.  I took their fundamentals course online and had the pleasure of getting trained in the Mindful Schools Curriculum when its instructors were in New York.  And if you are interested in a good book on this topic, read Goldie Hawn’s book, <em>Ten Mindful Minutes</em>. You will begin to learn that the mind and body are intricately connected. Children need strategies, not more directives, in being able to focus and perform optimally in school.</p>
<p>Faith Borkowsky, Owner and Lead Educational Consultant of High Five Literacy and Academic Coaching, is a Certified Wilson Dyslexia Practitioner, is Orton-Gillingham trained, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.</p>
<p>High Five Literacy and Academic Coaching is located in Plainview, Long Island. <strong>Read about what we can offer you and your child: </strong><a href="http://highfiveliteracy.com/"><strong><span style="color:#0066cc;">http://highfiveliteracy.com</span></strong></a><strong>.</strong></p>
<p>*<strong>If you found this post informative or interesting, please follow my blog by entering your email in the space provided, or LIKE us on FaceBook @highfiveliteracy</strong></p>
<p>The post <a href="https://highfiveliteracy.com/2017/02/07/a-mindfulness-approach-to-reading/">A &#8220;Mindfulness&#8221; Approach to Reading</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>Weight Watchers and Essay Writing:  A Structured Approach</title>
		<link>https://highfiveliteracy.com/2016/10/24/weight-watchers-and-essay-writing-a-structured-approach/</link>
					<comments>https://highfiveliteracy.com/2016/10/24/weight-watchers-and-essay-writing-a-structured-approach/#respond</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Tue, 25 Oct 2016 02:03:37 +0000</pubDate>
				<category><![CDATA[Mind and Brain Training]]></category>
		<category><![CDATA[Reading and Writing Remediation]]></category>
		<category><![CDATA[attention]]></category>
		<category><![CDATA[essay writing]]></category>
		<category><![CDATA[focus]]></category>
		<category><![CDATA[language]]></category>
		<category><![CDATA[Literacy]]></category>
		<category><![CDATA[Long Island]]></category>
		<category><![CDATA[motivation]]></category>
		<category><![CDATA[organization]]></category>
		<category><![CDATA[Plainview]]></category>
		<category><![CDATA[Writing]]></category>
		<category><![CDATA[Writing Tutor]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=569</guid>

					<description><![CDATA[<p>Why do some people reach their goals and others do not?  Many people are under the assumption that willpower is necessary to achieve what we want.  On the contrary, willpower often creates stress and causes us to focus on what we cannot or should not do.  It is much better to focus on what we...</p>
<p>The post <a href="https://highfiveliteracy.com/2016/10/24/weight-watchers-and-essay-writing-a-structured-approach/">Weight Watchers and Essay Writing:  A Structured Approach</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p>Why do some people reach their goals and others do not?  Many people are under the assumption that willpower is necessary to achieve what we want.  On the contrary, willpower often creates stress an<img loading="lazy" decoding="async" class=" size-full wp-image-576 alignleft" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2016/10/writing-5.jpg" alt="writing-5" width="221" height="228" />d causes us to focus on what we cannot or should not do.  It is much better to focus on what we can do and begin by making behavioral changes that include preparing and planning.  Successful goals should be broken down into simple, doable action steps that can be monitored easily. It is important to stick to the plan faithfully at the beginning until new habits and ideas are incorporated into our lives.</p>
<p>When students sit down to write an essay, I have noticed that the struggling writers are the ones least likely to have a structured plan and are most resistant to the process; they just want to get it over with and have a final product.  It would be wonderful to just be able to see the results we want without having to think about doing anything to get there.  Unfortunately, failing to prepare is preparing to fail.  Sitting with pen in hand and blank paper for lengthy amounts of time will not make ideas just pop into your head.  Writing requires detailed planning which can best be learned with coaching and support.</p>
<p>Compare writing an essay to a diet plan.  Both can seem painful and overwhelming, and most people think a diet is about what they can’t do or shouldn’t do.  Negative thinking and willpower won’t work over the long haul.  Making small, behavioral changes will work because feelings of punishment and deprivation are removed.  For instance, there is a diet called the 21 Day Extreme that uses pre-measured containers for all the different food groups and offers choices of what you can eat for each one.  If one follows the tightly controlled plan, the choices are there for you without too much thinking.  It is easy to prepare for a successful day of eating when everything is structured to help you reach a goal.  If one sticks to the plan for a set number of days, healthy, portion-controlled eating becomes much easier and a new habit is formed.  In addition, encouragement and guidance given by a caring coach can make the difference; such support groups have been the key for many dieters attending Weight Watchers.  This is the same mindset required for successfully writing an essay; a structured format practiced repeatedly will become automatic, especially if there is someone there giving positive feedback and direction.  Once the structure is in place, this strict regimen can become flexible.  Eating, as well as writing, should be a pleasurable experience.  If your son or daughter struggles putting pen to paper, call us.</p>
<p>Faith Borkowsky, Owner and Lead Educational Consultant of High Five Literacy and Academic Coaching, is Orton-Gillingham trained and Wilson Certified, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.</p>
<p>High Five Literacy and Academic Coaching is located in Plainview, Long Island. <strong>Read about what we can offer you and your child: <a href="http://highfiveliteracy.com/">http://highfiveliteracy.com</a>.</strong></p>
<p>*<strong>If you found this post informative or interesting, please follow my blog by entering your email in the space provided, or LIKE us on FaceBook @highfiveliteracy.</strong></p>
<p><strong> </strong></p>
<p>The post <a href="https://highfiveliteracy.com/2016/10/24/weight-watchers-and-essay-writing-a-structured-approach/">Weight Watchers and Essay Writing:  A Structured Approach</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>Messy Thinking?</title>
		<link>https://highfiveliteracy.com/2016/10/18/messy-thinking/</link>
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		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Wed, 19 Oct 2016 00:37:24 +0000</pubDate>
				<category><![CDATA[Brain-based Learning]]></category>
		<category><![CDATA[Mind and Brain Training]]></category>
		<category><![CDATA[ADD]]></category>
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					<description><![CDATA[<p>Doesn’t it seem as though parents and children can look at a messy room and see the same thing differently?  In my mind, I am thinking to myself, “Why does this have to sit on the floor?  Doesn’t it bother you? How long does it take to just put it away or throw the clothes...</p>
<p>The post <a href="https://highfiveliteracy.com/2016/10/18/messy-thinking/">Messy Thinking?</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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										<content:encoded><![CDATA[<p>Doesn’t it seem as though parents and children can look at a messy room and see the same thing differently?  In my mind, I am thinking to myself, “Why does this have to sit on the floor?  Doesn’t it bother you? How long does it take to just put it away or throw the clothes in the hamper?”  In the meantime, my son or daughter is probably thinking, “What difference does it make?  Why doesn’t she leave me alone?” If your child has a messy room yet is very organized for school and accomplishes all assignments, there probably is no need to be concerned.  You might like every room in the house to be tidy, but it can quickly become a power struggle that might not be worth it.  However, if the messy room is indicative of “messy thinking” and other issues involving organization, time management, and planning, it might be a sign of an overall problem with what is called executive functioning skills.  Remembering information, prioritizing tasks, beginning an assignment, and handing in homework on time can be challenging.</p>
<p><img loading="lazy" decoding="async" class="alignnone size-full wp-image-553" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2016/10/messy-room-zits.gif" alt="messy-room-zits" width="900" height="287" /></p>
<p>The “messy room” cartoon is an example of a kid not knowing where or how to begin to clean.  The parent expects it to be done but doesn’t explicitly show the child how to get organized.  If there are executive functioning issues, the child really needs the task to be broken down into manageable steps.  Don’t assume your child knows or can do it without demonstrating exactly what you mean when you say, “clean your room.”  Make a list of each task and “think aloud” as you show your child how to do it. If you tell him that each item must go back in the same place after using something, and everything should be put back by the end of the day, he will learn to maintain his space and know what to do. Again, a messy room without other difficulties is nothing more than a messy room.  For more information on learning and attention issues, visit the website, Understood.org and go to the following link:</p>
<p><a href="https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/1-sign-2-sides-how-you-and-your-child-may-view-learning-and-attention-issues-differently">https://www.understood.org/en/learning-attention-issues/getting-started/what-you-need-to-know/1-sign-2-sides-how-you-and-your-child-may-view-learning-and-attention-issues-differently</a></p>
<p>The website launched a campaign this month in honor of Dyslexia Awareness and other learning disabilities to enlighten parents and have children #BeUnderstood.</p>
<p>Faith Borkowsky, Owner and Lead Educational Consultant of High Five Literacy and Academic Coaching, is Orton-Gillingham trained and Wilson Certified, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.</p>
<p>High Five Literacy and Academic Coaching is located in Plainview, Long Island. Read about what we can offer you and your child: <a href="http://highfiveliteracy.com/">http://highfiveliteracy.com</a>.</p>
<p>*<strong>If you found this post informative or interesting, please follow my blog by entering your email in the space provided.  You will be notified by email whenever a new post is published.</strong></p>
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<p>The post <a href="https://highfiveliteracy.com/2016/10/18/messy-thinking/">Messy Thinking?</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>Can My Child Really Read, Part 2</title>
		<link>https://highfiveliteracy.com/2016/10/16/can-my-child-really-read-part-2/</link>
					<comments>https://highfiveliteracy.com/2016/10/16/can-my-child-really-read-part-2/#respond</comments>
		
		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Sun, 16 Oct 2016 19:13:15 +0000</pubDate>
				<category><![CDATA[Reading]]></category>
		<category><![CDATA[Reading and Writing Remediation]]></category>
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		<category><![CDATA[dyslexia]]></category>
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		<category><![CDATA[intervention]]></category>
		<category><![CDATA[Learning Disabilities]]></category>
		<category><![CDATA[Long Island]]></category>
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		<category><![CDATA[Reading Difficulties]]></category>
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		<category><![CDATA[visual processing]]></category>
		<category><![CDATA[visual tracking]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=518</guid>

					<description><![CDATA[<p>&#160; &#160; Some of you may have tried the “Can My Child Really Read Challenge” I posted at: https://highfiveliteracy.com/2016/09/22/can-my-child-really-read/. In that blog, I mentioned that strong readers are able to read isolated words standing alone, while struggling readers might guess or confuse words.  Some words are frequently confused by even the strongest readers.  For example,...</p>
<p>The post <a href="https://highfiveliteracy.com/2016/10/16/can-my-child-really-read-part-2/">Can My Child Really Read, Part 2</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p><img loading="lazy" decoding="async" class=" size-full wp-image-543 alignleft" src="http://gator4089.temp.domains/~faithreads/wp-content/uploads/2016/10/confused-kid.jpg" alt="confused-kid" width="294" height="171" /></p>
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<p>Some of you may have tried the “Can My Child Really Read Challenge” I posted at: https://highfiveliteracy.com/2016/09/22/can-my-child-really-read/.</p>
<p>In that blog, I mentioned that strong readers are able to read isolated words standing alone, while struggling readers might guess or confuse words.  Some words are frequently confused by even the strongest readers.  For example, a word such as “thorough” will sometimes be read as “through,” “though,” or “thought.”   Even with contextual clues, the word “thorough” can be misread; although this is less likely when it appears within a sentence where a reader can self-correct based on the surrounding words or thoughts.</p>
<p>Try it now – “The police officers performed a thorough investigation at the crime scene.”  Even if the reader does not know the meaning of “thorough,” the sentence carries a lot of meaning.</p>
<p>Strong readers can read isolated words by sounding out and recalling a familiar word.</p>
<p>But what if you try this experiment and realize that while your child can read words individually, she cannot read the same words smoothly when placed in passages?  What is that information telling you?</p>
<p>When your child has no apparent problems with decoding and can identify words in isolation, but cannot read those same words easily in a passage, it could be a visual tracking problem.  What happens if an index card is placed under a line of text?  Is your child able to read better?  By blocking out other words on the page, is she more comfortable?  Is it easier to read shorter lines of text than longer lines?</p>
<p>If a child has difficulty with visual tracking, you might notice reduced fluency when reading aloud.  You might also notice your child skipping lines of text when her eyes need to sweep back to begin a new line.  Does your child move her whole head instead of just the eyes moving from left to right? Do you see your child tilting her head to read in an awkward posture, almost looking as though she is napping while reading? Does your child point to each word? These are just some of the more noticeable signs of a visual tracking problem that could be holding your child back if phonics is not the root cause.</p>
<p>Faith Borkowsky, Owner and Lead Educational Consultant of High Five Literacy and Academic Coaching, is Orton-Gillingham trained and Wilson Certified, and has extensive training and experience in a number of other research-based, peer-reviewed programs that have produced positive gains for students with dyslexia, auditory processing disorder, ADD/ADHD, and a host of learning difficulties.</p>
<p>High Five Literacy and Academic Coaching is located in Plainview, Long Island. Read about what we can offer you and your child: <a href="http://highfiveliteracy.com/">http://highfiveliteracy.com</a>.</p>
<p>*<strong>If you found this post informative or interesting, please follow my blog by entering your email in the space provided.  You will be notified by email whenever a new post is published.</strong></p>
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<p>*<strong>If you found this post informative or interesting, please follow my blog by entering your email below.  You will be notified by email whenever a new post is published.</strong></p>
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<p>The post <a href="https://highfiveliteracy.com/2016/10/16/can-my-child-really-read-part-2/">Can My Child Really Read, Part 2</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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		<title>More Time To Play</title>
		<link>https://highfiveliteracy.com/2016/09/17/more-time-to-play/</link>
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		<dc:creator><![CDATA[Faith Borkowsky]]></dc:creator>
		<pubDate>Sat, 17 Sep 2016 14:34:49 +0000</pubDate>
				<category><![CDATA[Brain-based Learning]]></category>
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		<category><![CDATA[Play]]></category>
		<guid isPermaLink="false">http://highfiveliteracy.com/?p=337</guid>

					<description><![CDATA[<p>According to a recent article appearing in Newsday, Long Island, entitled, “More Time for Play,” the Patchogue-Medford School District has extended recess by twenty minutes in order to educate the “whole child.”  Some would argue that this is a waste of time; others might say that recess and gym can be eliminated altogether.  Since Common...</p>
<p>The post <a href="https://highfiveliteracy.com/2016/09/17/more-time-to-play/">More Time To Play</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
]]></description>
										<content:encoded><![CDATA[<p>According to a recent article appearing in Newsday, Long Island, entitled<strong>, </strong>“More Time for Play,” the Patchogue-Medford School District has extended recess by twenty minutes in order to educate the “whole child.”  Some would argue that this is a waste of time<strong>; </strong>others might say that recess and gym can be eliminated altogether.  Since Common Core has been implemented and there is a push for higher standards in our schools, doesn’t this change in the district’s schedule contradict everything that we hear? It does, but contrary to popular thought, movement is not a nicety that should be looked at as a reward. The connection between body movement and brain activity is powerful, and both children and adults need to physically move to keep the learning channels open and active.  A lazy body is a lazy mind.  More districts should be following the mind, brain, and education studies which clearly show that the brain develops like a muscle and requires challenging exercises as well as rest to allow for it to strengthen.  Taking a “brain break” by moving or meditating helps the brain function better.  If children are chronically stressed, they will struggle with memory, recall, concentration, and overall general cognitive skills. Training the brain to function at optimal levels of performance requires time to absorb information and process it.  This is why a combination of physical exercise and sleep are important for a healthy brain.</p>
<p>The Pat-Med School District should be commended for trying to make a change that responds to children’s needs rather than the adults looking from the outside in.  This initiative, however, would be even more productive if the twenty minutes were broken up into smaller increments and spread throughout the day. The latest research states that we should work with concentrated effort, single-focused, with no multi-tasking, for twenty-five minutes, and then get up and take a break for five minutes.  This is called the Pomodoro Technique, and much has been written about the benefits of rotating work with brief rest periods.  Exercise and conscious breathing, such as mindfulness meditation, stimulate hormones to help the brain work effectively.</p>
<p>Pat-Med is progressive, and almost defiant, in their disdain for the Common Core by showing other districts that they are sick of all the demands being placed on teachers, parents, and students.  Let’s see if other districts follow suit.  Certainly, we have seen the negative effects of reducing or eliminating recess, gym, and the arts in our schools, and pushing children beyond their capabilities.  It just does not improve academic outcomes.</p>
<p>(High Five Literacy and Academic Coaching is located in Plainview, Long Island.)</p>
<p>If you found this post informative or interesting, please follow my blog by entering your email below.  You will be notified by email whenever a new post is published.</p>
<p>The post <a href="https://highfiveliteracy.com/2016/09/17/more-time-to-play/">More Time To Play</a> appeared first on <a href="https://highfiveliteracy.com">High Five Literacy</a>.</p>
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