Most of us know there are several ways to learn different things. Some of us may learn better when step by step directions are available while others may learn better when someone has pictures to show us.

Reading is the same way. Some children may learn to read through memorization while others may learn by sounding the words out. No matter how they learn to read the important thing is they learn to do it correctly.

No matter which way your child uses there is one strategy that needs to be used. There are certain words that can’t be sounded out and may be difficult to memorize. The reason for this is two fold. One is the way it’s spelled and the other is the meaning of the word.

There are certain words that can’t be sounded out. These words must be memorized or your child will never learn them.

One of the easiest ways to teach your child to read when there are words they can’t sound out is to use “sky writing”. This is a very easy strategy to learn, practice, and follow no matter where you are and what you’re reading. Here are a few tips to help you teach your child to use “sky writing” to learn words.

The first thing you must do is explain to your child what “sky writing” is and how it can help him to learn words that can’t be sounded out. Basically you need to tell your child this is a new way to learn words that are impossible to sound out no matter how hard you try. One way to help your child understand this is to give him a few examples. This may be the easiest way to make it happen.

Studies show the easiest way to learn to say words that can’t be sounded out is to use the senses. The senses are smell, hear, touch, taste, and see. When you’re teaching your child to write you can’t very well use taste or smell with these, but you need to remember there are three others you can use. When you give him the ability to touch, see, and hear the words you’ll have success.

When you teach your child this method you need to follow the steps below to make sure they understand what you’re doing and how to do it themselves. There are different versions of sky writing. Here is the first version and try each one to see which works best for your child. I use this version with my daughter. We put shaving cream down as our writing paper and then follow these steps.

1. Step one is to write the word down in large letters.

2. Step two is to trace the letters that make up the word.

3. Step three is to have your child speak the name of each letter.

4. Step four is trace the word without the ability to see it.

5. Step four is to have your child speak each letter and write it after each word is spoken.

6. Step five is to have your child write the word three times covering up the word once it’s written and speak each letter as it’s written.

Another popular version of skywriting is having your child point to each letter in the air in front of them. Your child needs to visualize the word in their mind’s eye first.

1. Step one is to have your child say the word out loud

2. Step two is to have your child use their finger and point to each letter in the word as if it was already written right in front of their eyes!

3. Step three is to have your child point to the letters of each word as it is spelled backwards!

4. Step four is with practice, have your child point to letters in the word at random (mixed up out of order)

5. Step five is optional – have your child learn the associated word meaning for the word

6. Step six is optional – have your child spell and use the word in context in a complete sentence

7. Step eight is optional – have your child image the sentence in action with detail!

Watch my daughter, Shannon and her cat Wallie, demonstrate Sky Writing Techniques!

Learning to sky write may be difficult at first, but the more you use it the better off your child will be and the easier reading will be to your child. They’ll begin to use this strategy on their own with words they come across and can’t figure out or they’ll remember words they’ve learned through this strategy.

* Understanding What Reading Is All About by the National Center for the Study of Adult Learning and Literacy

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Dyslexia is a disorder that affects the reading and writing skills learned by a person. It’s considered a developmental issue, but it’s hard to diagnose because of the many different things that are affected by it. Dyslexia is a difficult disorder to diagnose in children which causes learning problems down the road. The reason for this challenge is the fact that you must be able to read and write before it’s diagnosed and that doesn’t happen until the school years.

There have been studies that show Functional Magnetic Resonance Imaging (fMRI) has helped people with dyslexia. The down side to the fMRI is it has not been studied in young children. This problem arises with children under the age of six due to lack of information. The lack of information makes it difficult to diagnose a child at an early age which in turn makes it difficult to help with treatment.

The diagnosis of dyslexia is different with each language. The reason is due to the rules that apply for each language. The English language has rules that identify the ways we translate letters to speech and this helps with the diagnosis of dyslexia or another type of disabilities. In some languages you may see the diagnosis comes with the speed of the person reading while others may have to do with the way a word is pronounced. Spelling is another factor in this diagnosis.

The way people see letters also makes the diagnosis some what easy to make. Studies show people with dyslexia may see their letters as objects. This is known as the Logographic Level. When a person can sound out words using phonics and for the most part get it correct it’s known as the Alphabetic Level and when a person knows the rules that go with speaking certain words, it’s known as the Orthographic Level.

A study was conducted using these levels and its findings helped with the diagnosis of dyslexia. Many groups were used so it was thought the right answered would present themselves. These studies had a lot of detail that was released, but one that was not released until now shows that more than 60% of the children that participated that had dyslexia in the immediate family had it themselves.

It’s possible the environment and the country you live in will have something to do with a child’s diagnosis of learning disabilities. If a parent doesn’t have the ability to attend school due to money or other factors, then it’s possible their children will have problems because they won’t have the ability to help them when it comes to learning. Education won’t be a top priority in that family and that can compromise the learning.

There are a number of learning disabilities that go undetected in children. It’s possible they are undetected due to the lack of knowledge when it comes to the disability in general while others could be undetected due to the age of the child. Dyslexia is one of those learning disabilities that go undetected due to the age of the child and the knowledge of people in that area.

The good news is that science is proving that learning disabilities can be overcome. Through intensive work using brain training at the foundation of the program, a child with Dyslexia, can learn to read, write and spell.

Contact me today for your free 30 minute consultation. We will discuss your concerns, answer questions and create a crystal clear vision for your child’s success.

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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Pathological reading has neuropsychological, neurobiological, and linguistic characteristics which are causing research to be completed. Models have been created using this information and are being used in conjunction with behavior when it comes to brain injuries and how reading is affected.

Positron emission tomography, also known as PET and functional magnetic resonance imaging, also known as fMRI are helping in the identification process.  It is especially used when reading sentences and individual words in normal situations, in dyslexic people, stroke driven dyslexia, older adults that are healthy, dementia people, posterior split brain patients, and traumatic brain injury patients. Limited research has been conducted when it comes to reading disorders in those patients that require rehabilitation from an injury.

Shaywitz et al discovered a way to study a patient recovering from a reading disorder. In this study a comparison was conducted between adults that may or may not have had dyslexia as a child and normal adults. In these studies they reviewed information on the neural activation network between these two groups of patients.

Another study was conducted using a completely different group of patients. This time they used college students that had normal controls and the other group consisted of students that were dyslexic in their younger years. They discovered when there was a reduction in the left hemisphere the students with dyslexia as a child had the posterior inferior temporal cortex visible.

Reading can be a problem after a traumatic brain injury has occurred and studies are showing the part that’s affected the most is the reading comprehension. In this particular study they discovered the non-aphasic disturbances were present which caused the reading problem. Processing the words being read and retaining this information have been compromised. This study shows that more than 50% of adults with a traumatic brain injury have blurred or double vision and visual field deficits.

Following these studies a technique was created to help with these visual concerns. These techniques have shown to work well with patients that have had a stroke that cause reading issues.

fMRI in those patients with a traumatic brain injury has not been studied so it’s not clear when it comes to stability. However normal controls in research examining after a reproduction of fMRI has occurred is showing variability in activation patterns is occurring after some time has passed but specific stimuli characteristics and activation tasks must be present.

Traumatic brain injuries can cause a number of problems and can take years to correct. These studies show reading problems can and do occur after this type of injury no matter what caused it to happen. These studies also show dyslexia can be a problem when a traumatic brain injury occurs. When a complete understanding is in place techniques can be used to correct this problem while treatment for the injury is being conducted.

Enhanced Learning Skills for Kids is here to help!  Check out my latest Reading Comprehension Program that can be completed online or in person!

Want To Use This Article In Your Ezine or Website? I would be honored, and just ask that you include the following with the article:

Colleen Bain is the best-selling author of Overcomers Inc. She writes, trains and consults in advanced brain training for children and their parents, teachers and professionals.  Professionals also look to Colleen for her expert coaching relative to starting and expanding a brain training business.  To find out how Enhanced Learning Skills for Kids can help you – visit How Enhanced Learning Skills for Kids Can Help Your Child!

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Cognitive functioning is managed by cognitive processes. Learning more about cognitive strategies is gaining popularity which goes back to 1956 when Bruner, Goodnow, and Austin discovered it.

Everyone uses cognitive strategies on a regular basis because it’s a part of our normal routine. Cognitive strategies help us with our behavior and thinking so it doesn’t matter if we’re a regular person, one with special talents, or one with a brain injury we use these strategies every day. This means no matter what we’re doing everything is controlled strategically.

We learn both formally and informally when it comes to certain strategies. Without this ability we would not be able to learn what we need to on a daily basis. We wouldn’t be able to learn certain characteristics and have memories of things. When we have these strategies we have the ability to remember long and short term things that will help us with everyday life.

We use cognitive strategies all the time whether we realize it or not. Most things we do are automatic and we know what we’re doing so it’s something we could do with our eyes closed and we don’t even have to think about it. That’s where the cognitive strategies that we’re not aware of come in and the kind of cognitive strategy is when we’re learning something for the first time or we struggle with something that takes a lot of concentration to accomplish.

Our experiences, age, and maturity level are a part of the strategies we use on a regular basis. With that said, it’s unlikely you’ll see the same decisions made or thoughts shared from an adult and a 12 year old child. Their entire thinking process is different and that’s true when you think about the cognitive strategies that are used. Now that doesn’t mean that’s always the case, because it’s possible their decisions could be the same depending on the situation, but most times they’re not.

The effects you see with decisions that are made could be different from one person to another or from an adult to a child. Even though it could be the same decision the effects they’ll have on each individual could and should be different. You see this when a decision is made and then later on down the road the effects are visible. This could be education or job related.

We all know the decisions we make now affect our future and the things that happens and those come from cognitive strategies we use and decisions that are made. Some could be good and some could be harmful depending on what they are and how we deal with them. It’s possible for a child to learn something incorrectly and not even realize it, and then they go back to use it again and find out they didn’t do it correctly and they fail a test or a class. That’s where it could be harmful.

Cognitive strategies are all around us. We use them all the time no matter what we’re doing. They vary depending on the person and what’s going on and no two people are alike and will have the same strategies. What we need to know here is cognitive strategies are a part of everyday life no matter if we want it them or not.

This is why I created my Student Transformation System.  It is pertinent for success that a child’s cognitive functions be strengthened.  This provides the child with an increased capacity to learn.  However, stronger skills and new pathways are not the whole solution. 

It is imperative that your child’s cognitive strategies to approaching homework, studying, note-taking, comprehension and more are observed and improved upon when necessary.  Take all of this improvement and align it with the classroom, teacher, yourself, your child and anyone else involved and we manage to get everyone on the same page relative to your child’s overall performance and next step vision/plan for continued success.

Be sure to check out my latest reading comprehension program which is individualized to meet your child’s unique needs and can be implemented online.  Feel free to schedule you’re a 30 minute consultation with me where we can discuss your child’s needs, create a vision and plan for success.

COGNITIVE STRATEGIES.(2006). In Encyclopedia of  Special Education: A Ref erence f or the Education of  the Handicapped and Other Exceptional Children and Adults. Retrieved from http://www.credoreference.com
/entry/wileyse/cognitive_strategies

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Comprehension Program

Language Comprehension

Language comprehension is the ability to associate and make sense of both written and oral language. The ability to comprehend language finds its foundation within cognitive skills.  Auditory and Visual Processing, to name a few, are big factors in one's ability to understand both written and oral language.

What I have found in my working with students thus far is that strengthening one's cognitive skills is the main focus to help a child increase their capacity to learn. However, just as important is the necessity to "teach" the student how to use their newly strengthened skills.  Hence the creation of my Student Transformation System which trains your child's brain and then teaches how to use the new skills and transforms your child into an independent learner. T

herefore, strong language comprehension skills require a strong cognitive foundation and in most cases, teaching an approach to task on how to comprehend. I have found that students who come to me because of weak reading comprehension, will complete intensive braining training and post-assess with huge gains in their cognitive skills.  Job well done!

However, although a student will objectively measure with huge increases in their underlying cognitive skills, some students are still very weak in reading and overall language comprehension. They may still struggle with higher order thinking skills such understanding the main idea,  inferencing, predicting and may not understand what is being asked of them on tests or through oral requests.   I wanted to know why ?

Visualization, Imagery and Comprehension

Intensive Brain training does a great job in strengthening visual processing, visualization, symbol imagery and beginning concept imagery. Symbol imagery is the static representation of sounds and letters in words, numerals in numbers and facts from stories.  Children with weak symbol imagery are often tagged as dyslexic.  Symbol imagery, by the way, is worked proficiently, in my professional opinion, through Master the Code.  Concept imagery is the big picture and requires trainers to help students first visualize the parts and then understand the whole.  Brain training does this especially well when working with a trainer in person who can adapt to meet the student's specific needs in this area.

I began to understand the importance of using the stronger visualization and imagery skills to prevent words from just going in one ear and out the other. For example, when I would work with a student on reading comprehension, I would make sure the student could visualize. 

However, I never connected the visualization to language in general.  Although a student could read and spell for me very well after working through the brain training, they still were not seeing a full movie in their mind when they read. They were unable to fast forward or rewind through the facts in order to predict or infer. When I would ask for information about what do you think will happen next?  The student would reply, "I don't know?"  What I should have been asking all along was, "what would you picture or see happening next?"  Perhaps then, the student would have replied, "I don't see anything?"  Ah then I would have realized sooner than later that although my students have the skill to image and visualize with action, they just don't know what to do with the skill!

So, what happened to these students you may ask?  They all received the help they needed through my referrals to other learning centers. The really crazy thing in all of this is that I had the program that I was referring them to receive from someone else.  My students parents knew I had this program because I would tell them and they would request to have me take their child through the program.  I would reply, "no." I just never connected the program to actually working because I was still convinced all you needed was brain training to be able to comprehend and help in "how" to comprehend (process of comprehension like cause and effect, etc.).

Concept Imagery

My three plus years of intensive brain training work has taught me a tremendous amount of knowledge, research and understanding. Reading and comprehension has always been my specialty, my niche, if you will.  I have come to understand and experience that concept imagery is ability for a student to understand the whole by first seeing its parts.  Even then, the student must be able to "visualize" the concept imagery into action. For example, a student may read the cow jumped over the moon. Even though I have the student at the point of imagery to see a cow and then see a moon, the student may only see a moon with a cow on top of it.  Instead, I want the student to see a moving film in the mind so the cow is seen running and then leaping into the air with the goal of jumping over the moon.

Why? Because once I can bring the newer, stronger sensory processing skills forward into action, the student will now begin to form movies, not just a picture, for what is being heard or read.  This will prevent words from going in one ear and out the other. The brain will be able to take advantage of working memory, processing speed and more to make this become automatic. The student will then begin to grasp and understand the concept or gestalt of the imagery that is being created in their mind.

The end result is a child who will begin to understand directions, jokes, remember what is being read, understand what is being read, and more.  This same student would be able to finally … wait for it …. conquer the open-ended question!  Remember those from school?  Some children dread the open-ended question or OEQ!  These same children, if not visualizing an image into action and grasping the concept/gestalt have nothing from which to pull from in order to give a prediction or inference.

Comprehension Must Have's

The new program that I am offering will help students be able to improve in their ability to image concepts and visualize them into action.  Like I said before, I had the full program already and in fact I have recently received professional development training for the program.  I have listened to the requests of my clients and I already a few students working through the program.  The wonderful thing is because the children have brain training the program time is dramatically reduced for seeing any benefit. 

While working with students, I watch to see if there is a change with their eyes.  For example, if I asked you to list the books you have on a bookshelf in your home, you most likely would look up or to the right – change your eye focus from me to begin "visualizing and looking for the answers."

However, I know you are visualizing but I don't know what you are visualizing until you verbalize it to me. This is important because if the print reads "a big plant" but you verbalize "a plant about as big as a tea cup"  well – we have to discuss your perspective a bit.  You may end up missing the big picture because your parts are not fully correct. 

Understand? In brain training I do visualize and verbalize with my students to ensure they are imaging and visualizing. I still find it necessary though to integrate this skill into reading and comprehension exercises using a structured and systematic process approach.The advanced students of this program do continue with training to use their skills to begin strengthening their written expression when writing essays and open-ended questions.

Brain Training or Reading Comprehension Program

Bringing it all together now, I want to make sure that you understand the importance of first having your child's cognitive skills strengthened. Your child needs to have the capacity to visualize and image before they can even put this into action to learn language and reading comprehension.   Even where brain training (this refers to in person training) works abstract imagery such as being able to image a picture and visualize into action a "brave" person, this skill needs to be exercised and integrated into the everyday of written and expressive language.  In my opinion, a combined approach of brain-training and V/V are necessary. Take away points from this article are as follows:

1. Language comprehension is the ability to understand what is heard and what is read.
2. Being able to image is the first step in preventing words coming into the brain and leaving without providing meaning.
3. Visualization helps to understand and connect the concept or gestalt with the imagery by creating movies with action in the mind.
4. Concept Imagery (understand the gestalt) allows for higher order thinking skills such as predicting, inferencing, etc. to take shape and become successful tools for your child.
5. Brain training is a necessary step in remediating comprehension issues.  Have your child go through my Student Transformation program using either BrainSkills or BrainWare online to develop the cognitive skills needed for imagery and visualization.  You can also work in person using PACE and Master the Code.  Not sure on where to start? I will always recommend your first step is to assess your child's cognitive skills online for only $29.95.
6. If your child has language comprehension issues (understanding reading or what is being said) I will recommend that we work your child through the brain training and overlap the Comprehension program.  The program has been adapted to work successfully online.
7. If you still have questions, you can schedule a free 30 minute consultation. I provide new clients with a free 30 minute consultation to help answer questions and when appropriate we build a vision and plan.

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I am often asked to explain what brain training means relative to helping your child be able to learn easier and more efficiently. I often find myself listing out the many benefits that your child can experience.  For example, your child will be able to remember more with better imagery and recall the information faster, concepts whether imagery or auditory based will be understood, manipulated and ordered with much greater ease and organization.

Taking tests and studying will become much easier and less anxiety-driven as your child begins to transfer skills back into the classroom. Following your multi-step directions at home will be completed when asked without multiple requests to repeat the information.  Your child will be able to follow along in class better and become a more active participant in the overall learning process.

Let’s not forget attending, focus and less fidgeting will be experienced. While this sounds wonderful, I do point out to parents that the joy and life-changing events do not stop there.  As your child’s brain continues to dynamically change to the environment, cognitive skills and processing abilities will strengthen even more.  Even though we all know that the magic pill, one-stop shopping, does not exist, brain training comes pretty close.

Why? Because, when you provide your child with a stronger foundation and capacity to learn, your child’s horizon has just expanded.  Where your child may never had interest in reading before, books are now curiously interesting.

Usually, at this point in the conversation I would begin discussing the “How Can This Be Accomplished?” question. All of this wonderful changes in your child is possible because of the Theory of Neuroplasticity.

“Santiago Ramon y Cajal (a founder of modern neuroscience) expressed this theory in 1894, three years before Charles Sherrington coined the term synapse to describe the connections made between neurons. In the late 1940s the neuroplasticity model was advanced by Jerzy Konorski, who used the word plasticity to describe “permanent functional transformations,” and Donald Hebb, who ascribed testable physiologic characteristics to synaptic plasticity. However, experimental evidence that synapses are capable of long-lasting changes in synaptic strength did not come until the early 1970s, when Timothy Bliss and Terry Lomo described an increase in the synaptic strength of neurons in the mammalian hippocampus (a region of the brain critical for some forms of memory) following electrical stimulation. They termed this increase long-lasting potentiation, now referred to as long-term potentiation (LTP).” (novelguide.com, 2011)

The best part is that you can accomplish a stronger foundation and cognitive skills within 90 days in most cases. For example, I often recommend that while you are still getting “educated” on my site to start out with a home-based program that can be completed with a computer and internet connection.

BrainSkills and BrainWare Safari can begin the whole process of neuroplasticity and strengthening your child’s capacity to learn, remember and process by working the program 3x a week for 30 min. Then, if you even need more intensive brain training and help with transferring the new skills into everyday life and the classroom, you can work with me in-person.

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The Parts of Speech in Rhyme

A noun's the name of any thing,

As school, or garden, hoop, or swing.

Adjectives tell the kind of noun,

As great, small, pretty, white, or brown.

Instead of nouns, the pronouns stand–

Her head, his face, your arm, my hand.

Verbs tell of something to be done–

To read, count, sing, laugh, jump, or run.

How things are done, the adverbs tell,

As slowly, quickly, ill or well.
 

Conjunctions join the words together —

As men and women, wind or weather.

The preposition stands before
A noun, as in, or through a door.

The interjection shows surprise,

As oh! how pretty — ah! how wise.

The whole are called the parts of speech,

Which reading, writing, speaking, teach.

BY Alfred J. Lawrence, Michigan – submitted by Toni Cosgrove of Notebooking Forum on Yahoo.

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Nothing is better than a book for opening up uncharted territory for your little one to discover! Encourage your child to create a fresh new world of her own by making her very own book. This activity is a fantastic way for you child to practice her budding reading and writing skills as she uncovers her own storytelling skills. The end result makes a perfect gift or treasured keepsake that you two will want to read again and again and again!

What You Need:

• Old magazines or catalogs
• Scissors
• Glue or tape
• 8½ " x 11" paper
• Stapler
• Pen

What to Do:

1. Cut the sheet of paper in half horizontally to create two 4¼" x 5½" sheets. This creates an eight-page (including the cover) book. If your child desires a longer book, add more sheets of paper.
2. Place the cut paper in a stack and fold it in half so the short edges meet.
3. Open the folded paper again and staple vertically on the fold 2–3 times to hold the pages together.
4. With your child, thumb through old magazines or catalogs and cut out small pictures that spark her interest. Have her choose enough pictures so that there will be one for each page.
5. Have your child select a picture for the book’s cover and glue it to the front page. Ask you child to tell you about the picture, and together brainstorm a title for the book. Help her write the title on the cover. Ask leading questions to spark her creativity, but encourage her to come up with the idea herself!
6. For each page of the book, have your child glue on a picture. Prompt your child to explain what is happening in the picture, then help her write a simple sentence or two about it on the page.
7. When moving on to the next page, help your child sequence the story by asking transition questions, such as “And then what happens?” or “What does he do next?” When you reach the last page of the book, ask your child, “How does the story end?”

Once the book is completed, read the entire book together with your child. She will delight in seeing the fruits of her clever imagination!

source:  by Korey Marquez education.com

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“The Five Principles of Good Writing”
by Colleen Bain

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