Concerned about my 2nd grader. He is immature (cries easily). He is doing poorly in language arts but is good in math. Doesn't enjoy reading/writing
He doesn't want to do team sports. He doesn't follow directions well. When his teacher reads stories in class, he does not pay attention..she says he is often daydreaming. He is a very loving child. He enjoys playing with friends and loves to play his DS.
Their is really not a lot to be concerned about he is most likely adhd. I have one that is 29years old next week that was that way and he learned to excel in other areas he became a computer wiz. He started when he was 8 years old. He will most likely do better with hands on type reading activities, for example try writing a word of something then tape it to the object. Light and then put it on the light, also their are a lot more choices available today than back then computer games are another option cause they are keeping busy while learning. My 11 year old is adhd also but she has more complications called short term memory problems caused from her birth mother drinking while she was pregnant. Well back when my son was in public school I had a lot of problems with the school so when we got our daughter I chose to home school her. Once I figured out her way of learning it has been wounderful to watch her grow. Just be patient and try different learning techniques until you find the one for him. You will trust me no one knows their children like their mother. I hope I was of help.
Dyslexia is a specific learning disability and primarily affects one's ability to learn to read. Dyslexia is characterized by difficulties with accurate and fluent word recognition and by poor spelling and decoding abilities. Dyslexia varies in degrees of severity and is highly hereditary. It is not uncommon for a child with dyslexia to have an immediate family member who also has this condition. Also, it is not unusual for two or more children in a family to have dyslexia.
Dyslexia is estimated to affect some 20-30 percent of our population. This means that more than 2 million school-age children in the United States are dyslexic. Although children with dyslexia typically have average to above average intelligence, their dyslexia creates problems not only with reading, writing and spelling but also with speaking, thinking and listening. Many times these academic problems can lead to emotional and self-esteem issues throughout their lives. Low self-esteem can lead to poor grades and under achievement. Dyslexic students are often considered lazy, rebellious or unmotivated. These misconceptions cause rejection, isolation, feelings of inferiority, and discouragement.
The central difficulty for dyslexic students is poor phonemic awareness. Phonemic awareness is the ability to appreciate that spoken language is made up of sound segments (phonemes). In other words, a dyslexic student's brain has trouble breaking a word down into its individual sounds and manipulating these sounds. For example, in a word with three sounds, a dyslexic might only perceive one or two.
Most researchers and teachers agree that developing phonemic awareness is the first step in learning to read. It cannot be skipped. When children begin to learn to read, they first must come to recognize that the word on the page has the same sound structure as the spoken word it represents. However, because dyslexics have difficulty recognizing the internal sound structure of the spoken word to begin with, it is very difficult for them to convert the letters of the alphabet into a phonetic code (decoding).
Although dyslexia can impair spelling and decoding abilities, it also seems to be associated with many strengths and talents. People with dyslexia often have significant strengths in areas controlled by the right side of the brain. These include artistic, athletic and mechanical gifts. Individuals with dyslexia tend to be very bright and creative thinkers. They have a knack for thinking, "outside-the-box." Many dyslexics have strong 3-D visualization ability, musical talent, creative problem solving skills and intuitive people skills. Many are gifted in math, science, fine arts, journalism, and other creative fields.
Dyslexia is a persistent learning difference that one does not outgrow. With early detection, proper intervention, and certain accommodations, dyslexics can improve their reading and spelling skills significantly and succeed academically.
• Late talking, compared to other children
• Pronunciation problems, reversal of sounds in words (such as "aminal" for "animal" or "gabrage" for "garbage")
• Slow vocabulary growth, often unable to find the right word (takes a while to get the words out)
• Difficulty rhyming words
• Trouble learning numbers, the alphabet, days of the week
• Poor ability to follow directions or routines
• Does not understand what you say until you repeat it a few times
• Enjoys being read to but shows no interest in words or letters
• Has weak fine motor skills (in activities such as drawing, tying laces, cutting, and threading)
• Unstable pencil grip
• Slow to learn new skills, relies heavily on memorization
School Age Children
• Has good memory skills
• Has not shown a dominant handedness
• Seems extremely intelligent but weak in reading
• Reads a word on one page but doesnât recognize it on the next page or the next day
• Confuses look alike letters like b and d, b and p, n and u, or m and w.
• Substitutes a word while reading that means the same thing but doesn't look at all similar, like "trip" for "journey" or "mom" for "mother."
• When reading leaves out or adds small words like "an, a, from, the, to, were, are and of."
• Reading comprehension is poor because the child spends so much energy trying to figure out words.
• Might have problems tracking the words on the lines, or following them across the pages.
• Avoids reading as much as possible
• Writes illegibly
• Writes everything as one continuous sentence
• Does not understand the difference between a sentence and a fragment of a sentence
• Misspells many words
• Uses odd spacing between words. Might ignore margins completely and pack sentences together on the page instead of spreading them out
• Does not notice spelling errors
• Is easily distracted or has a short attention span
• Is disorganized
• Has difficulties making sense of instructions
• Fails to finish work on time
• Appears lazy, unmotivated, or frustrated
• Avoids reading and writing
• Guesses at words and skips small words
• Has difficulties with reading comprehension
• Does not do homework
• Might say that they are "dumb" or "couldn't care less"
• Is humiliated
• Might hide the dyslexia by being defiant or using self-abusive behavior
• Avoids reading and writing
• Types letters in the wrong order
• Has difficulties filling out forms
• Mixes up numbers and dates
• Has low self-esteem
• Might be a high school dropout
• Holds a job below their potential and changes jobs frequently
The sooner a child with dyslexia is given proper instruction, particularly in the very early grades, the more likely it is that they will have fewer or milder difficulties later in life.
Older students or adults with dyslexia will need intensive tutoring in reading, writing and spelling using an Orton-Gillingham program. During this training, students will overcome many reading difficulties and learn strategies that will last a lifetime. Treatment will only "stick" if it is incorporated slowly and consistently over time. There is no such thing as a "quick fix."
The best learning environment for a student with dyslexia is always one-to-one. Students who have severe dyslexia may need periodic one-to-one tutoring to catch up and stay up with the rest of their class. This specialized tutoring helps dyslexic students become successful in reading, writing, spelling, grammar, and vocabulary. It also will help them with math, and word problems.
I have been teaching for 32 years. He may be ADD. Boys tend to be more immature than girls at the same age. Go to your family doctor and ask for a good psychological service to test your son. Present this information to the teacher. The teacher is bound by law to work with your son on his maturity level. Yes the teacher will have to work extra, that is her/his job.
He sounds like my son. He is going into 4th grade and was reviewed for IEP at school and will start next year. I wish we would have started the IEP sooner as I think it will help. I am working on getting him to react in a different way than crying. If he does cry (at home) I send him someplace quiet and when he calms down - we talk about it. I heard about the book "The Highly Sensitive Child." Homework is hard. There can be NO distractions at all. If there is anything on the table - he plays with it. I set the timer and we take breaks. "It's not a good idea to cry about small things. Use your strength. We want to help you be strong." Kids often keep crying as long as it seems to work for them. When it doesn't, they eventually quit. If they are upset about something, we want them to learn to handle their feelings in more powerful ways. Good luck!
These are all excellant suggestions but having your child evaluated to specifically determine what is contributing to the issues you mentioned should be your first step. Your school counselor should be able to help you with a school consultation or if finances are not an issue, you may want to consult an educational diagnostician or a psychologist that could evaluate your child. When the exact issue is determined, the exact help can begin.
Hello i am a school teacher and i have a son that is the same way and i was worrie i was not doing a good job but after speaking with his teacher and counsler we finally have found out that he has ADD but with therapy he has been doing much better ask the school to evaluate him and let them know about your concerns that you have on your son hope this help a bit for you