WellesleyWeston Magazine

WINTER 2015-2016

Launched in 2005, WellesleyWeston Magazine is a quarterly publication tailored to Wellesley and Weston residents and edited to enrich the experience of living in two of Massachusetts' most desirable communities.

Issue link: http://wellesleywestonmagazine.epubxp.com/i/596643

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lazy. Their brains are wired differently and their frontal lobe may not be fully formed yet. Their executive functions do not work properly so they are unable to organize sounds and words in their head. The information they are trying to take in through reading does not always connect with these students and they flounder and feel frustrated. Give these students the benefit of the doubt because usually there are some learning differences that are holding them back. Differences in brains can make it harder for children to process phonemes, the small com- ponents of reading. They need to know the sounds of the letters and how the letters go together to form words. It is important to create a positive learn- ing environment that takes into consider- ation individual learning styles. It is also important to scaffold your instructions, to give them step-by-step directions of what they need to do. It is okay for the children to read slowly; they are learning and they are continuing to improve, that is what is important. Determine what is going to assist the students most effectively in accessing the instruction to the best of their abilities. Allow the students to respond in their own way; for example, do they need extra time, an organizer, or an assistive device? Some accommodations let students learn to the best of their ability and allow them to access information in different ways that do not require them to visually read standard print. Some alternative file formats that work best are read about apps on phones or tablets, such as Audible or iBooks; or checking out books on CD from your local library. The most important goal is that the student is making effective progress. When students who have learning and reading disabilities find a genre that they like to read at their own level and feel comfort- able, they will begin to read more. Who knows? After reading a subject of their interest for many years, they might become an expert on it! turn op-ed issues speak up opinion sound off town green my turn op-ed issues speak up opinion sound off town green my turn op-ed issues speak up 44 W e l l e s l e y W e s t o n M a g a z i n e | w i n t e r 2 0 1 5 / 2 0 1 6

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