When we look at a child’s Time Management abilities, the first problem we often think of is procrastination.  While this can be a huge issue for many of our kids, being able to avoid procrastination is only a small piece of having good time management skills.  

When most people think about organization, having their work materials in order or keeping their clothes put away are some of the first things that come up.  While these are two important pieces, this Executive Functioning (EF) skill goes much farther than just being a clean person. 

Do you ever go to the store without a list and walk out with a bunch of things you don’t need, only to realize you forgot to buy the one thing you needed?   How about when you receive an invitation in the mail and forget about the event until right before it starts?  

Executive Functioning (EF) skills are skills we use every single day, but often don’t realize we are using them.  For example, when you make your lunch in the morning, you are planning a meal for later in the day.  When you sit quietly in class or at work, you are exhibiting self-control.  Most of our daily activities can be tied back to executive functioning in some way.

Far too often we see children waiting until the night before a test to start reviewing, causing undue stress. By getting into the habit of chunking (breaking down the workload into smaller, more manageable pieces) you can not only help your child get through their tests now but also set up better study habits for the rest of their lives.

Now that school is back in session, we are getting this question quite frequently. There is a long answer (which we will begin to get into) but the short answer is that it is complicated but not impossible to get help for your struggling student from the school if you know the right questions to ask.

We wanted to walk you through the steps of getting the help you know that your child so desperately needs. Because this can be a complicated process we decided to break it down in the same way we break tasks down for our students.

Empower students with learning disabilities to become independent learners! Explore the journey of developing intrinsic motivation and building positive relationships. Unlock the potential for self-discovery, embracing unique learning styles, and fostering strengths. Middle school becomes a crucial phase for cultivating skills that extend beyond interventions, paving the way for a lifetime of confident, independent learning. Dive into the transformative approach advocated by Barbara McCombs to create a supportive learning environment.

Parents and teachers often mention that it is hard for their dyslexic child or student to follow directions. There are many possible reasons for this and causes can overlap.

The most common reason could be a weakness in one or more learning micro-skills.

Micro-skills are the foundation of learning. We tend to think of intelligence as one specific thing.

Learn about the essential diagnostic-prescriptive approach in Orton-Gillingham lessons. Discover how to assess student progress, tailor instruction based on data, and implement systematic review for effective learning outcomes.

Discover why Orton-Gillingham (OG) instruction sometimes falls short and what you can do about it. Weak executive functioning might hinder progress, but with strategies to gain student buy-in, provide memory supports, and develop metacognitive skills, you can enhance learning outcomes. Join our FREE online workshop for more insights!

Unlock the power of multi-sensory instruction in reading! Discover how to engage sight, hearing, and touch to enhance learning. From air writing letters to spelling dictation, explore practical methods to make reading instruction more effective. Embrace multi-sensory techniques without the fuss – it’s about engaging multiple senses for better comprehension and retention!

Dyslexia is a brain-based learning difference. It is a language processing disorder and not a vision or eye problem. In contrast to dyslexia specialists and most pediatricians, some optometrists may try to convince you that your child’s reading difficulties are due to vision problems and may recommend vision therapy or glasses. Some well-intentioned (but misinformed) therapists or teachers may even suggest colored overlays to “fix” the problem.

Dyslexia is often referred to as a hidden disability because it can go undetected for so long. On the surface, everything looks fine. It has been my experience that dyslexic students are good at coping, they know how to play school. They work hard, they are highly verbal, love to answer questions in class, they are curious, can make the most amazing connections, and at an early age – when texts are predictable, repetitive, and have strong picture support – these students can look like readers. It’s not until you dig deeper and begin to analyze their phonemic awareness skills or their ability to rhyme and manipulate sounds that you may realize there is a hiccup.

When I begin to suspect that a child may be dyslexic, one of the sure-fire things to tip me off is observing a really bright student struggle with reading a simple text.

When discussing my concerns with teachers, they often say, “But, he’s so smart, he can’t be dyslexic!”

Dyslexia does not have any correlation to a person’s intelligence and in fact, people with dyslexia often have above average IQ’s. We assume that if a person is smart that they are a strong reader. Dyslexia defies this assumption.

Uncover the hidden challenges of dyslexia in students. Learn how to identify signs beyond surface-level reading abilities and understand the importance of ongoing progress monitoring for true reading development.

Unlock the effectiveness of Orton-Gillingham (OG) instruction! Discover the key components—phonology, sound-symbol association, syllable instruction, morphology, syntax, and semantics—that make OG a personalized and powerful approach for students with reading disorders.

Sometimes dyslexia can hide in plain sight and can be difficult to detect. While there are several indicators, here is a list of five more subtle signs that are often overlooked or dismissed as being quirky, too tired to read, or just a passing phase.

Discover why Orton-Gillingham (OG) instruction is hailed as the gold standard for dyslexic students. Learn how its sequential, multisensory, and flexible approach transforms reading intervention. Explore its research-backed effectiveness in nurturing struggling readers.

This can be both a difficult and freeing experience. Now, you know the reason that your child is struggling, but you feel lost and alone and aren't sure what to do next.

There is a two-pillar approach for helping your child close academic gaps. These two pillars stand together forming the "bases" of your child's success in the classroom. The first pillar is getting appropriate accommodations and/or modifications put into place within the school. If you need help getting appropriate accommodations we are happy to help.

Once you have intervention in place to be sure your child is closing any skill gaps:

How do you get the right support from the school?

Talking with your child's school team is of paramount importance. You want to be sure that while your child is getting the help they need privately or through school-based intervention, that they are not continuing to fall further behind in the classroom.