Sam's Story:
Sam was independently evaluated early
in the first grade. The results of this testing indicated
that Sam was gifted, but was lagging developmentally
as a reader. The approach and competitive classroom
environment was really hurting Sam’s self esteem.
Today Sam says he loves to read, but hates “school
reading.” This is often the case when the student’s
early literacy needs aren’t addressed in an appropriate
fashion in the classroom.
NWES solution:
We have been working 3 hours a week
with Sam providing additional early reading support.
We also work closely with Sam’s family to help
them understand how children really learn to read,
how to evaluate what is happening at school with reading,
and how to manage making sure Sam is getting appropriate
methodology for his specific learning style. Learning
to read needs to be meaning based or, stated another
way, “reading to learn things.” If the “meaning” becomes
only “skill building,” many students disengage
and struggle. Sam has been learning how to read through
his love of history and his current interest in wolves.
We also provide coaching to his parents
as to home strategies they use.
“I love reading-well at home,
but school reading –I don’t like that at
all.”
Sam
“Thank God for Dr. Mel and NWES,
it was painful to watch Sam struggling with not only
the reading process, but watching his little self-esteem
about himself go downhill. I can’t explain how
painful that is as a mom. Today that’s changed.
He is developing as a reader and feels really good
about that. In the context of his classroom he is still
a little apprehensive, but that just tells me how hard
it is to heal a learner’s self-concept once the
damage is done.”
Mom |
