Our students soar! From the 56th to the 97th percentile in mathematics, and 37th to 94th in reading. We’re proud of our students, who demonstrate daily that hard work generates results!
ATTENTION HOME SCHOOL PARENTS, PROFESSIONALS AND HOME DAYCARE PROVIDERS!!
Have you ever felt you had a need to walk into your very own classroom?
- Just for your student’s needs
- For a short period of time
- For a specific day each week or several months
- With or Without our professional assistance
Call Educational Resource Associates at 515-225-8513 to reserve your spot for one day or 6 months!
Ages 2-8 Monday through Saturday spots available.
BE PREPARED TO THINK OUTSIDE THE BOX!!!
Spent Thursday night at the farmers market in West Des Moines, Iowa. Scheduled so many parents to just come visit us and see what students can achieve in such a short period of time!
Nearly every parents had a concern about their children’s early reading skills. I try to educate them about the approaches in common core that are causing so much failure.
The most frequent thing I heard was that the schools do not teach the way the parents were taught. They voiced their frustration about not understand the approaches in Everyday math. Why do parents understand what is not happening in basic skills and the professionals seem not to have a clue?
Will be out at the Farmers market again next week on Thursday—find our booth and bring your friends! We have candy for the kids and advice for the parents!
What do you think?
I had a parent call me about her daughter who had received a 12 on the ACT test. The college admissions told her they could accept her if she had the dyslexia diagnoses. (She would like to be a teacher) They told her they would hire an assistant to read and write for her. She would also have the Praxis test for teacher certification read to her.
I offered to remediate her skills, prep the ACT. I thought she would have a more positive college experience and would develop confidence in herself.
The parents choose the disability route.
I have mixed feeling about this. She could possible become a good role model for students who struggle. She would have good opportunity to get a teaching job because of the non discriminatory practices in education.
But many questions arise. Would she get an assistant to read to her when she is employed? Does she even have to disclose her disability? Would she be hampered in teaching reading and writing if she herself struggles? Would she have more empathy for the large number of students who will soon be diagnosed with the same disability? Would you as a parent have any reservations about putting your child into her classroom? Who should pay for the extra assistance she may need in her career?
I am curious as to your thoughts about this as it may be a coming trend.
My associate and I made a visit to the capital last week where we expressed our concerns about the poor skills of our upcoming seniors in reading. Very bright students have not learned the fundamental of phonics and are so far behind all due to the common core.
The assistant to the Director of Education brushed off our concerns. She was rude and dismissive by counting down the minutes we had left in our meeting. If that is the leadership in our state, no wonder we are failing.
Parents, listen to your child read. Do they stumble over longer words, have trouble taking tests, poor spelling and hate to read? These are all indicators of reading issues that can be quickly and easily fixed. Call us! 515-225-8513
Please, parents…if you see a possible reading or math problem, get your children to us at the earliest possible age. Students at a later stage have so many problems with motivation and most are very discouraged. Something that is minimal at grade 1 or 2 becomes overwhelming by middle school.
Call today: 515-225-8513
A mother called me last fall. She was frantic about her second-grade daughter refusing to go to school.
Mom told me that her daughter Kinzie was seeing a therapist who had inadequately tested her and labeled her dyslexic. Kinzie’s mom related how the therapists had intensively counseled her to celebrate her dyslexia! They read books about dyslexia and even role-played how she would share this information with her peers. As this is WAY too much information for a 7-year-old, Kinzie became withdrawn.
Unfortunately, many professionals will respond in like manner. But a student will soon figure out that this learning difference makes her feel less than her peers.
A few days later a very tearful child arrived at my office. I explained that I was a teacher and not a therapist and that she was JUST LIKE ANYONE else. I told her she most likely did not have dyslexia [went out on a limb!!!] and I could make her the best reader in her class. She brightened with HOPE!
I tested Kinzie to find she had letter reversals, weak auditory memory, and non-existant phonics. I carefully constructed a unique program to meet all of her needs. Fifty-four hours later, all reversals and auditory problems were gone! She was reading at the fourth-grade level.
Did we erase dyslexia? No! Her beginning symptoms were typical for someone who reads by sight. Her weak memory reflected her shutting down at school. A professional who has one screening instrument, limited education can have tunnel vision and diagnose from the ONE thing they claim to know. To measure the competency of screeners, ask them what kind of dyslexia your child has…you will see a blank stare and the lights go out!!! MOVE ON!
The state of Iowa recently approved funding for screening and work with dyslexia. Their screening criteria was determined to be a lack of phonemes awareness and spelling difficulties.
Ironically, students of common core do not receive phonics and many schools no longer teach spelling. Unfortunately, parents who hear that their child has dyslexia fail to ask about the training, experience and education of the testers. These parents walk away devastated by a disability that is inadequately identified.
Inadequate diagnoses abound in this new movement. True dyslexia are a brain issue and should only be diagnosed by a neurologist or neuropsychologist.
This new disability is another negative label designed to lower the child’s self-esteem, scares the parents and gives the educational system another excuse for poor performance.
Educational Resource Associates welcomes you to the NEW Dyslexia Institute of Iowa. Adequate testing will quickly solve the curriculum-based weaknesses. Most “symptoms” can be cured. Admittedly, the few severe dyslexics can respond to clinical programs by highly trained teachers. These teachers are usually at the Master’s Degree level.
Currently, there should be a licensing procedure by the state of Iowa. To fully disclose this lack of expertise, professionals should be licensed.
OUR VOICES NEED TO BE HEARD!!! Please share this and ask your friends to share it.
I am educating others by workshops, seminars, and speaking engagements. If you are interested in this give me a call at 515-225-8513. The first five speaking requests will be without charge (Criteria required).
Mandy was in college with a very difficult major. Reading has always been a concern of hers but most professionals missed the diagnoses and actually overlooked the problem with phonics, speed, and visual disturbances.
Mandy was obviously very bright and indicated reading had always been a weakness for her. When I questioned the visual, she described letters and words in reverse but most telling were words and letters that faded in and out and would not standstill. She often did not finish her reading assignments because it caused headaches and stress.
Fortunately, I am a Scotopic screener and could screen her to use colored overlays. Her vision improved immediately! Then on to reversal improvement and a decoding program.
I cannot tell you how important it is to choose professionals who are highly trained and hold a masters degree and have a WIDE RANGE of experience.
Even a true dyslexic should not have to endure year after year in training. It is all about the quality of the services. Carefully check the credential of the professionals!
In today’s world, dyslexia is thought to be a common learning disorder. It is characterized by individuals who have difficulty in reading and spelling. Other symptoms may include poor memory of spoken and written words, and a tendency to jumble or mix up letters.
True dyslexia is thought to be life-long. The majority of students can find relief from all their symptoms with appropriate training. In the repair process, skills need to be carefully assessed, sequenced, and intensified. All of this is missing in today’s educational delivery.
In addition, a parent may hear that the child also has dyscalcula, dysgraphia, or dysnomia. Parents may panic, but these are not brain disorders, only labels representing needed language, math, and writing skills.
I am often asked why the United States has so many “disabled” students that fail to exist in other countries. The question we should ask is, when did this “defective student” philosophy begin?
Simply put, it happened when reading approaches became “sight” methods rather than intensive phonics and when “rote, recall, and drill” was abandoned by educators. Thus, blaming the student abounds today.
My recommendation is to carefully check the credentials and experience of the “so-called expert.” The simplest answer is usually the best.
Contact Educational Resource Associates today to learn more about how we can help.