Page 43 - 15-41 Jan 30 2019
P. 43
Page 1
Languaged Based
Learning Disability:
Not Just
In the Classroom
By Rifka Schonfeld, Director of S.O.S.
(Strategies For Optimum Success)
/ƚ͛Ɛ Ă ƐŶŽǁLJ ĚĂLJ ŝŶ &ĞďƌƵĂƌLJ ĂŶĚ 'ŝƩLJ ĚŽ ŶŽƚ ĂƵƚŽŵĂƟĐĂůůLJ ŬŶŽǁ ƚŚĂƚ ŬƐ
is curled up on the couch with her chil- ĂƌĞ ƌĞĂĚ ĨƌŽŵ ůĞŌ ƚŽ ƌŝŐŚƚ Žƌ ƚŚĂƚ LJŽƵ
dren, reading Dr. Seuss’s Oh The Plac- hold a book and turn the pages as you
ĞƐ zŽƵ͛ůů 'Ž͕ ͞ ŽŶŐƌĂƚƵůĂƟŽŶƐ͊ dŽĚĂLJ ŐŽ͘ Ɛ ƐŝŵƉůĞ ĂƐ ƚŚĂƚ ŵĂLJ ƐĞĞŵ͕ ƚŚŝƐ
ŝƐ LJŽƵƌ ĚĂLJ͊ zŽƵ͛ƌĞ Žī ƚŽ 'ƌĞĂƚ WůĂĐĞƐ͘ early knowledge will help your children
zŽƵ ĂƌĞ Žī ĂŶĚ ĂǁĂLJ͊͟ ůů ŽĨ 'ŝƩLJ͛Ɛ ĐŚŝů- once they start encountering books in
dren, even her third grader are huddled school.
around the picture book. In some ways, ͻ ^ƚƌĞŶŐƚŚĞŶŝŶŐ ƚŚĞ ƉĂƌĞŶƚͲĐŚŝůĚ
'ŝƩLJ ŝƐ ũƵƐƚ ƉĂƐƐŝŶŐ ƚŚĞ ƟŵĞ ŽŶ ƚŚŝƐ ůŽŶŐ͕ ďŽŶĚ͗ With our lives constantly on the
cold day. In other ways, she is doing a ŵŽǀĞ͕ LJŽƵ ŶĞĞĚ ƐŽŵĞ ƟŵĞ ƚŽ ƐůŽǁ ĚŽǁŶ
ůŽƚ ŵŽƌĞ ĨŽƌ ŚĞƌƐĞůĨ ĂŶĚ ŚĞƌ ĐŚŝůĚƌĞŶ ŽŶ ĂŶĚ ũƵƐƚ ƋƵŝĞƚůLJ ďĞ ƚŽŐĞƚŚĞƌ͘ ^ŶƵŐŐůŝŶŐ
ƵƉ ǁŝƚŚ à Ŭ ůĞƚƐ LJŽƵƌ ĨĂŵŝůLJ ĚŽ ũƵƐƚ
that long, cold day. Bulletin
ƚŚĂƚ͘ WůƵƐ͕ ŝŶƐƚĞĂĚ ŽĨ ƐĞĞŝŶŐ ƌĞĂĚŝŶŐ ĂƐ Ă
ĞƐŝĚĞ ƚŚĞ ŽďǀŝŽƵƐ ĞŶũŽLJĂďůĞ ĞůĞŵĞŶƚƐ ĐŚŽƌĞ ŝŶ ƚŚĞ ĨƵƚƵƌĞ͕ LJŽƵƌ ĐŚŝůĚ ǁŝůů ǀŝĞǁ
ŽĨ ƌĞĂĚŝŶŐ ǁŝƚŚ LJŽƵƌ ĐŚŝůĚƌĞŶ͕ ƚŚĞƌĞ ĂƌĞ ŝƚ ĂƐ Ă ŶƵƌƚƵƌŝŶŐ ĂĐƟǀŝƚLJ ƚŚĂƚ ďƌŝŶŐƐ ƚŚĞ
ŽƚŚĞƌ ďĞŶĞĮƚƐ ƚŽ ƌĞĂĚŝŶŐ͗ ĨĂŵŝůLJ ƚŽŐĞƚŚĞƌ͘
ͻ ĐĂĚĞŵŝĐ ĞdžĐĞůůĞŶĐĞ͘ Julie Tem-
ͻ ^ƉĞĞĐŚ ƉƌŽĮĐŝĞŶĐLJ͘ Simply read- ƉůĞ ^ƚĂŶ͕ ƚŚĞ ĚŝƌĞĐƚŽƌ ŽĨ ĂƌůLJ DŽŵĞŶƚƐ͕
ing books with rhyme schemes (by au- a company devoted to childhood litera-
thors such as Dr. Seuss and Eric Carle) cy, writes that “numerous studies have
ĐĂŶ ŚĞůƉ LJŽƵƌ ĐŚŝůĚ ƌĞŝŶĨŽƌĐĞ ƚŚĞ ďĂƐŝĐ shown that students who are exposed
ƐŽƵŶĚƐ ƚŚĂƚ ĨŽƌŵ ůĂŶŐƵĂŐĞ͘ dŚŝƐ ůĂƚĞƌ ƚŽ ƌĞĂĚŝŶŐ ďĞĨŽƌĞ ƉƌĞƐĐŚŽŽů ĂƌĞ ŵŽƌĞ
helps children with pre-literacy skills as ůŝŬĞůLJ ƚŽ ĚŽ ǁĞůů ŝŶ Ăůů ĨĂĐĞƚƐ ŽĨ ĨŽƌŵĂů
they grow. ĞĚƵĐĂƟŽŶ͘ ŌĞƌ Ăůů͕ ŝĨ Ă ƐƚƵĚĞŶƚ ƐƚƌƵŐ-
ͻ ůĞŵĞŶƚĂƌLJ Ŭ ƐŬŝůůƐ͘ Children
January 30 '19 # 0'' /$) ǚǔǛǻǖǛǚǻǓǔǕǖ ȗ 222ǻ2$'' 0'' /$)ǻ *( E-39
