By Catherine Pagan
Brandon is on target to become a reader. But if he’d been in school seven years ago, he might well have been on track for special education instead. That’s because he started kindergarten showing clear signs of reading difficulties. An assessment found that he was having trouble with such tasks as identifying letters and recognizing or reproducing the initial sounds in spoken words. Most telling, he was making little or no progress after a few weeks in school. The school’s old approach wasn’t geared to dealing with reading problems quickly and systematically. A learning disability label and a referral to special education might have been the outcome for this bright
boy.
http://www.aft.org/pubs-reports/american_educator/issues/fall04/prevention.htm
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