Symptoms of High Functioning Autism

Autism I am what I am so get over it
Autism I am what I am so get over it
Autism I am what I am so get over it

I feel that some people have a problem dealing with people that have autism or in my case Asperger’s Syndrome they do not really get us.

It is like the old song “What it feels like to be misunderstood,” At times I am too open and honest, and do not have the filter that others have to protect themselves from society. I do not have the swagger or attitude that most people have. I say what I mean and mean what I say.

At times I am irritable or cranky, am frightened of dogs, but so what I can also read a 300 page book in a couple of hours, and win video games quickly.

At times I am am bored, feel like an old soul born with less interest and excitement by the zeitgest of life, however we are intrigued and more interested by other things in life like technology.

I wish people would just accept people for who they are…

Here is a bit more info on autism from a website that I can relate to, WiseGeak–>http://www.wisegeek.com/what-are-symptoms-of-high-level-autism.htm

People with high functioning or high level autism can function normally in society, but may have some of the symptoms of autism. The condition is often called Asperger’s syndrome, although some experts disagree on whether the two are synonymous. Symptoms of high level autism can vary from person to person.

According to the clinical definition of high level autism, the autistic can speak and act normally in everyday society. People who suffer from severe autism are defined as being unable to do so. Research has shown that people with high level autism have an intelligence quotient (IQ) of 70 or above.

Social interaction problems are a symptom of high level autism. The high level autistic may appear serious and uncommunicative, although being uncommunicative may only take the form of a lack of participation in small talk conversations. High level autistics may also have difficulty maintaining eye contact with others.

Individuals with high level autism prefer routine and order. These symptoms may present themselves in early childhood. Personal relationships are often a problem for people with high level autism. Affected individuals can sometimes be perceived by others as too geeky or intelligent. Rejection can lead to low self esteem.

Other symptoms of high level autism may include irregularities with coordination and motor skills. These problems may be very low level and may only take the form of clumsiness in situations such as sports activities. Although the high level autistic may not express certain emotions, such as empathy, he or she is certainly capable of feeling them.

High level autistics may have advanced learning abilities. They are also talented at problem solving, and many go on to careers in science and engineering. People with high level autism are often gifted academically and will do well if they have encouraging teachers. They are often extremely talented wordsmiths and have a great love of language. A passion for obscure subjects and an in-depth knowledge of these subjects are also symptoms of high level autism.

It is unfortunate that many narrow-minded people simply dismiss the high level autistic as a nerd or boffin. People who are not aware of the problem can often make judgments without fully appreciating the situation. High level autism is a complex disorder that affects one person out of every 90 people.

I am so tired of the lack of acceptance of people who are different, some of us are just wired differently!!!

What makes a good educator by the Stellar Mari Nosal!!

Mari Nosal Best Teacher
Mari Nosal Best Teacher
Mari Nosal Best Teacher

I really like this article, its references to ancient literature. I believe a community does need to work together, and support one another. They do not seem to, can not get the funding to get our autism arts foundation rolling, but it in a perfect world it is the right thing to do.
I find Mari’s writing to be very interesting, and compelling.

“To live with Apathy is to live with evil men”. Plato described the essential ingredient of human survival when he coined this powerful statement. If mankind does not function as an interdependent group, humanity as we know it would die. Humanity does not reside in a bubble. Society consists of people from different walks of life. Situations may vary amongst the human race. One commonality is shared amongst our society. That commonality is the need for assistance from fellow human beings.

Human design leaves all humans with fleeting moments of failure and despair in their lives. In order for those moments to be fleeting, and not long-term, emotional support from others is nonnegotiable. This is self – evident in the field of education. Team work and a positive educational system result in a fluid symmetry that benefits the student, parent, child, and society alike. A positive educational experience is dependent on a network of people that work cohesively as a unit. As Uri Bronfenbrenner believed, social, emotional, familial, and environmental issues are all part of the educational process.

A teacher cannot be expected to perform all of the above functions alone. A supportive team for the teacher is imperative when difficulties arise. Cohesiveness is the strongest ingredient in terms of a positive classroom climate. Teachers, educators, administrators, and the community must work together for a mutual goal. That goal is the successful assimilation of children into our society; the end result is children who are empowered with the skill set needed to be future productive adult members of society. As educators, one gets one opportunity to assist children in developing to their fullest capacity. Children are not commodities. If mistakes are made, they are irreparable. The deleterious out come will be a child who carries negative self efficacy into adulthood.

Educators have the monumental responsibility of mapping the successful or negative outcome of a child’s life. It is an awesome responsibility. Fluid symmetry between all people responsible for a child’s positive outcome must be supportive of each other. A teacher that lacks support will inevitably harbor feelings of futility. Futility will breed an apathetic demeanor. The end result will be a teacher who loses their zest for teaching, and a child who loses their zest for learning. My personal goal is to equip myself with the knowledge to help people within the community. I dream of a utopian world. All human beings will be assisted in gaining the tools necessary for a self productive life. Everyone in society would be equipped with the skills needed for self empowerment and positive self efficacy. The aforementioned skills are the building blocks to travel the road to success. May no one in the educational community be unsupported. May No Child Be Left Behind.

Mari Nosal M.Ed

Help for an Arts Foundation for Autism as seen on www.specialneeds.com

Help for an Arts Foundation for Autism

We were recently written about on specialneeds.com–>http://www.specialneeds.com/products-and-services/autism/help-arts-foundation-autism Please check them out, they are a simply great website with tons of special needs resources and articles.

Help for an Arts Foundation for Autism
Help for an Arts Foundation for Autism

This guest piece is written by a man passionate about his vision. David Berkowitz lives in Las Vegas, is an honorably discharged veteran and spent the last 20 years in sales and marketing. David lives with Asperger Syndrome and is raising three kids also on the spectrum. Looking to improve the lives of individuals with autism through technology and the arts, David wants to share a bit about his vision with our readers. He is trying to make a difference for autism, please help him in his efforts.

AUTISM ADVOCACY AND TECHNOLOGY NEWS ZONE
By David Joseph Berkowitz

As an individual with high functioning Asperger syndrome, a kind of autism, and the father of three kids who are also on the spectrum for this disorder, I have always felt a need to make a difference for the people with autism. I dream of establishing a national organization like the American Heart Association or American Cancer Society to make living on the spectrum better for those with autism related disorders. Utilizing my knowledge and passion for technology with my personal experience and interest in autism, I launched https://technewszone.com, on January 11, 2011. We are a state nonprofit seeking our 501c3. Our intent is to become a national Arts and Technology Foundation within the autism community.

We are a tech-focused state nonprofit. As we get funded we intend to help those on the autism spectrum by giving the gift of the arts and technology to make the lives of people with autism better, and to support their families and the educational facilities that serve them.

We are determined to make a difference in the lives of people with autism and their families.

Our Plan:

Our intent is to give the gift of the arts and technology through donated musical instruments, arts supplies, and tablets and along with proper training to children and young adults with autism, their families, and the educational programs and schools that could make use of them. We also plan to fund applications to use with the technology. We plan to help the arts in schools as well as promote inclusion of people on the spectrum.

Tablets and musical instruments are a very kinesthetic devices and they make learning easier for many people with autism. Tablets like Apple iPads aid in education and improve the level of involvement in many aspects of their lives. However, a decent tablet runs $400-$800 which is very expensive for most families of people with autism. In addition, musical instruments, the arts such as dance classes are very costly to the individual.

We also give the gift of music and the arts, and to save the music especially for people with autism and special needs. Schools are very short on funding especially for the arts and music. Most parents of kids with autism cannot afford instruments, band trips, choir events and other arts materials. We want to help.

We will donate musical instruments to people with autism and education to improve quality of life. In addition, we will give the resources to provide help to theatre programs in both private and in public schools, as well as other arts that accept people with autism in their programs. We strive to promote inclusion and acceptance.

In order to further the quality of life for people with autism we want to expose them to cultural events. We will donate tickets, to musical events, theater, and other arts to enrich their lives.

I feel that many people with autism are talented in the arts and music. Even if not talented in the arts, I feel they can definitely benefit from the exposure to arts, music and technology.

The first help we need is funding for our 501c3, as well as a lawyer or cpa to do the paperwork properly. We also need exposure such as on TV, in the newspaper, magazines, and web based as well. We can not do it alone and need support to make a real difference.

Please help us help others for the next school year.

We need your help to donate of tech, music and the arts for the school year starting in September. We want to give tablets to people with autism, as well as gift cards and tickets to concerts to make their holidays happier. Please go to our website now and make a donation today to help us make a difference for people with autism and their families. Even a $ 5.00 gift card or a donation on our website will make a huge difference in the quality of life for people on the autism spectrum.

We are also seeking corporate sponsors who can help us in the future as well.

In addition we need media exposure so please put a link to this article on your website as well.

Our tech and autism blog is https://technewszone.com, and we will soon have our autism nonprofit site up as well at http://www.autismhelpusa.com as well soon.

To make a donation–> https://technewszone.com/tech-news-zone-and-paying-it-forward-for-autism-zone/donate-today-autism-technology-music-arts/

I am smart, different, and am going about it on my own; I am not rich and need support so that I can help other people with autism. If you are interested in helping our organization, Autism Advocacy and Technology News Zone, Please do not hesitate to contact me.

About the Author:
Autism Advocacy andTechnology News Zone, Inc. A Nevada Nonprofit Corporation

www.technewszone.com
Twitter: itechnewszone

Facebook: http://www.facebook.com/pages/Autism-Advocacy-and-Technology-News-Zone-Inc

Email: davidb@technewszone.com

I was on Special Needs Talk Radio, Autism As They Grow with Bobbi Sheahan!!

Autism Help USA/Technewszone
Autism Help USA/Technewszone
Autism Help USA/Technewszone

I had the opportunity to speak on Bobbi Sheahan and Amalia Starr’s Special Needs Talk Radio, Autism As They Grow’s Second to last show. I really appreciate it.

We are trying to make a difference for people with autism for quality of life, education, vocation and to help them find enjoyment in their lives, and promote inclusion as possible in schools. We are trying to do this by giving the gift of music, the arts and technology and by partnering with tech like Android, Blackberry and Apple Ipad Tablets to schools and individuals, music, and arts related organizations and people to help us get funding and reach people.

We would love to be on more shows, to gain support and make a difference.

Here is a link to the show–>http://www.blogtalkradio.com/specialneedstalkradio/2012/05/24/autism-as-they-grow-1

http://www.blogtalkradio.com/specialneedstalkradio/2012/05/24/autism-as-they-grow-1

A bio on Bobbi Sheahan–>

Catch my new show, Autism As They Grow, on Special Needs Talk Radio, Wednesdays at 9:30 p.m. EST!

Do people suggest that your child is different – really different? Are you wondering how to make sense of your child’s behavior (or your spouse’s – or your own)? Don’t despair; help is on the way! Bobbi Sheahan and psychologist Kathy DeOrnellas, Ph.D., offer themselves as your scouts in the field. They have valuable information to share – from the moment you realize your kid is different (“My, what a quiet baby I have!”), to the self-righteous moms on the playground, to holding your marriage together in the realm of routines, they candidly tackle autism spectrum issues such as picky eating, bedtime battles, potty training, speech delays, discipline, early intervention, sibling rivalry, and much more!

Bobbi Sheahan is the mother of four children; Grace, her second-born, has been diagnosed with autism. Her new book, What I Wish I’d Known About Raising a Child With Autism: A Mom and a Psychologist Offer Heartfelt Guidance for the First Five Years, has been published by Future Horizons, the world’s largest and most authoritative autism publisher. Bobbi says, “Dr. Kathy DeOrnellas, my co-author, knows more about autism than anyone you will ever meet. Since I can’t bring you to her office – and I would if I could – this book is my way of bringing her to you.” In Chapter 2 (entitled Autism 101), Dr. DeOrnellas brings you more than 20 years of experience, teaching, and research in the field of autism in a readable, conversational manner.

Autism is not only a challenge to a family’s emotions; it can also be a financial drain. Bobbi says, “With families routinely spending thousands of dollars out of pocket each year, we are here to help to point families in the direction of meaningful, affordable help.”

For her part, Bobbi pulls no punches in telling the story of her family’s road to discovering Grace’s autism. “The entire family comes along on this journey, believe me,” she says. “There is a reason that my favorite chapter heading is: Fun and Folly With Self-Diagnosis: Is Asperger’s German for Engineer?”

The book is also enriched by quotes from more than two dozen families who have been breathtakingly honest about everything, from speech delays to potty training, from doing battle with professionals who are supposed to be on your family’s side; this book is an indispensable resource for families. From reading lists to guidance about building a personal and professional support system, the authors offer a crash course to families who don’t have time to waste. The wit and humor with which the information is conveyed is a much-needed breath of fresh air for families who desperately need a break – and a friend.

Available now at Future Horizons, Amazon, Barnes & Noble, Borders, and wherever books are sold!

Please listen to the show, I am on at the halfway point. Please share with people in the media.

Please help us to help others, we can not do it alone!!!

How to reach us:

Http://technewszone.com

Or FACEBOOK–>http://www.facebook.com/technewszone

or YOUTUBE–>Http://www.youtube.com/technewszone

Or Itechnewszone on Twitter!!

Thank you I appreciate it.

An Aha Moment In The Classroom While Recovering From Illness from our Favorite Guest Mari Nosal

Guest of our site Mari Nosal
Guest of our site Mari Nosal
Guest of our site Mari Nosal

Another fine article on Special Needs Education from Mari Nosal our favorite guest on the site!!

I have attempted to tell a story of my recovery from an ear infection. Every educator has most likely experienced the feeling of teaching when they wanted nothing more than to stay in bed. In this story I was reminded of how the children can teach me a thing or two:-0)

I am finally recovering from a terrible double ear infection that has left me temporarily hearing impaired. I must persevere. My classroom and personal issues must consciously be separated. I silently remind myself of this fact as I balance on one knee so I can hear the children’s requests. In reality, I would like nothing better than to be home in bed. Smiles must be placed upon my face and I feign interest in all the children’s requests. If I can’t do this the children will merely infer that I do not wish to be with them. Despite every day challenges they light up my day. I keep reminding my self that for some of these children, I am the only stability in their life.

I silently decided to remind myself of what my role in this class is. My eyes scanned the room and reminders of the positive influence I have on these children are every where. I eyed the cubbies. My coat had been silently moved to a five year olds coat hook. I had forgotten that she likes our jackets to be hung together on the coat hook so that they touch each other. On the table laid several notes written for me in childish scrawl from the children. One portrayed a brightly colored rendition of me wearing my children’s workshop shirt. Under the picture was a note that said “I like that Miss Mari Cares about us.”Another note said “I am glad Miss Mari is here”. These notes reminded me of how much my effort are noticed by the children. How could one not feel better after seeing these reminders?

The children would soon remind me of the difference betweens an adult’s perception of what is important versus a child’s. Saturday is the day we are celebrating Dr. Seuss birthday party. We are to have an open house at the school of which I am expected to attend. Mountains of Dr. Seuss pencils and erasers sat upon the table in my classroom. They awaited the active participation of my young charges to create 100 goody bags for the party. I gazed at those bags and thought about what an effort it would be to get these children to make goodie bags. The thought of that and doling out green eggs and ham the following morning was not my idea of a rousing experience.

The children surprised me. They reminded me of the dangers of assuming the future with my adult lenses. The children gazed at the goody bag articles and shouted with glee. They sat patiently as I explained how to assemble the bags. We than got down to work. The children ranged in age from five to eight years old. The younger ones were intent on tying the ribbons on the bags independently. My assumption of a job that would be incomplete at days end proved to be wrong. The bags were finished in one hour! The children had such a feeling of pride on their face.

I was reminded that not all learning experiences lie within my curriculum. There is more to learn than just reading and writing. I learned as much from the children as they learned from this experience. Children that began the project feeling incompetent and incapable of doing the project independently had learned new skills like how to tie ribbons on bags. They practiced sorting skills by placing two pencils, and eraser, and a pencil grip in each bag. What I initially perceived as a drudge project turned out to be an enjoyable experience that taught all involved lessons, including me.

I hope my experience reminds all educators of what an awesome job AND responsibility we have.

Mari N. M.Ed., CECE

http://marimouth.wordpress.com/2012/02/21/an-aha-moment-in-the-classroom-while-recovering-from-illness/

A Coke And Mentos Explosion – A Lesson In Chemical Reactions a cool article by Mari Nosal!!!

Mari Nosal Science for kids
Mari Nosal Science for kids
Mari Nosal

http://marimouth.wordpress.com/2012/02/04/a-coke-and-mentos-explosion-a-lesson-in-chemical-reactions/

I have actually done this experiment with my kids, they really loved it and I can totally relate. I wish I would have had someone like Mari Nosal for a teacher when I was young.

Today I set out to conduct a science experiment. My goal was to introduce my young charges to the world of chemical reactions. I attempted to present an explanation in a format that five to 12 year olds would comprehend. I prayed I would not lose control of the children. My other fear was not executing the experiment properly and making myself appear incompetent in front of the children. The experiment consists of dropping a tube of mentos candy into a two liter bottle of diet coke. If all goes well, a six or eight foot eruption laden with mentos, coke, and aspartame would be strewn about the school playground.

I attempted this experiment in June of 2008. The resulting eruption was weak. The geyser grew to a mere two feet. The children were thrilled with the end result. They were ignorant to the fact that the geyser should have been much bigger. I however, knew that I had failed. I strive for perfection in all my actions. The children were happy, but I knew I could have done better. I went home and researched my original experiment and found out I lacked a simple component. A plastic tube that slips into the neck of the soda bottle, a tooth pick is inserted into small holes on the bottom of the tube. The tube is filled with mentos. The toothpick stays in place to keep the candy from falling into the soda bottle. When the experiment is performed the tooth is removed. This allows the candy to drop into the soda bottle as I jump back.

In my original attempt, I merely opened up the roll of mentos and attempted to drop them into the soda manually. The chemical eruption takes effect as soon as several pieces of candy mingle with the soda. The ensuing eruption does not allow enough time to manually drop in the whole tube. Thus, I WAS forced to step back without dropping the whole roll in. I have learned from earlier errors as an educator. My style veers less towards being impromptu in executing lessons. I now strategize plane, and research my projects. This lesson was the product of a detailed plan. I purchased tubes on the internet, bought the appropriate soda. It had to contain caffeine to explode.

Now, on with a description of the afternoon, I went to work early. I set my tools on the table. When the children came in I wanted to be organized and ready to perform the project. I painstakingly opened up several rolls of mentos. I inserted skewers into the mentos tubes. My rationale was that they could be pulled out at a slower pace than a toothpick due to their length. I than proceeded to pick up my younger charges from the kindergarten. Seven five-year olds were lined up and taken outside to wait for the older children to arrive on the school bus. The older children arrived. Everyone was excited about our afternoon’s activity choice. As I took a head count my excitement waned. I mentally hoped that my experiment would be executed as planned and keep the children engaged.

The children were instructed to go to circle time, but leave their coats on. Hence, we could accomplish the task of getting outdoors for the experiment in a quick manner. As we sat on the floor in a circle I briefed the children on expectations they would need to adhere to during the experiment. I answered questions about why they would sit in a horse shoe outdoors a safe distance from the soda bottles. I explained that I wanted no one to get soda in their eyes during the explosion, nor have to walk around all day in clothes laden in soda.

The children were informed that if they could not maintain control of their bodies that they would be showing me that they were too irresponsible to be included in today’s activity. Repercussions were expressed. Children not capable of maintaining body control would be escorted indoors during the experiment. I told them that this was not a punishment but necessary so I could leave them under the supervision of another teacher during the experiment. I do not seek to embarrass the children. I knew they were all looking forward to this activity and did not wish to be ostracized from the project. My prediction proved correct. Everyone maintained an attentive form and no one was excluded.

Upon finalizing my expectations, and what the experiment would consist of we ventured out to the playground. The children took their places without prompting. I set out the tools for the experiment and began the presentation. I used a form of scaffolding that I devised for projects like this. Some of the children are extremely young so I described the chemical reaction as having a similarity to friends. Children choose friends that have similar interests. I set out a tray of water and added vinegar. I explained that since the water did not have chemicals the vinegar got along with it. I showed them the mixture and we talked about how no reaction took place.

I set that tray aside and poured vinegar and baking soda into a pan. The ensuing bubbling concoction received loud oohs and aahs. I explained that both vinegar and baking soda contained very different chemicals. I asked the children to visualize this as two children who don’t agree with each other. Now, the fun began. The soda was positioned with tubes in place. As I pulled out the skewers I had the children count loudly to the number three. The skewer was pulled out and I jumped back. An eight foot soda laden geyser was produced. The children yelled “again, again”. I had planned ahead, produced two more bottles of soda and repeated the experiment.

The highlight of the experiment was the finale. I produced disposable cups and gave each child a cup of mentos laden soda. This memory will be imprinted in their minds for years to come. The smiles produced outweighed the effort to execute the project. That meant a lot to me as well. Another day has passed. Hopefully, I have instilled a new-found sense of curiosity about our world in the children. If I can send them on their way after having successfully gotten them to step outside the box I will have accomplished my goal as an educator.

Always remember, if learning is fun, children will love learning.:-0)

Mari N. M.Ed.

Fun Curriculum Activities to Enhance Literacy By Mari Nosal

Mari Nosal
Mari Nosal
Mari Nosal

I like relating fun to autism education and like this article by Mari Nosal Quite a bit.

http://marimouth.wordpress.com/2012/02/01/fun-curriculum-ideas-to-enhance-literacy/

1) Alphabet Soup: This creation that is disguised as a craft project enhances literacy skills and is just plain fun. Children can cut colorful construction paper into small squares. Provide the children with alphabet cereal letters. The children glue the alphabet cereal letters on the small squares of paper. Provide each child with a disposable bowl, (Never use glass bowls to prevent injury!)

Whoolah – Alphabet soup!!!!!!!!!!

2) Homemade colored glue: Provide each child with a small disposable bowl, glue, a spoon, and several drops of food coloring. For younger children, you may ask them which colors they choose and squeeze the drops in their bowl. But do let even the littlest kids stir the gluey mixture independently. They gain pride from this. (I am a strong proponent of letting the kids do projects as independently as possible) The messier the better!! Mess means fun.

Stir the white glue and food coloring together. You can be inventive by adding glitter, etc. Provide alphabet stencils and encourage the children to trace names, stop signs, etc. Fill in the letters with the colored glue creation. Decorate with yarn, macaroni, the kids are only limited by their imagination. Let the crafting begin!!!!!!!

3) Treasure map: Have children cut the edges of a piece of paper. Soak in black tea for a couple of hours. Remove from tea solution and let the paper dry overnight. When completely dry, the children can draw a treasure map on their pirate map. The may hide items for other children to find and switch maps for lost Bounty. (provide stickers, erasers, etc. for the children to hide according to where X marks the spot on their map: As fun as this seems, it enhances spatial relations, sequencing, and processing skills. The children are hard at play but hard at work as they must process the maps to hide and find their coveted bounty.

4) Shaving cream spelling bags: Assist the children in inserting a minute amount of shaving cream in a ziplock baggie Make sure to fill the bag with shaving cream no more than a third. Put several drops of food coloring in the baggie. ALWAYS MAKE THE FOOD COLORING CHOICES THE CHILDS. This provides them with positive self-esteem and gives them a sense of ownership when they are consulted on their project. After all, it is THEIR project not ours. We merely coach and assist.

Seal the baggie and place a second baggie over the first sealed one. Then seal the bags edges with duct tape. This reinforces the bag and guards against leaks and tears.

Place bags on a table and encourage children to trace their name, letters, words, etc. with their finger on the outside of the bag. If the bag was not overfilled children will be able to see their letters on the bag.

Have fun and more tomorrow :-0)

Mari N. M.Ed.

The importance of Vocabulary Development in Acquiring Fluency in Children by Mari Nosal

Vocabulary by Mari Nosal
Vocabulary by Mari Nosal
Vocabulary by Mari Nosal

A link to the article–>http://marimouth.wordpress.com/2012/02/01/importance-of-vocabulary-development-in-aquiring-fluency-in-children/

Why is vocabulary development important to acquiring fluency in reading? Vocabulary comprehension is a crucial component in acquiring reading comprehension skills. Successful vocabulary development ensures that students will develop metacognitive skills which will assist children in comprehending advanced texts requirements when they leave the learning to read phase, and are expected to read to learn. Comprehension is not the sole factor in word recognition and memorization of definitions; it is merely a main component of vocabulary development. For children who have not acquired proper knowledge of the meaning of words, reading comprehension will prove difficult if not impossible.

Children who are poor readers may lack the proper vocabulary to comprehend what is read and will find reading difficult .Struggling students will attempt to practice avoidance techniques such as procrastination, or misplacing a text, rather than read a book overloaded with a vocabulary that is foreign to them. Without exposure to new words students do not acquire the skills needed to achieve fluency. As time progresses and children receive increasingly demanding work, students continue to fall behind academically. A result of not achieving fluency is the “Matthew Effects”. Bio social economic disparities within a child’s environment result in the “rich get richer and the poor get poorer” consequence. Excelling readers become avid readers and poor readers become poorer readers. Poor readers will read only when necessary thus learning fewer words

Vocabulary can be divided into three parts. Auditory vocabulary is composed of the words that are heard. Verbal vocabulary is composed of words that are used in speech. Reading vocabulary is composed of words that are seen in print and can be decoded. Acquiring a fluent reading vocabulary requires more than looking up the definition of words in a dictionary. A proper form of instruction is required for children to develop word knowledge in-depth. Students need to be empowered with skills to Develop strategies that will increase the growth of word knowledge.

For word knowledge growth to occur four obstacles to vocabulary development must be addressed. If obstacles are not recognized, a successful reading experience cannot occur.

1) The size of a task, the number of words that students need to learn is large.

2) The difference between spoken and written English levels. The vocabulary of written English such as what students experience when reading a text differs from conversational English. Children who have do not have exposure to literate English in their environment may come from English and non-English speaking households.

3) Limitations of sources of information about words. Children may have limited resources of reading materials in their environment. Thus, severely limited their experiences with words.

4) The complexity of word knowledge. Children must comprehend more than dictionary definitions. Memorizing a definition does not ensure the word could be used in reading or writing. Different words pose varied demands on students.

The size of the task

Students learn words at a rapid rate, estimates range in the thousands. Without instructional intervention, the vocabulary gap between fluent and non fluent readers gets larger. Students add 2000 to 3000 words a year to their vocabulary. This breaks down to roughly six new words a day. One can surmise how the gap between fluent and non fluent readers widens every year. Knowing the meaning of words can result in children comprehending new ideas and concepts faster than their peers with more mediocre vocabularies.

Differences in word knowledge begin at an early age. Children are exposed to varied ranges of words in their homes and communities. Socioeconomic classes can hinder or encourage exposure to words. Children from lower socioeconomic backgrounds will not have an opportunity to be exposed to experiences that well off children are. Children from households where parents are employed in professional positions are exposed to 50 percent more words than children from working class families. Finding ways to balance this vocabulary inequity reinforces the importance of creating opportunities for lower-income children to receive exposure to activities that enhance vocabulary and language development. If schools develop programs that rectify a child’s experiences growing up in a home that does not promote language and vocabulary development fluent readers will emerge due to positive school experiences.

Differences between spoken and written English

Spoken language is less descriptive than written language. Speakers use many communicative tools to convey a message. Gestures, vocal intonations, and body language are not available to writers. Friends depend on shared knowledge during conversations. Certain descriptors are left out because it is assumed that a friend already knows what the person is speaking about. Friends may use words like “you know who” during a conversation. Reciprocal feedback occurs during verbal communication so any misconceptions could be validated verbally. Writing relies on more precise methods as the only mode of communicating a thought is the written word.

Differences between the spoken and written word poses a problem for English as a second language students. Students may learn to speak English within two years and appear conversationally fluent but their vocabulary deficits may be hidden. Students who cannot claim English as their native language learn conversational English before they become proficient in written English. Educators must take these factors into account within their classroom or a child could be diagnosed as learning disabled when the English language learner is merely having difficulty comprehending a book.

The Literate English vocabulary can pose difficulties for children who come from an English-speaking household as well. Certain words such as restore may be read in a book but the child is not acquainted with the word through life experience. Childrenwho live in a low-income environment will most likely not know what renovate means, by comparison children from an affluent environment would most likely comprehend the definition of renovate in print due to exposure.

Sources for Learning Independently

Dictionaries are common in many classrooms. Dictionary instruction focuses on having children look up words they do not know and learn definitions. Children have problems have difficulty looking up words in the dictionary if they do not know how to spell the word and often misinterpret the definitions. Dictionaries often have multiple definitions and children struggle to choose the proper meaning. Children may attempt to use word parts to comprehend new words. However, many words in the English language have multiple meanings such as steak/stake, rain/reign, plain/ plane. This can be confusing to a child

Students will likely acquire vocabulary knowledge as they pick up meanings of words from context as they read books. Context has beneficial long-term effects. Words will be encountered repeatedly by gradual accumulation of information related to the words that are read. Repeated encounters with words reinforce the odds that vocabulary growth occurs. One encounter with a word does not allow automatically to occur. When one knows a word the definition is usually comprehended. Knowing a word and acquiring the capability to use it speech, writing, or comprehension are extremely different. Children may be familiar with the word at or so and still have difficulty with defining the word. Definitions talk about a meaning but do not constitute word meanings.

Definitions identify, and then describe differences within a word category. Meanings of words are not fully comprehended in descriptions of relations to other words. Students must experience a word in context and learn how its definition relates to other words that are used in its place. Comprehending the meaning of words as they are used in different contexts such as Joe gave the waitress a five dollar tip, the doctor gave my son medicine, or the actors gave a wonderful performance. Each act in the example differs from the others. Children cannot learn this from a dictionary definition. Children need to see words used in multiple contexts to comprehend how the words meaning changes. Each example had a receiver and giver but the meaning was different in each example.

Vocabulary knowledge is complex because all words are not similar. Vocabulary has function words and content words and these are not the same. Function words are syntax words that describe the function of a sentence. If function words are nonexistent, a sentence becomes unintelligible. Function words are learned relatively easily with merely 100 function words accounting for relatively 50 percent of words conveyed in English language. A content word is large, accounting for nouns, verbs, and adjectives which convey information in print. Content words veer towards abstract or concrete and are descriptive, such as things, sounds, and colors. Abstract words are difficult to learn as they have to be taught through example. Concrete words can have connections to an object.

Content words can teach a new concept, a new way of organizing ideas, and experiences. An example is photosynthesis which needs to be learned in the context of another scientific idea. Concepts are learned through repetition and experience and are vital to vocabulary development. What qualifies as reading for vocabulary growth? Reading material should be to students at a variety of levels. Reading for enjoyment can increase fluency skills as the child is most likely reading text that they are familiar with. Challenging text should be available to give children the opportunity to acquire new skills.

The text must not be so challenging however that the child will get frustrated and avoid reading the book. Reading strategies may be developed by assisting the child in developing strategies that assist them in reading challenging books without becoming frustrated. Students who learn comprehension strategies tend to find reading more palatable. How to increase motivation levels is of the utmost importance in the road to fluent reading. Classroom climate is an important factor in encouraging reading. Classroom environments that promote reciprocity, a variety of reading materials, ample pockets of time to read, and social interactions with peers and the teacher during reading time increase students motivation to read. An important motivation booster is modeling.

Teachers would be well advised to mention to students that they like to read specific books. Teachers present a great example of how enjoyable reading can be by making a point to read in front of the students. Exposure to books in the classroom will have a positive effect on English language learners and English-speaking students who have developed fluency in conversing but do not have much exposure to text outside of the school environment. Successful classrooms can create an atmosphere that takes advantage of verbally fluent students by increasing the level of spoken language in the class. Incorporate words that are present in print to increase literacy.

A great way to induce exposure to literate vocabulary is to read story books to the children and allow time for discussion of the content. Reading aloud is conducive to acquiring the meaning of new words. Audio books that children can access independently expose them to new language experiences as well. Although no text is present during storytelling activities the children still receive exposure to new language and experiences. Stories can be adapted into fantasy play for younger children to reinforce a story that was recently heard.

For successful introduction of a new challenging vocabulary, a teacher must make it an enjoyable experience for the children. Students need to comprehend the differences in written and spoken words in order to become literate. Children can reinforce new vocabulary words learned from reading by copying sentences from their reading materials into a journal. Encourage the children to write descriptions, plays on words, that the children found interesting. Allow children to share their journal with the class so they can learn from one another. If a child is to shy, allow them to post interesting information from the book on a wall.

Playing oral and written word games can enhance vocabulary comprehension. Puns and limericks can be used in both younger and older grade school class rooms. Jokes, riddles, crossword puzzles, and anagrams can be used in older grade school classes where the child’s cognitive level is more developed. When students realize that playing with words can be enjoyable it creates an interest in knowing more about them, and can become a catapult for independent word learning.

When a child is taught in an unthreatening atmosphere they thrive and perceive learning as an enjoyable activity. Teachers who instill positive self efficacy in their students create life long learners. Children, who have been taught to believe that they are capable of achieving their goals, possess an innate sense of curiosity which propels them to develop a thirst to learn more. Children who are struggling readers and are in a negative classroom climate will perceive learning as something they are incapable of and eventually give up. May all educators strive to create a culturally sensitive classroom climate, and may there be “No Child Left Behind”.

The History And Application Of The Orton Gillingham Approach by Mari Nosal

Mari Nosal
Mari Nosal
Mari Nosal

Here is another article by Mari Nosal a leading special needs and autism expert–>http://marimouth.wordpress.com/2012/01/29/the-history-and-application-of-the-orton-gillingham-approach/

I had not heard about this language program, it seems to be something that may be of benefit to some of the people on the spectrum. Our mission once funded is to help autism via hands on training with technology like tablets, music and the arts which relates in a way to a kinesthetic approach to helping people with autism.

Dr. Samuel Torrey Orton, a neuropsychiatrist who specialized in language related deficits, used multisensory techniques in the 1920’s at his mobile mental health clinic in Iowa. Dr. Orton Gillingham uses the multisensory approach to reading. Dr. Orton felt that kinesthetic – tactile reinforcement of visual and auditory letters could correct young children’s predisposition to reversing letters. Dr. Orton taught children adaptation skills, such as making a vertical line and then making the circle for the letter b. Dr. Orton taught the reverse method for the letter d. Anna Gillingham, a teacher and psychologist who studied under Dr. Orton, based her alphabetic method on Dr. Orton’s theories. The multisensory techniques were combined with teaching English structure. This included the sounds (phonemes), meaning units (morphemes) like prefixes, suffixes, roots, and spelling rules. The name Orton and Gillingham was a result of structured, multisensory, sequential techniques devised from the combination of their theories.

The multisensory approach combines visual, auditory, and kinesthetic, modes of learning in learning to read. When connections are made through several pathways, more of what the child learns is retained. Orton Gillingham teaches children to link sounds with a written word. Children connect the sound and letter with how they form the letter. A child will be introduced to a letter. The child will trace, copy, and write the letter while repeating the sound the letter makes. The teacher may utter the sound while the child writes the letter. Children learn to read and spell phrases using this learning program. Sight words, tracing, and phonics are combined so the child acquires more avenues for learning.

There are 42 basic sounds and letters that are taught one at a time. Word decoding on a daily basis equips a child with the skill set to decode any word rather than sight-reading. Sight reading is a laborious process that requires a child to memorize a massive amount of words. Memorization is the main component during sight-reading as no decoding process is present. The multisensory approach used in the Orton Gillingham approach is a key ingredient to the program’s success. Many programs teach children in a cookie cutter design. Modern classrooms contain many different types of learners. They may be auditory, kinesthetic, tactile, or visual. Inclusion has created differentiated classrooms where innovative forms of reaching students without dumbing down work are necessitated.

Recent research suggests that students who have difficulty learning a second language have weaknesses in their oral native language. Thus affecting their performance within an English language environment, these weaknesses affect the comprehension of phonetic, syntax, and semantics. Dyslexic and other learning disabled students may be affected by the same weaknesses. Orton Gillingham is a great alternative to English immersion programs that are prevalent within the learning community at the present time. If a child cannot decode letters they will inevitably have difficulty reading, whether they are learning disabled, learning English as a second language, or is in early grade school and presently learning reading skills. In closing, the writer hopes they have addressed the basic concepts that validate the positive self efficacy that Orton Gillingham can promote within the classroom. As learned in class, children learn through skills they have already been introduced to. The long-term goal of a student is to assist them from the learning to read stage to the reading to learn stage. Metacognition must occur for a child to reach the reading to learn stage. The learner must gain an awareness of background knowledge, skills, and deficiencies and be cognizant of how these affect their learning. Students who acquire the skill to relate information in texts to previous knowledge are more successful readers than those who don’t.

Metacognition is developed through becoming proficient in reading. Children must become competent in comprehending the structure of words, eventually comprehending the meaning behind the word itself. The Orton Gillingham reading program takes the child beyond memorization and teaches comprehension and strategizing tools that will continue to lead a child, no matter what their learning style may be on the path to reading success.

A Meaningful Lesson From A Bar Of Soap In An After – School Program by talented Mari Nosal

Mari Nosal
Mari Nosal
Mari Nosal

Here is another fine article from Mari Nosal with regards to after school activities–>

http://marimouth.wordpress.com/2012/01/31/a-meaningful-lesson-from-a-bar-of-soap-in-an-after-school-program/

Today I planned to execute a creative learning lesson for my school age program. (Fun after school time) Lessons must be learned. Lessons must be executed in a fun way. My students spend all day in school sitting at a desk learning academics. My role is to present a constructive learning format. One stipulation is that a high fun factor is present. This task can be formidable to say the least. How can a lesson in science be hidden in play? How can theories of magnetism or math be taught in a form that gifts the children with new information, but does not threaten student burnout? This is a challenge I am worthy of accepting.

I presented a lesson on soap sculptures. The children believed they were experiencing a mere arts and craft project. The hidden content was learned. The craft was fun but structured. Harmless melted soap chips turned into a math lesson, science lesson, and exuded a large curiosity factor. With out curiosity the children would rebel my efforts to implement this lesson. Solid soap chips of varied colors were melted together into a soppy mix. Before hand, the weight of the soap slivers was examined. My young charges placed a small mountain of soap on a scale. The weight was recorded. The soap was prepared for liquefying in the microwave.

Before transforming the soap into a liquid form we examined the solid consistency. I placed the slivers in the microwave. When the soap was removed, we compared the liquid form to it’s solid past. We talked about temperature changes. We poured the soapy liquid into measuring cups. A lesson in weighing liquid versus solid masses was learned. What had weighed 5 ounces in solid form had been transformed into liquid measurement. The children were in awe of the fact that microwaves could alter the composition of the mass.

We than proceeded to pour the liquid soap into molds intended for use in our play dough projects. The amount of ounces needed for various molds was measured and noted. The soap was set aside and transformed into a solid mass. Upon observing our finished project, we weighed our creations. Children estimated beforehand what the weights would be upon the soaps return to a solid form. They were shocked that the creations weights were now varied. I explained that we had used various size molds to complete this project. This obviously affected the weight. A lesson was learned. The children left my classroom with a prize (their soap), and a new idea to ponder. Objects in our world can be manipulated and structurally changed. Much like the children’s young sponge like minds.

One child looked concerned and lost in thought. I asked what the problem might be. My five-year old charge asked if he could turn into something else like the soap did. I responded by stating that his body was not capable of melting like soap. He is made of skin and bones, which hold him together. (Simplified for the child’s purpose). I told him that the only change his body would ever make is to get larger, stronger, and smarter. An Aha moment has occurred. Perhaps one lesson will overlap into another based on these questions. Perhaps I shall have a lesson on the human body. Stay tuned for updates.

Mari N.