New Reason To "Sleep On It": Study Shows Importance Of Sleep To Memory Consolidation And Task Performance School kids may be cutting back on sleep to finish ever mounting piles of homework, but it could be a self-defeating strategy. Harvard Medical School researchers have found that people who stay up all night after learning and practicing a new task show little improvement in their performance. And the study suggests that no amount of sleep on the following two nights can make up for the toll taken by the initial all-nighter.
Study Describes Brain Changes During Learning A new study by brain scientists at Brown University provides evidence that learning engages a brain process called long-term potentiation (LTP), which in turn strengthens synapses in the cerebral cortex. The study provides the strongest evidence to date to support the 25-year-old hypothesis, generally accepted by neuroscientists, that learning uses LTP to produce changes in the connections (synapses) between brain cells (neurons) that are necessary to acquire and store new information, said lead author Mengia-Seraina Rioult-Pedotti. Neuroscientists also theorize that higher forms of learning occur in the cerebral cortex. Evidence from the study supports that theory.
Brain Structure May Play Role in Children's Ability To Learn To Read Brain structure and hand preference may be as important as environment in influencing a child's ability to learn to read, according to a University of Florida Brain Institute study. The seven-year study of 39 Alachua County students from kindergarten to sixth grade indicates that while children from a lower socioeconomic class may be at risk for reading failure, the detrimental effects of environment are greatly increased in children with unusual brain asymmetry.
Brains Of Those In Certain Professions Shown To Have More Synapses Education not only makes a person smarter, it may generate a specific type of synapse in the prefrontal cortex of the brain, Illinois and Russian neuroscientists say.
Learning And Skilled Performance Use Different Brain Circuits The parts of the brain that enable you to do a familiar task are different from those that learn that task, a new study confirms. Researchers at Washington University School of Medicine in St. Louis reached this conclusion after obtaining positron emission tomography (PET) images of people tracing maze patterns. PET is one of the techniques that can reveal which areas of the brain are active. "Our volunteers used some areas of the brain to learn the maze task but shifted to other areas after practice," says lead researcher Steven E. Petersen, Ph.D., professor of neurology, neurobiology and radiology.
Instant Replay: Study Finds Potential Mechanism For Building Long-Term Memory Princeton scientists have discovered a key mechanism the brain uses to transfer short-term memories into permanent storage, a finding that could have broad implications for understanding how the brain maintains long-term stability. Researchers led by neuroscientist Joe Tsien found that the brain appears to have a system of repeatedly replaying and reinforcing the same cellular event that led to the initial formation of a memory. The reinforcement is critical for creating the cell-to-cell connections that constitute long-term memories, the researchers found.
Thursday, July 23, 2009
Wednesday, July 22, 2009
Speed Reading
Radically Increasing Your Reading Speed
Speed Reading can help you to read and understand written information much more quickly. This makes it an essential skill in any environment where you have to master large volumes of information quickly, as is the norm in fast-moving professional environments. What's more, it's a key technique to learn if you suffer from "information overload", because it helps you to become much more discriminating about the information that you consume.
The Key Insight
The most important trick about speed reading is to know what information you want from a document before you start reading it. If you only want an outline of the issue that the document discusses, then you can skim the document quickly and extract only the essential facts. If you need to understand the real detail of the document, then you need to read it slowly enough to gain the full understanding you need.
You will get the greatest time savings from speed reading by learning to skim excessively detailed documents, although the techniques you'll learn will help you improve the speed of all the reading you do.
Technical Issues
Even when you know how to ignore irrelevant detail, there are other technical improvements you can make to your reading style which will increase your reading speed.
Most people learn to read the way young children read – either letter-by-letter, or word-by-word. As an adult, this is probably not the way you read now: Just think about how your eye muscles are moving as you read this. You will probably find that you are fixing your eyes on one block of words, then moving your eyes to the next block of words, and so on. You are reading blocks of words at a time, not individual words one-by-one. You may also notice that you do not always go from one block to the next: sometimes you may move back to a previous block if you are unsure about something.
A skilled reader will read many words in each block. He or she will only dwell on each block for an instant, and will then move on. Only rarely will the reader's eyes skip back to a previous block of words. This reduces the amount of work that the reader's eyes have to do. It also increases the volume of information that can be assimilated in a given period of time.
A poor reader will become bogged down, spending a lot of time reading small blocks of words. He or she will skip back often, losing the flow and structure of the text, and confusing his or her overall understanding of the subject. This irregular eye movement makes reading tiring. Poor readers tend to dislike reading, and they may find it harder to concentrate, and understand written information.
How to Use Tool
Speed reading aims to improve reading skills by:
*
Increasing the number of words read in each block.
*
Reducing the length of time spent reading each block.
*
And reducing the number of times your eyes skip back to a previous sentence.
These are explained below:
* Increasing the number of words in each block:
This needs a conscious effort. Try to expand the number of words that you read at a time: With practice, you'll find you read faster. You may also find that you can increase the number of words in each block by holding the text a little further from your eyes. The more words you can read in each block, the faster you will read!
* Reducing fixation time:
The minimum length of time needed to read each block is probably only a quarter of a second. By pushing yourself to reduce the time you take, you will get better at picking up information quickly. Again, this is a matter of practice and confidence.
* Reducing skip-back:
To reduce the number of times that your eyes skip back to a previous sentence, run a pointer along the line as you read. This could be a finger, or a pen or pencil. Your eyes will follow the tip of your pointer, smoothing the flow of your reading. The speed at which you read using this method will largely depend on the speed at which you move the pointer.
You will be able to increase your reading speed a certain amount on your own by applying these speed reading techniques.
What you don't get out of self-study is the use of specialist reading machines and the confidence gained from successful speed-reading – this is where a good one-day course can revolutionize your reading skills.
Key points:
By speed reading you can read information more quickly. You may also get a better understanding of it, as you will hold more of it in short term memory.
To improve the speed of your reading, read more words in each block and reduce the length of time spent reading each block. Use a pointer to smooth the way your eyes move and reduce skip-back.
Speed Reading can help you to read and understand written information much more quickly. This makes it an essential skill in any environment where you have to master large volumes of information quickly, as is the norm in fast-moving professional environments. What's more, it's a key technique to learn if you suffer from "information overload", because it helps you to become much more discriminating about the information that you consume.
The Key Insight
The most important trick about speed reading is to know what information you want from a document before you start reading it. If you only want an outline of the issue that the document discusses, then you can skim the document quickly and extract only the essential facts. If you need to understand the real detail of the document, then you need to read it slowly enough to gain the full understanding you need.
You will get the greatest time savings from speed reading by learning to skim excessively detailed documents, although the techniques you'll learn will help you improve the speed of all the reading you do.
Technical Issues
Even when you know how to ignore irrelevant detail, there are other technical improvements you can make to your reading style which will increase your reading speed.
Most people learn to read the way young children read – either letter-by-letter, or word-by-word. As an adult, this is probably not the way you read now: Just think about how your eye muscles are moving as you read this. You will probably find that you are fixing your eyes on one block of words, then moving your eyes to the next block of words, and so on. You are reading blocks of words at a time, not individual words one-by-one. You may also notice that you do not always go from one block to the next: sometimes you may move back to a previous block if you are unsure about something.
A skilled reader will read many words in each block. He or she will only dwell on each block for an instant, and will then move on. Only rarely will the reader's eyes skip back to a previous block of words. This reduces the amount of work that the reader's eyes have to do. It also increases the volume of information that can be assimilated in a given period of time.
A poor reader will become bogged down, spending a lot of time reading small blocks of words. He or she will skip back often, losing the flow and structure of the text, and confusing his or her overall understanding of the subject. This irregular eye movement makes reading tiring. Poor readers tend to dislike reading, and they may find it harder to concentrate, and understand written information.
How to Use Tool
Speed reading aims to improve reading skills by:
*
Increasing the number of words read in each block.
*
Reducing the length of time spent reading each block.
*
And reducing the number of times your eyes skip back to a previous sentence.
These are explained below:
* Increasing the number of words in each block:
This needs a conscious effort. Try to expand the number of words that you read at a time: With practice, you'll find you read faster. You may also find that you can increase the number of words in each block by holding the text a little further from your eyes. The more words you can read in each block, the faster you will read!
* Reducing fixation time:
The minimum length of time needed to read each block is probably only a quarter of a second. By pushing yourself to reduce the time you take, you will get better at picking up information quickly. Again, this is a matter of practice and confidence.
* Reducing skip-back:
To reduce the number of times that your eyes skip back to a previous sentence, run a pointer along the line as you read. This could be a finger, or a pen or pencil. Your eyes will follow the tip of your pointer, smoothing the flow of your reading. The speed at which you read using this method will largely depend on the speed at which you move the pointer.
You will be able to increase your reading speed a certain amount on your own by applying these speed reading techniques.
What you don't get out of self-study is the use of specialist reading machines and the confidence gained from successful speed-reading – this is where a good one-day course can revolutionize your reading skills.
Key points:
By speed reading you can read information more quickly. You may also get a better understanding of it, as you will hold more of it in short term memory.
To improve the speed of your reading, read more words in each block and reduce the length of time spent reading each block. Use a pointer to smooth the way your eyes move and reduce skip-back.
Tuesday, July 21, 2009
Tips For Helping Kids and Teens With Homework and Study Habits
Certain key practices will make life easier for everyone in the family when it comes to study time and study organization. However, some of them may require an adjustment for other members of the family.
Turn off the TV set. Make a house rule, depending on the location of the set, that when it is study time, it is "no TV" time. A television set that is on will draw youngsters like bees to honey.
What about the radio? Should it be on or off? Contrary to what many specialists say, some youngsters do seem to function all right with the radio turned on to a favorite music station. (Depending on the layout of your house or apartment, maybe an investment in earphones would be worthy of consideration.)
Certain rules should be set about the family phone during study hours. The more people in the household, the more restrictions on long and unnecessary phone calls are needed. A timer, placed next to the phone, can help to control the length of calls so that the telephone will be available if it becomes necessary to call a schoolmate to confirm an assignment or discuss particularly difficult homework.
Designate specific areas for homework and studying. Possibilities include the child's room or the kitchen or dining room table. Eliminate as much distraction as possible.
Since many young people will study in their own rooms, function becomes more important than beauty. Most desks for young people really don't have sufficient space to spread out materials. A table that allows for all necessary supplies such as pencils, pens, paper, books, and other essentials works extremely well.
Consider placing a bulletin board in your child's room. Your local hardware store sells wallboard that might not look too pretty and isn't framed, but a 4 x 3'section is inexpensive and perfect on which to post pertinent school items. You might want to paint or cover it with burlap to improve its appearance or let your child take on this project.
Encourage the use of a small book or pad for writing down assignments so that there is no confusion about when certain assignments must be turned in to the teacher.
Keeping general supplies on hand is important. Check with your child about his needs. In fact, make it his responsibility to be well supplied with paper, pencils, note pads, notebook paper, et cetera.
Regularity is a key factor in academic success. Try to organize the household so that supper is served at a standard time, and once it and family discussions are over, it's time to crack the books. If the student doesn't have other commitments and gets home reasonably early from school, some homework can be done before supper.
Consider you child's developmental level when setting the amount of time for homework. While high school students can focus for over an hour, first-graders are unlikely to last more than 15 minutes on a single task. Allow your child to take breaks, perhaps as a reward for finishing a section of the work.
Organize study and homework projects. Get a large calendar, one that allows space for jotting down things in the daily boxes. Rip it apart so that you (and the child) can sequentially mount the school months for the current semester. For example, you can tear off September, October, November, December, and January and mount them from left to right across one wall. Have the child use a bold color writing instrument (felt tip pen) to mark exam dates in one color, reports that are coming due in a different color, et cetera. This will serve as a reminder so that things aren't set aside until the last dangerous moment.
Teach your child that studying is more than just doing homework assignments. One of the most misunderstood aspects of schoolwork is the difference between studying and doing homework assignments. Encourage your child to do things like:
* take notes as he's reading a chapter
* learn to skim material
* learn to study tables and charts
* learn to summarize what he has read in his own words
* learn to make his own flashcards for quick review of dates, formulas, spelling words, et cetera
Note-taking is a critical skill and should be developed. Many students don't know how to take notes in those classes that require them. Some feel they have to write down every word the teacher says. Others have wisely realized the value of an outline form of note-taking. Well prepared teachers present their material in a format that lends itself to outline form note taking..
Should notes ever be rewritten? In some cases, they should be, particularly if a lot of material was covered, and the youngster had to write quickly but lacks speed and organization. Rewriting notes takes time, but it can be an excellent review of the subject matter. However, rewriting notes isn't worth the time unless they are used for review and recall of important information.
A home dictionary is essential, but if it is kept on a shelf to gather dust, it won't do anyone any good. Keep it in an accessible place and let your child see you refer to it from time to time. If the family dictionary is kept in the living room and the child studies in his room, get him an inexpensive dictionary for his exclusive use.
Good dictionary, encyclopedia and organizational skills depend on the ability to alphabetize. See if your child's teacher practices alphabetizing in class. Try alphabetizing spelling words, family members' names or a few favorite toys at home as a way of practicing.
Help your child to feel confident for tests. Taking tests can be a traumatic experience for some students. Explain to your child that burning the midnight oil (cramming) the night before a test is not productive. Better to get a good night's sleep. Students also need reminding that when taking a test, they should thoroughly and carefully read the directions before they haphazardly start to mark their test papers. They should be advised to skip over questions for which they don't know the answers. They can always return to those if there's time. Good advice for any student before taking a test: take a deep breath, relax, and dive in. Always bring an extra pencil just in case.
During a homework session, watch for signs of frustration. No learning can take place and little can be accomplished if the child is angry or upset over an assignment that is too long or too difficult. At such times the parent may have to step in and simply halt the homework for that night, offering to write a note to the teacher explaining the situation and perhaps requesting a conference to discuss the quality and length of homework assignments.
Should parents help with homework? Yes-if it is clearly productive to do so, such as calling out spelling words or checking a math problem that won't prove. No-if it is something the child can clearly handle himself and learn from the process. And help and support should always be calmly and cheerfully given. Grudging help is worse than no help at all!
Read directions, or check over math problems after your child has completed the work. Remember to make positive comments - you don't want your child to associate homework with fights at home.
Model research skills by involving your child in planning a family trip. Help your child locate your destination on a map or atlas. Use traditional encyclopedia or a CD-ROM to find information about the place you will visit; try the Internet or books in the library.
How best to handle report cards? To save shocks and upsets, gently discuss from time to time "how things are going at school- with your child. Something casual, such as "How did the math test go?" "How did you do on the history report?" "How's your science project coming along? Need any help?" are questions that aren't "third degree" but indicate interest. Find out if it is a policy at your child's school to send out "warning notices" when work isn't going well. Generally, such notices require the parent's signature to verify that the parent has, indeed, been alerted. This is the time to contact the teacher of the course, along with your child, to learn what the difficulty may be. If such notices aren't sent, then grades on projects and reports and from tests may be the sole source of information short of what your child wishes to share. Be tuned in to statements such as "He's an awful teacher," "She goes too fast," etc. This may be the child's way of indicating frustration in understanding content or lack of study time with the subject. However, be cautious in contacting teachers without your child's approval or interest. It may disrupt good feelings between you and make you seem to be interfering and spying.
Turn off the TV set. Make a house rule, depending on the location of the set, that when it is study time, it is "no TV" time. A television set that is on will draw youngsters like bees to honey.
What about the radio? Should it be on or off? Contrary to what many specialists say, some youngsters do seem to function all right with the radio turned on to a favorite music station. (Depending on the layout of your house or apartment, maybe an investment in earphones would be worthy of consideration.)
Certain rules should be set about the family phone during study hours. The more people in the household, the more restrictions on long and unnecessary phone calls are needed. A timer, placed next to the phone, can help to control the length of calls so that the telephone will be available if it becomes necessary to call a schoolmate to confirm an assignment or discuss particularly difficult homework.
Designate specific areas for homework and studying. Possibilities include the child's room or the kitchen or dining room table. Eliminate as much distraction as possible.
Since many young people will study in their own rooms, function becomes more important than beauty. Most desks for young people really don't have sufficient space to spread out materials. A table that allows for all necessary supplies such as pencils, pens, paper, books, and other essentials works extremely well.
Consider placing a bulletin board in your child's room. Your local hardware store sells wallboard that might not look too pretty and isn't framed, but a 4 x 3'section is inexpensive and perfect on which to post pertinent school items. You might want to paint or cover it with burlap to improve its appearance or let your child take on this project.
Encourage the use of a small book or pad for writing down assignments so that there is no confusion about when certain assignments must be turned in to the teacher.
Keeping general supplies on hand is important. Check with your child about his needs. In fact, make it his responsibility to be well supplied with paper, pencils, note pads, notebook paper, et cetera.
Regularity is a key factor in academic success. Try to organize the household so that supper is served at a standard time, and once it and family discussions are over, it's time to crack the books. If the student doesn't have other commitments and gets home reasonably early from school, some homework can be done before supper.
Consider you child's developmental level when setting the amount of time for homework. While high school students can focus for over an hour, first-graders are unlikely to last more than 15 minutes on a single task. Allow your child to take breaks, perhaps as a reward for finishing a section of the work.
Organize study and homework projects. Get a large calendar, one that allows space for jotting down things in the daily boxes. Rip it apart so that you (and the child) can sequentially mount the school months for the current semester. For example, you can tear off September, October, November, December, and January and mount them from left to right across one wall. Have the child use a bold color writing instrument (felt tip pen) to mark exam dates in one color, reports that are coming due in a different color, et cetera. This will serve as a reminder so that things aren't set aside until the last dangerous moment.
Teach your child that studying is more than just doing homework assignments. One of the most misunderstood aspects of schoolwork is the difference between studying and doing homework assignments. Encourage your child to do things like:
* take notes as he's reading a chapter
* learn to skim material
* learn to study tables and charts
* learn to summarize what he has read in his own words
* learn to make his own flashcards for quick review of dates, formulas, spelling words, et cetera
Note-taking is a critical skill and should be developed. Many students don't know how to take notes in those classes that require them. Some feel they have to write down every word the teacher says. Others have wisely realized the value of an outline form of note-taking. Well prepared teachers present their material in a format that lends itself to outline form note taking..
Should notes ever be rewritten? In some cases, they should be, particularly if a lot of material was covered, and the youngster had to write quickly but lacks speed and organization. Rewriting notes takes time, but it can be an excellent review of the subject matter. However, rewriting notes isn't worth the time unless they are used for review and recall of important information.
A home dictionary is essential, but if it is kept on a shelf to gather dust, it won't do anyone any good. Keep it in an accessible place and let your child see you refer to it from time to time. If the family dictionary is kept in the living room and the child studies in his room, get him an inexpensive dictionary for his exclusive use.
Good dictionary, encyclopedia and organizational skills depend on the ability to alphabetize. See if your child's teacher practices alphabetizing in class. Try alphabetizing spelling words, family members' names or a few favorite toys at home as a way of practicing.
Help your child to feel confident for tests. Taking tests can be a traumatic experience for some students. Explain to your child that burning the midnight oil (cramming) the night before a test is not productive. Better to get a good night's sleep. Students also need reminding that when taking a test, they should thoroughly and carefully read the directions before they haphazardly start to mark their test papers. They should be advised to skip over questions for which they don't know the answers. They can always return to those if there's time. Good advice for any student before taking a test: take a deep breath, relax, and dive in. Always bring an extra pencil just in case.
During a homework session, watch for signs of frustration. No learning can take place and little can be accomplished if the child is angry or upset over an assignment that is too long or too difficult. At such times the parent may have to step in and simply halt the homework for that night, offering to write a note to the teacher explaining the situation and perhaps requesting a conference to discuss the quality and length of homework assignments.
Should parents help with homework? Yes-if it is clearly productive to do so, such as calling out spelling words or checking a math problem that won't prove. No-if it is something the child can clearly handle himself and learn from the process. And help and support should always be calmly and cheerfully given. Grudging help is worse than no help at all!
Read directions, or check over math problems after your child has completed the work. Remember to make positive comments - you don't want your child to associate homework with fights at home.
Model research skills by involving your child in planning a family trip. Help your child locate your destination on a map or atlas. Use traditional encyclopedia or a CD-ROM to find information about the place you will visit; try the Internet or books in the library.
How best to handle report cards? To save shocks and upsets, gently discuss from time to time "how things are going at school- with your child. Something casual, such as "How did the math test go?" "How did you do on the history report?" "How's your science project coming along? Need any help?" are questions that aren't "third degree" but indicate interest. Find out if it is a policy at your child's school to send out "warning notices" when work isn't going well. Generally, such notices require the parent's signature to verify that the parent has, indeed, been alerted. This is the time to contact the teacher of the course, along with your child, to learn what the difficulty may be. If such notices aren't sent, then grades on projects and reports and from tests may be the sole source of information short of what your child wishes to share. Be tuned in to statements such as "He's an awful teacher," "She goes too fast," etc. This may be the child's way of indicating frustration in understanding content or lack of study time with the subject. However, be cautious in contacting teachers without your child's approval or interest. It may disrupt good feelings between you and make you seem to be interfering and spying.
Tuesday, July 14, 2009
About Learning Disabilities
Learning disabilities are present in at least 10 percent of the population. By following the links on this page you will discover many interesting facts about learning disabilities as well as uncover some of the myths. You will also be provided with practical solutions to help children and adolescents with learning disabilities greatly improve their academic achievement as well as their self-esteem.
What is a learning disability?
Interestingly, there is no clear and widely accepted definition of "learning disabilities." Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are currently at least 12 definitions that appear in the professional literature. These disparate definitions do agree on certain factors:
1. The learning disabled have difficulties with academic achievement and progress. Discrepancies exist between a person's potential for learning and what he actually learns.
2. The learning disabled show an uneven pattern of development (language development, physical development, academic development and/or perceptual development).
3. Learning problems are not due to environmental disadvantage.
4. Learning problems are not due to mental retardation or emotional disturbance.
How prevalent are learning disabilities?
Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning disabled. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a learning disability. The Foundation for Children With Learning Disabilities estimates that there are 6 million adults with learning disabilities as well.
What is a learning disability?
Interestingly, there is no clear and widely accepted definition of "learning disabilities." Because of the multidisciplinary nature of the field, there is ongoing debate on the issue of definition, and there are currently at least 12 definitions that appear in the professional literature. These disparate definitions do agree on certain factors:
1. The learning disabled have difficulties with academic achievement and progress. Discrepancies exist between a person's potential for learning and what he actually learns.
2. The learning disabled show an uneven pattern of development (language development, physical development, academic development and/or perceptual development).
3. Learning problems are not due to environmental disadvantage.
4. Learning problems are not due to mental retardation or emotional disturbance.
How prevalent are learning disabilities?
Experts estimate that 6 to 10 percent of the school-aged population in the United States is learning disabled. Nearly 40 percent of the children enrolled in the nation's special education classes suffer from a learning disability. The Foundation for Children With Learning Disabilities estimates that there are 6 million adults with learning disabilities as well.
Monday, July 13, 2009
Vocabulary Building
Parents are the first "language models" for children. The language children use is modeled, or based, on what they hear from their parents. Parents need to create an environment that enriches what a child hears. The words he hears, he will use with encouragement.
To start, take a look for a moment at the words you use-and how you use them, Children who repeatedly hear, "I seen it" will imitate that language. And the probability is great that if they speak that way, they will write that way.
Encourage family discussions. Turn off the TV and talk. One of the best places is the dinner table. That's one of the few times an entire family is together. In a sense, it's a "captive" audience. Set up some ground rules, such as "No eat and run," and "Everyone will have something to talk about" during and after supper. It's a kind of "hear and tell" time. What to talk about? Things going on in the neighborhood, what happened at school, events that are coming up, family plans, family decisions, et cetera. But remember the conversation should be pleasant and relaxing. This is NOT the time to bring up sins of omission or commission.
If your child has started formal spelling at school, post the list on the refrigerator door. Use those words with your child as discussions arise. Encourage him to use them in his responses.
If you have a cassette recorder, make a tape of words. Say the word, define it, and then use it in a sentence. (Select words that he will find interesting.) Better yet, have the child do the taping. Encourage regular use of the tape. (If he's studying for a spelling test, he can also spell it on the tape.)
"Word of the Week" is a family game-like activity. Each person selects a word taking turns each week. For example, the first week it might be Mother who writes a word on a card and puts it on the refrigerator door. Everyone must use that word as much as possible that week. The next week it's Dad's turn, and then the children's turn, and so on until it is Mother's turn again. As the words are used, they are posted on a cabinet door to stimulate continued Usage.
"Ten Questions" is a game that promotes several teaming skills, chief of which is reasoning with words. One family member thinks of something, which the other players must guess with no more than ten questions. The first question always is "Is it animal, vegetable, or mineral?" This covers virtually every possible thing the child could think of. Then, question by question, the field is narrowed to likely possibilities. After the first questions, the following questions must be asked so that they can be answered by "yes" or "no."
For some youngsters, "Ten Questions" might be too demanding, so make it "Twenty Questions. " One of the values of the extension is that additional reasoning and logic can be expressed. Stretch the game as much as possible. You can show, for example, the process of moving from broad-based questions to more discrete ones. In this way, your child will team to ask questions such as, "Is it located in the Northern Hemisphere?" "Is it in the Western Hemisphere?" "Is it in the United States?" "Is it land based?" and so on. This becomes an exercise not only in vocabulary development but also in geography.
Encourage the use of a "log" or "diary. " And Pen Pal Clubs are easy to find and join.
Enter a subscription to a child's magazine. There are many of these, and they cover practically every interest area of children: cars, sports, computers, the out-of-doors, et cetera. (Information from the articles makes an ideal subject for family discussions.)
If distant family members have cassette players, send "letters" on tape. Each family member has his or her "say," and then the tape is mailed to the distant relative to listen to on his tape recorder. That person then adds some comments and either returns it or passes it on to another family member.
Play games with homonyms - words that sound alike but are spelled differently and mean something different, as in "sun" and "son." For example, on the versatile refrigerator door, post train rain- or "reign-rain" or" pray-prey" or "flower -flour." Ask family members to add to the list. You'll be surprised at how many homonyms they will uncover
Another way of encouraging vocabulary development is the penny game," which can be played even if your child is having difficulty with reading. You might use a comic book, the comic strips or sports pages in your local newspaper, or a magazine article- To play the game, the child must know that some words start with a consonant followed by a vowel-for example, "say, look, go, pay," et etc. that other words begin with two consonants (called a blend) such as "grow, plate, tray, brush," etc. (Note: Some words do start with two or three consonants but are not true blends because one letter is silent, as in "white". gnat, pneumonia," etc.) Tell the child you'll give him a penny for every word he underlines that starts with a blend.
A follow-up to the "penny game" is to list words in "teams," such as fog/frog, bake/brake, pay/play, say/stay," et cetera.
A guessing game can be fun. "I'm thinking of a word that starts with "br" that is something you use to paint a house." (Brush) "I'm thinking of a word that starts with "tr" that is something we do to the bushes when they get too large." (Trim)
A traditional game that most children enjoy is "My father owns " Example: "My father owns a grocery store, and in it he sells something that begins with the letter B. " If the child does not know the alphabet, letter sounds can be used.
Revolving blend- is another family game in which someone gives a common blend-for example, "tr"--and, in sequence around the table or room, everyone must think of a word that begins with that blend-"train, truck, truffle, try, tray, trumpet, truce." et cetera. When the list is exhausted, the last person begins another blend, such as "st"--"stay, start, stick, stuck, star," etc.
Word origins or facts about words can be fascinating family fare. For example, the word "salary" had its origin in "salarium," which is Latin for salt. Roman soldiers received their pay in salt. Ask your librarian to help you find books that will provide other interesting examples of the origin of common words.
Suffixes are clues to word meanings. For example, "er" or "or" at the end of a word suggests "one who." Example: conductor-one who conducts; trainer-one who trains, etc. Each week a new suffix can be selected to create words.
The "Take a Walk" game is an activity that brings family members together in an enjoyable, relaxing way. It takes at least two people. A walk is taken around the neighborhood or perhaps around a local shopping area. On one trip the thrust may be, "Let's name everything we see that begins with the letter B." On another walk, it might be naming everything that begins with the letter G. Or everything that is the color purple. You might add an element of fun by saying, "We'll get one point for every word we name. Let's see how many points we can get." (Involves arithmetic as well as vocabulary.)
A rhyming game is always fun, particularly for young children because they can say any "word," nonsense or sense. Start with things the child knows, such as parts of his body, and say, "I'm thinking of something on your face that rhymes with (sounds like) rose." From this point, once your child gets the idea, you can play it just by saying words, such as "what's a word that rhymes with car?" (jar, bar, star, far, et cetera) "How about a word that rhymes with junk?" (bunk, skunk, trunk-but even runk lunk zunk as nonsense words). Nor only does this quick little game build vocabulary, but it also teaches the child some fine-tuning for the sounds of words.
Children listen, then use words, then read them, and, finally, write them. What they team at home about words supports success in school. A great deal of the learning that takes place at home is effective because it isn't a repeat of school. Once it becomes too formal and too "school-like," it will lose its appeal.
Parents who talk to their children, and who encourage interaction win lay a healthy platform for academic success. And children will quickly realize that words need not be drudgery but can be exciting and interesting.
To start, take a look for a moment at the words you use-and how you use them, Children who repeatedly hear, "I seen it" will imitate that language. And the probability is great that if they speak that way, they will write that way.
Encourage family discussions. Turn off the TV and talk. One of the best places is the dinner table. That's one of the few times an entire family is together. In a sense, it's a "captive" audience. Set up some ground rules, such as "No eat and run," and "Everyone will have something to talk about" during and after supper. It's a kind of "hear and tell" time. What to talk about? Things going on in the neighborhood, what happened at school, events that are coming up, family plans, family decisions, et cetera. But remember the conversation should be pleasant and relaxing. This is NOT the time to bring up sins of omission or commission.
If your child has started formal spelling at school, post the list on the refrigerator door. Use those words with your child as discussions arise. Encourage him to use them in his responses.
If you have a cassette recorder, make a tape of words. Say the word, define it, and then use it in a sentence. (Select words that he will find interesting.) Better yet, have the child do the taping. Encourage regular use of the tape. (If he's studying for a spelling test, he can also spell it on the tape.)
"Word of the Week" is a family game-like activity. Each person selects a word taking turns each week. For example, the first week it might be Mother who writes a word on a card and puts it on the refrigerator door. Everyone must use that word as much as possible that week. The next week it's Dad's turn, and then the children's turn, and so on until it is Mother's turn again. As the words are used, they are posted on a cabinet door to stimulate continued Usage.
"Ten Questions" is a game that promotes several teaming skills, chief of which is reasoning with words. One family member thinks of something, which the other players must guess with no more than ten questions. The first question always is "Is it animal, vegetable, or mineral?" This covers virtually every possible thing the child could think of. Then, question by question, the field is narrowed to likely possibilities. After the first questions, the following questions must be asked so that they can be answered by "yes" or "no."
For some youngsters, "Ten Questions" might be too demanding, so make it "Twenty Questions. " One of the values of the extension is that additional reasoning and logic can be expressed. Stretch the game as much as possible. You can show, for example, the process of moving from broad-based questions to more discrete ones. In this way, your child will team to ask questions such as, "Is it located in the Northern Hemisphere?" "Is it in the Western Hemisphere?" "Is it in the United States?" "Is it land based?" and so on. This becomes an exercise not only in vocabulary development but also in geography.
Encourage the use of a "log" or "diary. " And Pen Pal Clubs are easy to find and join.
Enter a subscription to a child's magazine. There are many of these, and they cover practically every interest area of children: cars, sports, computers, the out-of-doors, et cetera. (Information from the articles makes an ideal subject for family discussions.)
If distant family members have cassette players, send "letters" on tape. Each family member has his or her "say," and then the tape is mailed to the distant relative to listen to on his tape recorder. That person then adds some comments and either returns it or passes it on to another family member.
Play games with homonyms - words that sound alike but are spelled differently and mean something different, as in "sun" and "son." For example, on the versatile refrigerator door, post train rain- or "reign-rain" or" pray-prey" or "flower -flour." Ask family members to add to the list. You'll be surprised at how many homonyms they will uncover
Another way of encouraging vocabulary development is the penny game," which can be played even if your child is having difficulty with reading. You might use a comic book, the comic strips or sports pages in your local newspaper, or a magazine article- To play the game, the child must know that some words start with a consonant followed by a vowel-for example, "say, look, go, pay," et etc. that other words begin with two consonants (called a blend) such as "grow, plate, tray, brush," etc. (Note: Some words do start with two or three consonants but are not true blends because one letter is silent, as in "white". gnat, pneumonia," etc.) Tell the child you'll give him a penny for every word he underlines that starts with a blend.
A follow-up to the "penny game" is to list words in "teams," such as fog/frog, bake/brake, pay/play, say/stay," et cetera.
A guessing game can be fun. "I'm thinking of a word that starts with "br" that is something you use to paint a house." (Brush) "I'm thinking of a word that starts with "tr" that is something we do to the bushes when they get too large." (Trim)
A traditional game that most children enjoy is "My father owns " Example: "My father owns a grocery store, and in it he sells something that begins with the letter B. " If the child does not know the alphabet, letter sounds can be used.
Revolving blend- is another family game in which someone gives a common blend-for example, "tr"--and, in sequence around the table or room, everyone must think of a word that begins with that blend-"train, truck, truffle, try, tray, trumpet, truce." et cetera. When the list is exhausted, the last person begins another blend, such as "st"--"stay, start, stick, stuck, star," etc.
Word origins or facts about words can be fascinating family fare. For example, the word "salary" had its origin in "salarium," which is Latin for salt. Roman soldiers received their pay in salt. Ask your librarian to help you find books that will provide other interesting examples of the origin of common words.
Suffixes are clues to word meanings. For example, "er" or "or" at the end of a word suggests "one who." Example: conductor-one who conducts; trainer-one who trains, etc. Each week a new suffix can be selected to create words.
The "Take a Walk" game is an activity that brings family members together in an enjoyable, relaxing way. It takes at least two people. A walk is taken around the neighborhood or perhaps around a local shopping area. On one trip the thrust may be, "Let's name everything we see that begins with the letter B." On another walk, it might be naming everything that begins with the letter G. Or everything that is the color purple. You might add an element of fun by saying, "We'll get one point for every word we name. Let's see how many points we can get." (Involves arithmetic as well as vocabulary.)
A rhyming game is always fun, particularly for young children because they can say any "word," nonsense or sense. Start with things the child knows, such as parts of his body, and say, "I'm thinking of something on your face that rhymes with (sounds like) rose." From this point, once your child gets the idea, you can play it just by saying words, such as "what's a word that rhymes with car?" (jar, bar, star, far, et cetera) "How about a word that rhymes with junk?" (bunk, skunk, trunk-but even runk lunk zunk as nonsense words). Nor only does this quick little game build vocabulary, but it also teaches the child some fine-tuning for the sounds of words.
Children listen, then use words, then read them, and, finally, write them. What they team at home about words supports success in school. A great deal of the learning that takes place at home is effective because it isn't a repeat of school. Once it becomes too formal and too "school-like," it will lose its appeal.
Parents who talk to their children, and who encourage interaction win lay a healthy platform for academic success. And children will quickly realize that words need not be drudgery but can be exciting and interesting.
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