March 2, 2013 • 30 mins
Kaden’s program focuses on special needs and disabilities.
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Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
Speaker 1 (00:00):
Love host radio.
Speaker 2 (00:44):
Hello and welcome to the New Heights Educational Group radio show.
My name is Kayden Bhan, your host and a volunteer
for New Heights Educational Group. Here with me is founder
and director Pamela Clark. Hello, Pamela.
Speaker 3 (00:57):
How are you?
Speaker 2 (00:59):
I'm doing well? How are you?
Speaker 3 (01:01):
Thank you? Hello? Today's all right.
Speaker 2 (01:05):
Today's broadcast is on reading difficulties and tips. So before
we begin our discussion as to how to help your
child or young adults read better if they're struggling, who
would like to just address the fact that New Heights
Educational Group is in need of volunteer online and in
(01:25):
person tutors and teachers.
Speaker 3 (01:27):
These would be.
Speaker 2 (01:28):
Volunteer positions and not paid, but they are also paid
positions available if you'd like to contact us. If you're
interested in these positions, please do so, don't feel afraid
to ask. And here is Pamela Clark with her experience
in helping children and students who have had reading difficulties
(01:48):
in the past.
Speaker 3 (01:50):
Okay, thank you, Kayden. Yeah, it it all really started
for me as the homeschool mom years ago and my
youngest son, who I've homeschooled for thirteen years, but my
oldest was quite a bit older than my younger child,
(02:12):
and he already knew how to read when he came
out of public school in third grade to be homeschooled.
And my youngest only attended kindergarten for about two months,
and I taught him how to read, and he was
a challenge, to say the least. He just was one
of those students that couldn't get it. And we tried
(02:34):
to charter school for a little while, and those teachers
really couldn't help him either. And it was at that
time that boy, I had exhausted so many resources. I
really understand the struggle that a lot of parents face.
I had went and checked out, you know, hooked on
(02:54):
phonics at the library. They had had that set in
and I had tried about everything, every book. I really
you know, I would teach my kids during the day
and I would really read how to teach a child
to read. I got everything I could out of the
(03:14):
library and would read and read and read on the subject.
And then I had come across the book that really
made it fun, almost made like comic strip type teaching
for the phonics. And so I had an overhead projector
and I started to teach both of the boys at
the same time phonics. And I didn't realize until I
(03:36):
started doing that that my oldest son, who like I said,
had made it to third grade in public schools, never
taught phonics. He knew how to read, but he never
was taught any kind of phonics at all. And I
would draw the little cartoons and I would make up
little stories reach letter and we really made it fun
and the kids both seemed to enjoy that. And but
(04:02):
still my youngest, even though that helped him, he still
couldn't read, and the hooked on phonics didn't help. And
it was I had tried for over a year, and
I was really you know, I knew he was smart,
but there was something that just wasn't being touched on.
(04:23):
And so another teacher suggested some tips that I'm going
to share in a little while with you, and which
I did do and really turned my son around, and
that really started my experience with it. And then oh
(04:44):
years later, probably a couple of years later, after New
Heights was born. This was after two thousand and six,
so we're probably talking two thousand and seven two thousand
and eight. A woman that worked in a shop up
town and Paulding had said her fiance needed help learning
to read and they had a child and he couldn't
read to the child, you know, even a basic storybook.
(05:06):
And I told her, well, you know, I really only
have experience teaching my own son. But he had called,
you know, every library. I started calling around. There was
no one in the area to teach him how to read.
And I told her I would sure give it a try.
And that was my start of outside of my family.
And because I didn't even though I didn't have experience
(05:32):
other than teaching my own children at that point, okay,
I really thought it was silly that there was nothing
in our area. He had went to Sylvan Learning, and
I don't want to say anything about Silvim Learning necessarily
on the idio, but he was treated as a child
there and he really didn't want to go that route
and it was very expensive, so that's all I'll say.
(05:55):
But anyways, I started working with this young adult and
within probably eight nine months, well before that, I had
noticed that he had an issue with his eyes and
he had went I suggested an eye doctor, and he
went to an eye doctor. And we had worked together
for eight nine months and by the time I quit
(06:16):
working with him, which he said when he felt he
was done, and he was reading high school curriculum, high
school books, high school stories, and he was done really
well at it. So we had come a really long way.
And my steps that I used with my son and
I had went to the public library and I'd ask them,
(06:38):
you know, I don't want to treat him like I
treated my you know, eight year old, so I wanted
to treat him as an adult and make sure I
didn't talk down to him in any way. It was
very important for me. And they suggested law back way
to reading, and they had it in you know, their curriculum,
(07:01):
but private they didn't loan this out to people they
didn't know. So they let me borrow lall block rater
reading that's lau B A CCH. And they let me
borrow whatever I needed. Storybooks went along with that, and
I use that with him, and that really did work
(07:24):
very well for him. It was a curriculum designed for adults,
and it's been around for a very long time. I'm
sure that there's any teachers listening. They know exactly what
it is. A lot of people don't like it, but
it worked, and it works for us here at New
Heights and we continue to use it. We have our
own set now that our teachers use to teach high
(07:45):
schoolers and adults and we've had a big success with that.
After that, I myself, as founder and director of Knew Heights,
it was hard because you know, you get people in
all the time that want help, and it's hard to
(08:08):
find volunteers and there's so many people. I have people
waiting now that need help learning to read, and that
breaks my heart. I mean, one adult has been waiting
since last November and he has a family and he
really needs help. He's only to pay also, but still
haven't been able to find anyone to help him read.
(08:29):
So anyways, I myself, I can't do at all as
founder and director of New Heights. That's my main you
know job is founder and director of New Heights, and
I can't you know, be teaching everyone, nor do I
feel like that's the path I should go on. So
mostly what I've done in the last few years or
(08:52):
more has trained parents and teachers and tutors that have
come into New Heights are math what we believe and
it's worked very well for us in general. In eight
or nine months, we've had students that are you know,
on the verge of high school or even younger that
(09:13):
have come in. And in general, if they stick with
the program and they do the steps that we tell
them to do, they usually jump two grade levels in
about nine months time. And we've never failed, never one
time that a student has stuck with the program. Have
we ever failed in some of these kids of disabilities,
(09:35):
and you know, nobody else could teach them, So we
take a lot of pride in that fact. We don't
give up on people. And once we start the tutoring,
you know, we really try to rate for the right
teacher because we want to make sure that the students
get the attention that they need. So everyone is different,
and so these reading tips that I'm about to share,
(09:58):
they won't work for ever everybody, of course, but I
say that, you know, with some reserve, because everyone that
we've used them on up till till now it has
worked on. But again, you can you know, we're against
that cookie cutter type teaching where everybody gets thought the
(10:21):
same way, and sometimes you have to amend or tweak
things a little bit to get to the student. And
that's another thing I wanted to mention is that a
lot of times parents get in their own way if
they're trying to homeschool and they are trying to teach
their kids that they know they were in public school,
(10:43):
maybe theirselves, and not say anything bad about that necessarily,
but they were taught their example is that it is
the public school way of teaching, and so sometimes they
try to model exactly how they were taught and that
may not work. So for me, I had to really
(11:07):
figure out and get out of my own head of
how I was taught in a public school. Also I
graduated from public school and figure out how my child
learned period. And that, boy, when you do that, that
just totally redefined the whole scenario. And children really blossom
(11:32):
when you make it about them and not about yourself,
not about all your aggravations, your frustrations, which are very real,
but it's about the student and we have to remember that.
So our reading tips for today is I would suggest
if you want to try to teach your children on
your own, is to pick out five to ten books
(11:54):
at the library and he or she should pick those out,
not you, But you need to be very careful with that.
Make sure that the books they're choosing are you know,
under the grade level of where they should be, because
they obviously are having trouble reading, So you don't want
them to go pick out a large novel because I
(12:16):
guarantee you they'll be in tears daily. You can ask
the librarian or library staff to help you when looking
for these books. Tell them in private. You don't have
to let the whole library know that your child can't
read and humiliate them. But you know, step off to
the side. They're used to this, trust me, they're used
(12:37):
to kids that can't read, and you can just say,
this is my child's problem. This is the grade level
he's in. He cannot read at this grade level or
even in the previous grade level. What books do you
suggest he starts with. Have him choose from that that area,
and then if you tell them you're trying to teach
(13:00):
them to read, they will give you those books for
a month or more, which is a lot longer than
normal for people to you know, use curriculum or not curriculum,
you know books in general. Remind them when you are
checking out that count you as a teacher because you're
trying to teach someone to read and you might need
(13:22):
the books longer. Explain to him or her your child
that he needs to set right next to you when
you're reading, and that you will write down the words
that he misses here or she misses, and this list
will be used as a vocabulary list. And I'm going
(13:45):
to warn you that when you take these steps, boy,
it may be a very long list and you'll have
and you do this every single day, so by the
end of the week, you may have fifty some words.
But that's okay, I mean, and I know that sounds crazy,
(14:08):
but this is what I went through, and this is
what it took to get my son to read. And
it worked like a charm. So and he ended up
in tears more than once, and I ended up in
tears more than once. But it works. Okay, Tell him
or her not to get upset. But they're going to
have some emotional feelings. They're gonna feel stupid at times
(14:32):
possibly maybe not use that word, but they're gonna feel
bad at times. But if you stay upbeat, they'll stay upbeat.
And to only pay attention to the text and not
use so do not interrupt them. Do not interrupt them
when they're reading, when they get done with a page,
then you can stay hold on a second, and you
(14:53):
can read to them by pointing at each word the
words that they missed, and just go over them briefly
then and then go on and let them read a
little more. I would not suggest you'd let them read
for more than fifteen minutes at a time. That's even
a long time, which you'll discover as you're going through
(15:14):
these steps, after you go through the words, and after
your daily lesson, which I hoping I'm being clear. If
you have questioning, call in print all the words that
the student misses and you can type all of these up.
Just make sure that you print them off and you
(15:36):
add to them. Hold on a second, my computers jumping around.
You want to print or you want to type them
and print them, because if it's sloppy, then your student's
going to have trouble reading the words and it's going
to aggravate things more. And you really don't want to
make things more complicated. Okay, So all letters need to
(15:58):
be easily seen by the student. You might want to
print the list daily in case your computer fells. Don't
interrupt him or her while reading. Already said that after
they read two or three pages or up to fifteen minutes.
Whatever you feel is right. There's a bookmark in the
book for the next day. Ask him or her for
two of their favorite colors to use when the missed words,
(16:22):
when they miss words to show progress. But all the
words they can sound out in one color, and once
they learn them well, you will put them in the
other color and they remember them, and after they remember
them for one to two weeks, then you could take
them off the list. Now you should obviously keep a
(16:42):
record of the words you've went through, just you know,
just in case you need to go over them again
in the future. I didn't have to. He really remembered them,
so we didn't have that issue. Go over the missed words,
give the student one or two chances to recognize the word,
and then tell them what it is. Do this with
(17:04):
all the words on the list. One or two chances
is enough. You're not trying to make them feel bad,
you're not trying to aggravate them. You're trying to ease
them into wanting to learn these words. Number one. And
building self confidence is another very important thing with this,
(17:24):
so we don't want to make them feel stupid. Practice
every single day you may get busy, but you can
spend fifteen minutes working with your child to get them
to read. Something can wait for fifteen minutes if necessary,
take at least one day off on the weekend. So yeah,
(17:47):
I'm talking about weekends too. A lot of people are like, oh,
we could, Okay, don't give up. Continue practicing for at
least an entire The more you practiced, and the longer
you stick with this, the more they will learn and
the better they will learn. For me, it took me
(18:11):
and my son about that, well, I want to say
nine months. At that time, we were in a charter
school and he had taken the standardized test hope. Well,
I'm assuming as in the fall, and I had started
(18:32):
to teach him and then by so gosh, maybe not
even nine months. So then by the next school year,
maybe because it wasn't the one in the spring, so yeah,
maybe it was nine months. So by the time they
did the next standardized test, though, it showed that he
had jumped and he was actually an advanced reader compared
(18:54):
to everybody else in his grade level by that time.
So that's how well this lift worked. So I'm not
saying these whiteheartedly. I know from experience that this works
so awesome.
Speaker 2 (19:09):
That's really really amazing that you're able to make that
grade of an improvement, you know, and I definitely must
have taken so much dedication as you have described. I
couldn't imagine, you know, it could be such a frustrating process.
But I'm sure once he reached that level, he felt
so much better about his ability to read and participate
(19:31):
in in academics. That's really really ing.
Speaker 3 (19:36):
It stuck with him to such an extent that New
Heights we offer a graduation ceremony and my son graduated
two years back and he gave he was a valid victorian.
He was in the National Honor Society and had over
a four point zero great point average and when he
gave his acceptance or not his acceptance feet but his
(19:59):
graduation speech is that edictorian speech. He actually spoke about this,
and I was surprised when he wrote his own speech
and he actually spoke about what had happened when he
couldn't read, and he actually said, if it wasn't for
my mom, I would be one of those kids that
(20:21):
would have been left behind and I wouldn't even be
able to read. So this stuck with him and he
remembers this very clearly, just like I do, and it
was it was such an esteem and self confidence builder,
and it's an amazing thing that me and him share.
Speaker 2 (20:42):
Well, and it is it really truly amazing. And I
know that you also wanted to mention, as you said,
you had someone come to you when you first started
reaching out to other people outside of just your family,
to adults who are also trying to improve on their
reading skill. And so I just like to talk about
(21:02):
the resources that New Heights offers also again to reiterate
that we would love to have volunteers to tutor and
teach not on only children, but adults with reading difficulties.
New Heights also offers a library, the New Heights Library,
and has a total of three one hundred and twenty books,
(21:25):
many from different curriculums and many reference books such as encyclopedias. Also,
the library is very very up to date with software
and DVD and v h VHS tats to also help
teach different subjects matter library. There are charges to use
(21:47):
the library, but all families who wish to use library
are required to pay an annual, non refundable twenty five
dollars fee. There's also a small depot that needs to
be paid when the book is borrowed or when anything
is borrowed from the library, which would be refunded in
full with the return of the materials. The fee also
(22:10):
depends on what is taken out from the library and
readers will be included in the curriculum that must checked
out separately, in which case the twenty five refundable fee
will be charged. There's also a twenty five dollars fee
per student per subject that will be paid when borrowing
from the library. This will cover all books needed for
(22:32):
each child and subject. There's also a fee for students
for two curriculum subjects and will be paid when borrowing
from the library and this will cover all the books
needed again and additional fees for every partial to a
full year of curriculum that will be needed for students
(22:57):
and families are responsible for all of the not refundable
shipping charges should anything be shipped to families that they order,
and there are certain limits to the books and tapes
and VHS's that can be checked out from a library,
just like in a normal library, but you can go
to the website New Heights Education New Heights Educationalgroup dot
(23:21):
org to get more information on this, But overall, New
Heights Educational Group offers a wide variety of resources in
their library that I know. Pamela has said that many
families have found useful in helping their children not only
with reading difficulties, but in other curriculum as well, and
(23:43):
it's just a really really great resource to utilize, especially
if you're in the Ohio area or any area and
your student is having difficulties and you're limited on resources.
As I know Pamela mentioned before she started the organization,
there wasn't really you know, any resources for students and
(24:04):
adults to get help in this issue of reading.
Speaker 3 (24:08):
Wow. Yeah, yeah, it's a shame. I mean. And there
are you know, different tutoring programs now around the area,
but they're mostly you know, bring your textbook type and
it kind of help people through the day the lessons.
And there may be some reading tutoring other than the
(24:30):
Silver and Learning, but I don't know exactly what they
consist of. I know ours is much more lengthy. Ours
is to fill in the gap type tutoring, and we
really take a lot of steps from the beginning and
throughout the process to make sure that the students are
getting what they need and no time is wasted. I
(24:51):
really believe stronger strongly and not wasting the students or
families time that you know things are approached correctly and
our up one that a lot can be covered and
things can change quickly if everyone's dedicated to that student.
(25:11):
I've witnessed that over and over again. We've served boy,
I think it's four hundred and fifteen families now here
in northwest Ohio since our creation. And that's a lot
of people. That's families, not people. So I don't know
how many people that is having data, but I know
(25:35):
the families we've served, I know it's right around that number.
But we have just a few minutes. If anybody wants
to call in, they're welcome to. We only have about
two three minutes left. But if anybody has any questions
about our reading tips, or if anybody's listening that even
has taken or participated in some of our tutoring for
(26:00):
reading or another subject and they want to share that
with the audience, or we'd love to hear from.
Speaker 2 (26:06):
You, Definitely, we more than welcome the conversation with our audience,
especially to get feedback and to hear from their experience.
It really helps us to progress in our radio show
and the resources that we provide to make sure that
we're hitting on everything that is important to those who
(26:28):
are listening. Because as new highest educational groups, we serve
to offer resources to aid in the education of families, students,
and you know everything. So definitely don't feel shy to
call in, and it can be intimidating, but we are
very friendly and Pamila and I and that we would
(26:49):
love to have you on the show. Nice, I know,
just while we have some time since no one's called
in yet, just the preview next show we're going to
be talking. Next show will be on the ninth, and
we're going to be talking about math difficulties, which I
(27:11):
know a lot of people struggle with, including myself, And
so our show will be on pips as to how
to aid the student or adults who's having difficulties with
maths as we talked about here with reading.
Speaker 3 (27:27):
Yeah, yeah, that'll be a good show too. I mean,
I try, I want to try to cover each of
the subjects over time, and a lot of other subjects,
and I figured reading and math are the two that
people really really seem to need a lot of help
in and we've had well, we have a lot of
(27:48):
success in the math category.
Speaker 1 (27:50):
Two.
Speaker 3 (27:50):
We have a student now that has been receiving math
tutoring for a couple of years and she is she's amazing,
she's great. Us quite well. Mh.
Speaker 2 (28:06):
Well, it looks like we only have about a minute left,
so I would just like to thank the audience for listening,
and definitely if anyone everyone should give a call in
or was interested in joining the conversation, feel free to
do so and we'll catch you on our next show. Bye, Pamela, Bye,
thank you. Have a good night.
Speaker 3 (29:09):
When I amn't died.
Speaker 1 (29:12):
Unto my soul so weary, when troubles come and my
heart burden.
Speaker 3 (29:23):
Be, then I am saved and wait.
Speaker 1 (29:30):
Here inside till you come and said wild with me.
Speaker 3 (29:43):
You raised me hard all I can stand on my.
Speaker 2 (29:52):
You raise me up to war.
Speaker 1 (29:56):
Come stormy.
Speaker 2 (29:57):
See I am strong when I am on your shoulder.
Speaker 1 (30:10):
Praise meter to
Love host radio.
Speaker 2 (00:44):
Hello and welcome to the New Heights Educational Group radio show.
My name is Kayden Bhan, your host and a volunteer
for New Heights Educational Group. Here with me is founder
and director Pamela Clark. Hello, Pamela.
Speaker 3 (00:57):
How are you?
Speaker 2 (00:59):
I'm doing well? How are you?
Speaker 3 (01:01):
Thank you? Hello? Today's all right.
Speaker 2 (01:05):
Today's broadcast is on reading difficulties and tips. So before
we begin our discussion as to how to help your
child or young adults read better if they're struggling, who
would like to just address the fact that New Heights
Educational Group is in need of volunteer online and in
(01:25):
person tutors and teachers.
Speaker 3 (01:27):
These would be.
Speaker 2 (01:28):
Volunteer positions and not paid, but they are also paid
positions available if you'd like to contact us. If you're
interested in these positions, please do so, don't feel afraid
to ask. And here is Pamela Clark with her experience
in helping children and students who have had reading difficulties
(01:48):
in the past.
Speaker 3 (01:50):
Okay, thank you, Kayden. Yeah, it it all really started
for me as the homeschool mom years ago and my
youngest son, who I've homeschooled for thirteen years, but my
oldest was quite a bit older than my younger child,
(02:12):
and he already knew how to read when he came
out of public school in third grade to be homeschooled.
And my youngest only attended kindergarten for about two months,
and I taught him how to read, and he was
a challenge, to say the least. He just was one
of those students that couldn't get it. And we tried
(02:34):
to charter school for a little while, and those teachers
really couldn't help him either. And it was at that
time that boy, I had exhausted so many resources. I
really understand the struggle that a lot of parents face.
I had went and checked out, you know, hooked on
(02:54):
phonics at the library. They had had that set in
and I had tried about everything, every book. I really
you know, I would teach my kids during the day
and I would really read how to teach a child
to read. I got everything I could out of the
(03:14):
library and would read and read and read on the subject.
And then I had come across the book that really
made it fun, almost made like comic strip type teaching
for the phonics. And so I had an overhead projector
and I started to teach both of the boys at
the same time phonics. And I didn't realize until I
(03:36):
started doing that that my oldest son, who like I said,
had made it to third grade in public schools, never
taught phonics. He knew how to read, but he never
was taught any kind of phonics at all. And I
would draw the little cartoons and I would make up
little stories reach letter and we really made it fun
and the kids both seemed to enjoy that. And but
(04:02):
still my youngest, even though that helped him, he still
couldn't read, and the hooked on phonics didn't help. And
it was I had tried for over a year, and
I was really you know, I knew he was smart,
but there was something that just wasn't being touched on.
(04:23):
And so another teacher suggested some tips that I'm going
to share in a little while with you, and which
I did do and really turned my son around, and
that really started my experience with it. And then oh
(04:44):
years later, probably a couple of years later, after New
Heights was born. This was after two thousand and six,
so we're probably talking two thousand and seven two thousand
and eight. A woman that worked in a shop up
town and Paulding had said her fiance needed help learning
to read and they had a child and he couldn't
read to the child, you know, even a basic storybook.
(05:06):
And I told her, well, you know, I really only
have experience teaching my own son. But he had called,
you know, every library. I started calling around. There was
no one in the area to teach him how to read.
And I told her I would sure give it a try.
And that was my start of outside of my family.
And because I didn't even though I didn't have experience
(05:32):
other than teaching my own children at that point, okay,
I really thought it was silly that there was nothing
in our area. He had went to Sylvan Learning, and
I don't want to say anything about Silvim Learning necessarily
on the idio, but he was treated as a child
there and he really didn't want to go that route
and it was very expensive, so that's all I'll say.
(05:55):
But anyways, I started working with this young adult and
within probably eight nine months, well before that, I had
noticed that he had an issue with his eyes and
he had went I suggested an eye doctor, and he
went to an eye doctor. And we had worked together
for eight nine months and by the time I quit
(06:16):
working with him, which he said when he felt he
was done, and he was reading high school curriculum, high
school books, high school stories, and he was done really
well at it. So we had come a really long way.
And my steps that I used with my son and
I had went to the public library and I'd ask them,
(06:38):
you know, I don't want to treat him like I
treated my you know, eight year old, so I wanted
to treat him as an adult and make sure I
didn't talk down to him in any way. It was
very important for me. And they suggested law back way
to reading, and they had it in you know, their curriculum,
(07:01):
but private they didn't loan this out to people they
didn't know. So they let me borrow lall block rater
reading that's lau B A CCH. And they let me
borrow whatever I needed. Storybooks went along with that, and
I use that with him, and that really did work
(07:24):
very well for him. It was a curriculum designed for adults,
and it's been around for a very long time. I'm
sure that there's any teachers listening. They know exactly what
it is. A lot of people don't like it, but
it worked, and it works for us here at New
Heights and we continue to use it. We have our
own set now that our teachers use to teach high
(07:45):
schoolers and adults and we've had a big success with that.
After that, I myself, as founder and director of Knew Heights,
it was hard because you know, you get people in
all the time that want help, and it's hard to
(08:08):
find volunteers and there's so many people. I have people
waiting now that need help learning to read, and that
breaks my heart. I mean, one adult has been waiting
since last November and he has a family and he
really needs help. He's only to pay also, but still
haven't been able to find anyone to help him read.
(08:29):
So anyways, I myself, I can't do at all as
founder and director of New Heights. That's my main you
know job is founder and director of New Heights, and
I can't you know, be teaching everyone, nor do I
feel like that's the path I should go on. So
mostly what I've done in the last few years or
(08:52):
more has trained parents and teachers and tutors that have
come into New Heights are math what we believe and
it's worked very well for us in general. In eight
or nine months, we've had students that are you know,
on the verge of high school or even younger that
(09:13):
have come in. And in general, if they stick with
the program and they do the steps that we tell
them to do, they usually jump two grade levels in
about nine months time. And we've never failed, never one
time that a student has stuck with the program. Have
we ever failed in some of these kids of disabilities,
(09:35):
and you know, nobody else could teach them, So we
take a lot of pride in that fact. We don't
give up on people. And once we start the tutoring,
you know, we really try to rate for the right
teacher because we want to make sure that the students
get the attention that they need. So everyone is different,
and so these reading tips that I'm about to share,
(09:58):
they won't work for ever everybody, of course, but I
say that, you know, with some reserve, because everyone that
we've used them on up till till now it has
worked on. But again, you can you know, we're against
that cookie cutter type teaching where everybody gets thought the
(10:21):
same way, and sometimes you have to amend or tweak
things a little bit to get to the student. And
that's another thing I wanted to mention is that a
lot of times parents get in their own way if
they're trying to homeschool and they are trying to teach
their kids that they know they were in public school,
(10:43):
maybe theirselves, and not say anything bad about that necessarily,
but they were taught their example is that it is
the public school way of teaching, and so sometimes they
try to model exactly how they were taught and that
may not work. So for me, I had to really
(11:07):
figure out and get out of my own head of
how I was taught in a public school. Also I
graduated from public school and figure out how my child
learned period. And that, boy, when you do that, that
just totally redefined the whole scenario. And children really blossom
(11:32):
when you make it about them and not about yourself,
not about all your aggravations, your frustrations, which are very real,
but it's about the student and we have to remember that.
So our reading tips for today is I would suggest
if you want to try to teach your children on
your own, is to pick out five to ten books
(11:54):
at the library and he or she should pick those out,
not you, But you need to be very careful with that.
Make sure that the books they're choosing are you know,
under the grade level of where they should be, because
they obviously are having trouble reading, So you don't want
them to go pick out a large novel because I
(12:16):
guarantee you they'll be in tears daily. You can ask
the librarian or library staff to help you when looking
for these books. Tell them in private. You don't have
to let the whole library know that your child can't
read and humiliate them. But you know, step off to
the side. They're used to this, trust me, they're used
(12:37):
to kids that can't read, and you can just say,
this is my child's problem. This is the grade level
he's in. He cannot read at this grade level or
even in the previous grade level. What books do you
suggest he starts with. Have him choose from that that area,
and then if you tell them you're trying to teach
(13:00):
them to read, they will give you those books for
a month or more, which is a lot longer than
normal for people to you know, use curriculum or not curriculum,
you know books in general. Remind them when you are
checking out that count you as a teacher because you're
trying to teach someone to read and you might need
(13:22):
the books longer. Explain to him or her your child
that he needs to set right next to you when
you're reading, and that you will write down the words
that he misses here or she misses, and this list
will be used as a vocabulary list. And I'm going
(13:45):
to warn you that when you take these steps, boy,
it may be a very long list and you'll have
and you do this every single day, so by the
end of the week, you may have fifty some words.
But that's okay, I mean, and I know that sounds crazy,
(14:08):
but this is what I went through, and this is
what it took to get my son to read. And
it worked like a charm. So and he ended up
in tears more than once, and I ended up in
tears more than once. But it works. Okay, Tell him
or her not to get upset. But they're going to
have some emotional feelings. They're gonna feel stupid at times
(14:32):
possibly maybe not use that word, but they're gonna feel
bad at times. But if you stay upbeat, they'll stay upbeat.
And to only pay attention to the text and not
use so do not interrupt them. Do not interrupt them
when they're reading, when they get done with a page,
then you can stay hold on a second, and you
(14:53):
can read to them by pointing at each word the
words that they missed, and just go over them briefly
then and then go on and let them read a
little more. I would not suggest you'd let them read
for more than fifteen minutes at a time. That's even
a long time, which you'll discover as you're going through
(15:14):
these steps, after you go through the words, and after
your daily lesson, which I hoping I'm being clear. If
you have questioning, call in print all the words that
the student misses and you can type all of these up.
Just make sure that you print them off and you
(15:36):
add to them. Hold on a second, my computers jumping around.
You want to print or you want to type them
and print them, because if it's sloppy, then your student's
going to have trouble reading the words and it's going
to aggravate things more. And you really don't want to
make things more complicated. Okay, So all letters need to
(15:58):
be easily seen by the student. You might want to
print the list daily in case your computer fells. Don't
interrupt him or her while reading. Already said that after
they read two or three pages or up to fifteen minutes.
Whatever you feel is right. There's a bookmark in the
book for the next day. Ask him or her for
two of their favorite colors to use when the missed words,
(16:22):
when they miss words to show progress. But all the
words they can sound out in one color, and once
they learn them well, you will put them in the
other color and they remember them, and after they remember
them for one to two weeks, then you could take
them off the list. Now you should obviously keep a
(16:42):
record of the words you've went through, just you know,
just in case you need to go over them again
in the future. I didn't have to. He really remembered them,
so we didn't have that issue. Go over the missed words,
give the student one or two chances to recognize the word,
and then tell them what it is. Do this with
(17:04):
all the words on the list. One or two chances
is enough. You're not trying to make them feel bad,
you're not trying to aggravate them. You're trying to ease
them into wanting to learn these words. Number one. And
building self confidence is another very important thing with this,
(17:24):
so we don't want to make them feel stupid. Practice
every single day you may get busy, but you can
spend fifteen minutes working with your child to get them
to read. Something can wait for fifteen minutes if necessary,
take at least one day off on the weekend. So yeah,
(17:47):
I'm talking about weekends too. A lot of people are like, oh,
we could, Okay, don't give up. Continue practicing for at
least an entire The more you practiced, and the longer
you stick with this, the more they will learn and
the better they will learn. For me, it took me
(18:11):
and my son about that, well, I want to say
nine months. At that time, we were in a charter
school and he had taken the standardized test hope. Well,
I'm assuming as in the fall, and I had started
(18:32):
to teach him and then by so gosh, maybe not
even nine months. So then by the next school year,
maybe because it wasn't the one in the spring, so yeah,
maybe it was nine months. So by the time they
did the next standardized test, though, it showed that he
had jumped and he was actually an advanced reader compared
(18:54):
to everybody else in his grade level by that time.
So that's how well this lift worked. So I'm not
saying these whiteheartedly. I know from experience that this works
so awesome.
Speaker 2 (19:09):
That's really really amazing that you're able to make that
grade of an improvement, you know, and I definitely must
have taken so much dedication as you have described. I
couldn't imagine, you know, it could be such a frustrating process.
But I'm sure once he reached that level, he felt
so much better about his ability to read and participate
(19:31):
in in academics. That's really really ing.
Speaker 3 (19:36):
It stuck with him to such an extent that New
Heights we offer a graduation ceremony and my son graduated
two years back and he gave he was a valid victorian.
He was in the National Honor Society and had over
a four point zero great point average and when he
gave his acceptance or not his acceptance feet but his
(19:59):
graduation speech is that edictorian speech. He actually spoke about this,
and I was surprised when he wrote his own speech
and he actually spoke about what had happened when he
couldn't read, and he actually said, if it wasn't for
my mom, I would be one of those kids that
(20:21):
would have been left behind and I wouldn't even be
able to read. So this stuck with him and he
remembers this very clearly, just like I do, and it
was it was such an esteem and self confidence builder,
and it's an amazing thing that me and him share.
Speaker 2 (20:42):
Well, and it is it really truly amazing. And I
know that you also wanted to mention, as you said,
you had someone come to you when you first started
reaching out to other people outside of just your family,
to adults who are also trying to improve on their
reading skill. And so I just like to talk about
(21:02):
the resources that New Heights offers also again to reiterate
that we would love to have volunteers to tutor and
teach not on only children, but adults with reading difficulties.
New Heights also offers a library, the New Heights Library,
and has a total of three one hundred and twenty books,
(21:25):
many from different curriculums and many reference books such as encyclopedias. Also,
the library is very very up to date with software
and DVD and v h VHS tats to also help
teach different subjects matter library. There are charges to use
(21:47):
the library, but all families who wish to use library
are required to pay an annual, non refundable twenty five
dollars fee. There's also a small depot that needs to
be paid when the book is borrowed or when anything
is borrowed from the library, which would be refunded in
full with the return of the materials. The fee also
(22:10):
depends on what is taken out from the library and
readers will be included in the curriculum that must checked
out separately, in which case the twenty five refundable fee
will be charged. There's also a twenty five dollars fee
per student per subject that will be paid when borrowing
from the library. This will cover all books needed for
(22:32):
each child and subject. There's also a fee for students
for two curriculum subjects and will be paid when borrowing
from the library and this will cover all the books
needed again and additional fees for every partial to a
full year of curriculum that will be needed for students
(22:57):
and families are responsible for all of the not refundable
shipping charges should anything be shipped to families that they order,
and there are certain limits to the books and tapes
and VHS's that can be checked out from a library,
just like in a normal library, but you can go
to the website New Heights Education New Heights Educationalgroup dot
(23:21):
org to get more information on this, But overall, New
Heights Educational Group offers a wide variety of resources in
their library that I know. Pamela has said that many
families have found useful in helping their children not only
with reading difficulties, but in other curriculum as well, and
(23:43):
it's just a really really great resource to utilize, especially
if you're in the Ohio area or any area and
your student is having difficulties and you're limited on resources.
As I know Pamela mentioned before she started the organization,
there wasn't really you know, any resources for students and
(24:04):
adults to get help in this issue of reading.
Speaker 3 (24:08):
Wow. Yeah, yeah, it's a shame. I mean. And there
are you know, different tutoring programs now around the area,
but they're mostly you know, bring your textbook type and
it kind of help people through the day the lessons.
And there may be some reading tutoring other than the
(24:30):
Silver and Learning, but I don't know exactly what they
consist of. I know ours is much more lengthy. Ours
is to fill in the gap type tutoring, and we
really take a lot of steps from the beginning and
throughout the process to make sure that the students are
getting what they need and no time is wasted. I
(24:51):
really believe stronger strongly and not wasting the students or
families time that you know things are approached correctly and
our up one that a lot can be covered and
things can change quickly if everyone's dedicated to that student.
(25:11):
I've witnessed that over and over again. We've served boy,
I think it's four hundred and fifteen families now here
in northwest Ohio since our creation. And that's a lot
of people. That's families, not people. So I don't know
how many people that is having data, but I know
(25:35):
the families we've served, I know it's right around that number.
But we have just a few minutes. If anybody wants
to call in, they're welcome to. We only have about
two three minutes left. But if anybody has any questions
about our reading tips, or if anybody's listening that even
has taken or participated in some of our tutoring for
(26:00):
reading or another subject and they want to share that
with the audience, or we'd love to hear from.
Speaker 2 (26:06):
You, Definitely, we more than welcome the conversation with our audience,
especially to get feedback and to hear from their experience.
It really helps us to progress in our radio show
and the resources that we provide to make sure that
we're hitting on everything that is important to those who
(26:28):
are listening. Because as new highest educational groups, we serve
to offer resources to aid in the education of families, students,
and you know everything. So definitely don't feel shy to
call in, and it can be intimidating, but we are
very friendly and Pamila and I and that we would
(26:49):
love to have you on the show. Nice, I know,
just while we have some time since no one's called
in yet, just the preview next show we're going to
be talking. Next show will be on the ninth, and
we're going to be talking about math difficulties, which I
(27:11):
know a lot of people struggle with, including myself, And
so our show will be on pips as to how
to aid the student or adults who's having difficulties with
maths as we talked about here with reading.
Speaker 3 (27:27):
Yeah, yeah, that'll be a good show too. I mean,
I try, I want to try to cover each of
the subjects over time, and a lot of other subjects,
and I figured reading and math are the two that
people really really seem to need a lot of help
in and we've had well, we have a lot of
(27:48):
success in the math category.
Speaker 1 (27:50):
Two.
Speaker 3 (27:50):
We have a student now that has been receiving math
tutoring for a couple of years and she is she's amazing,
she's great. Us quite well. Mh.
Speaker 2 (28:06):
Well, it looks like we only have about a minute left,
so I would just like to thank the audience for listening,
and definitely if anyone everyone should give a call in
or was interested in joining the conversation, feel free to
do so and we'll catch you on our next show. Bye, Pamela, Bye,
thank you. Have a good night.
Speaker 3 (29:09):
When I amn't died.
Speaker 1 (29:12):
Unto my soul so weary, when troubles come and my
heart burden.
Speaker 3 (29:23):
Be, then I am saved and wait.
Speaker 1 (29:30):
Here inside till you come and said wild with me.
Speaker 3 (29:43):
You raised me hard all I can stand on my.
Speaker 2 (29:52):
You raise me up to war.
Speaker 1 (29:56):
Come stormy.
Speaker 2 (29:57):
See I am strong when I am on your shoulder.
Speaker 1 (30:10):
Praise meter to
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