0:02

learning disabilities there is a cure how to make sure that your child is

0:06

working at his full potential

0:08

this is the first in a series

0:11

entitled to developing fishermen

0:19

learning disabled children are children who indicated that the average to secure

0:22

your i_q_s but also have serious learning skill deficiencies

0:26

generally they are working to get to a two and half years below grade level

0:31

the basic learning skills our visual perception

0:34

visual memory

0:35

autry perception an auditory memory

0:38

if children are weak in any of these areas

0:41

it will affect the way they learn both in and out of school but particularly

0:44

with school related subjects

0:46

since the development of learning skills is not generally included in basic

0:50

school curriculums

0:52

many children especially learning disabled children find it difficult to

0:56

learn in the traditional school setting

0:59

in addition there those children who

1:02

are not what we we classify as learning disabled

1:05

who may have some learning skill weaknesses

1:07

and as a result

1:09

are not working up to their full potential

1:12

often these children perform well in school

1:14

but their teachers and parents know that they have been potential to do better

1:19

they are often the children who study for a test

1:22

and seem to know the material the night before

1:25

but on the day of the test experience difficulty remembering it

1:29

or they may appear to be listening attentively in class but when it comes

1:33

to remembering this material percy worker homework

1:36

cannot remember all of the terms and must spend time searching for the

1:40

answers

1:42

if children have a weakness

1:44

in one or more of the learning skill in areas

1:47

they can seriously affect their overall performance in school

1:51

i am going to speak to you about learning skill areas

1:55

how they affect children

1:57

and what can be done to help children so that they can learn is usually as any

2:01

other

2:02

children in their classroom

2:04

the first in the series

2:05

is the learning skills of visual memory

2:11

researchers have determined that eighty percent of all learning takes place by

2:14

means ab fissionable maulik

2:16

that means that the major part of what tilden learn in school

2:20

requires a need for good visual skill development

2:27

memory involves being able to look at a stimulus

2:30

such as a word

2:31

making image in your mind at that word and then recall it when it is no longer

2:35

present

2:36

for example of the teacher introduces a new word

2:39

she writes it on the talk board

2:41

the children might spell it

2:42

then read it

2:43

and use it in a sentence then the teacher erases it

2:48

now most children well having image of their mn in their mind of the word

2:52

but for a child with a visual memory deficiency once the word is erased

2:57

they might not be able to recognize the same word in your reader or history book

3:01

for example

3:03

or to recall the wordpress telling her writing

3:06

once it is erased it is gone

3:08

this poses a serious problems and causes students to have a very weak

3:13

safe appear gallery

3:14

very hard time with spelling and a very difficult time remembering terms on

3:19

tests

3:20

believe it or not even accused a child can have a weakness and one of the

3:24

learning skills

3:25

areas such as visual memory

3:27

and although they may be performing overall a very high level

3:31

they may have some weaknesses

3:35

keep them from learning with ease

3:37

for example is not uncommon to find a gifted child

3:40

who is a porous

3:43

now we know that seventy to seventy five percent

3:46

about english words can be spelled phonetically

3:49

but that the remainder cannot

3:51

so we have to recall them by you seem to learning skills visual her memory

3:56

i remember working with the young man in junior high school who was in the gifted

4:00

and talented program and rightly so

4:03

he was extremely bright

4:05

yeah whenever this child handed in his work

4:08

there were misspelled words ever

4:12

now this student was an excellent reader

4:14

and he had read the word were

4:16

thousands of times

4:18

yet when he spelled that he spelled it

4:20

as w hyatt are

4:21

w h_r_

4:23

or w eve are rarely w_t_i_ ricky

4:27

well he could remember terms for susser studies and science

4:30

he could not remember how to spell those terms

4:33

his visual recall of the detail

4:36

of words that is the individual letters in the word

4:39

this very poor

4:41

yours a call in the course of working with students who had serious visual

4:45

memory weaknesses i discovered that these children did not really look

4:50

at words

4:51

they did not focus on the detail of the words

4:54

that is the individual letters of the word when they red

4:57

and therefore did not hold the word in their mind

5:01

please stay with students were all

5:03

very poor spellers

5:05

however i also discovered

5:08

that there were some tilden who’d get focused on the individual letters of

5:11

words

5:12

but who are unable to view words in terms of their common word parts of

5:16

syllables

5:17

as a result word like interesting

5:21

was furious if it were either eleven separate units or letters instead of

5:25

four days of information this grouped into four syllables

5:29

these are the students who experience difficulty

5:32

developing a good site for cable airy and remembering terms for example for

5:36

sub sister decent science

5:39

researchers have determined

5:41

that the most recent take and in any one time is six units of information

5:47

so if you are trying to remember the bird interesting as if it were eleven

5:51

separate units of information or eleven letters

5:55

it is an impossible task

5:57

however

5:58

if you put you the word interesting

6:01

by grouping the letters into four syllables

6:03

than it is these each retain

6:06

so i began to tried various techniques to try to help children to develop

6:10

their visual recall

6:11

i get beat up on the technique that worked

6:14

and is my students progressed i realize that after three years i havent designed

6:19

an entire program to develop visual memory upwards

6:24

since most of what shown are faced with in school involves the recall of words

6:29

i found this to be extremely helpful and many areas but especially in the reading

6:34

writing

6:35

and spelling development

6:37

most young unwed gear

6:39

serious visual memory weaknesses need to be taught

6:42

within visual memory program that teaches the skill

6:46

starting at the letter span level but the child is at

6:49

and working up the step

6:50

by step for example

6:52

beef three-letter stand to a four-letter stand than a five exp

6:57

without the development of good visual memory skills it is extremely difficult

7:01

for children to learn with ease

7:04

with the development of visual memory

7:06

the learning about subjects becomes easier and as a result students develop

7:10

or competence and their ability

7:12

and our better able to work at their full potential

7:16

for further information undeveloped english in memory of words

7:20

entities

7:21

visual memory program

7:23

check out the following site