{"id":10364,"date":"2020-08-26T14:51:55","date_gmt":"2020-08-26T14:51:55","guid":{"rendered":"https:\/\/blogs.cooperhealth.org\/ehealth\/?p=10364"},"modified":"2020-08-31T16:30:21","modified_gmt":"2020-08-31T16:30:21","slug":"dyslexia-and-the-covid-19-pandemic-home-routines-to-follow-heading-into-a-new-school-year","status":"publish","type":"post","link":"https:\/\/blogs.cooperhealth.org\/ehealth\/2020\/08\/26\/dyslexia-and-the-covid-19-pandemic-home-routines-to-follow-heading-into-a-new-school-year\/","title":{"rendered":"Dyslexia and the COVID-19 Pandemic: Home Routines to Follow Heading Into a New School Year"},"content":{"rendered":"

\"MotherPara leer en Espa\u00f1ol, por favor haga clic aqu\u00ed<\/a><\/p>\n

The impact of schools being closed for some time and the advent of remote learning may have been stressful for all students, but in particular for children with disabilities. For those children with a learning disability such as dyslexia, the challenges have been magnified exponentially.<\/p>\n

Children with dyslexia may struggle with reading, spelling, and writing. Invariably, independent functioning is challenging for these children to do a task on their own without assistance. In light of these challenges, especially during a pandemic, parents continually need to ask themselves things like, \u201cAm I helping too much or not enough?\u201d \u201cAm I being too tough or am I being too easy?\u201d Such questions are not easily answered.<\/p>\n

As a new school year begins, Richard Selznick, PhD, psychologist and Director of the Cooper Learning Center, Department of Pediatrics, Cooper University Health Care, offers a few basic guidelines for managing children with dyslexia<\/a> during the time of the COVID-19 pandemic and adjusting back to school.<\/p>\n

Set Up the Structure<\/h3>\n

Possibly the most important thing that you can do for all children, but especially those who are struggling, is to establish a clear structure in the household.<\/p>\n

As you go into the new school year, set up a fair and reasonable (not rigid) structure. As a part of this structure, let the children know that there will be a period of time that will be devoted to academics beyond what is expected in-person or on-line.<\/p>\n

Children with dyslexia need a great deal of time to practice basic skills that are being targeted.\u00a0 Setting aside about 20 to 30 minutes on a consistent basis for such practice is essential.<\/p>\n

Reading Practice<\/h3>\n

At its core, dyslexics struggle with decoding of words and reading fluency. Typically, if you listen to their reading it is conducted in a halting, labored, word-by-word manner, with many words being substituted for the ones on the page. To address this, find books that you think will be relatively easy for your child (but not too easy). Set aside time to have your child read these out loud to you. Having dyslexic children read out loud is one of the best things you can do for them.<\/p>\n

For younger children, reading books like those of Dr. Seuss, such as Green Eggs and Ham<\/em> or The Cat in the Hat Comes Back<\/em> are great for practicing reading fluency. It\u2019s perfectly fine if the child has read these books before or even rereads them, as the repetition helps to build the connections between the word and their underlying sounds and syllables.<\/p>\n

Keep track of words that the child has shown some struggling with and put them down on index cards for later practice. The child can read these back to you and can also practice spelling them (with real paper and pencils).<\/p>\n

Attitude Counts<\/h3>\n

Today, children think that they have unlimited access to their gaming systems, iPads, YouTube, etc. Start to link up a positive attitude during the academic practice with earned time on the screens. Therefore, if there is excessive whining, complaining, or melting down during the reading, spelling, or writing activities, then screen time has not been earned. In order to engage with the screen time, the child needs to give you a session with good attitude and motivation.<\/p>\n

In summary, set up the structure, do a lot of targeted practice with reading and spelling, and watch for good attitude and you will be on the right path with a successful back-to-school routine during these challenging times.<\/p>\n

Dr. Richard Selznick<\/a> is a psychologist and the author of numerous books, including <\/em>What to Do About Dyslexia: 25 Essential Points for Parents and <\/em>The Shut-Down Learner. He is the Director of the Cooper Learning Center<\/a>, Department of Pediatrics, Cooper University Health Care.<\/em>
\n<\/a><\/p>\n

Dislexia y la pandemia de COVID-19: Rutinas caseras a seguir de cara a un nuevo a\u00f1o escolar<\/h2>\n

El impacto del cierre de las escuelas durante alg\u00fan tiempo y la llegada del aprendizaje a distancia pueden haber sido estresantes para todos los estudiantes, pero en particular para los ni\u00f1os con discapacidades. Para aquellos ni\u00f1os con una discapacidad de aprendizaje como la dislexia, los desaf\u00edos se han magnificado exponencialmente.<\/p>\n

Los ni\u00f1os con dislexia pueden tener dificultades con la lectura, la ortograf\u00eda y la escritura. Invariablemente, el funcionamiento independiente es un desaf\u00edo para que estos ni\u00f1os hagan una tarea por s\u00ed mismos sin ayuda. A la luz de estos desaf\u00edos, especialmente durante una pandemia, los padres deben preguntarse continuamente cosas como: “\u00bfEstoy ayudando demasiado o no lo suficiente?” “\u00bfEstoy siendo demasiado duro o demasiado f\u00e1cil?” Estas preguntas no se responden f\u00e1cilmente.<\/p>\n

Al comenzar un nuevo a\u00f1o escolar, Richard Selznick, PhD, psic\u00f3logo y director del Cooper Learning Center, Departamento de Pediatr\u00eda, Cooper University Health Care, ofrece algunas pautas b\u00e1sicas para el manejo de ni\u00f1os con dislexia durante la \u00e9poca de la pandemia de COVID-19 y ajustarse de regreso a la escuela.<\/p>\n

Configurar la estructura<\/h3>\n

Posiblemente lo m\u00e1s importante que puede hacer por todos los ni\u00f1os, pero especialmente por aquellos que est\u00e1n luchando, es establecer una estructura clara en el hogar.<\/p>\n

A medida que avanza en el nuevo a\u00f1o escolar, establezca una estructura justa y razonable (no r\u00edgida). Como parte de esta estructura, d\u00e9jeles saber a los ni\u00f1os que habr\u00e1 un per\u00edodo de tiempo que se dedicar\u00e1 a lo acad\u00e9mico m\u00e1s all\u00e1 de lo esperado en persona o en l\u00ednea.<\/p>\n

Los ni\u00f1os con dislexia necesitan mucho tiempo para practicar las habilidades b\u00e1sicas a las que se dirigen. Es esencial reservar de 20 a 30 minutos de manera constante para tal pr\u00e1ctica.<\/p>\n

Practica de leer<\/h3>\n

En esencia, los disl\u00e9xicos luchan con la decodificaci\u00f3n de palabras y la fluidez en la lectura. Por lo general, si escucha su lectura, se lleva a cabo de manera entrecortada, laboriosa, palabra por palabra, sustituyendo muchas palabras por las de la p\u00e1gina. Para solucionar esto, busque libros que crea que ser\u00e1n relativamente f\u00e1ciles para su hijo (pero no demasiado). Reserve un tiempo para que su hijo le lea esto en voz alta. Hacer que los ni\u00f1os disl\u00e9xicos lean en voz alta es una de las mejores cosas que puede hacer por ellos.<\/p>\n

Para los ni\u00f1os m\u00e1s peque\u00f1os, leer libros como los del Dr. Seuss, como Green Eggs and Ham o The Cat in the Hat Comes Back, son excelentes para practicar la fluidez en la lectura. Est\u00e1 perfectamente bien si el ni\u00f1o ha le\u00eddo estos libros antes o incluso los vuelve a leer, ya que la repetici\u00f3n ayuda a construir las conexiones entre la palabra y sus sonidos y s\u00edlabas subyacentes.<\/p>\n

Mantenga un registro de las palabras con las que el ni\u00f1o ha tenido problemas y an\u00f3telas en tarjetas para practicar m\u00e1s adelante. El ni\u00f1o puede volver a leerlos y tambi\u00e9n puede practicar c\u00f3mo deletrearlos (con papel y l\u00e1pices reales).<\/p>\n

Actitud cuenta<\/h3>\n

Hoy los ni\u00f1os piensan que tienen acceso ilimitado a sus sistemas de juego, iPads, YouTube, etc. Empiece a vincular una actitud positiva durante la pr\u00e1ctica acad\u00e9mica con el tiempo ganado en las pantallas. Por lo tanto, si hay un exceso de lloriqueos, quejas o des\u00e1nimo durante las actividades de lectura, ortograf\u00eda o escritura, no se ha ganado tiempo frente a la pantalla. Para interactuar con el tiempo frente a la pantalla, el ni\u00f1o debe brindarte una sesi\u00f3n con buena actitud y motivaci\u00f3n.<\/p>\n

En resumen, configure la estructura, practique mucho la lectura y la ortograf\u00eda, y observe la buena actitud y estar\u00e1 en el camino correcto con una rutina exitosa de regreso a la escuela durante estos tiempos desafiantes.<\/p>\n

El Dr. Richard Selznick es psic\u00f3logo y autor de numerosos libros, incluido <\/em>What to Do About Dyslexia: 25 Essential Points for Parents y <\/em>The Shut-Down Learner. Es el Director del Cooper Learning Center, Departamento de Pediatr\u00eda, Cooper University Health Care.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Para leer en Espa\u00f1ol, por favor haga clic aqu\u00ed The impact of schools being closed for some time and the advent of remote learning may have been stressful for all students, but in particular for children with disabilities. For those children with a learning disability such as dyslexia, the challenges have been magnified exponentially. Children … [Read more…]<\/a><\/span><\/p>\n","protected":false},"author":4,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":{"0":"entry","1":"post","2":"publish","3":"author-tvekteris","4":"post-10364","6":"format-standard","7":"category-uncategorized"},"yoast_head":"\nDyslexia and the COVID-19 Pandemic: Home Routines to Follow Heading Into a New School Year - eHealth Connection<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/blogs.cooperhealth.org\/ehealth\/2020\/08\/26\/dyslexia-and-the-covid-19-pandemic-home-routines-to-follow-heading-into-a-new-school-year\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Dyslexia and the COVID-19 Pandemic: Home Routines to Follow Heading Into a New School Year - eHealth Connection\" \/>\n<meta property=\"og:description\" content=\"Para leer en Espa\u00f1ol, por favor haga clic aqu\u00ed The impact of schools being closed for some time and the advent of remote learning may have been stressful for all students, but in particular for children with disabilities. 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