Academic and Behavioral Interventions

Are you looking for hacks to help students who only listen when someone makes eye contact with them? If so, keep reading.

1. Separate at several points during the presentation of information to check the student’s comprehension.

2. Praise the student for paying attention to the source of information. Continuous eye contact is not appropriate for reinforcement.

3. Teach and practice information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is presented before starting a task, etc.).

4. Praise the student for keeping eye contact: ( a) give the student a concrete reward (e.g., classroom privileges, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

5. Give instructions on a one-to-one basis before assigning a task.

6. Teach and practice efficient communication skills. These skills include listening, keeping eye contact, and positive body language.

7. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content. Utilize the modality that is stronger for the student.

8. Praise those students in the classroom who focus visual attention on the speaker.

9. Make the student repeat or rephrase information heard to ascertain successful listening.

10. Place the student near the source of information in the classroom. As the student shows success, slowly move them farther away from the source of information.

11. Converse with the student to explain (a) what they are doing wrong (e.g., failing to listen to directions, explanations, and instructions) and (b) what they must be doing (e.g., listening to directions, explanations, and instructions).

12. Teach and practice active listening skills. Train the student to listen to what another person is saying and respond based on the information received.

13. Praise the student for listening: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

14. Inform the student what to listen for when being given instructions, receiving information, etc.

15. Orally present information that is appropriate for the student to know to perform a task successfully.

16. Provide eye contact when delivering information to the student. As the student shows the capacity and ability to listen successfully, slowly decrease the amount of eye contact.

17. Draft an agreement with the student stipulating what behavior is required (e.g., listening to instructions, keeping eye contact) and which reinforcement will be implemented when the agreement has been met.

18. Separate at several points during the presentation of information to ensure the student is attending and keeping eye contact.

19. Urge the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to keep attention (e.g., not focusing on instructions may cause misinterpretation of a task that could lead to a lower grade and losing a place on the soccer team).

20. Remove distracting stimuli in the student’s immediate environment (e.g., books, writing or learning materials, personal property, etc.).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for simple ways to help students who only listen when someone makes eye contact with them? If so, keep reading.

1. Praise the student for listening based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

2. Get the student to orally repeat instructions, explanations, and directions after they have been given to enable retention.

3. Get the student to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.

4. Get the student to take notes when information is orally presented.

5. Get the student to listen and takes notes for “Who, What, Where, On occasions where, How, and Why” while ideas are presented.

6. Get the student’s hearing reviewed if it has not been recently reviewed.

7. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

8. Train the student to keep attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other distractions.

9. Provide a consistent format in which information is orally presented.

10. Provide visibility to and from the student at all times to ensure that the student is attending.

11. Let logical consequences happen as a result of the student’s failure to listen (e.g., the failure to respond correctly, a failing grade, etc.).

12. Assess the visual and auditory stimuli in the classroom and remove or lessen unnecessary environmental stimuli.

13. Make the curriculum important to the student (e.g., explain the purpose of a task, relate the curriculum to the student’s environment, etc.).

14. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the student’s reach.

15. Get the student to question any directions, explanations, or instructions they do not understand.

16. Urge the student to create an understanding of themselves and their surroundings. Train the student to periodically step back and ask themselves, “Am I keeping eye contact?” “What should I be doing now?”

17. Plan essential learning activities , tasks, and lectures at times when the student is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.). Inform the student what to listen for when being given instructions or receiving information, etc.

18. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

19. Give chances for the student to talk to others on a one-to-one basis. As the student becomes more successful at keeping attention and eye contact, slowly include more people in conversations.

20. Minimize visual and auditory stimuli in and around the classroom that interfere with the student’s capacity and ability to listen successfully (e.g., close the classroom door and windows, draw ·the shades, etc.).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students who only listen when someone makes eye contact with them? If so, keep reading.

1. Make sure that the student is seated close enough to make eye contact with and hear the teacher when information is being delivered.

2. Urge the student to ask for clarification of any directions, explanations, and instructions before starting a task to enable comprehension.

3. Refrain from placing the student in situations that require listening for an expanded duration of time such as lectures, seminars, assemblies, etc. Give the information for the student through a recording or lecture notes.

4. Urge the parents to take advantage of dinner and other family-gathering times for their child to converse and practice keeping eye contact.

5. Provide information in a clear, concise manner.

6. Make sure information is delivered forcefully enough to be heard by the student.

7. Provide information to the student on a one-to-one basis. As the student shows the capacity and ability to listen successfully, slowly include more students in the group with him/her.

8. Ascertain which stimuli in their surroundings interfere with the student’s capacity and ability to listen successfully. Minimize or remove those stimuli from their surroundings.

9. Teach the student listening skills: • Separate working. • Clear desk of nonessential learning materials. • Attend to the source of information. • Jot down essential points. • Ask for clarification. • Wait until all instructions are received before beginning.

10. Urge the student to ask people to repeat portions of a conversation they were unable to follow.

11. Provide a predetermined signal (e.g., hand signal, turn lights off and on, etc.) to the student prior to delivering information.

12. Make sure the student is not engaged in learning activities that interfere with directions, explanations, and instructions (e.g., looking at other learning materials, putting away learning materials, talking to others, etc.).

13. Select a peer to model excellent attending skills for the student.

14. Use the student’s name to gain their attention prior to delivering information.

15. Praise the student for listening based on the duration of time the student can be successful. As the student shows success, slowly increase the duration of time required for reinforcement.

16. Urge the student to say a mantra to themselves when entering a situation where they will receive instructions (e.g., keep eye contact, keep eye contact, keep eye contact).

17. Select various people (e.g., peer, paraprofessional, counselor, friend, etc.) to help the student keep eye contact.

18. Assess the difficulty level of information presented to the student. Ascertain if the information is presented at a level the student can understand.

19. Provide information in both oral and written form.

20. Select a peer, paraprofessional, friend, etc., to signal the student when they need to keep eye contact (e.g., the person can touch the student on the arm when it is time to pay attention to a speaker).

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for hacks to help kids that only focus when you are in their proximity? If so, keep reading.

1. Stand in the proximity of the student when delivering oral questions and instructions .

2. Show oral questions and instructions concisely.

3. Train the student to listen for crucial information when being given instructions or receiving information from a distance (e.g., write down main points, ideas, step-by-step instructions; etc.).

4. Get the student’s hearing reviewed if it has not been recently reviewed.

5. Train the student to ask for clarification if they do not understand information presented orally.

6. Urge the student to ask for clarification of any directions, explanations, and instructions before starting a task to enable comprehension.

7. Train the student to write down oral instructions and mark each one off as it is finished.

8. Select a peer, paraprofessional, friend, etc., to signal the student when they need to keep attention (e.g., the person can touch the student on the arm when it is time to listen).

9. Let logical consequences happen due to the student’s failure to follow oral instructions or pay attention to the information presented in public places.

10. Get the student to orally repeat directions, explanations, and instructions after they have been given to enable retention.

11. Inform the student that instructions will only be given once and that you will not remind them to follow the instructions.

12. Minimize distracting stimuli in their surroundings (e.g., make sure the classroom is quiet, lessen movement in the classroom, etc.).

13. Create task rules (e.g., listen carefully, wait until all oral instructions have been given, ask questions about things that you do not understand, begin the task only when you are sure about what you are to do, make sure you have all the learning materials appropriate, etc.).

14. Train the student to keep attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other distractions.

15. Make sure the student is attending before delivering directions, explanations, or instructions (e.g., keeping eye contact, hands free of other learning materials, looking at the task, etc.).

16. Train the student to ask people to repeat portions of a conversation they were unable to follow.

17. Plan essential learning activities , tasks, and meetings at times when the student is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.).

18. Show directions, explanations, or instructions as simply and clearly as possible (e.g., “Get your book. Turn to page 29. Do problems 1 through 5.”).

19. Take into account the student’s age and experience before expecting them to be successful in learning activities that require listening.

20. Urge the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to keep attention (e.g., not focusing on instructions may cause misinterpretation of a task that could lead to a lower grade and losing a place on the soccer team).

21. Urge the parents to take advantage of dinner and other family-gathering times for their child to converse and practice keeping attention.

22. Train the student to carry a notepad with them at all times and write information down to help them remember.

23. Teach and practice active listening skills. Urge the student to listen to what another person is saying and respond based on information received.

24. Reward the student (e.g., a break, visit briefly with a peer, etc.) for keeping eye contact and listening for a specific length of time.

25. Ascertain if the student heard a direction by having them repeat it.

26. Teach and practice information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is presented before starting a task, etc.).

27. Teach the student instruction-following skills (e.g., listen carefully, write down essential points, etc.).

28. Teach the student listening skills: • Separate working. • Clear desk of nonessential learning materials. • Attend to the source of information. • Jot down essential points. • Ask for clarification. • Wait until all instructions are received before beginning.

29. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for simple strategies to help students who only want to pay attention when you are next to them? If so, keep reading.

1. Make sure you have the student’s full attention when you are talking to him/her. Stand near the student, keep eye contact, and have them repeat the information.

2. Be firm, fair, and consistent when expecting the student to listen to and follow instructions. Do not Let the student fail to follow instructions one time and expect instructions to be followed the next time.

3. Draft an agreement with the student stipulating what behavior is required (e.g., paying attention to information presented from any place in the classroom) and which reinforcement will be implemented when the agreement has been met.

4. Refrain from placing the student in situations that require listening for an expanded duration of time, such as lectures, seminars, etc. Give the information for the student through a recording or lecture notes.

5. Move materials used for tactile stimulation (e.g., pens, paper clips, loose change, etc.) away from the student’s reach.

6. Teach and practice efficient communication skills. These skills include listening, keeping eye contact, and positive body language.

7. Take the student away from the situation until they can demonstrate self-control and follow instructions when they have difficulty paying attention to and following instructions in the presence of others (e.g., at a school assembly, on a field trip, playing a game with peers, etc.).

8. Select a peer to model answering information from any place in the classroom for the student.

9. Let the student record information from lectures and make notes from these recordings.

10. Create an environment that is quiet and tidy (e.g., clean, well-lighted, fresh-smelling, and at a comfortable temperature).

11. Refrain from seating the student near people with whom they may be enticed to talk to during lectures, assemblies, seminars, projects, etc.

12. Select various people (e.g., peer, paraprofessional, counselor, etc.) to help the student improve their listening skills.

13. Separate the student away from other students who may interfere with their capacity and ability to pay attention to directions, explanations, or instructions.

14. Give the student sufficient chances for the repetition of information through various experiences.

15. Provide directions, explanations, or instructions loudly enough to be heard by the student.

16. Ensure the student has heard what was said by having them give acknowledgment (e.g., by saying, “Okay!” “Will do!” etc.).

17. Create rules for listening (e.g., listen to instructions, ask questions about instructions if they are not grasped, follow the instructions, etc.). These rules should be consistent and followed by everyone in the classroom. Talk about the rules often.

18. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

19. Find the student’s most efficient learning mode. Utilize it continuously to enable the student’s comprehension and remaining on-task for longer periods.

20. Urge the student to avoid ingesting any substance (e.g., drugs, alcohol, cold remedies, etc.) that might further alter their capacity and ability to direct or keep attention.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to help students who need to be near you to pay attention? If so, keep reading.

1. Provide a consistent manner in which oral questions are asked and instructions are given.

2. Get the student to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.

3. Talk regularly with the student to help them pay attention to a source of the sound.

4. Praise the student for paying attention to the information presented from any place in the classroom: (a) give the student a concrete reward (e.g., privileges such as leading the line, handing out learning materials, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

5. Give instructions on a one-to-one basis before assigning a task.

6. Use the student’s name to gain their attention prior to delivering directions, explanations, or instructions.

7. Praise those students who pay attention to information from any place in the classroom.

8. Provide mobility to assist the student; regularly be near the student, etc.

9. Provide all directions, questions, explanations, and instructions at an appropriate rate for the student.

10. Provide simple, specific instructions as to what the student is to do.

11. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

12. Talk regularly with the student to help them follow instructions for a learning experience.

13. Provide visibility to and from the student to keep their attention when oral questions/instructions are being delivered. The teacher and the student should be able to see each other at all times. Make eye contact possible at all times.

14. Do not give instructions to the student from across the classroom. Go to the student, get their full attention, and explain the instructions to him/her.

15. Separate at several points during the presentation of directions, explanations, or instructions to check the student’s understanding of the information presented.

16. Provide a signal to gain the student’s attention before delivering directions, explanations, or instructions (e.g., clap hands, turn lights off and on, etc.).

17. Place the student near the source of information in the classroom. As the student shows success, slowly move them away from the source of information.

18. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

19. Get the student to listen and takes notes for “Who, What, Where, On occasions where, How, and Why” while ideas are presented.

20. Provide oral questions and instructions that involve only one step. As the student shows success, slowly increase the number of ideas or steps.

21. Consider using assistive technology designed to help students to attention deficit hyperactivity disorder to concentrate. Click here to view list of assistive technology apps that we recommend.

Are you looking for strategies to improve students ability to complete learning experiences that require listening? If so, keep reading.

1. Separate at several points when delivering instructions, public announcements, etc., to ensure that the student is attending.

2. Show instructions following the outline of (1) What, (2) How, (3) Learning materials, and (4) On occasions where.

3. Teach and have the student practice how to listen for crucial information when he/she is being given instructions or receiving information (e.g., write down main points, ideas, step-by-step instructions, etc.).

4. Assess the level of information presented to the student to ascertain if the information is presented at a level the student can understand.

5. Take the student away from the situation when they have difficulty listening and following instructions in the presence of others (e.g., at a school assembly, when a guest speaker is present, etc.) until they can demonstrate self-control and follow instructions.

6. Utilize several modalities (e.g., auditory, visual, tactile, etc.) when presenting instructions, explanations, and instructional content . Utilize the modality that is stronger for the student.

7. On occasions where ideas are presented, have the student listen and takes notes for “Who, What, Where, On occasions where, How, and Why.”

8. Teach the student when to ask questions, how to ask questions, and what types of questions acquire what types of information.

9. Provide instructions, explanations, and information using vocabulary that is within the student’s level of comprehension.

10. Get the student to repeat or rephrase information presented to ascertain if the student correctly heard what was said.

11. Place the student near the source of directions, explanations, and instructions to enable their capacity and ability to keep attention.

12. Utilize images, diagrams, smartboard, and gestures when presenting information.

13. Read this article that we wrote on developing listening comprehension skills.

14. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

15. Read this article that we wrote on what you should do when your child struggles with verbal comprehension.

Are you looking for ways to help students excel on learning experiences that require listening? If so, keep reading.

1. Play games designed to teach listening skills (e.g., Simon Says, Red Light-Green Light, Mother May I? etc.).

2. Train the student to carry a notepad with them at all times and write information down to help them remember.

3. Get the student to take part in practice learning activities designed to create their listening skills (e.g., following one-, two-, or three-step instructions; listening for the main point; etc.).

4. Show one concept at a time. Make sure the student knows each concept before presenting the next.

5. Give instructions on a one-to-one basis.

6. Converse with the student when they do not listen to explain (a) what they are doing wrong (e.g., not listening to directions, explanations, and instructions) and (b) what they must be doing (e.g., listening to directions, explanations, and instructions) and why.

7. Get the student to practice listening skills by taking notes when directions, explanations, and instructions are presented.

8. Minimize visual and auditory stimuli in and around the classroom that interfere with the student’s capacity and ability to listen successfully (e.g., close the classroom door and windows, draw the shades, etc.).

9. Show directions, explanations, and instructions as simply and clearly as possible (e.g., “Get your book. Turn to page 29. Do problems 1 through 5.”).

10. Give the student public announcements, directions, and instructions in written form.

11. Minimize distracting stimuli in the environment (e.g., place the student on or near the front row, Give the student a carrel or “office” space away from distractions, etc.). Use this strategy to reduce distracting stimuli, not as a form of punishment.

12. Praise the student for listening: (a) give the student a concrete reward (e.g., classroom privileges, 10 minutes of free time, etc.) or (b) give the student an informal reward (e.g., praise, handshake, smile, etc.).

13. Praise those students in the classroom who listen to directions, explanations, and instructions.

14. Teach information-gathering skills (e.g., listen carefully, write down essential points, ask for clarification, wait until all information is presented before starting a task, etc.).

15. Rephrase directions, explanations, and instructions to enable the student’s comprehension of what is being presented.

16. Reward the student for listening. Possible rewards include oral praise (e.g., “You did a great job listening to every step of the instructions!” “You were able to tell me five details.” etc.).

17. Plan essential learning activities , tasks, and lectures at times when the student is most likely to keep attention (e.g., one hour after medication, 45 minutes after lunch, first thing in the morning, etc.).

18. Teach the student instruction-following skills (e.g., stop doing other things, listen carefully, write down essential points, wait until all instructions are given, question any instructions not grasped, etc.).

19. Show ideas following the outline of (1) Who, (2) What, (3) Where, (4) On occasions where, (5) How, and (6) Why.

20. Stand directly in front of the student when delivering directions, explanations, and instructions.

21. Read this article that we wrote on developing listening comprehension skills.

22. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

23. Read this article that we wrote on what you should do when your child struggles with verbal comprehension.

Are you looking for hacks for students that perform poorly on learning activities that require listening? If so, keep reading.

1. Select a peer to model excellent listening skills for the student.

2. Get the student to practice group listening skills (e.g., “Everyone take out a piece of paper. Write your name on the paper. Number your paper from 1 to 20.”).

3. Make sure that your remarks are in the form of constructive criticism rather than criticism that could be perceived as personal, menacing, etc., (e.g., instead of saying, “You always make the same mistake,” say, ”A better way to do that might be . . . “).

4. Get the student to practice listening to what other students are saying (e.g., following simple instructions, sharing information, etc.).

5. Require the student to repeat portions of a conversation as the discussion is taking place.

6. Get the student to question any directions, explanations, and instructions they do not understand.

7. Give the student public announcements and instructions in written form while presenting them orally.

8. Get the student to silently rehearse information just heard to help them remember the essential facts.

9. Get the student to take notes when instructions are being given following the “What, How, Learning materials, and On occasions where” format.

10. Get the student’s hearing reviewed if it has not been recently reviewed.

11. Get the student to orally repeat directions, explanations, and instructions to enable retention.

12. Find the student’s most efficient learning mode. Utilize it continuously to enable the student’s comprehension (e.g., if the student fails to understand instructions or information orally, present it in written form).

13. Train the student to keep attention to the source of information by keeping eye contact, keeping hands free from other learning materials, and reducing other distractions.

14. Talk regularly with the student. Make sure that eye contact is being made to ensure that the student is attending.

15. Inform the student that instructions will only be given once and that you will not remind them to follow the instructions.

16. Provide visibility to and from the student at all times to ensure they are attending.

17. Draft an agreement with the student stipulating what behavior is required (e.g., listening to directions, explanations, and instructions) and which reinforcement will be implemented when the agreement has been met.

18. Make sure the student is attending (e.g., making eye contact, hands free of other learning materials, etc.) before delivering directions, explanations, and instructions.

19. Make sure the student knows that if they do not listen to and follow instructions when working in a group, participating in learning activities, etc., others will not want to work with him/her.

20. Get the student’s attention before giving them instructions. Get the student to make eye contact and repeat the information to check for comprehension.

21. Read this article that we wrote on developing listening comprehension skills.

22. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

23. Read this article that we wrote on what you should do when your child struggles with verbal comprehension.

Are you looking for interventions for kids that struggle with learning activities that require reading? If so, keep reading.

1. Create an environment that is quiet and tidy (e.g., clean, well-lighted, fresh-smelling, and at a comfortable temperature).

2. Converse with the student before starting a learning experience and remind them of the importance of listening to others.

3. Provide the student instructions to follow with no more than two or three steps (e.g., “Please open your text and turn to page 28.”); directions that involve several steps can be confusing and cause the student to have difficulty following them.

4. Do not criticize when correcting the student; be honest yet compassionate. Never cause the student to feel negatively about themselves.

5. Create rules for listening (e.g., listen to instructions, ask questions about instructions if they are not grasped, follow the instructions, etc.). These rules should be consistent and followed by everyone in the class. Talk about the rules often.

6. Provide information in an assortment of ways (e.g., images, diagrams, gestures, etc.) to enable the student’s capacity and ability to attend.

7. Do not give instructions to the student from across the room. Go to the student, get their full attention, and explain the instructions to him/her.

8. Urge the student to ask for clarification of any directions, explanations, and instructions before starting a task to enable comprehension.

9. Get the student to ask for help when they need it.

10. Urge the student to create an understanding of themselves and their surroundings. Train the student to periodically step back and ask themselves, “Am I listening and paying attention?” “What should I be doing now?”

11. Urge the student to create an understanding of the consequences of their behavior by writing down or talking through problems that may happen due to their failure to listen for sustained periods (e.g., not focusing on instructions may cause misinterpretation of a task that could lead to a lower grade and losing a place on the soccer team).

12. Urge the student to say a mantra to themselves when entering a situation where they will receive instructions or information (e.g., listen carefully, listen carefully, listen carefully).

13. Teach the student listening skills: • Separate working. • Clear desk of nonessential learning materials. • Attend to the source of information. • Jot down essential points. • Ask for clarification. • Wait until all instructions are received before beginning.

14. Assess the difficulty level of information that the student is required to listen (e.g., information communicated on the student’s capacity and ability level).

15. Provide instructions in an assortment of ways to enable the student’s capacity and ability to attend.

16. Let the student occasionally take tasks home when the class setting is overly distracting.

17. Select a peer, paraprofessional, etc., to signal the student when they are not listening (e.g., the person can touch the student’s arm as a signal that they are not focused on the speaker).

18. Assess the visual and auditory stimuli in the classroom and remove or lessen the unnecessary environmental stimuli.

19. Get a peer to give the information that the student does not hear.

20. Get the student to take part in practice learning activities designed to create their listening skills (e.g., following one-, two-, or three-step instructions; listening for the main point; etc.).

21. Read this article that we wrote on developing listening comprehension skills.

22. Read this article that we wrote explaining why verbal comprehension skills are important to academic success.

23. Read this article that we wrote on what you should do when your child struggles with verbal comprehension.