Parenting

Authoritative Parenting: Everything You Need to Know

In authoritative parenting, the parent expects to be constantly acknowledged while making specific demands of the child, which the parent thinks must be met. While this parenting style has the parent’s actual presence and warmth in the child’s life as an advantage, such a parent is likely to need the child to rise up to the standards created for them. Additionally, in this type of parenting style, there is an imposition of expectations and boundaries.

Many children do well under authoritative parenting. Most of the children raised in this manner tend to express characteristics such as independence, collaborativeness, warmth, proficiency, and self-confidence. With their excellent social skills, they often end up being very assertive, intellectually brilliant, and productive, as well as fully immersed in beneficial activities.

They have also been noticed to maintain a clean bill of mental health and aren’t typically inclined towards the use of drugs, alcohol, or exhibition of violence.

Authoritative parenting is about maintaining a healthy balance and changes from one family to another and even from one kid to another.

Here’re the key benefits of authoritative parenting in detail.

Secure attachment: Authoritative parents are listeners and nurturers. They create a space where the kid feels safe and secure. This kind of relationship is called secure attachment. These kids also have more self-confidence, higher self-esteem, and are friendlier.

Better coping skills: Everybody deals with frustration, sadness, and anger at some point. Yet, people also learn how to deal with these emotions to regulate their feelings and behavior. Emotional regulation is something that can be learned. According to research, kids of authoritative parents have better emotional regulatory skills. The probable reason behind this is these parents encourage and guide their kids to solve problems when stressful situations arise. They teach the kids the ways to cope instead of removing obstacles for them. These kids tend to be better problem-solvers because of their ability to cope and self-regulate.

Better academic performance: Authoritative parents are supportive of and invested in their kids’ schooling. They keep a close eye on their kid’s homework and grades. When it’s possible, they remain present at school meetings and events. Their expectations in school and at home are consistent but age-appropriate and reasonable. One study found that college GPAs were moderately higher in students with “high authoritative” parents than those with “low authoritative” parents.

Good behavior: Authoritative parents aren’t strict disciplinarians. However, they do set restrictions for their kids and provide the right consequences for not following the rules. As a result, their kids are likely to be more cooperative and may demonstrate better behavior than kids raised by authoritarian or permissive parents.

Permissive Parenting Style: Everything You Need to Know

This parenting style captures parents who have a high response rate towards their children, without a correspondingly high demand level from the children. While they are always present in the children’s lives and show an abundance of love, they rarely create/enforce boundaries or rules and are not inclined to discipline the children.

It isn’t rare to find kids of permissive parents who struggle with maintaining self-control or good self-esteem, and this can usually be traced back to the paucity of parental guidance and boundaries while growing up. These kids may sadly act entitled or demand their way through life. In addition, they have low expectations of themselves, so they may be poor achievers and engage in risky decision-making/behavioral tendencies.

Permissive parents usually don’t regulate or monitor their kids. As a result, these kids tend to struggle with self-control, leading to many negative outcomes. Some of the major ones include:

Poor academic performance: Permissive parents don’t monitor their kids’ studying habits. Therefore, their kids have less self-discipline. These parents also don’t set a goal for their kids to strive for or demand their kids to perform. As a result, these kids tend to have poor academic performance.

Aggressive and more impulsive: Permissive parents don’t control their kids’ behavior. Therefore, their kids aren’t much aware of the boundaries of acceptable behavior. They also have more behavioral problems and exhibit worse impulse control. When facing stressful situations, they’re more likely to resort to showing aggression.

More prone to substance use and delinquency: Some studies suggest that kids raised by permissive parents are more likely to engage in substance or alcohol use and misconduct.

Poor ability to self-regulate: Emotional regulation isn’t something people are born with. It’s a learned skill. Because permissive parents’ kids are left to regulate their own behavior, emotions, and activities at a young age, they’re likely to have more difficulties self-regulating.

Here’re some strategies parents can utilize to turn things around.

·         Parents should create a list of household rules. Children need to clearly understand their parents’ expectations to know how they’re supposed to behave.

·         Parents need to be consistent and firm but still loving. They should help the children understand why the rules are important by providing enough explanations and feedback but still ensure that consequences are in place.

·         Parents have to ensure that their kids know the penalty of breaking the rules. Guidelines are purposeless unless there’s some kind of consequence for not following them. Losing privileges and time-outs are logical consequences for breaking the rules.

Neglectful Parenting Style: Everything You Need to Know

The neglectful parenting style features parents who are not involved in the lives of their kids. They are neither demanding nor responding to these kids and are usually emotionally unavailable. With very little guidance provided to these kids, they are left by themselves with no expectations required of them. Many times, the reason for this sort of parenting is that the parents are too absorbed by their own life challenges and are unable to look beyond those to even see the needs of their kids. They might even try to avoid the kids knowingly.

The products of this parenting style are socially inhibited kids who are more likely than others to engage in substance abuse. These kids might also be fearful about their absence of familial support structure and might respond to their family trauma by pushing away anyone who wants to get close to them.

It’s important to note that neglectful parenting (also known as uninvolved parenting) isn’t generally a conscious choice. It can happen when parents become too involved with their work and find little energy or time to focus on their kids. This can trigger a disconnect that hurts their relationship, where they become isolated from one another. Sometimes, this style develops when the parents have been raised by uninvolved parents themselves or go through mental health issues that prevent developing any kind of emotional attachment.

Signs of neglectful parents include the following:

·         Whether it’s work, a social life without the children, or other problems or interests, neglectful parents remain preoccupied with their own affairs – so much so they’re unresponsive to their kids’ needs and make little time for them. Everything else comes before the children, and in some instances, parents may outright reject or neglect their children.

·         For many people, an emotional attachment between the parent and the child occurs naturally. But in the case of neglectful parenting, this bond isn’t automatic or instinctual. The parents feel a disconnect that severely restricts the limit of nurturing and affection they extend to their kids.

·         Due to a lack of affection, neglectful parents aren’t interested in their kids’ school work, events, or activities. They may skip kids’ sports games or don’t show up for PTA meetings.

·         Neglectful parents typically lack a discipline style. Therefore, unless the kid’s behavior affects them, they don’t generally offer any type of correction. They allow the kids to act the way they want to. And they don’t get upset when their kids perform poorly in school or other activities.

Parenting Style: Everything You Need to Know

This term is used to explain the dominant approach to parenting which a parent typically uses. Fathers and mothers should ensure that their parenting style is supporting healthy development and growth because the way they interact with their kids and how they discipline the children will influence them for the rest of their lives. Parenting styles are distributed in four common categories: authoritarian, uninvolved, permissive, and authoritative. These styles vary in several areas, including discipline style, nurturance, communication, and expectations.

Here’re brief overviews of each parenting style.

Authoritarian parenting: Authoritarian parents are often considered disciplinarians. They follow a strict discipline style without much room for negotiation. Punishment is common in this parenting style, and communication is mainly one way, from parent to kid. Authoritarian parents usually have high expectations from their kids with limited flexibility.

Uninvolved parenting: Uninvolved parents give kids a lot of freedom and usually stay out of their way. Some may consciously choose to parent this way, while others are unsure of what to do or less interested in parenting. No specific discipline style is utilized in uninvolved parenting, and communication remains limited.

Permissive parenting: Permissive parents mostly let their kids do what they want to do and provide limited direction or guidance. They act more like friends than parents. These parents have no or limited rules and mostly let kids figure problems out on their own. Communication is open in permissive parenting, but parents let the kids decide for themselves instead of giving direction.

Authoritative parenting: Authoritative parents are nurturing and reasonable and set clear expectations. Kids with authoritative parents think for themselves and are likely to be self-disciplined. Parents clearly define the disciplinary rules and explain the reasons behind them. In authoritative parenting, communication is appropriate to the kid’s level of understanding and frequent.

Few parents fit neatly into a single parenting style. Instead, they raise kids using a combination of styles. Parents should think of the four parenting styles as a continuum instead of four different ways to parent. Ideally, parents should think about their kids and what they need from the parents at certain points in time. For instance, while a parent may not typically follow an authoritarian parenting style, there may be times in a kid’s life when that particular style is needed. While it becomes easier for the family when both parents follow the same parenting style, some research suggests that when at least one parent follows the authoritative style, it’s better for the kid than having both parents following the same, less effective style.

24 Tips to Help Your Child Learn to Follow Directions and Instructions

Are you looking for tips to help your child learn to follow directions and instructions? If so, keep reading.

1. Make sure you the learner can hear you. If not, get a little closer.

2. Minimize the number of instructions given at one time (i.e., give the learner each additional step after the conclusion of the prior step).

3. Make instructions important to the learner. Attempt to relate instructions to future experiences on the job site.

4. Create task rules (e.g., listen to instructions, wait until all oral instructions have been given, ask questions about anything not grasped, make sure you have all the appropriate learning materials, and begin the task when you are sure about what you are supposed to do, etc.).

5. Make sure that the learner is paying attention to the teacher (e.g., making eye contact, hands free of writing learning materials, looking at task, etc.) before instructions are given.

6. Urge the learner 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 receive/read instructions (e.g., if you don’t read the instructions before starting the task, you will waste time and possibly have to redo the task).

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

8. Inform the learner that instructions will be given only once.

9. Praise those students who receive instructions before starting a new task.

10. Teach the learner to follow graphic charts and diagrams closely when reading instructions.

11. Stop the learner from beginning something before being given instructions (e.g., sit next to him/her, give out learning materials when it is time to begin the task, etc.).

12. Stop the learner from becoming overstimulated by a learning experience(e.g., frustrated, angry, etc.).

13. Do not require the learner to finish the task/learning experience in one sitting.

14. Urge the learner to understand the consequences of impulsive behavior (e.g., if you begin a work task before all instructions are given, you may do things incorrectly).

15. Make sure that the learner has all the learning materials needed to finish the task/learning experience.

16. Indicate what is to be done for the conclusion of the task (e.g., make definite starting and stopping points, find a minimum requirement, etc.).

17. Show the learner that work done incorrectly during class time will have to be made up at other times (e.g., during homeroom, before/after school, during lunchtime, etc.).

18. Give the learner more than enough time to finish a learning experience. As the learner shows success, slowly decrease the amount of time given to finish a learning experience.

19. Connect with the learner’s cooperative work experience/vocational education teacher to continuously reinforce receiving instructions prior to beginning a task.

20. Get the learner to question any directions, explanations, or instructions not grasped before starting a task to reinforce comprehension.

21. Consider using a classroom management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

22. Consider using an adaptive behavior management app to help the student learn to follow directions and instructions. Click here to view a list of apps that we recommend.

23. Consider using Alexa to help the student learn to follow directions and instructions. Click here to read an article that we wrote on the subject.

24. Click here to learn about six bonus strategies for challenging problem behaviors and mastering classroom management.

Parent Apps, Tools, and Resources That We Love

Are you looking for apps, tools, and resources that you can use to collaborate and communicate with your student’s parents? If so, we have you covered. Check out our list below. Let us know if there are any that we missed.

Appademic – Appademic is a school communication solution based in Australia that delivers notices, forms, communications, and more to mobile devices. It includes apps that can be deployed to communicate efficiently with parents; data collected by the app is stored securely.

1st Class GradeBook – The 1st Class GradeBook app provides modern grading features, including class and student activity, marks, QuickMarks, reports, and more. Teachers can also send reports to parents to keep them informed of their children’s progress. This app comes with a

ACTIVE Educate – ACTIVE Educate provides a complete, web-based registration and management solution for all types and sizes of classes and schools. Subjects covered include language, music, dance, art, vocational schools, and childcare centers. All the data is securely stored in the cloud; the app provides useful reports that give parents valuable insights into their child’s progress.

Brightwheel – Brightwheel is childcare, daycare, and preschool management software for your ECE program. Explicitly designed for directors and administrators at mid- to high-capacity centers, Brightwheel provides essential features, such as seamless attendance tracking, intuitive digital daily sheets and reports, paperless billing, robust parent communication support, and free training and technical support.

ChildPilot – ChildPilot provides streamlined administrative software and parent communication tools at a reasonable price. Websites that register with ChildPilot receive a personalized website that covers marketing services, a family portal for guardians and student registration, and a teacher portal. Tools include interactive calendar/schedules, online document storage, and personal and bulk messages; ChildPilot can be accessed from anywhere on any device.

Daycare Works – DayCare Works is a web-based solution for managing before/after-school programs, community education centers, and childcare operations. The software delivers everything you need, including registrations, secure payments, staff, and student schedules, attendance, billing, third-party subsidy payments, lead management, meal tracking, class ratios, family and staff portals, mobile apps, parent communications, assessments and more.

Hello Parent – This system provides schools with an easy solution for parent communication and allows parents to pay online. The system is parent-friendly. It has automated fee reminders with digitized fee receipts, which removes all manual intervention.  The system is hosted on a reliable cloud server on the cloud, and data is 128-bit SSL secured (bank-level security). ParentSquare– ParentSquare is a tool that increases parent involvement in school management and planning by providing a safe and secure platform for parent-educator correspondence. It helps to maintain a tightly knit, proactive group of educational stakeholders by offering two-way group messaging, private chats, area-wide alerts and announcements, and a simple user interface. ParentSquare brings parents from silent spectators in their children’s education to more active participants by establishing an open, two-way communication channel between them and their children’s educators.

KigaRoo – KigaRoo is a cloud-based daycare solution designed to help with administrative tasks and organization. The platform helps to perform tasks related to parent communication, billing, statistics, and any form of analysis. KigaRoo is designed with a simple interface to ensure that using the smartphone app and the parent portal is as seamless as possible. The software can handle group and staff management, central file storage, remote access.

Moment – Moment app was created for childcare school administrators to communicate with parents effectively, manage day-to-day activities, accept online signups, and collect payments. The app helps users build communities around its classes and enhance the communication channel with parents while handling the day-to-day events, staff, and families. The app has sections devoted to parent communication, class management, and online signups.

SimplyCircle – SimplyCircle serves as an all-in-one parent communication app. Consider it your virtual personal assistant for things like field trips, class announcements, volunteer signups, and other classroom or school events. It can provide automatic parent reminders, collect RSVPs, ask for volunteers, manage permission slips, and more! In four easy steps, you can streamline (and ensure privacy!) for all manner of classroom activities. SimplyCircle can even assist with photo sharing for class parents.

TodLog – This app is designed to help the childcare and preschool market streamline operations and parent communication using mobile technology. TodLog helps educators improve communications and engage parents in the learning process. It helps track attendance, fill out daily reports, schedule events, and send real-time updates.

What is Helicopter Parenting?

Helicopter parenting is a style of parenting in which the parents are overly focused on their children. They are too involved in their children’s experiences, especially their successes or failures.

Characteristics of a Helicopter Parent

For the helicopter parent, there are high demands put in place, with high responsiveness and warmth displayed towards these kids. They are also heavily involved in the day-to-day lives of their kids. They provide for all of their children’s needs but go overboard by doing things that the child can and should be doing for themselves. Think of helicopter parenting as overparenting.

In modern terms, helicopter parenting is when parents help K-12 and college students with tasks and endeavors that they can easily do themselves. For example, parents overstepping their boundaries by calling a professor about their child’s poor midterm grades, completing their class schedule, etc. These are tasks that students can do for themselves without parental assistance.

What Causes Parents to “Overparent”?

They are a lot of reasons why parents hover. One possibility is that they want to shield their children from negative consequences. Parents have anxiety about their children receiving poor grades, not getting a job, or not making an athletic team. Because of this, they do everything in their power to prevent their child from falling.

Sometimes overparenting results from parents overcompensating with their children because they felt unloved or ignored by their parents. They end up overdoing it and become helicopter parents. Lastly, some parents hover because of peer pressure. They see other parents being overly involved and think that this is the norm.

Consequences of Helicopter Parenting

For children raised by helicopter parents, low self-esteem and shyness are very common features. They are also less likely to stand their ground or have appreciable social skills. When they reluctantly make their own decisions, the outcomes are often less than satisfactory because they haven’t had much experience with personal decision-making.  Again, some of these kids may act belligerently when out of their homes.

Also, when parents are always around to clean up their child’s mess, it prevents them from experiencing problems and issues; and they may never learn how to cope with loss, confrontation, disappointment, or failure. They then become incompetent at dealing with the stresses of life. Research has even shown that overparenting is associated with higher levels of childhood depression and anxiety.

Some children of helicopter parents can even develop a sense of entitlement, as they are used to having their own way. For many, they quickly learn that this is not the way that life works. These kids usually have underdeveloped life skills, as doing everything for a child can prevent them from learning how to master these skills.

What did we miss?

A Guide to Negative Reinforcement

There are four types of operant conditioning identified by B.F. Skinner: positive reinforcement, negative reinforcement, positive punishment, and negative punishment. Both types of reinforcement have the goal of increasing the desired behavior, while both types of punishment aim to diminish certain behaviors.

In this article, we will focus on negative reinforcement.

Negative reinforcement has the same goal as positive reinforcement, which is to increase a specific behavior. Whereas positive reinforcements use rewards and tokens to encourage the repetition of a behavior, negative reinforcement has to do with the removal of unpleasant stimuli.

An Example

A young boy always leaves his dirty clothes on the floor as soon as he changes out of them after coming home from school. Parents nag their child to put his dirty clothes in the laundry basket immediately after changing clothes. Every time the child forgets to put his clothes away, he gets nagged. To avoid getting nagged again, the child will put his dirty clothes in the laundry basket. Time will come when this will become a habit. The child will no longer have to be nagged just so he can remember to put his dirty clothes away.

In this example, the unpleasant stimuli is the parents’ nagging, while the desired behavior is putting dirty clothes in the laundry basket.

Negative reinforcement is not punishment

People often get these two mixed up, but it’s understandable because of the connotation of the words “negative” and “punishment.”

When talking about “negative” and “positive” in the context of reinforcement and punishment, negative refers to taking something away while positive refers to adding something (a reward, a token, etc.).

Conclusion

Negative reinforcement can be an effective way to increase or encourage behaviors. Consistency and timing of applying the reinforcement are key to seeing the repetition or increase of a behavior. Deliver negative reinforcement as soon as you observe the child perform the behavior you want to increase. Most people gravitate toward positive reinforcement because it explicitly rewards the child for good behavior; however, the proper use of negative reinforcement can be just as effective. It is up to you, the adult, to determine which one to use. 

Using Close Reading to Improve Your Kids’ Reading Comprehension Skills

Close reading is a teaching strategy where content is read several times to find more profound meaning. Emphasis is placed on analyzing the content, beyond recall questions. Educators must carefully select content for close reading, looking for rich vocabulary, complex ideas, and thought-provoking messages. Close reading can be introduced in kindergarten and continue to be used throughout older grades.

Introducing Close Reading

In kindergarten, close reading is typically introduced via teacher read alouds. The content chosen has to be complicated enough that it lends itself to being reread over several days, with a specific purpose set for each reading. For beginning readers, having the text read aloud by the teacher is an efficient way to begin incorporating close reading into their literacy curriculum.

The teacher plans the purpose for each close reading and whether the entire text or portions of the text should be read aloud. On the first day, the teacher may select to read the text in its entirety and for learners to listen for enjoyment. This first read may consist of straightforward reading strategies such as having learners tap into their prior knowledge about the subject, discussing the main events in the story, and sharing their opinions of the content.

During the initial read or the second read, the teacher may select “text-dependent questions,” which are carefully crafted questions that require learners to utilize evidence from the book to explain their responses. For instance, questions may be posed about the text’s central ideas or the problem and resolution.

The next day, the same book, or parts of the book, is read aloud again. Learners are cued to listen for a specific purpose. This process is repeated over several days.

In older grades, where learners have become proficient readers, close reading can still be accomplished through read alouds and guided reading and independent reading. Educators need to select texts at learners’ teaching level to access the content and explore their deeper meaning.

Defining the Purpose

Educators need to decide a clear purpose for each close reading and share it with learners. There are many areas educators can select to focus on as they facilitate a more in-depth examination of texts. To support language development, educators may focus on taking a closer look at challenging vocabulary. Learners can be cued to listen for words they identify as “tricky” in a specific passage, sharing their findings afterward. Educators can give learners specific words they want learners to listen for and ponder their meaning in the context of the text.

Contingent on learners’ age and ability level, determining the meaning of foreign vocabulary may occur through discussions with the whole group or with a peer. More proficient readers can be allowed to search for definitions on a computer device and share their findings. They may also use their copy of the text to utilize context clues, like rereading the sentences around the unknown word, to guess its meaning.

Close reading can be used with comprehension strategies. It is a great teaching strategy for going beyond simple recall questions. For example, learners may be cued to listen to the author’s purpose. They may be asked to explain the story from the perspective of a specific character. Close reading can help learners understand inferencing as they listen for implied versus stated info in a text. Learners can be asked to read to discover the vital message we learn from the content or what it motivates us to do.

Learners can be cued to ponder what questions they still have after the text concludes or what wonderings they experienced throughout the story. Educators may select to have learners finish these activities orally, utilizing strategies such as “turn and talk” or “think, pair, share.” Alternatively, educators may ask learners to record their thinking in writing, utilizing blackline masters, or reading journals.

Close reading can be implemented in collaborative learning. Small groups of learners can be formed, and groups can reread the text with a specific purpose in mind. Learners may utilize content such as highlighters and sticky-notes to document their thinking. With developing readers, the teacher can read the text aloud, then have small groups of learners meet afterward, working towards a common goal. For collaborative learning to be efficient, each learner needs to participate, share their ideas, and ask their classmates questions. The goal is for each group member to walk away with a deeper understanding of the content.

Pros of Close Reading

Close reading requires that content be read more than once. This process provides chances for learners to explore the content in several ways, including to deepen their understanding and to work with others. Close reading does not overwhelm learners with multiple questions and instead allows them to slow their pace, visit a text more than once, and cue into specific purposes.

Close reading allows educators to share a wide variety of texts with learners from many genres. It also provides the benefit of encouraging learners to engage in purposeful conversation in whole group, small group, and partner settings. For learners who require extra support, close reading is advantageous because they can visit a story more than one time. Close reading facilitated in the form of read alouds also allows each learner to participate, even those who struggle to read the text independently. It is an efficient teaching tool for promoting the utilization of critical thinking.

What did we miss?

Teaching Children to Use Context Cues While Reading

When kids encounter an unfamiliar word in reading, they may utilize context cues, that is, info from pictures or sentences surrounding the unknown word. One of the most misunderstood topics in reading instruction involves how kids should be encouraged to rely on context cues in reading. This confusion stems from the popularity of theoretical reading models that do not reflect scientific evidence about how kids learn to read. An additional source of confusion is the failure to distinguish context cues in word identification.

Using context in word identification

When kids utilize context to aid word identification, they employ pictures or sentence context to read or decode an unknown word. For example, contemplate the following sentence from the Arthur series:

“D.W. put baby powder on her face to look pale.” (An image of D.W. accompanies the text with white powder on her face.)

Suppose a kid cannot read the last word of the sentence; they can look at the picture or ponder the meaning of the sentence, perhaps in connection with the first letter or 2 of the word (p- or pa-), to come up with the correct word, pale. Reliance on context to assist in word identification is common among poor readers, both normally-achieving beginners and older struggling readers. It is undesirable because the kid is guessing rather than attending to each of the word’s letters. Of course, educators certainly want kids to monitor meaning frequently as they are reading. Specific behaviors may demonstrate monitoring during the reading of passages.

Children who do not monitor their comprehension while reading should be encouraged to do so. However, any teaching strategy that discourages attention to the complete sequence of letters in a word will not be successful for an alphabetic language like English. Every letter counts, and learning new words is greatly facilitated by close attention to individual letters. The words pale, pole, and pile each differ in only one letter, but their meanings are entirely distinct!

Scientific evidence demonstrates that the development of skilled reading involves increasingly accurate and automatic word identification skills, not the utilization of “multiple cueing systems” to read words. Good readers do not need to rely on pictures or sentence context in word identification because they can read many words automatically, and they have the phonics skills to decode some unknown words quickly.

It is the poor readers who tend to be dependent on context to make up for low word recognition. Many struggling readers guess at words rather than to look carefully at them, a tendency that may be reinforced by encouragement to utilize context. Some teachers of struggling readers have seen the typical pattern in which a kid who is attempting to read a word (say, the word brown) gives the word only a passing glance and then offers a series of guesses based on the initial letter: “Black? Book? Box?” (The guesses are often accompanied by attention to the expression on the teacher’s face rather than to the print, as the kid waits for this expression to change to indicate a correct guess.)

Even when kids can utilize context to arrive at the correct word, reliance on context to compensate for inaccurate word reading creates a strain on comprehension. This type of compensation becomes increasingly problematic as kids are expected to read challenging texts with sophisticated vocabularies and grammatically complex sentences.

Teaching context along with comprehension

The use of context in reading comprehension indicates something quite distinct from the utilization of context in word identification. The use of context to assist comprehension should be consistently encouraged by educators, although some contexts are more helpful than others for this purpose. Use of context to decide word meanings also must be accompanied by a program of direct vocabulary instruction, as utilizing context will be insufficient for many kids to acquire the word meanings they need and is incredibly inefficient for the kids who need it most.

More considerations

Because youngsters with reading disabilities usually have poor phonological skills, they generally benefit from teaching approaches that provide explicit, systematic teaching of phonemic awareness and phonics. Nevertheless, suppose kids are taught systematic phonics in one part of the reading program but are encouraged to utilize context to predict when reading passages. In that case, they may not apply their phonics skills consistently. The phonics part of the reading program may be compromised.

Also, kids must be placed in reading instruction with books that match their word identification accuracy and phonics skills. If they are placed in reading content that is too difficult for their skill levels, they may be left with one or two options other than guessing at words.

Like normally-achieving readers, kids with reading disabilities benefit from encouragement to utilize context as an aid to comprehension. This type of context use can happen when kids are listening to text as well as when they are reading. Because youngsters with reading disabilities typically have listening comprehension that far outweighs their reading skills, oral comprehension activities are often good ways to challenge and develop their comprehension capabilities.