About Dyslexia & Reading Problems

Developmental dyslexia is a condition related to poor reading. Children with dyslexia have difficulty learning to read due to one or more information processing problems such as visual perceptual or auditory perceptual deficits. Many but not all children with dyslexia have difficulty with reversals of numbers, letters or words. New research points the way to specific methods of instruction that can help anyone learn to read well no matter what the underlying problem may be. Following the links will provide interesting new information as well as extremely effective solutions for all types of reading problems including developmental dyslexia.

What is dyslexia?

Children who have an average or above IQ and are reading 1 1/2 grades or more below grade level may be dyslexic. True dyslexia affects about 3 to 6 percent of the population yet in some parts of the country up to 50% of the students are not reading at grade level. This means that the reason for most children not reading at grade level is ineffective reading instruction. The dyslexic child often suffers from having a specific learning disability as well as being exposed to ineffective instruction.

Children may have dyslexia or a learning disability if they have one or more of the following symptoms:

• Letter or word reversals when reading. (Such as was/saw, b/d, p/q).
• Letter or word reversals when writing.
• Difficulty repeating what is said to them.
• Poor handwriting or printing ability.
• Poor drawing ability.
• Reversing letters or words when spelling words that are presented orally.
• Difficulty comprehending written or spoken directions.
• Difficulty with right - left directionality.
• Difficulty understanding or remembering what is said to them.
• Difficulty understanding or remembering what they have just read.
• Difficulty putting their thoughts on paper.

Children with dyslexia do not exhibit these symptoms due to poor vision or hearing but because of brain dysfunction. The eyes and ears are working properly but the lower centers of the brain scramble the images or sounds before they reach the higher (more intelligent) centers of the brain. This causes confusion as well as frustration for the learner.

When a child is having difficulty learning, a comprehensive neurodevelopmental exam is important. This includes testing of hearing, vision, neurological development, coordination, visual perception, auditory perception, intelligence, and academic achievement.

Often, perception problems can be helped with simple exercises which either help to improve a specific problem or teach techniques to compensate for a problem. These often can be done at home. In a few cases, a referral to an educational or speech therapist may be helpful.

What causes dyslexia and reading problems?

The main reasons for reading problems are:

• Ineffective reading instruction
• Auditory perception difficulties
• Visual perception difficulties
• Language processing difficulties

Over 180 research studies to date have proven that phonics is the BEST WAY to teach reading to all students. They also have shown that phonics is the ONLY WAY to teach reading to students with dyslexia and other learning disabilities.

Unfortunately, 80% of our nations schools do not use an intensified phonics approach for reading instruction. They either use the whole word (see & say) approach or a cursory use of phonics along with the whole word method.

While most people can learn to read using the whole word approach, it is not the best way to learn. It teaches through memorization of word pictures and guessing. Unlike Chinese or Japanese which are picture languages, the English language is a phonetic language. With the exception of the United States which dropped phonics in the 1930's, all other countries that have a phonetic language, teach reading through phonics.

There are only 44 sounds while there are about 1 million words in English. These facts readily explain why having to memorize 44 sounds as opposed to memorizing hundreds of thousands of words is the most efficient way to learn to read.

Reading and writing is simply "talking on paper." Children learn to talk by imitating sounds and then combining the sounds to form words. The brain is programmed to learn language in this fashion. Therefore, the most efficient way to learn to read is through phonics because it teaches children to read the same way they learned to talk. [Click Here For Latest Brain Research Related To Learning To Read]

Children and adults who do not learn to read through an intensive phonics program often have one or more of the following symptoms:

• Below grade level reading achievement
• Slow reading
• Poor comprehension
• Fatigue after reading only for a short while
• Poor spelling skills
• Lack of enjoyment from reading

Some children have auditory discrimination problems. This may have been the result of having chronic ear infections when they were young. Others may be born with this learning disability. Correction involves educational exercises to train the brain in discrimination and to over teach the formation of the sounds used in speaking and reading.

Another group of children have visual perception problems. They may actually reverse letters or words. They have difficulty matching the word image on the page with a previously stored image in their brain. Exercises that train the brain to "see" more accurately may help but instruction with phonics is the best approach to overcome this problem.

Language development problems can contribute to poor reading and listening comprehension along with difficulty in verbal and written expression. Learning appropriate word attack skills through phonics along with special help in receptive and/or expressive language skills improves this type of learning disability.

Helping Children With Reversals

It is not unusual for children to reverse letters and words when they read or write up to the age of 6 or 7. This is due to immaturity in brain development. Children who have problems with reversals usually also have problems with left-right directionality. Below are some exercises that have been found to help improve directionality and reduce reversals.
Symptoms:

Spatial confusion - unable to differentiate left-right, on self, other, or paper.

Confuses letter pairs as b-d, m-w, p-q. Confuses words such as was-saw, on-no.

Remediation:

1. Simplify tasks so only one new discrimination is made at a time.
2. Make each simple discrimination automatic before the next one is introduced. Overteach 'b", then overteach 'd", before presenting both together.
3. Each discrimination that causes repeated errors should be worked with by itself until the problem is overcome.
4. Trace, then write, the confused letter or word and pronounce it as written.
5. Use short frequent practice periods. Lengthen the time between practice sessions as the material is retained.
6. If the child is confused about his own left/right, use a ring, watch, ribbon or band on his writing arm. Color cue side of desk or paper or word as a starting place.
7. Gradually increase the difficulty of material to discriminate. If errors are made, go back to simpler practice.
8. Suggestions for Improving Laterality:

• Trace hands on paper. Label "right," "left."
• Play "Simon Says" - "Touch right foot; raise left hand," etc.
• Child follows the directions in drawing lines up, down, right to left, etc. and in touching parts of body.
• Child connects dots on blackboard to make a completed pattern; repeats process on paper.
• Child shows hands in sequence pattern: left, right, left, right, etc. Use marching as a variation.
• Child names objects on right and on left. He moves to different parts of the room and repeats.
• Arrange story pictures in sequence, left to right.
• Use lined paper for writing.
• Use weighted wristband to designate right or left hand.
• Tracing activities, left to right. Mark left with small "x." Use color tracing to repeat.
• When beginning writing the lessons, teach the child to begin as close to left edge of sheet as possible (then can move only toward the right).
• In reading, use markers, "windows," and other left-to-right directional aids.

Educational Benefits of Providing Toys To Children

Kids love toys.  If you have any doubts about that, just take a child into a toy store.  She will probably find a number of things that she feels she just can't live without.
Toys are more than just fun and games for kids.  Most toys provide at least some opportunity for children to learn. The best toys engage a child's senses, spark their imaginations and encourage them to interact with others.

Babies and Toys

 

Babies are eager to learn about the world around them, and they have much to learn.  Every new shape, color, texture, taste and sound is a learning experience for them.  Giving your baby toys that are safe and stimulating will help him discover his senses.

 

Rattles and toys that make music are favorites of infants.  Toys with contrasting colors are fascinating to babies and stimulate their developing vision.  As they grow, infants can use toys to explore object permanence and cause and effect relationships.  They also need objects such as blocks to help them build motor skills and hand-eye coordination.  

 

Toys for Toddlers

 

Toddlers can play with a wider variety of toys than they did when they were smaller.  They might still enjoy some of the toys they played with as babies, and that's fine.  The same blocks they played with a year or two ago can provide them with new and different educational opportunities as their knowledge expands.  But they also need toys that are designed with kids their age in mind.

 

Shape sorters are great for toddlers.  They teach them how to match similar items and provide parents the opportunity to teach them the names of the shapes.  Lego blocks provide an opportunity to learn more about colors and symmetry while they develop their motor skills.  

 

Toys for Preschool and School-Aged Children

 

When children reach preschool age, it's time to start learning about letters, numbers and language skills.  There are lots of toys that encourage this type of learning, from simple alphabet puzzles to high-tech electronic gadgets. These can give your child a head start by introducing her to the things she will be learning in school.

Kids who are in school can supplement their learning with fun and educational toys.  Giving them the opportunity to have fun while practicing the things they are learning in school will increase their retention of those things.  And when your child finds an educational toy she really likes, she will be more likely to play with it, reinforcing the things she has learned.  

 

Children can learn a lot from playing.  When you give your child educational toys and play with them with her, it gives her a chance to bond with you, learn, and have fun at the same time.  And making education enjoyable will help your child retain the things she learns and develop a positive attitude toward learning.

Resources For Parents of Gifted Children

Parents of gifted children know raising these kids is both a blessing and a children. This page contains two essays which provide valuable understanding of how to provide the support and guidance needed by gifted children. The page also contains links to resources including organizations, recommended books and stores selling educational toys and materials for gifted kids and teens.

How Parents Can Support Gifted Children

by Linda Kreger Silverman

Resources Davidson Institute National Association for Gifted Children American Association for Gifted Children

Raising and nurturing a gifted child can be an exciting yet daunting challenge. Unfortunately, these complicated little people do not come with instruction manuals. The following new definition of giftedness highlights the complexity of raising gifted children.

"Giftedness is 'asynchronous development' in which advanced cognitive abilities and heightened intensity combine to create inner experiences and awareness that are qualitatively different from the norm. This asynchrony increases with higher intellectual capacity. The uniqueness of the gifted renders them particularly vulnerable and requires modifications in parenting, teaching and counseling in order for them to develop optimally." (The Columbus Group, 1991, in Morelock, 1992)
"Asynchrony" means being out of sync, both internally an externally. "Asynchronous development" means that gifted children develop cognitively at a much faster rate than they develop physically and emotionally, posing some interesting problems. For example, ideas forged by 8-year-old minds may be difficult to produce with 5-year-old hands. Further, advanced cognition often makes gifted children aware of information that they are not yet emotionally ready to handle. They tend to experience all of life with greater intensity, rendering them emotionally complex. These children usually do not fit the developmental norms for their age; they have more advanced play interests and often are academically far ahead of their age peers. The brighter the child, the greater the asynchrony and potential vulnerability. Therefore, parents who are aware of the inherent developmental differences of their children can prepare themselves to act as their advocates.

Recognition

Some of the earliest signs of giftedness include:

• unusual alertness in infancy
• less need for sleep in infancy
• long attention span
• high activity level
• smiling or recognizing caretakers early
• intense reactions to noise, pain, frustration
• advanced progression through the developmental milestones
• extraordinary memory
• enjoyment and speed of learning
• early and extensive language development
• fascination with books
• curiosity
• excellent sense of humor
• abstract reasoning and problem-solving skills
• vivid imagination (e.g., imaginary companions)
• sensitivity and compassion

If a child exhibits a majority of these characteristics, parents may wish to have the child assessed by an experienced examiner to find out if the child is gifted. Firstborn children tend to be recognized more often than their siblings. When one child in the family is gifted, it is quite possible that others may also be gifted. Early identification is recommended (ages 3 through 8) because it permits early intervention, as important for gifted as for any other children with special needs.

Responsive Parenting

Children learn first from their parents. Parents who spend time with their gifted child are more able to tune in to their child's interests and respond by offering appropriate educational enrichment opportunities. It is important that parents read to their children frequently, even when the children are capable of reading to themselves. In the early years, parents can help their children discover their personal interests, expose their children to their own interests, and encourage their children to learn about a wide variety of subjects such as art, nature, music, museums, and sports. Children who are attracted to a particular area need opportunities to explore that field in depth. Home stimulation and support of interests is vital to the development of talents. Following the lead of the child will help the child flourish.

Family Relationships

Gifted children often can exhaust and overwhelm a new mother and father. Gifted infants often sleep less than other babies and require extra stimulation when they are awake. It is helpful to have extended family in the home, grandparents who live nearby, a close community of friends or relatives, or a teenager in the neighborhood who can spend some time with the child so that the primary caretakers can get some rest to do other things. For single parents, such support is particularly important. From the time they can talk, gifted children are constantly asking questions and often challenge authority. "Do it because I said so" doesn't work with these children. Generally, parents who take the time to explain requests get more cooperation than do more authoritarian parents. If these children are spoken to and listened to with consideration and respect, they tend to respond respectfully. 

As children get older, a family meeting can be a good way of sharing responsibility and learning negotiation skills. Family meetings can provide a forum where children have a voice as a family member, and provide avenues for avoiding power struggles that otherwise can occur. It is important for gifted children to feel emotionally supported by the family--even when there are disagreements.

School Placement

Gifted children generally benefit by spending at least some time in the classroom with children of similar abilities. Their educational program should be designed to foster progress at their own rate of development. Parents who become involved with the school can help administrators and teachers be responsive to the needs of these children. Open, flexible environments provide students with opportunities for choices, and enhance independence and creativity. "In Search of the Perfect Program" (Silverman & Leviton, 1991) includes a checklist of specific qualities to look for in a school.
Early entrance or other forms of acceleration may be considered when the school gifted program is not sufficiently challenging or when there is no opportunity for gifted children to be grouped with age peers who are intellectually advanced. Early entrance is the easiest form of acceleration, academically and socially. It may be best to accelerate girls before third grade or after ninth grade, when they are less bonded to their peer group. Boys are usually more willing to skip grades at any point in their school program. Excellent guidelines for acceleration are provided by Feldhusen (1992). When a child expresses a willingness to be accelerated, the chances are good that an excellent social adjustment will be made. 

In the preschool and primary years, mixed-aged groupings are beneficial, as long as the gifted child is not the oldest in the group. Gifted, creative boys are often held back in the primary years because of so-called "immaturity"--the inability to socialize with age peers who are less developmentally advanced. When a 5-year-old boy with an 8-year-old mind cannot relate to 5-year-olds, nothing is gained by having him repeat a grade: he is then a 6-year-old with a 9-year-old mind trying to relate to 5-year-olds! The best solution is to find him true peers--boys his own age who are intellectually advanced. Retention is NOT recommended.

Parent Advocacy

Gifted children need strong, responsible advocates, and parent groups can make a difference. It takes persistence of large groups of parents to assure that provisions for gifted children are kept firmly in place. Parents of children who are gifted need opportunities to share parenting experiences with each other, and parent groups can provide a place where that can happen. 

It is important for parents of any children with special needs to meet with the teachers early in the school year. When parents and teachers work together, appropriate programs can be developed and problems can be caught early. It is helpful for parents to offer to assist their child's teacher by making or locating supplemental materials, helping in the classroom or library, offering expertise to small groups of students, or finding others who can provide other enrichment experiences. Effective parents stay involved in their children's education and informed about gifted education in general. When a teacher makes a special effort to understand or assist a gifted child, a note to the teacher or to the principal is generally appreciated.

Conclusion

The key to raising gifted children is respect: respect for their uniqueness, respect for their opinions and ideas, respect for their dreams. Gifted children need parents who are responsive and flexible, who will go to bat for them when they are too young to do so for themselves. It is painful for parents to watch their children feeling out of sync with others, but it is unwise to emphasize too greatly the importance of fitting in. Children get enough of that message in the outside world. At home, children need to know that their uniqueness is cherished and that they are appreciated as persons just for being themselves. 

Education Begins at Home

The CA Teachers Association and PTA recently distributed a Public Service Announcement (PSA) titled "Your Child's Education Begins at Home." 
Although it is to be assumed that those who are reading this article already know that education begins at home, the PSA contained some wisdom that bears repeating. 
First, ask your children what they studied in class that day.  (If you are homeschooling your children, omit this step, as they may think you are developing memory problems!) When I ask my 9-year-old what he learned in school, he often says, "Nothing."  I then have to ask more direct questions, such as, "What did you study in Math today?  Science?  English?  Give me an example of something you learned in one of your classes that you can use in life."  This generally gets the conversation going. My son often reacts unfavorably to these discussions at first, but we generally are laughing about something by the end of the discussion.  It is always worth pursuing.
Next, pick a certain time of day that is dedicated to talking about school and doing homework.  It helps kids to have a routine.  Even though it may be difficult to follow the routine and still support athletic or other extracurricular activities, attempt to keep the school and homework time as consistent as possible.  Also, check the homework after your child finishes to ensure that your child is, indeed, finished!.  Also, it is usually better to have your child finish their work, i.e., homework, before their play, i.e., video games or watching television.  On psychology, there is a name for this tactic.  It is called the Premack Principle.  Succinctly stated, the Premack Principle says that the high probability behavior (what your child enjoys doing) should be contingent on performing the lower probability behavior (usually, homework) beforehand.  This way, homework or studying is rewarded with access to what your child likes to do.  So, whenever possible, ensure that studying or homework is completed before your child is allowed to watch television, play video games, or play with their friends. 
Third, it is a good idea to learn together.  In last month's article we talked about the value of reading to your child.  It is also a good idea to learn with them.  That is, while they are completing their homework, it would be good to engage in an academic activity yourself.  Take a few minutes to read a book or write in your journal in order for them to see that learning is a life-long activity.  
Fourth, use real life examples to relate to material that your child is learning in school.  This helps your child transfer what they learn in school to the "real world" outside, and it shows them that there is a greater purpose than memorizing and forgetting new information after the test is completed.  Use examples from math when you go to the grocery store, science when completing chores around the house, and and work history into your discussions whenever possible. 
Fifth, meet your child's teachers and check in with them frequently.  Most schools now have internet webpages and other means of contacting the teacher electronically that do not imfringe upon class time. 
Sixth, praise your child for reading and other learning endeavors whenever possible.  Remember that you have less influence over what your child does as they mature, and keep this praise in focus often when they are young. 
It was not mentioned in the article, but it would also be a good idea to work with your child on some of the websites that were mentioned in last month's article.  I am often told that ClicknRead and are especially good sites. 
Ensuring that education begins at home increases the likelihood that it will generalize to the school setting and beyond.  Good luck in al your endeavors to make your child a life-long learner. 

The Benefits of Classical Ballet

When it comes to their kids, parents want them to have the best. Exposure to things like sports and the arts help them to become more well rounded young men and women. Have you thought about ballet?

 

Kids are into all sorts of afterschool sports and other activities like piano and violin lessons. Dancing is a great medium for both girls and boys. And, they can start young.

 

Classical ballet may have been pushed aside in favor of tap dancing, hip-hop, jazz and other forms. But, did you know that beginning with ballet will help with these other types of dancing? That is just one little secret weíre letting you in on. 

 

Ballet dancers make it look effortless as they move across the stage. From the lifts to the toe points, many wonder how they can do it. Your kids can also be a part of this through the practice of classical ballet.

 

Ballet classes can start for young kids around ages four and five. For them, being in front of all those mirrors and the bar is something new and exciting. 

 

Some of the benefits of ballet for young kids are:

 

• They learn to follow instructions
• They gain a sense of discipline through learning new positions
• They learn co-ordination, balance and how to control their bodies in motion
• They are active and getting daily exercise
• They become comfortable performing before groups

 

When a child is young, learning new things is easier for them. They can adapt and learn more quickly than when they are older. So, once a child begins in ballet at an early age, they are not only learning a valued art form but also getting trained for the life that is ahead of them.

 

This is just the beginning, though. As a child continues to pursue ballet, youíll see more benefits emerging - especially when they become adolescents and into the teenage years.

 

• They develop long and strong muscles from the practice of ballet
• They gain a sense of self-confidence and pride in their bodies and what they can accomplish
• They learn how to work to get what they want out of their performance
• The skills learned in ballet are useful for other forms of dancing like tap or jazz if they want to take that up later
• They learn about proper nutrition to keep their bodies in shape so they can dance

Multiple Intelligences

In Howard Gardner’s Frames of Mind, he proposes that there are seven main areas in which all people have special skills; he calls them intelligences. His research at Harvard University was in response to the work that Alfred Binet had done in France around 1900. Binet’s work led to the formation of an intelligence test; we are all familiar with the “intelligence quotient,” or “IQ,” the way that intelligence is measured on his test.

This type of IQ test was used as the basis of another one with which most of us are familiar: the Scholastic Aptitude Test (SAT), which is taken my most college-bound high school students.

Both of these tests look predominantly at two types of intelligences: verbal and math. If a person does well on these, s/he is considered “intelligent,” and is a candidate for one of the better colleges or universities. But what about everyone else? How many of you who are reading these words have used the phrase “not good at taking tests,” when talking either about yourself or your child?
The Multiple Intelligences (MI) theory proposes that there are other measures of intelligence beside these two. I offer this information to you so that you can understand that while many teachers have some knowledge of MI theory, most of our schools are not fully set up to use it to the advantage of all students.

That being the case, perhaps you can either (1) be involved in helping your child’s teachers and school to provide a more balanced program that develops his intelligences that are not more included in the curriculum or (2) find activities outside of the school environment in which your child can develop his dominant areas of intelligence.

You should also know that MI theory posits that each of us has, to some degree or another, all of these intelligences. Some of them are simply more developed than others. Furthermore, we are all able to improve our ability in each of these areas.

Howard Gardner stresses that the intelligences are equal in their importance. In alphabetical order, they are:

Bodily-kinesthetic: using one's body to solve problems and express ideas and feelings. Actors, athletes, and dancers use their whole bodies in this way, much the same way that craftspeople, sculptors, and mechanics use their hands.

These questions can determine if an adult has a strength in Bodily-Kinesthetic Intelligence:

• Do you regularly participate in a sport or some physical activity?
• Is it difficult to sit still for long periods of time?
• Do you enjoy working with your hands in creating things?
• Do you find that ideas and solutions to problems come to you while you are exercising or doing some sort of physical activity?
• Do you enjoy spending your free time outdoors?
• Do you speak with your hands or other body gestures?
• Do you learn more about things by touching them?
• Do you enjoy thrilling amusement park rides such as the roller coaster and other activities like this?
• Do you think of yourself as being well-coordinated?
• In order to learn a new skill, do you have to practice it to learn it, rather than read about it or see it in a video?

These are some questions to determine if children may be exhibiting a well-developing Bodily-Kinesthetic Intelligence. Does your child:

• excel in more than one sport?
• move various body parts when required to sit still for long periods of time?
• have the ability to mimic others’ body movements?
• enjoy taking things apart and putting them back together?
• have a hard time keeping hands off objects?
• enjoy running, jumping, or other physical activities?
• show skill in activities that require fine-motor coordination, such as origami, making paper airplanes, building models, finger-painting, clay, or knitting?
• use his body well to express himself?

Interpersonal: perceiving the moods, feelings, and needs of others. It includes salespeople, teachers, counselors, and those we have come to call the helping professions.
These questions can determine if an adult has a strength in Interpersonal Intelligence:

• Have people always come to you for advice?
• Have you always preferred group sports to solo sports?
• Do you usually prefer talking to other people about a problem, rather than figure it out on your own?
• Do you have at least three close friends?
• Do you prefer social activities over individual pursuits?
• Do you enjoy teaching others what you can do well?
• Are you considered to be a leader, either by yourself or others?
• Do you feel comfortable in a crowd?
• Do you prefer to spend your time with others than alone?

These are some questions to determine if children may be exhibiting a well-developing Interpersonal Intelligence. Does your child:

• enjoy socializing with friends?
• seem to be a natural leader?
• empathize easily with others, which leads to his give advice to friends who come to him with problems?
• seem to be street-smart?
• enjoy belonging to organizations?
• enjoy teaching other kids - either peers or younger ones?
• have two or more close friends?
• serve as a magnet for social activities with others?

Intrapersonal: turning inward with a well-developed self-knowledge and using it successfully to navigate oneself through the world.

These questions can determine if an adult has a strength in Intrapersonal Intelligence:

• Do you regularly spend time alone meditating, reflecting, or thinking about important life questions?
• Have you attended counseling sessions or personal growth seminars to learn more about yourself?
• Do you have a hobby or interest that you keep to yourself?
• Have you set goals for yourself regularly?
• Do you have a realistic view of your strengths and weaknesses?
• Would you prefer spending time by yourself rather than with many people around you?
• Do you keep a diary or journal to record the events of your inner life?
• Are you either self-employed or have you given serious consideration to starting your own business?

These are some questions to determine if children may be exhibiting a well-developing Intrapersonal Intelligence. Does your child:

• show a sense or independence or a strong will?
• have a realistic sense of her abilities and weaknesses?
• do well when left alone to play or study?
• "march to the beat of a different drummer" in living and learning?
• have a hobby or interest she doesn’t talk about much?
• have a good sense of self-direction?
• prefer working alone to working with others?
• accurately express how he is feeling?
• learn from failures and successes?
• have good self-esteem?

Linguistic: using words, either orally or written, in an effective manner. This intelligence is associated with storytellers, politicians, comedians, and writers.

These questions can determine if an adult has a strength in Linguistic Intelligence:

• Have you always enjoyed books and given them importance?
• Do you hear words in your head before you speak or write them?
• Do you enjoy talk shows more than television or movies?
• Do you enjoy word games, puns, rhymes, tongue-twisters, and poetry?
• Do you have a highly developed vocabulary and enjoy knowing words that other people do not know?
• In your own education, did you enjoy subjects related to words and ideas, such as English and social studies, more than math and science?
• Have you enjoyed learning to read or speak other languages?
• In your speech, do you refer to information that you have read or heard about?
• Have you been praised, recognized, or paid for your writing?

These are some questions to determine if children may be exhibiting a well-developing Linguistic Intelligence. Does your child:

• write better than average for her age?
• enjoy telling stories and jokes?
• have a good memory for names, places, dates, and other information?
• enjoy word games, either visually or auditorally?
• enjoy reading books?
• spell better than other children the same age?
• appreciate rhymes, puns, tongue twisters?
• enjoy books on tape without needing to see the book itself?
• enjoy hearing stories without seeing the book?
• have an excellent vocabulary for his age?
• communicate thoughts, feelings, and ideas well?

Logical-Mathematical: understanding and using numbers effectively, as well as having good powers to reason well. Exemplars are mathematicians, scientists, computer programmers, and accountants.

These questions can determine if an adult has a strength in Logical-Mathematical Intelligence:

• Have you always done math in your head easily?
• When you were in school, were math and/or science your best subjects?
• Do you enjoy playing games that require logical thinking?
• Do you set up experiments to see "what if" in your course of jobs around the house or at work?
• Do you look for logical sequences and patterns, with the belief that almost everything has a logical explanation?
• Do you read science periodicals or keep track of the latest scientific developments?
• Do you like finding logical flaws in things that people say and do?
• Do you feel the need to have things measured, categorized, analyzed, or quantified in some way?
• I think in clear, abstract, wordless, imageless concepts.

These are some questions to determine if children may be exhibiting a well-developing Logical-Mathematical Intelligence. Does your child:

• demonstrate curiosity about how things work?
• have fun with numbers?
• enjoy math at school?
• enjoy math and/or computer games?
• play and enjoy strategy games such as chess and checkers, brain teasers, or logic puzzles?
  easily put things into categories?
• like to do experiments, either at school when assigned or on her own?
• show an interest in visiting natural history or discovery-type museums and exhibits?

Musical: relating in a wide range of ways to music. This can take many forms, as a performer, composer, critic, and music-lover.

These questions can determine if an adult has a highly developed Musical Intelligence:

• Do you have a pleasant singing voice?
• Can you tell when a musician plays a note off-key?
• Do you frequently listen to music?
• Do you play a musical instrument?
• Was it easy for you to learn to play a musical instrument?
• Do you think your life would not be as rewarding without music?
• Do you usually have music going through your mind?
• Can you keep time to music?
• Do you know the tunes to many different songs or musical selections?
• Can you usually sing back a melody accurately after you hear a new selection only once or twice?

These are some questions to determine if children may be exhibiting a well-developing Musical Intelligence. Does your child:

• tell you when she recognizes that music is off-key?
• easily remember song melodies and sing them?
• have a pleasant singing voice, either alone or in a chorus?
• play a musical instrument?
• speak or move in a rhythmical way?
• hum or whistle to himself?
• tap on the tabletop or desktop while working?
• show sensitivity to noises in the environment?
• respond emotionally to music she hears?

Naturalist Intelligence: excellent at recognizing and classifying both the animal and plant kingdoms, as well as showing understanding of natural phenomena.

These questions can determine if an adult has a strength in Naturalist Intelligence:

• Do you like to spend time in nature?
• Do you belong to a volunteer group related to nature?
• Do you enjoy having animals around the house?
• Are you involved in a hobby that involves nature, such as bird watching?
• Can you easily tell the differences among species of flora and fauna?
• Do you read books or magazines, or watch television shows or movies that feature nature?
• On vacation, do you prefer natural settings to cultural attractions?
• Do you enjoy visiting zoos, aquariums, or other places where the natural world is studied?
• Do you enjoy working in your garden?

These are some questions to determine if children may be exhibiting a well-developing Naturalist Intelligence. Does your child:

• talk about favorite pets or preferred natural spots?
• enjoy nature preserves, the zoo, or natural history museum?
  show sensitivity to natural formations? (Note that in urban environments, this type of "formation" can include cultural icons.)
• like to play in water?
• hang around the pet in school or at home?
• enjoy studying environment, nature, plants, and animals?
• speak out about animal rights and earth preservation?
• collect bugs, flowers, leaves, or other natural things to show to others?

Spatial: perceiving the visual-spatial world in an accurate way, so as to be able to work in it effectively. The people who do this cover a wide range of fields that, upon first glance, do not seem to have much in common. Compare, for example, hunters, sailors, engineers, inventors, and surgeons to interior decorators, architects, painters, and sculptors.

These questions can determine if an adult has a strength in Spatial Intelligence:

• Have you always been able to reproduce clear images in your mind, even when your eyes are closed or the objects are not in front of you?
• Are you sensitive to color?
• Do you take a lot of photographs or home movies?
• Do you enjoy jigsaw and other visual puzzles?
• Do you have vivid dreams?
• Do you usually have an easy time getting around, even if it’s your first time in a new place?
• Do you enjoy drawing or doodling?
• Was geometry easier for you than algebra?
• Do you have an easy time reading maps and translating their information into reality?
• Do you enjoy books and magazines with many illustrations, photos, and design elements?

These are some questions to determine if children may be exhibiting a well-developing Spatial Intelligence. Does your child:

• recall visual details in objects?
• have an easy time learning to read and understand maps and charts in books?
• daydream a lot?
• enjoy the visual arts?
• demonstrate ability in using art materials and creating drawings, sculptures, or other three-dimensional objects?
• enjoy visual presentations such as videos, television, and movies?
• get a lot of information from illustrations in books she reads?
• scribble, doodle, or draw on all available surfaces?

I have seen limited reference to another intelligence: Naturalist, which is described as being able to recognize plant or animal species in the environment. This one is not included in the two Gardner books I list it here for your perusal, but it was added after this original research.

The Importance of The Creative Arts

In my years in the classroom, I have had the pleasure of teaching several children who have either one or two artists as parents. These children, who have a higher than average exposure to art and the media for creating it, possess some qualities that many other children do not have: in addition to their artistic talent, I have observed that they usually read and write better than their peers. My conclusion, based solely on this anecdotal evidence, is that their exposure to art affects other aspects of their learning.

Resources Art: Children's Art Resources Children's Art Institute Museum of Children's Art International Child Art Foundation National Gallery of Art Kids Page AHC Kids Arts & Crafts The Activity Cupboard Music: Children's Music Web Children's Music Network Harmony Project How to Teach Music to Children (Video Series) Books: Introducing Your Child To Art Introducing Your Child To Music Products: Arts & Crafts Children's Music Musical Toys Musical Instruments

This led me to a discussion with Aiko Cuneo, an artist who works with children in public schools, to flesh out the benefits of arts education, both in and out of schools. We offer to you these highlights of our conversation.

First of all, we suggest that parents expand their definition of art. If you are a baker or a cook, if you like to arrange flowers, if you enjoy the harmonious arrangement of objects in your home, you are an artist. These expressions of creativity are as legitimate and valuable as those of painters and the other people we call artists.
If you are a scientist and enjoy inventing and experimenting, you bring an artistic sensibility to your work and may include yourself in the definition of artist.

The role of parents and teachers is to expose children to a variety of materials so that they can create art. Once the variety is offered, children will then have a choice as to whether they want to use the materials or not. But without the exposure, there is no choice.

Budding artists have a creative spirit that cannot be expressed unless there is an exposure to art. If you start early, there is a greater opportunity for this spirit to be identified and, therefore, grow with the child.

Art is a delightful way through which you can record the development of your child’s growth. Just as you will notice that writing and reading improves with age, so does artwork.

Creating art is a fine way for children to make choices and solve problems. Every step involves making a decision: what color to use, how to make a line, what size to make something. With every choice the object becomes more and more their own.

Everyone has an imagination. Art takes it a step further. Through art, children create something that, until that point, was only imagined. Thus, they create visual manifestations of abstract ideas.

Children who may be having difficulties in other parts of the school curriculum may find an expressive outlet through art. It’s a way to uncover talent that may not be seen otherwise.

Art is a means of communicating ideas, feelings, and solutions in a way other than verbally or written.

Notice the difference between a self-portrait as drawn by a kindergartner compared to the same child’s work as a third-grader.

In a ten-year national study by Shirley Brice Heath of Stanford University, it was discovered that young people who are involved in highly effective non-school arts-based community programs in under-resourced communities, in comparison with a national sample of students were:

• Four times more likely to win an academic award, such as being on the honor roll.
• Eight times more likely to receive a community service award.
• Three times more likely to win a school attendance award.
• Four times more likely to participate in a math or science fair.
• Likely to score higher on their SAT college admission test scores if they have been involved for more than four years of after-school arts study.

It is typical that those who fund school programs have seen the visual and performing arts as frills -- programs that can be added only when there is enough money for them, as well as the first to be cut if there is a budget crisis.

Creating art is a fine way for children to make choices and solve problems. Every step involves making a decision: what color to use, how to make a line, what size to make something. With every choice the object becomes more and more their own.

Everyone has an imagination. Art takes it a step further. Through art, children create something that, until that point, was only imagined. Thus, they create visual manifestations of abstract ideas.

Children who may be having difficulties in other parts of the school curriculum may find an expressive outlet through art. It’s a way to uncover talent that may not be seen otherwise.

Art is a means of communicating ideas, feelings, and solutions in a way other than verbally or written.

Families can create a harmonious balance in their children’s lives when they make provisions for the arts. Following are ideas to incorporate them into your home life.

1. When you read to your children, be dramatic. Act out stories with props and costumes. Encourage them to create their own stories to act out for you.
2. Save old Halloween costumes for dress-up fun. Add to the collection with clothing you no longer need: hats, scarves, purses, shoes, and items you can find inexpensively at garage sales.
3. Put together an “art studio” in your home. Stock it with a variety of tools and materials: crayons, markers, finger paints, scissors, pastels, watercolors, brushes, glues, papers of various sizes and textures, intriguing found objects, leftovers from your own home improvement, boxes and containers of all sizes.
4. Expand your musical repertoire at home and in the car. Venture into unknown musical territory so that you and the children can hear something out of your usual fare. This can be easily expanded by turning to different radio stations and by checking out cassettes and CDs from the public library -- all for free!
5. While the music is playing at home, dance together. Teach your children traditional dances you know or improvise with them. Body movement is fun and good exercise.
6. Sing together. Teach the kids your favorite songs. Many of them allow for verses that can be made up, such as “Down by the Bay,” which can have an endless and hilarious number of rhymes added to it.
7. Look for arts programs after school, on weekends, and during vacations. Many community park and recreation departments offer these. Summer camps based on the arts are a good departure from the typical competitive sports camps.
8. Create a scrapbook together. Put photos, memorabilia, drawings, and captions together creatively. In doing so, you will not only have a shared experience but a memory that will last for many years (if you use acid-free paper).