Page 143 - Reading Nest - The Supportive Literacy Environment Handbook

Organisational skills

• difficulties in creating and keeping order (e.g. packing a school bag, finding items for a
particular task and placing them on the desk);

• confusing dates, times, names;

• difficulties in making changes to previously made or agreed plans:
• difficulties in completing assignments and keeping to deadlines;

• acquisition of suitable learning strategies may take a long time;

• visual props may prove helpful: lists, schedules, schemes, tables etc. but how to use them
needs to be specifically explained and taught.

One should also bear in mind that no child has all the above features simultaneously and

remarkably clearly manifested. How deeply and consistently these features manifest is important,

that is difficulties are detectable over long time. It is very important to notice the child’s strengths
and develop them further, foster the lagging skills through these strengths and lay a foundation

to learning a profession. Research has shown that children with reading difficulties are
predominantly visual thinkers and they probably have excellent imagination, creativity and

resourcefulness, good analytical and problem-solving skills, highly developed initiative and
adaptiveness and have a technical acumen.

Igas lapses tuleks eelkõige näha tema tugevusi ja potentsiaali. Lugemisraskusega lapsed on sageli loovad,
hea kujutlusvõimega ja leidlikud. Foto Pexels, Sharon McCutcheon.