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Waikato Business News April/May 2019

Waikato Business News has for a quarter of a century been the voice of the region’s business community, a business community with a very real commitment to innovation and an ethos of co-operation.

Waikato Business News has for a quarter of a century been the voice of the region’s business community, a business community with a very real commitment to innovation and an ethos of co-operation.

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CHILD FOCUS<br />

WAIKATO BUSINESS NEWS <strong>April</strong>/<strong>May</strong> <strong>2019</strong><br />

53<br />

Learning to read is not a natural skill.<br />

Some children find it easier than others<br />

Learning to speak is a natural skill, but<br />

learning to read and write is not. Some<br />

children certainly find it easier than others.<br />

What we know for certain is that it is not ok<br />

for us to leave reading to chance.<br />

It is not developmental, and<br />

comments such as “he’s a<br />

boy, it will come,” are not<br />

helpful. Are you a parent? Do<br />

you have that inkling that something<br />

is not quite right in terms<br />

of your child’s ability to read and<br />

write? Your child has strengths<br />

in some areas but seems to have<br />

significant challenges in others?<br />

They have such great ideas and<br />

vocabulary. Perhaps the story<br />

below resonates with you?<br />

Whilst at kindy, a four year<br />

old drew a freehand diagram of<br />

how he wished the playground<br />

be organised. The diagram<br />

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was specific. It appeared to the<br />

naked eye to be drawn to scale<br />

and also displayed the talent he<br />

possessed. This little man was<br />

able to explore his interests, to<br />

show his ability to learn and to<br />

interact with the world around<br />

him. His kindy teachers suitably<br />

impressed with his ability, were<br />

very excited for his pending<br />

entry through the school gate.<br />

Armed with a giant smile,<br />

supportive family and a persistent<br />

speech impediment in<br />

tow his school days began…<br />

Year one ended and (not for the<br />

lack of trying) he hadn’t learnt<br />

teachers, superb exam results,<br />

the biggest range of top-quality<br />

syllabi, and fabulous endof-year<br />

Shows. Teaching standards<br />

are extremely high, and<br />

exams are moderated by external<br />

experts. It’s a great place<br />

to be.<br />

We have the best facilities in<br />

the region - a new, custom-designed,<br />

4-studio complex, with<br />

to read, year two ended and (not<br />

for the lack of trying) he hadn’t<br />

learnt to read, year four ended<br />

and (not for the lack of trying)<br />

he hadn’t learnt to read, and so it<br />

goes. At ten years of age he was<br />

diagnosed as a bright dyslexic.<br />

Finally, he and his family had<br />

some insight and understanding<br />

as to why he had such great<br />

difficulty learning to read, write<br />

and spell. But… ten years old<br />

is too late. Five whole years of<br />

schooling had conditioned him<br />

to believe he was dumb, unable<br />

to learn and that he would never<br />

learn to read.<br />

This story is not unique<br />

by any means. This little man<br />

didn’t ‘not learn’ for lack of trying<br />

nor commitment on behalf<br />

of his teachers, parents and others.<br />

It was certainly not a case<br />

of…. “he wasn’t ready”. To<br />

this day he would be illiterate<br />

if they had taken the ‘wait to<br />

sprung floors, commercial air<br />

conditioning, a separate ventilation<br />

system, wall-length<br />

safety mirrors, double ballet<br />

barres, with the latest health<br />

and safety features, viewing<br />

areas, and free parking. We’ve<br />

been in Hamilton for 30 years.<br />

Weekend classes are available.<br />

Class sizes are limited. Fees<br />

are paid by the term.<br />

fail’ approach any longer. There<br />

were an increasing number of<br />

chinks in his education chain.<br />

So many so that it he may never<br />

catch his peers.<br />

As a parent of a dyslexic<br />

teenager and leader in education<br />

I find myself investigating;<br />

why haven’t we learnt from<br />

these endless experiences and<br />

stories? What haven’t we taken<br />

notice of from the mountain of<br />

international research and evidence?<br />

How might we go about<br />

improving our system for these<br />

children who were in fact born<br />

dyslexic, (identifiable on school<br />

entry if not before)? Why in<br />

New Zealand do we continue to<br />

ignore what the science of learning<br />

to read tells us? Why do we<br />

hold so dearly and continue to<br />

fund reading recovery when<br />

the research this was founded<br />

on has been superseded with<br />

many findings indicating the<br />

Jazz Unlimited Dance Studio<br />

programmes inappropriateness<br />

for dyslexic students.<br />

New Zealand teachers are<br />

committed to say the least. Our<br />

students and teachers require<br />

more though. The following<br />

would be a fine start or progression<br />

for those on this journey:<br />

• Early identification philosophy<br />

in place - not waiting<br />

until 7 for an official diagnosis<br />

• School Entry assessments<br />

which inform teaching and<br />

learning steps and relate to<br />

early signs of dyslexia<br />

• Professional Learning -<br />

Structured Multisensory Literacy<br />

• Implementation of funded<br />

evidence based teaching<br />

approaches<br />

• Elimination of funding<br />

for non evidence based<br />

approaches / programmes<br />

• Training for school sencos<br />

• Training for teacher assistants<br />

A connected and collaborative<br />

approach towards the extra<br />

(external) support between<br />

teachers (gps) and specialists in<br />

this area<br />

Compulsory quality pre and<br />

in service courses in the area of<br />

learning differences<br />

As a nation of incredible<br />

people, parents, teachers and<br />

school leaders it is time for us to<br />

be (more) receptive to the fact<br />

that our beliefs, perspectives<br />

and knowledge around Dyslexia<br />

must be expanded. Our literacy,<br />

social justice and mental health<br />

rates rely on this.<br />

During my time as a classroom<br />

teacher, advisor, school<br />

leader and now a consultant in<br />

the area of learning differences<br />

I have long held the belief that<br />

we are one (very important<br />

and influential) link of many<br />

in a students education chain.<br />

It is up to us to ensure our link<br />

is strong but not rigid, upright<br />

but not arrogant, standing at the<br />

ready to connect with not only<br />

the easiest to reach or expected<br />

link but those which may take<br />

the student on a turn or link for<br />

the best. Their world depends<br />

on our ability as educators to be<br />

vulnerable, to learn and to realise<br />

we may have got it wrong in<br />

the past.<br />

Now is the time because<br />

learning differences exist.<br />

Always have, always will.<br />

Carla McNeil, Founder, Learning<br />

Matters Ltd #becauselearningdifferencesexist<br />

More<br />

Education<br />

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Visitors are welcome.<br />

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For more information contact the team today<br />

at info@wbn.co.nz or 07 838 1333

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