Check out my new blog:
http://thegodfreymethod.blogspot.com/2013/08/3-fun-ways-to-stimulate-your-childs.html
Saturday, August 3, 2013
Saturday, June 22, 2013
The Godfrey Method blogs
Check out all my new blogs on The Godfrey Method! Here is one of them:
How to put your children on the launch pad of life and watch them soar - http://thegodfreymethod.com/blog/its-not-rocket-surgery-early-reading-right-way-intro
http://thegodfreymethod.com - early reading the right way!
How to put your children on the launch pad of life and watch them soar - http://thegodfreymethod.com/blog/its-not-rocket-surgery-early-reading-right-way-intro
http://thegodfreymethod.com - early reading the right way!
Tuesday, April 13, 2010
Do not use Your Baby Can Read
Do not use Your Baby Can Read. It is sight reading in the worst way. Wires the brain in the wrong place for good reading later.
http://godfreymethod.com/default.aspx
http://godfreymethod.com/default.aspx
Thursday, April 8, 2010
How to help prevent ADHD in your child
As I said in my recent Examiner.com article, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner,
Thinking that ADHD is all genetic is a cop-out. Just like IQ is only about 50% genetic, the main causes of ADHD are the environmental triggers. Experts like neurologist Dr. Michael Merzenich have shown that too much noise (TV, radio, traffic), too many flashing lights (TV and video games), and too much all around stimulus triggers brain overload. In young children, this can be devastating. It can trigger the brain to release chemicals that shut down the proper brain functioning too soon.
A recent article in the April issue of the magazine Common Ground, "The brain under siege" by Lee Gerdes, starts with, “Young people everywhere are being diagnosed with attention deficit disorder. In the United States, eight percent of children ages four through 17 are diagnosed with ADHD. Among adults, the percentage is between 2.9 and 4.4. However, it is believed that only a third to as much as a fifth of cases of ADHD are diagnosed. This wasn’t the case just a couple of generations ago. Why is attention deficit so prevalent today?” http://www.commonground.ca/iss/225/cg225_brain.shtml
Brains need down time, quiet time, meditation time, on a regular basis. Parents can help prevent triggering ADHD in their children by turning off the TV, limiting video games, turning off the radio, and not living next to a busy highway or interstate. This is especially true for infants and young children under 6 years old, when the most brain neuron mapping and growth is occurring. Visits to peaceful nature areas is refreshing and rejuvenating for the brain, body, and soul.
In Kansas City, spring and summer are great times to visit nature farms and reserves. To see what’s available in this area, go to http://www.visitkc.com/things-to-do/index.aspx
Related articles:
Spark your child's brain, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m6d27-Spark-your-childs-brain-with-scientific-learning
Dyslexia and autism in gifted children, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m8d6-Gifted-savants-may-struggle-with-dyslexia-or-autism-part-1
Teach your child to read before kindergarten, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m11d27-Why-should-you-teach-your-child-to-read-before-kindergarten
A child's best window of learning, http://www.examiner.com/sitemaps/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m7d2-Catching-a-childs-window-of-learning-for-brainmapping-neurons
They keys to having a gifted child, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m9d25-Prevention-and-phonics-are-the-keys-to-having-a-gifted-child?cid=exrss-Kansas-City-Gifted-Children-Examiner
Develop your baby's mind properly, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m9d4-Using-the-right-flashcard-methods-to-develop-your-babys-mind
The Godfrey Method, http://godfreymethod.com/default.aspx
Thinking that ADHD is all genetic is a cop-out. Just like IQ is only about 50% genetic, the main causes of ADHD are the environmental triggers. Experts like neurologist Dr. Michael Merzenich have shown that too much noise (TV, radio, traffic), too many flashing lights (TV and video games), and too much all around stimulus triggers brain overload. In young children, this can be devastating. It can trigger the brain to release chemicals that shut down the proper brain functioning too soon.
A recent article in the April issue of the magazine Common Ground, "The brain under siege" by Lee Gerdes, starts with, “Young people everywhere are being diagnosed with attention deficit disorder. In the United States, eight percent of children ages four through 17 are diagnosed with ADHD. Among adults, the percentage is between 2.9 and 4.4. However, it is believed that only a third to as much as a fifth of cases of ADHD are diagnosed. This wasn’t the case just a couple of generations ago. Why is attention deficit so prevalent today?” http://www.commonground.ca/iss/225/cg225_brain.shtml
Brains need down time, quiet time, meditation time, on a regular basis. Parents can help prevent triggering ADHD in their children by turning off the TV, limiting video games, turning off the radio, and not living next to a busy highway or interstate. This is especially true for infants and young children under 6 years old, when the most brain neuron mapping and growth is occurring. Visits to peaceful nature areas is refreshing and rejuvenating for the brain, body, and soul.
In Kansas City, spring and summer are great times to visit nature farms and reserves. To see what’s available in this area, go to http://www.visitkc.com/things-to-do/index.aspx
Related articles:
Spark your child's brain, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m6d27-Spark-your-childs-brain-with-scientific-learning
Dyslexia and autism in gifted children, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m8d6-Gifted-savants-may-struggle-with-dyslexia-or-autism-part-1
Teach your child to read before kindergarten, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m11d27-Why-should-you-teach-your-child-to-read-before-kindergarten
A child's best window of learning, http://www.examiner.com/sitemaps/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m7d2-Catching-a-childs-window-of-learning-for-brainmapping-neurons
They keys to having a gifted child, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m9d25-Prevention-and-phonics-are-the-keys-to-having-a-gifted-child?cid=exrss-Kansas-City-Gifted-Children-Examiner
Develop your baby's mind properly, http://www.examiner.com/x-13955-Kansas-City-Gifted-Children-Examiner~y2009m9d4-Using-the-right-flashcard-methods-to-develop-your-babys-mind
The Godfrey Method, http://godfreymethod.com/default.aspx
Tuesday, April 6, 2010
Phonics improves brain function
Phonics improves the structure of the brain
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
A research team headed by scientists from the esteemed Yale School of Medicine announced in 2004 a particularly significant finding for children who have trouble learning to read. It was reported by Gilbert Zarate in the Brownsville Herald: http://www.brownsvilleherald.com/opinions_more.php?id=61072_0_11_0_C
The focus of this study, as much of the writing on this topic, is on how to assist struggling readers. While struggling readers show us what the critical issues are, children who are not struggling will be able to learn much more, much quicker, if they are also given exposure to the best teaching practices. Unfortunately, as is commonly the case, teachers leave good students to fend for themselves on the mistaken assumption that they don’t need help. Mom and Dad can and should do things at home to enhance their child’s learning and intelligence.
In the words of the reporter:
“The study reported that the brain function of poor readers actually changes to resemble the brain function of “good” readers when they have been taught to read through instruction that is direct, systematic, and focuses on the sounds and letters that make up words, the meanings of words, and helping children read accurately and quickly.
Using functional MRI scanners, researchers were able to document that effective reading instruction not only improves reading ability but actually changes the brain’s functioning so children can read more efficiently. These struggling readers were taught to read using a comprehensive reading program that focused on systematically teaching phonemic awareness, phonics, reading fluency, vocabulary and spelling and, as a result, formed new and lasting neurological connections and pathways in parts of their brain that regulate reading ability.
We know that almost every child in America — whatever race, ethnicity, or socioeconomic level — can become a strong and confident reader when taught through a comprehensive approach grounded in systematic, research-based instruction. And we know that scientifically based reading instruction can be successfully implemented in all schools — whether urban, suburban, or rural.
Unfortunately, the reality today is that nearly 40 percent of fourth-grade students are unable to read at grade level. While many policymakers, educators and parents are enthusiastic about teaching children to read, not all schools and school districts are implementing instruction grounded in scientific approaches that have been proven to increase reading skills. Despite what we know works, not all schools have put in place carefully developed, comprehensive reading programs that include research-proven instructional practices. This is a travesty.
We know that reading instruction for struggling readers must be explicit, systematic, and allow sufficient time for student learning. We also know that the reading curriculum should include the five critical components that are fundamental to learning to read — phonemic awareness, phonics, fluency, vocabulary and reading comprehension.”
So if the scientific evidence strongly proves that phonics instruction re-maps the brain for the better, why does the educational establishment, for the most part, continue to ignore the data and teach ineffective reading (and math) methods? Part of the answer may be found in the lobbying and monetary influence of textbook publishers, who follow fads for personal gain rather than true research results. Part of the answer may be found in the egos of some educational people pushing their own theories and agendas. Part of the answer can be found in the inertia and ennui of large government entities, schools, to resist change.
Whatever the factors, it is clear that parents must not let their gifted children be left to fend for themselves in school. Parents can follow the best practices of phonics reading instruction (and math instruction) with their children at home to ensure a great foundation for success.
http://godfreymethod.com/default.aspx
Monday, February 15, 2010
Depression and gifted teenagers
The ennui and depression of gifted teenagers – why talk about a dark subject in relation to giftedness? The number one demographic of suicide is 17-year-old males with high Intelligence Quotients (IQ). Being forewarned is being fore-armed, and parents of gifted teens need awareness, hope, and help to deal with this subject.
Some gifted people actually think themselves out of existence. They ponder the purpose of life more deeply than most and can reach a sort of hopelessness about it. My father did that. Lucky for me, he made it to age 48 first, but he was depressed off and on his whole life. I'm grateful for the extra 3 decades with him.
Teen years are a very self-absorbed time, yet even bright teens can lack the ability to project cause and effect or consequences properly. Science has shown that the chemistry of the human brain, especially in the frontal lobe, changes after about age 18. Therefore, even smart teens can err in their ideas of the future.
Teens feel their emotions very intensely, and being gifted can magnify this. They don’t realize that a lost love or university choice is not the end of the world. They can’t project the future properly.
One of the best medicines against this deep angst is to help our teens serve others. I tell my son to use his brain to do good in this world and make it a better place. The mental, emotional, physical, social, and spiritual health of children is important, and learning to volunteer in a greater cause is important in developing a well-rounded person.
The ennui and depression of gifted teens is an important subject so that parents and educators can be aware of this problem and help teens see other possibilities and solutions to their problems.
Sometimes gifted teens are depressed because they can’t find other teens like them. They are so smart that no one gets their jokes or humor. They think on a deeper level than the materialism focused on by other teens. Often they get along with adults better than their peers who don’t understand them. They can be depressed because they’re lonely.
One of my sons understood the world from a more adult point of view, so all the adults in his environ loved him. But his social skills with kids his own age weren’t good. He was never able to talk on as shallow a level as was required to hang with the other boys and be cool. Luckily, he hung on until time helped him grow up. In high school and later as an adult, he found more people who thought like he did and could discuss something a little more interesting than the latest stuff they bought or the latest sports team. He also found girls who could talk about something deeper than who did their nails and where they bought those cute shoes – ugh!
A great place to find socialization for gifted teens is from the MENSA society. They will find others who get their jokes and think like they do. Children are always welcome at all MENSA activities. There is a national special interest group (SIG) for teens, and a Brightkids email resource for other ages. For more information, contact the Gifted Children Coordinator at giftedchildcoord@mamensa.org
Sometimes gifted teens are depressed from a sort of arrogance about themselves compared to others around them. They know they can out-think their peers (and many adults), and have impatience with others. (Studies show that intelligent people can make the worst bosses when they won’t listen to any other point of view.)
Along with this arrogance can come a hopelessness about the state of the world and a reason for being.
The interesting thing about teen depression is that it is interspersed with moments of fun joviality, masking the true underlying feelings. Teens can go to a party and have a great time, then come home and feel the depression creep back in. Parents and Educators need to be aware that a depressed teen has moments of looking like a happy teen. All the symptoms of depression need to be viewed together to see a pattern of depression.
With one of my sons, depression was manifest as anger. He would rage at the simplest annoyances. He was angry that the world wasn’t his idea of perfect. When he started verbally spiraling downward into more and more negative self-talk, I realized he needed professional help. He was headed for suicide. This intervention probably saved his life.
Parents of gifted teens should make sure that they know what resources are out there to help them when they can’t talk to mom or dad. One of the best places to find hotlines and help is at teen central. Go to http://www.teencentral.net/Help/ You can go to the home page and search any state. The website lists many different hotlines and agencies for teen help. There are places teens can call in a crisis to talk. There are resources for parents, too.
Each state has a 24-hour Crisis Hotline for abuse such as http://www.mocsa.org The Teen Connection Helpline for MO is at (913) 281-2299. Each state should have one.
And a great resource for boys and girls is the Boys Town, which can be reached 24 hours a day and 365 days a year. They have a free crisis hotline. Go to http://www.BoysTown.org for more information.
One way to help gifted teens out of depression or to avoid depression is to teach them gratitude. When we can be thankful for the gift of life and the gifts in our lives, large and small, we are happier. This also helps to keep the arrogance at bay, so that we can enjoy other people.
One day the realization hit me that being gifted is just that – a gift. I didn’t personally do anything to get a great memory and logic, it was given to me by God and nature. It may have been passed on to me from my parents, which was still a gift. I have nothing to be arrogant about because my giftedness wasn’t a personal accomplishment, just a gift.
What if my mother had taken antihistamines at the wrong time in pregnancy? What if oxygen had been deprived during my delivery? What if I had been dropped on my head as an infant? Then I wouldn’t be gifted, I would be handicapped. I learned gratitude for my gift and a realization that others had different types of gifts to be appreciated. I learned more patience, too.
Gratitude for the little things in life helps us and our gifted teens see the good and focus on the positive. It helps us understand what’s truly important and what isn’t. Gratitude can be developed and we can learn that the glass is more than “half-full” in our lives.
Creativity can also alleviate ennui and the blues. Encourage teens to be creative. A wonderful website for budding inventors and scientists in Boing Boing found at http://www.boingboing.net with lots of techno gadgets and ideas. They also publish a magazine called MAKE.
Enjoy!
http://godfreymethod.com/default.aspx
Some gifted people actually think themselves out of existence. They ponder the purpose of life more deeply than most and can reach a sort of hopelessness about it. My father did that. Lucky for me, he made it to age 48 first, but he was depressed off and on his whole life. I'm grateful for the extra 3 decades with him.
Teen years are a very self-absorbed time, yet even bright teens can lack the ability to project cause and effect or consequences properly. Science has shown that the chemistry of the human brain, especially in the frontal lobe, changes after about age 18. Therefore, even smart teens can err in their ideas of the future.
Teens feel their emotions very intensely, and being gifted can magnify this. They don’t realize that a lost love or university choice is not the end of the world. They can’t project the future properly.
One of the best medicines against this deep angst is to help our teens serve others. I tell my son to use his brain to do good in this world and make it a better place. The mental, emotional, physical, social, and spiritual health of children is important, and learning to volunteer in a greater cause is important in developing a well-rounded person.
The ennui and depression of gifted teens is an important subject so that parents and educators can be aware of this problem and help teens see other possibilities and solutions to their problems.
Sometimes gifted teens are depressed because they can’t find other teens like them. They are so smart that no one gets their jokes or humor. They think on a deeper level than the materialism focused on by other teens. Often they get along with adults better than their peers who don’t understand them. They can be depressed because they’re lonely.
One of my sons understood the world from a more adult point of view, so all the adults in his environ loved him. But his social skills with kids his own age weren’t good. He was never able to talk on as shallow a level as was required to hang with the other boys and be cool. Luckily, he hung on until time helped him grow up. In high school and later as an adult, he found more people who thought like he did and could discuss something a little more interesting than the latest stuff they bought or the latest sports team. He also found girls who could talk about something deeper than who did their nails and where they bought those cute shoes – ugh!
A great place to find socialization for gifted teens is from the MENSA society. They will find others who get their jokes and think like they do. Children are always welcome at all MENSA activities. There is a national special interest group (SIG) for teens, and a Brightkids email resource for other ages. For more information, contact the Gifted Children Coordinator at giftedchildcoord@mamensa.org
Sometimes gifted teens are depressed from a sort of arrogance about themselves compared to others around them. They know they can out-think their peers (and many adults), and have impatience with others. (Studies show that intelligent people can make the worst bosses when they won’t listen to any other point of view.)
Along with this arrogance can come a hopelessness about the state of the world and a reason for being.
The interesting thing about teen depression is that it is interspersed with moments of fun joviality, masking the true underlying feelings. Teens can go to a party and have a great time, then come home and feel the depression creep back in. Parents and Educators need to be aware that a depressed teen has moments of looking like a happy teen. All the symptoms of depression need to be viewed together to see a pattern of depression.
With one of my sons, depression was manifest as anger. He would rage at the simplest annoyances. He was angry that the world wasn’t his idea of perfect. When he started verbally spiraling downward into more and more negative self-talk, I realized he needed professional help. He was headed for suicide. This intervention probably saved his life.
Parents of gifted teens should make sure that they know what resources are out there to help them when they can’t talk to mom or dad. One of the best places to find hotlines and help is at teen central. Go to http://www.teencentral.net/Help/ You can go to the home page and search any state. The website lists many different hotlines and agencies for teen help. There are places teens can call in a crisis to talk. There are resources for parents, too.
Each state has a 24-hour Crisis Hotline for abuse such as http://www.mocsa.org The Teen Connection Helpline for MO is at (913) 281-2299. Each state should have one.
And a great resource for boys and girls is the Boys Town, which can be reached 24 hours a day and 365 days a year. They have a free crisis hotline. Go to http://www.BoysTown.org for more information.
One way to help gifted teens out of depression or to avoid depression is to teach them gratitude. When we can be thankful for the gift of life and the gifts in our lives, large and small, we are happier. This also helps to keep the arrogance at bay, so that we can enjoy other people.
One day the realization hit me that being gifted is just that – a gift. I didn’t personally do anything to get a great memory and logic, it was given to me by God and nature. It may have been passed on to me from my parents, which was still a gift. I have nothing to be arrogant about because my giftedness wasn’t a personal accomplishment, just a gift.
What if my mother had taken antihistamines at the wrong time in pregnancy? What if oxygen had been deprived during my delivery? What if I had been dropped on my head as an infant? Then I wouldn’t be gifted, I would be handicapped. I learned gratitude for my gift and a realization that others had different types of gifts to be appreciated. I learned more patience, too.
Gratitude for the little things in life helps us and our gifted teens see the good and focus on the positive. It helps us understand what’s truly important and what isn’t. Gratitude can be developed and we can learn that the glass is more than “half-full” in our lives.
Creativity can also alleviate ennui and the blues. Encourage teens to be creative. A wonderful website for budding inventors and scientists in Boing Boing found at http://www.boingboing.net with lots of techno gadgets and ideas. They also publish a magazine called MAKE.
Enjoy!
http://godfreymethod.com/default.aspx
Thursday, January 28, 2010
Open the world of opportunities for your child
You can give your child the world by opening up his or her possibilities in life with early reading the right way. Anything less borders on neglect.
http://godfreymethod.com/default.aspx
http://godfreymethod.com/default.aspx
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