Eat Your Words
The reluctant writer of any age often needs to return to the word level. Make it fun by baking dinner rolls or cookies in the shape of words that mean something to your child. For example, if he/she loves comic books, bend purchased dough into "Pow!" or "Shazam!" If it's his/her birthday, bake his/her wish, like "Gameboy II." (And if all this is too messy, use Play Dough or craft clay for words - but don't eat it.)
Survival
Pretend you are stranded on an island somewhere in your apartment, house, garage, or local park. You need to write "Help!" so you will be rescued by planes that are searching for you. You don't have a pencil or paper (and if you did, the writing would be too tiny to be read from the air). Tie towels around your head and take water (it's hot on the island). You and your child must survey your surroundings and invent non-pencil ways to write HELP! If you're in the bathroom, you might make giant letters out of toilet paper (and hope there's no wind). If you're in the garage, you might find paint and brushes. If you're in the park, you can always write with your toe in the sand. Suggest as little as possible, unless your child needs prompting. This game allows the child who balks at writing to experience the power of a single word when it is used for a reason. And if your child's imagination is fertile, don't stop at the first idea. Find as many ways as possible in each room or location.
Flying Messages
You'll need a ball or Frisbee, some tape and paper cut into six 1-1/2 - 2" - wide strips the long way. Both you and your child should write three commands, one on each strip of paper, that tell the other person to do something physical. For example, you might write, "Hop on your left foot six times" or "Squeak like a mouse." Try not to see each other's commands. Go outside and stand as far apart as your child can toss the ball or Frisbee. You start the game by taping your first strip to the ball or Frisbee. Toss it to your child. He reads the message and follows the instructions. Then he tapes his first strip to the ball or Frisbee and returns a flying message. If you don't have a place to play outside or the weather won't cooperate, you can stuff the message in a sock, ball it up, and toss it inside. (Hint: Don't play this game on a day when you're pooped.) In school, a child with learning problems may not connect why ideas in his head need to land on paper and be read. But when messages fly through the air, affect the other person's behaviour (and especially make him/her look silly), writing makes sense to the child.
Thursday, July 28, 2011
Tuesday, July 26, 2011
Help Your Reluctant Writer at Home
Your struggling writer needs practice at home, but you don't want to make it seem like another school chore. The answer is to sneak writing into play - and vice versa.
As Joseph Pearce says in The Magical Child, "The child can never learn to play without the parent playing with the child. Play.....is a huge creative potential build within the child, which never develops unless it is stimulated by the adult model, the parent."
Remember that your role as a home writing coach is to have fun and to honour your child's imagination. You don't have to be the drill sergeant in charge of spelling. In fact, research shows us that in the long run, it's far more important to encourage the communication of ideas than to hamper a child's style for the sake of correct spelling.
The root of the word "communication" is "to commune" - in other words, to coax the ideas in your child's brain down through the paper and up into your brain. You can help by:
As Joseph Pearce says in The Magical Child, "The child can never learn to play without the parent playing with the child. Play.....is a huge creative potential build within the child, which never develops unless it is stimulated by the adult model, the parent."
Remember that your role as a home writing coach is to have fun and to honour your child's imagination. You don't have to be the drill sergeant in charge of spelling. In fact, research shows us that in the long run, it's far more important to encourage the communication of ideas than to hamper a child's style for the sake of correct spelling.
The root of the word "communication" is "to commune" - in other words, to coax the ideas in your child's brain down through the paper and up into your brain. You can help by:
- Saying, "Let's play a game." There's no need to mention "writing game" if your child is a reluctant writer.
- Choosing subjects your child loves, like brontosauruses or monster movies or soccer or shoes.
- Talking through ideas, asking questions, and listening carefully to answers.
- Making drawings, notes, and story maps together, if your child can't remember ideas.
- Taking dictation or having your child use a computer.
- Praising honestly and liberally.
- Keeping games short.
- Posting written work on the wall or refrigerator, or sending it to family members and friends. Writing is meant to be shared.
- Quitting if it isn't fun for your child or for you.
Make Writing a Game, Not a Chore
- Writing has many stages before it reaches paper - generating ideas, noticing likenesses, deciding on one main idea, eliminating others, choosing appropriate words, and putting them in an order that readers can follow - not to mention problems with the physical act of writing.
- Your child with learning disabilities may struggle anywhere along the path. Bur if he or she writes for reason and an audience, half the battle is won. Incorporate writing naturally into play and it need not be a chore for your child or for you. Let those ideas flow into print and sparkle.
Great Ways to Encourage Kids' Writing
Spark your child's interest in writing at home with engaging, fun activities.
It's natural for your children to bubble over with ideas, schemes, and jokes. Unfortunately, capturing those ideas on paper is not so natural for many kids with learning disabilities. They may freeze up, forget their ideas, or fight the pencil.
Friday, July 22, 2011
Summer Reading & Fluency: Tips for Parents from Reading Rockets
You've got the reading lists. You've got the books. But what else can you do to make your children better readers this Summer?
Help them read more quickly and accurately. Schools call this reading fluency. Fluent readers understand what they're reading. When they read aloud easily and with expression this makes reading a lot more enjoyable. When their attention is focused on sounding our each word their comprehension and motivation can suffer.
Here are four things parents can do to help their child continue to develop reading fluency:
1. Choose the right books
Help your child choose books that she/he can comfortably read. The "five-finger test" is a useful guideline for beginning readers. As your child reads, count the number of words he cannot read per page. In general, there should be five words or fewer that give him trouble on each page. If a book contains several pages on which you count more than five words that he can't read, consider reading that book to your child until he develops more reading skills.
2. Listen every day
Once you've found a collection of books that your child can read, listen to your child read every day. Be patient - new readers often read slowly! Offer help when your child gets stuck, and always give lots of praise and encouragement.
3. Read it again, Sam
Encourage your child to reread favourite books, and make it fun! Repeated readings improve children's fluency and comprehension. They also provide opportunities to practice reading with expression. Children will enjoy giving the wolf a scary growl or using a squeaky little voice for a mouse.
4. Read to your kids every day
Model your own fluent reading as you read and reread books with your child. Even though your child may be able to read on her/his own, continue to find time each day to read books to her/him that are just beyond her/his reading level. She/He will enjoy listening to more advanced stories, and she/he will hear a great example of fluent reading. Cool summer reading is the perfect antidote for those hot summer days! Enjoy.
Help them read more quickly and accurately. Schools call this reading fluency. Fluent readers understand what they're reading. When they read aloud easily and with expression this makes reading a lot more enjoyable. When their attention is focused on sounding our each word their comprehension and motivation can suffer.
Here are four things parents can do to help their child continue to develop reading fluency:
1. Choose the right books
Help your child choose books that she/he can comfortably read. The "five-finger test" is a useful guideline for beginning readers. As your child reads, count the number of words he cannot read per page. In general, there should be five words or fewer that give him trouble on each page. If a book contains several pages on which you count more than five words that he can't read, consider reading that book to your child until he develops more reading skills.
2. Listen every day
Once you've found a collection of books that your child can read, listen to your child read every day. Be patient - new readers often read slowly! Offer help when your child gets stuck, and always give lots of praise and encouragement.
3. Read it again, Sam
Encourage your child to reread favourite books, and make it fun! Repeated readings improve children's fluency and comprehension. They also provide opportunities to practice reading with expression. Children will enjoy giving the wolf a scary growl or using a squeaky little voice for a mouse.
4. Read to your kids every day
Model your own fluent reading as you read and reread books with your child. Even though your child may be able to read on her/his own, continue to find time each day to read books to her/him that are just beyond her/his reading level. She/He will enjoy listening to more advanced stories, and she/he will hear a great example of fluent reading. Cool summer reading is the perfect antidote for those hot summer days! Enjoy.
Thursday, July 21, 2011
Rediscover Your Public Library
For families with young children, the public library is a great place to find entertainment, valuable information or educational and cultural enrichment. Here are the top 9 reasons to go visit your library.
Free Programs and Activities - From author visits to puppet shows to family films, libraries offer programs with kid appeal after school, on the weekends, and during the summer. Ask your librarian for the schedule of upcoming events.
Story Times - There's nothing like hearing a good story read by someone who loves to read aloud. Libraries are terrific settings for story times which often include finger plays, games, songs, and crafts that can be learned and enjoyed again at home.
Workshops - Many libraries offer workshops that can help enrich your life as an adult and support you as a parent. At many libraries, it is possible to learn to knit, prepare your taxes, update your resume, gain computer skills, or improve your parenting skills.
Books - Librarians are happy to make recommendations and most public libraries have a special section just for children's books.
Audio Books - Listened to a good book lately? Most libraries have a collection of popular adult and children's titles available for checkout on tape or CD.
Movies - Your public library is a great source for free access to the latest blockbusters, family movie classics, documentaries, or favourite TV shows.
Music - Want to introduce your children to Beethoven or the Beatles or new children's songs? Check to see if your library has a collection of music on CD.
Magazines and Newspapers - Introduce your child to some of the magazines designed just for children. With bold photographs, poems and a joke or two, magazines are another reading choice for beginning readers. Or catch up on the news in your community and share a smile over the comics.
Computers - Most public libraries offer free Internet access, computers with educational games for kids, and valuable online resources for teenagers.
Libraries are also working to get more of their own resources online. Your local library may have its own website with links to other resources within your community.
Free Programs and Activities - From author visits to puppet shows to family films, libraries offer programs with kid appeal after school, on the weekends, and during the summer. Ask your librarian for the schedule of upcoming events.
Story Times - There's nothing like hearing a good story read by someone who loves to read aloud. Libraries are terrific settings for story times which often include finger plays, games, songs, and crafts that can be learned and enjoyed again at home.
Workshops - Many libraries offer workshops that can help enrich your life as an adult and support you as a parent. At many libraries, it is possible to learn to knit, prepare your taxes, update your resume, gain computer skills, or improve your parenting skills.
Books - Librarians are happy to make recommendations and most public libraries have a special section just for children's books.
Audio Books - Listened to a good book lately? Most libraries have a collection of popular adult and children's titles available for checkout on tape or CD.
Movies - Your public library is a great source for free access to the latest blockbusters, family movie classics, documentaries, or favourite TV shows.
Music - Want to introduce your children to Beethoven or the Beatles or new children's songs? Check to see if your library has a collection of music on CD.
Magazines and Newspapers - Introduce your child to some of the magazines designed just for children. With bold photographs, poems and a joke or two, magazines are another reading choice for beginning readers. Or catch up on the news in your community and share a smile over the comics.
Computers - Most public libraries offer free Internet access, computers with educational games for kids, and valuable online resources for teenagers.
Libraries are also working to get more of their own resources online. Your local library may have its own website with links to other resources within your community.
Tuesday, July 19, 2011
Summer Reading Strategies for children with Reading Difficulties
Here are some simple strategies to help your children keep the academic skills they learned during the school year. Support them as they read. Give them material that is motivating - and some of it should be easy. Help them enjoy books and feel pleasure - not pressure - from reading. The summer should be a relaxed time where their love of learning can flower.
As a parent you play a critical role in your child's education during the summer - especially if your child has trouble reading. Without your help, kids are more likely to forget what they learned last year. Encourage them to read for pleasure without the pressure they experience in the classroom.
Here is some summer reading strategies to help your child see that reading can be useful and enjoyable:
- Give them material that motivates them to read. Try comic books, directions for interesting projects, and mystery stories. Have them read information on possible activities as you plan your summer vacation. Let them decide what they want to read.
- Support them as they read. Read their book aloud to them, help them decode, and make it easy for them to get the meaning. Even if a question is asked again and again or if you feel irritated, act happy that they asked. Show them that reading is a way to find out what they need to know, or even to entertain themselves.
- When you read with them, make it your goal to enjoy the book together. You don't have to make them read perfectly! Avoid too much correction. In school next year, the teacher will help them improve their skills.
- Let younger children "pretend" to read. Read the story aloud together. Let them follow your voice. Have them look at the words as you point to them, even if they aren't actually reading. When they say the wrong word, say the word correctly and cheerfully while pointing to the word.
- Read aloud to them as you do daily chores, sight see, or sit on the beach. Read an instruction manual with them as you try to fix something. While visiting a museum, read the interpretive materials. If you see the slightest sign they want to read aloud to you, let them!
- Use technology. If you have a computer, equip it with software that reads aloud. Let them load books into their electronic devices and listen to them at the same time as they read the printed book in their hands. Use recorded books.
- Be a model of reading. Bring books to the beach and read them. If you are travelling, find a book for the whole family to read and discuss. If you are dyslexic, "read" your taped books on vacation, letting your child see you or give them their own tapes. Show and tell them how you overcame your own difficulties.
- Have reading matter conveniently available. You might carry small children's books and magazines with you and have them ready when you must wait in line for those crowded amusement park rides and popular sightseeing destinations.
Children can discover the joys of reading and other academic skills in the relaxed summer season. If nobody tells them they must read to get good grades, they might just pick up a book and enjoy it.
As a parent you play a critical role in your child's education during the summer - especially if your child has trouble reading. Without your help, kids are more likely to forget what they learned last year. Encourage them to read for pleasure without the pressure they experience in the classroom.
Here is some summer reading strategies to help your child see that reading can be useful and enjoyable:
- Give them material that motivates them to read. Try comic books, directions for interesting projects, and mystery stories. Have them read information on possible activities as you plan your summer vacation. Let them decide what they want to read.
- Support them as they read. Read their book aloud to them, help them decode, and make it easy for them to get the meaning. Even if a question is asked again and again or if you feel irritated, act happy that they asked. Show them that reading is a way to find out what they need to know, or even to entertain themselves.
- When you read with them, make it your goal to enjoy the book together. You don't have to make them read perfectly! Avoid too much correction. In school next year, the teacher will help them improve their skills.
- Let younger children "pretend" to read. Read the story aloud together. Let them follow your voice. Have them look at the words as you point to them, even if they aren't actually reading. When they say the wrong word, say the word correctly and cheerfully while pointing to the word.
- Read aloud to them as you do daily chores, sight see, or sit on the beach. Read an instruction manual with them as you try to fix something. While visiting a museum, read the interpretive materials. If you see the slightest sign they want to read aloud to you, let them!
- Use technology. If you have a computer, equip it with software that reads aloud. Let them load books into their electronic devices and listen to them at the same time as they read the printed book in their hands. Use recorded books.
- Be a model of reading. Bring books to the beach and read them. If you are travelling, find a book for the whole family to read and discuss. If you are dyslexic, "read" your taped books on vacation, letting your child see you or give them their own tapes. Show and tell them how you overcame your own difficulties.
- Have reading matter conveniently available. You might carry small children's books and magazines with you and have them ready when you must wait in line for those crowded amusement park rides and popular sightseeing destinations.
Children can discover the joys of reading and other academic skills in the relaxed summer season. If nobody tells them they must read to get good grades, they might just pick up a book and enjoy it.
Monday, July 18, 2011
Fun things to do this Summer
Step 1: Take summer field trips
Go to the park, the zoo, the aquarium, a sports event, a historical landmark, or a children's museum. Go on a hike or to a natural attraction in your area. When you're indoors, watch a TV program about volcanoes or the rainforest or marsupials, or use the web to take a virtual trip to a faraway place.
Step 2: Talk about it
Talk about the plants and animals you see, or the rules of a game, or the history of your town, or the new things you learned. Ask questions that get your child to talk, like "If you could be one of those animals we saw today, which one would it be?" or "Why do you think those boulders were shaped like that?"
Step 3: Follow up with a book
Find out what interests your child, and visit the library to get more information. Check out books about butterflies or basketball players or whatever caught your child's attention. Encourage their learning with comments like, "That was cool to see the inside of a computer at the museum today. Let's learn more about that."
You could even have your children create their own book, with photos or illustrations of your activity and their own commentary. This is great writing practice and makes a wonderful summer memory book. Building background knowledge isn't just fun, it's also a great way to spend your summer!
Go to the park, the zoo, the aquarium, a sports event, a historical landmark, or a children's museum. Go on a hike or to a natural attraction in your area. When you're indoors, watch a TV program about volcanoes or the rainforest or marsupials, or use the web to take a virtual trip to a faraway place.
Step 2: Talk about it
Talk about the plants and animals you see, or the rules of a game, or the history of your town, or the new things you learned. Ask questions that get your child to talk, like "If you could be one of those animals we saw today, which one would it be?" or "Why do you think those boulders were shaped like that?"
Step 3: Follow up with a book
Find out what interests your child, and visit the library to get more information. Check out books about butterflies or basketball players or whatever caught your child's attention. Encourage their learning with comments like, "That was cool to see the inside of a computer at the museum today. Let's learn more about that."
You could even have your children create their own book, with photos or illustrations of your activity and their own commentary. This is great writing practice and makes a wonderful summer memory book. Building background knowledge isn't just fun, it's also a great way to spend your summer!
Thursday, July 14, 2011
Arrowsmith Students Say......
Here are a few things some student's who have been in the Arrowsmith Program are saying.
3rd Year Male Student - Grade 8
I have seen strengths in many things. I have gotten better at reading, writing, spelling, speaking, grammar, social skills, and most importantly better memory. Due to my improvements I can now think faster and my writing is more legible. I am now at a Grade 10 reading level and at grade level in math and English. My improvements have helped me dramatically and I can now understand why people do things that are mean or nice. I can tell why a person makes an action that may be troublesome or helpful. Using my knowledge of the person I can tell what they may do next or how they may react to an action I may make towards them.
3rd Year Male Student - Grade 9
I have seen changes in my written output. My spelling is also getting better. Math has gotten easier and I find that I can do more complicated equations. My awareness of time and distance has also gotten better. My reading speed is faster and I can remember more from what I read.
3rd Year Female Student - Grade 7
Where I have seen changes in myself is not getting frustrated with myself and not getting upset. I have also seen changes with writing and reading. I don't skip words and I can now create spaces between words when writing. I have seen changes in my Math and with understanding thinks like body language of people and how they feel. I have seen changes with my speech. I have seen changes in my understanding of time and what is going on in life around me. I have seen a change with my ability to stay focused and in my understanding of math problem solving. There is a change in my remembering where I put things or where I had left them. I have seen changes in all my cognitive exercise and I hope I can go far in life with this great experience. Thank You Arrowsmith Program!
Learning Disabilities Association has openings at our Arrowsmith Program beginning in late August/beginning of September. Please call for further information: 652-4116
3rd Year Male Student - Grade 8
I have seen strengths in many things. I have gotten better at reading, writing, spelling, speaking, grammar, social skills, and most importantly better memory. Due to my improvements I can now think faster and my writing is more legible. I am now at a Grade 10 reading level and at grade level in math and English. My improvements have helped me dramatically and I can now understand why people do things that are mean or nice. I can tell why a person makes an action that may be troublesome or helpful. Using my knowledge of the person I can tell what they may do next or how they may react to an action I may make towards them.
3rd Year Male Student - Grade 9
I have seen changes in my written output. My spelling is also getting better. Math has gotten easier and I find that I can do more complicated equations. My awareness of time and distance has also gotten better. My reading speed is faster and I can remember more from what I read.
3rd Year Female Student - Grade 7
Where I have seen changes in myself is not getting frustrated with myself and not getting upset. I have also seen changes with writing and reading. I don't skip words and I can now create spaces between words when writing. I have seen changes in my Math and with understanding thinks like body language of people and how they feel. I have seen changes with my speech. I have seen changes in my understanding of time and what is going on in life around me. I have seen a change with my ability to stay focused and in my understanding of math problem solving. There is a change in my remembering where I put things or where I had left them. I have seen changes in all my cognitive exercise and I hope I can go far in life with this great experience. Thank You Arrowsmith Program!
Learning Disabilities Association has openings at our Arrowsmith Program beginning in late August/beginning of September. Please call for further information: 652-4116
Monday, July 11, 2011
Description of 19 Learning Dysfunctions - Primary Motor/Supplementary Motor
Primary Motor: This problem interferes with the speed, strength and control of muscle movements on one side of the body or the other. This results in some degree of awkwardness of body movement and some degree of less articulated movement of the affected side of the body.
Supplementary Motor: A problem in this area impairs a person from carrying out internal sequential mental operations such as doing mathematics inside his head.
The person can be so impaired that simple counting processes break down.
The person has difficulty calculating change.
If this dysfunction is at a moderate level of severity it means that the person is unable to sufficiently hold numbers inside his head to stably learn the addition and multiplication tables. The person cannot make progress in mathematics beyond a grade 4 level. The person resorts to finger or stick counting when solving math questions.
If the problem is less severe the person may be able to eventually learn his math tables but since he cannot do even relatively simple mental operations he cannot carry out the more difficult aspects of dealing with fractions at a grade 4 to 6 level.
At a mild level a grade 10 student was not able to factor algebraically due to the difficulty of not being able to imagine all the possible combinations of factors that could be multiplied together to lead to the algebraic trinomial he was trying to factor.
Anyone interested in a career involving mathematics requires the supplementary motor capacity for mental operations at an above average level to succeed.
'Arrrowsmith Program's Description of Learning Dysfucitons'
Reprinted with permission from www.arrowsmithschool.org
Supplementary Motor: A problem in this area impairs a person from carrying out internal sequential mental operations such as doing mathematics inside his head.
The person can be so impaired that simple counting processes break down.
The person has difficulty calculating change.
If this dysfunction is at a moderate level of severity it means that the person is unable to sufficiently hold numbers inside his head to stably learn the addition and multiplication tables. The person cannot make progress in mathematics beyond a grade 4 level. The person resorts to finger or stick counting when solving math questions.
If the problem is less severe the person may be able to eventually learn his math tables but since he cannot do even relatively simple mental operations he cannot carry out the more difficult aspects of dealing with fractions at a grade 4 to 6 level.
At a mild level a grade 10 student was not able to factor algebraically due to the difficulty of not being able to imagine all the possible combinations of factors that could be multiplied together to lead to the algebraic trinomial he was trying to factor.
Anyone interested in a career involving mathematics requires the supplementary motor capacity for mental operations at an above average level to succeed.
'Arrrowsmith Program's Description of Learning Dysfucitons'
Reprinted with permission from www.arrowsmithschool.org
Description of 19 Learning Dysfunctions - Mechanical Reasoning and Abstract Reasoning
Mechanical Reasoning: A person with a mechanical reasoning problem has difficulty in imagining how machines operate and in effectively handling and using tools.
Abstract Reasoning: A person with an abstract reasoning problem would be impaired in being able to carry out in proper sequence a series of steps in a task such as in computer programming, using tools or in cooking. The person does not understand the sequences as they need to be set up to get the correct outcome.
'Arrowsmith Program's Description of Learning Dysfunctions.'
Reprinted with permission from: www.arrowsmithschool.org
Abstract Reasoning: A person with an abstract reasoning problem would be impaired in being able to carry out in proper sequence a series of steps in a task such as in computer programming, using tools or in cooking. The person does not understand the sequences as they need to be set up to get the correct outcome.
'Arrowsmith Program's Description of Learning Dysfunctions.'
Reprinted with permission from: www.arrowsmithschool.org
Wednesday, July 6, 2011
Description of 19 Learning Dysfunctions - Spatial Reasoning
Spatial reasoning is the capacity to imagine a series of moves through space inside your head before executing them. The following are examples of weak functioning of this capacity.
The person has difficulty visualizing a pathway of movements inside his head. This would result in some difficulty in finding his way through space because the person cannot work out a map inside his head of how to get from one place to another. As a result the person frequently gets lost or takes much longer to get from one place to another. In some cases the person becomes phobic and avoids going anyplace new because of a fear of getting lost. This difficulty applies even to small spaces like tracing out pathways on circuit boards.
When map reading the person has to rotate the map to orient towards the direction he is going. He cannot rotate the map inside his head.
The person does not have a map of how space works inside his head. Several people with this problem report that they cannot imagine how streets connect with one another.
The person forgets spatially where he has left objects resulting in loss of the object or spending extra time trying to find objects.
The person's workspace tends to be messy and disorganized with material stacked in various piles within line of sight. This is because the person cannot imagine how to organize his space. If he puts something away in a filing cabinet or drawer he later has trouble imagining in his head where it is.
The person has more trouble navigating in crowded space because he cannot map a plan on how to get around obstacles ahead of time.
In driving a car the person has trouble planning moves ahead of time and also has difficulty anticipating the future movements of other cars on the road.
A person with this problem is poor at imagining moves ahead in a game such as checkers or chess. They tend to react to the other person's moves as they happen rather than developing a series of planned moves.
In any sports activity requiring spatial plan movements (e.g., planning how you are going to ski from the top of the hill to the bottom, anticipating the movement of the tennis ball and planning where to place yourself on the court to hit it) the person is at a disadvantage.
There is difficulty imagining inside the head different ways to arrange furniture in a room. The person has to physically move the furniture in order to find the best arrangement.
There is difficulty in constructing geometric figures.
'Arrowsmith Program's Description of Learning Dysfunctions'
Reprinted with permission from: www.arrowsmithschool.org
The person has difficulty visualizing a pathway of movements inside his head. This would result in some difficulty in finding his way through space because the person cannot work out a map inside his head of how to get from one place to another. As a result the person frequently gets lost or takes much longer to get from one place to another. In some cases the person becomes phobic and avoids going anyplace new because of a fear of getting lost. This difficulty applies even to small spaces like tracing out pathways on circuit boards.
When map reading the person has to rotate the map to orient towards the direction he is going. He cannot rotate the map inside his head.
The person does not have a map of how space works inside his head. Several people with this problem report that they cannot imagine how streets connect with one another.
The person forgets spatially where he has left objects resulting in loss of the object or spending extra time trying to find objects.
The person's workspace tends to be messy and disorganized with material stacked in various piles within line of sight. This is because the person cannot imagine how to organize his space. If he puts something away in a filing cabinet or drawer he later has trouble imagining in his head where it is.
The person has more trouble navigating in crowded space because he cannot map a plan on how to get around obstacles ahead of time.
In driving a car the person has trouble planning moves ahead of time and also has difficulty anticipating the future movements of other cars on the road.
A person with this problem is poor at imagining moves ahead in a game such as checkers or chess. They tend to react to the other person's moves as they happen rather than developing a series of planned moves.
In any sports activity requiring spatial plan movements (e.g., planning how you are going to ski from the top of the hill to the bottom, anticipating the movement of the tennis ball and planning where to place yourself on the court to hit it) the person is at a disadvantage.
There is difficulty imagining inside the head different ways to arrange furniture in a room. The person has to physically move the furniture in order to find the best arrangement.
There is difficulty in constructing geometric figures.
'Arrowsmith Program's Description of Learning Dysfunctions'
Reprinted with permission from: www.arrowsmithschool.org
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