It’s not enough to read aloud. It`s important to understand upper-level books. Classroom strategies help students to gain knowledge. Science teachers often hold students responsible for much of teaching reading in high school. Are they prepared? Not alone.

What’s the problem?

Reading is extremely valuable. Real scientists use that skill every day. Current curricula represent what real scientists do. Over 50% of their day is spent on research, reading, writing and interpretation.

Science seeks to explain the world. The challenge for many special ed students comes from reading and understanding. The trick is to help “our kids” with ADHD and Autism to create skills they should have learned in elementary grades.

• Trouble understanding the spoken word.
• Problem memorizing words, numbers, and word sequences.
• Read books about reading troubles.
• Guessing or skipping words.
• Mis-sequencing of sounds or syllables.

Cause and Effect

The relationship of cause and effect is cyclical. Science and teaching go together. It aIlows students to engage in activities like labs. These interchanges culminate in the scientific process. 

Cause and effect lets students work on harder activities. To succeed, reading comprehension helps to build new knowledge and skills.  

Causes (The why)

• Because
• Since
• As a consequence
• Now that
• As a result

Effect (Outcome)

• So
• Therefore
• Consequently
• Hence
• Accordingly

After taking classes for more than a decade, my students usually give up. Parents should consider opening their wallets and seek evidence-based reading processes. There are a few. Luckily I worked for one of the originators, Lindamood-Bell Learning Processes. As an associate director, I incorporated multisensory learning as its foundation.

Evidence based on stringent techniques for the academic process is the foundation. Lindamood-Bell has rigorously tested on controlled setting, proven, and translated into practical models. The importance is peer review.

“Make life easier.” 

• Reading groups
• Academic coaching
• Content learning/knowledge 
• Tutoring/reading expertise 
• “Fun” positive relationship

 Parents taking control of reading? You better. You don’t have to do everything, just actively coordinate records. There’s always hope. At every age.

Question: Do your students see themselves as math/science people? How do you get them to buy in?

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