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How can my kid succeed in school? : what parents and teachers can do to conquer
Pohlman, Craig
Adult Nonfiction LC4704 .P64 2009
Pohlman, Craig
Adult Nonfiction LC4704 .P64 2009
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| Contents | Page |
|---|---|
| The Author | p. vii |
| Preface | p. xiii |
| Introduction | p. 1 |
| Part 1 - Conquering Learning Problems at Home | p. 11 |
| 1 - Looking for Clues at Home | p. 13 |
| Starting Pointers | p. 14 |
| Deciphering the Clues | p. 16 |
| Making Discoveries During Homework Time | p. 17 |
| Locating Clues in Work Samples | p. 27 |
| Detective Work During Down Time | p. 44 |
| Deciphering Disorganization | p. 53 |
| Bottom Line | p. 55 |
| 2 - Picking Strategies for Home | p. 57 |
| Starting Pointers | p. 58 |
| Strategies for Unreliable Attention | p. 60 |
| Strategies for Memory Gaps | p. 66 |
| Strategies for Limited Language | p. 73 |
| Strategies for Weak Graphomotor Function | p. 79 |
| Strategies for Shaky Concepts and Reasoning | p. 82 |
| Talking About Learning | p. 84 |
| Bottom Line | p. 87 |
| Part 2 - Conquering Learning Problems at School | p. 89 |
| 3 - Looking for Clues at School | p. 91 |
| Starting Pointers | p. 92 |
| Observing During Independent Work | p. 94 |
| Clues Emerging from Student Interactions | p. 99 |
| Detective Work During Downtime | p. 107 |
| Locating Clues in Work Samples | p. 109 |
| Deciphering Disorganization | p. 117 |
| Bottom Line | p. 120 |
| 4 - Picking Strategies for the Classroom | p. 123 |
| Starting Pointers | p. 123 |
| Strategies for Unreliable Attention | p. 125 |
| Strategies for Memory Gaps | p. 130 |
| Strategies for Limited Language | p. 137 |
| Strategies for Weak Graphomotor Function | p. 143 |
| Strategies for Shaky Concepts and Reasoning | p. 144 |
| Talking About Learning | p. 146 |
| Bottom Line | p. 147 |
| Part 3 - When More Help is Needed | p. 149 |
| 5 - Being a "Smart Shopper" for Educational Assessments | p. 151 |
| Starting Pointers | p. 152 |
| When Is It Time for an Expert? | p. 153 |
| Search Criteria: Picking the Right Expert | p. 155 |
| What Makes a Good Written Report? | p. 160 |
| You Get What You Ask For: Effective Referral Questions | p. 164 |
| Bottom Line | p. 165 |
| 6 - Getting the Most Out of the Assessment Process | p. 169 |
| Starting Pointers | p. 169 |
| Share What You Know | p. 170 |
| Head Off Simplification | p. 173 |
| Observing the Assessment | p. 182 |
| Bottom Line | p. 186 |
| 7 - Using What You've Learned from the Assessment | p. 189 |
| Starting Pointers | p. 189 |
| Keeping Your Sights on Insights | p. 190 |
| Navigating Paths to Success | p. 198 |
| Finding a Good Tutor (If You Need One) | p. 199 |
| Keeping Tabs | p. 202 |
| Bottom Line | p. 205 |
| Conclusion | p. 207 |
| Things to Let Go Of | p. 209 |
| Things to Hold On To | p. 212 |
| Appendix 1 - Profile Worksheet | p. 215 |
| Appendix 2 - Case Story Index | p. 217 |
| Appendix 3 - Atlas of Neurodevelopmental Terms | p. 223 |
| Appendix 4 - Glossary of Academic Skills | p. 239 |
| Appendix 5 - Glossary of Testing Terms | p. 251 |
| Index | p. 257 |
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