Blog - Insight into LD


Last week, we discussed that dyslexia is the most common learning disability at both Springer and in schools, in general, and as previously noted on the blog, early intervention for reading difficulties is key. So what should parents look for if they suspect dyslexia in their children?


At Springer School and Center, our mission is to empower students with learning disabilities to lead successful lives. The most common learning disability that our students have is dyslexia, but what exactly does that mean?


Answers to Last Week's Facebook Poll

Last week we asked our Facebook friends about their knowledge regarding ADHD medication, based on commonly asked questions that we receive at Springer School and Center. We receive many questions from parents and educators concerning the use of medication in children with ADHD, so we consistently stay current on the most recent research to inform our practice. The poll answers are below:


One of the most challenging parts of parenting a struggling learner is having to deal with the emotional challenges that inevitably come. I have spoken with numerous parents who ask what to say when they hear their child come home and say, “I’m dumb.”


Everyone agrees that learning depends on memory. You likely have heard of long-term memory and short-term memory, but what is working memory? This term first appeared in 1974, when two English psychologists/researchers, Baddeley and Hitch, wrote a chapter titled “Working Memory” in Recent Advances in Learning and Motivation edited by G. A. Bower.


“Sugar-highs” occur when children bounce off the walls after eating large amounts of sugar…right? There is a common thought that sugar causes hyperactivity; however, the evidence is just not there. A number of studies have looked at whether sugar consumption causes behavior change, but the research shows that sugar has not been shown to affect behavior or cognitive performance.


As I look out my window on this freezing cold morning, summer seems so far away; but before we know it, leafy trees and shorts weather will be here. With that comes freedom from school! Students and teacher rejoice! Except one caveat—that darn summer slide.


You have heard the complaints – “I’m bored.” “No one wants to play with me.” Your suggestions for activities or different companions are met with rejection. Sometimes it just seems like the youngster is complaining to get a sympathetic reaction from an adult. He doesn’t want a solution. As parents, we are aware of the variety of experiences that are open to our children.


We all know that we should learn from our mistakes, and we want our children to do that, too. But what do we say? What do we do in order to teach them how? Interesting research coming out of Stanford University may help with that question.


Many parents are struggling to set realistic limits on the use of media at home. Back in the day, it was about watching TV, playing video games, talking on the phone or listening to the radio. Unlimited usage of technology in those days interfered with participating in family meals, doing homework or chores, playtime, socializing with friends and getting to bed on time.