|
There's ^
an
ex·pre·ssion·
which
has
been
a·round·
since
the
in·tro·duc·tion·
of ^
com·pu·ters·
which
goes -
ru·bbish·
in
-
ru·bbish·
out .
It
means
-
if
you ^
don't
put
the
right
in·for·ma·tion·
in ,
don't
blame
the
com·pu·ter·
for
ma·king·
mi·stakes· .
This
a·na·lo·gy·
pro·vides·
a
good
way
of ^
un·der·stan·ding·
why
ma·ny· ^
in·te·lli·gent·
chil·dren·
ex·pe·ri·ence·
di·ffi·cul·ty·
lear·ning·
at
school .
Chil·dren·
who ^
are
not
good
at
li·ste·ning·
ca·nnot·
get
in·for·ma·tion·
in·to· ^
their ^
minds
a·ccu·rate·ly· ,
and
so
will
ex·pe·ri·ence·
di·ffi·cul·ties·
with
thin·king· .
Un·less·
some·thing· ^
is
done ^
to
ra·di·ca·lly·
im·prove· ^
their ^
li·ste·ning·
skills ,
their ^
cog·ni·tive·
and
lan·guage·
de·ve·lop·ment·
will
be
slowed
down .
One ^
of ^
the
most
ob·vi·ous·
signs
that
a
child
is
ha·ving·
di·ffi·cul·ty·
with
li·ste·ning·
is
-
an
i·na·bi·li·ty·
to
fo·llow·
a
se·ries·
of ^
in·struc·tions· .
For
ex·am·ple· ,
"Put
your
shoes ^
a·way· ,
pack
your
bag ,
have
a
show·er· ,
then
go
to
bed ."
Fail·ure·
to
ca·rry·
out
all
of ^
the
in·struc·tions·
gi·ven·
is
o·ften·
mis-di·ag·nosed·
as
naugh·ti·ness·
or
la·zi·ness· ,
when
more
o·ften·
than
not ,
it
is
be·cause·
the
child
has
poor·ly·
de·ve·loped·
li·ste·ning·
skills
and
so
is
on·ly·
a·ble·
to
pro·cess·
one ^
or
two ^
in·struc·tions·
at
a
time .
In
the
long·er·
term ,
this
o·ften·
leads
to
pro·blems·
with
rea·ding·
and
spe·lling· ;
and
e·ven·
dy·slex·i·a· .
Chil·dren·
who ^
are
stru·ggling·
with
lear·ning·
and
co·mmu·ni·ca·tion·
o·ften·
de·ve·lop·
se·con·da·ry·
e·mo·tio·nal·
and
so·cial·
pro·blems·
such
as
ex·treme·
shy·ness· ,
a·ggre·ssive·ness· ,
hy·per-ac·ti·vi·ty· ,
or
e·ven·
ADD -
a·tten·tion·
de·fi·cit·
di·sor·der· .
We
can
show
you ^
some ^
sim·ple·
steps
to
fo·llow·
which
will
help
your
child
in
be·come |
