Red Flags for Primary Teachers

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27 Neurodevelopmental & Vision Issues that Affect Learning with Activities to Help About 10 Million Children Have Difficulties Learning to Read. Learning and Visual-Motor Performances are Linked. In one study, 51% of children who passed an eye chart screening still had vision problems that affected their ability to perform at their full potential in the classroom. Come with Katie Johnson into her world and experience her class tested movement activities that can take the kids with struggles closer to success. Discover the reality of unfinished developmental patterns and how the eyes need to work in order to make sense of print on a page. After 40 years as a teacher, with 15 years of hands-on practice of these methods, Katie paints a portrait of each child s potential in this practical and easy-to-use handbook.

Transcript of Red Flags for Primary Teachers

  • RED FLAGS for Primary Teachers

  • Previously Published Works by Katie Johnson

    Doing Words

    More Than Words

    Reading Into Writing

  • RED FLAGS for Primary Teachers

    27 Neurodevelopmental and Vision Issues that Affect Learning with Activities to Help

    Katie JohnsonForeword by

    Dr. Len Press, D.O., FCOVD

    Denver, Colorado

  • Red Flags for Primary Teacherswww.KatieJohnsonAuthor.com

    Published by Tendril Press Denver, CO Copyright 2013 by Tendril Press. LLC. All Rights Reserved. www.TendrilPress.com 303.696.9227

    No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechani-cal, photocopying, or otherwise, without the prior written permission of Tendril Press and Katie Johnson. The material in this book is furnished for informational use only and is subject to change without notice. Tendril Press assumes no responsibility for any errors or inaccuracies that may appear in the documents contained in this book.

    All images, logos, quotes and trademarks included in this book are subject to use according to trademark and copyright laws of the United States of America.

    Printed in the USA

    ISBN: 978-0-9831587-8-310 9 8 7 6 5 4 3 2 First Publishing: 2013

    Library of Congress Control Number: 2012941870

    Cover & Author Photos: Bronwen Houck, BronwenHouckPhotography.com info@bronwenhouckphoto.com 206.940.8662

    Art Direction, Book Design and Cover Design 2013 All Rights Reserved by A J Images, Inc.

    www.ajimagesinc.com 3036969227info@AJImagesInc.com

  • to

    Carita

    whose idea it was

  • Childhood is a journey, not a race.

    unknown

  • vii

    List of Photographs ................................... xi

    Foreword by Dr. Len Press, D.O., FCOVD xiii

    Acknowledgements ................................xvii

    Introduction ..............................................1

    Section One What I SeeBlurring and Doubling: ................................... 11

    Aminas Story ..........................................12Body-Side Pattern Too Long ............................13

    Iras Story................................................13Covering One Eye .........................................15

    Darnells Story .........................................15Shalas Story ........................................... 17

    Crawling .......................................................19The Boys Stories ......................................19

    Crossing the Midline ......................................21Julias Story .............................................22

    Contents

  • Red Flags for Primary Teachers

    Katie Johnson

    viiiviii

    Elbow Crawling .............................................23Kristens Story ..........................................23

    Eyes Really Close ..........................................25Lewis Story .............................................25

    Falling Out of the Chair ..................................27Harrys Story ...........................................27

    Head Moving ................................................29Valeries Story .........................................29

    No Back .......................................................31Adriennes Story ..................................... 31

    Reversals .......................................................33Sophias Story .........................................34

    Skipping Words Horizontally ..........................36Aric, Jack & Amys Stories ........................36

    Skipping Lines Vertically .................................38Amelias Story .........................................38Mindys Story ..........................................40

    Tears When Tracking .....................................41Jacks Story .............................................41

    Toe Walking ..................................................43Olivias Story ..........................................43

    Wall Hugging ................................................45Helens Story ..........................................45Marcs Story ...........................................46

    Wandering ....................................................49Larrys Story ...........................................49

    Wiggling and Twitching ..................................51Sams Story ............................................51

    Words Falling into the Middle.........................52Katharines Story ....................................53

  • Contents

    ix

    Writing in a Triangle ......................................55Marcies Story ........................................55Jakes Story ............................................56

    Yawning and Getting Very Tired .....................57Parrys Story ...........................................57Christophers Story ...................................57

    Section Two What I DoIntroduction ...................................................59Back to the Wall ............................................ 61Beanie Baby ................................................63Bears ............................................................65Building a Match ...........................................65Bullseyes .......................................................66Eyeball .........................................................67Finger ...........................................................68In the Hole ....................................................69Knee Smacks .................................................70Lazy Eights ....................................................71Letter Practice ................................................72Log Rolling (Spinning) ....................................73Marker Outline .............................................. 74Other Half.....................................................75Paper Clip Pickup ..........................................75Professional Intervention ................................ 76Purple Balance .............................................. 76Rocking .........................................................77Same and Different ........................................79Scarecrow .....................................................80Spiderman ....................................................81Swings ..........................................................83

  • Red Flags for Primary Teachers

    Katie Johnson

    x

    Tactile Work ..................................................84Twirl and Point ...............................................85Vertical Tracking ............................................86Whats Missing? ............................................87Xes/Lazy Eights .............................................87

    Section Three What Ive Learned about Movement and Vision .............................89

    Twelve ways (at the least) the eyes need to workbeyond acuity .............................................100Childrens Play has Changed ........................103

    Afterword ............................................105

    Appendices ................................................Appendix A: BrainDance ............................. 107Appendix B: How the Eyes Work .................. 115Appendix C: My K-1 Screening Assessments.. 119Appendix D: Other Assessments ................... 121

    Glossary .............................................. 131

    Bibliography .........................................133

    About Katie Johnson ............................. 137The amount of information given to teachers about

  • xi

    Photographs

    Back to the Wall ............................................. 61Beanie Baby ...................................................63In the Hole .....................................................69Knee Smacks ..................................................70Other Half ......................................................75Purple Balance................................................ 76Rocking ..........................................................77Same and Different .........................................79Scarecrow ......................................................80Spiderman ......................................................81Spiderman ......................................................82Tactile work ....................................................84Xes ................................................................87

  • xiii

    Foreword

    by Leonard J. Press, O.D., FCOVD, FAAO

    neurodevelopment or visual function in their prepara-tory coursework is close to nil. At first blush you might feel that is just as well, because teachers need to fo-cus on theories of learning and matters of pedagogy. Downplaying the role of movement and vision in the educational environment, however, does children a serious disservice, and this marvelous handbook by Katie Johnson tells you why.

    A Call For Action

    Coming from a clinical framework of developmental vi-sion, I found myself questioning Katies choice of the term red flags for signs and symptoms children were exhibiting that should signal concern. Clinicians are used to thinking in terms of risk factors, and these risks might then result in performance that is sub-optimal for a childs potential. The more I read, the more I realized

  • Red Flags for Primary Teachers

    Katie Johnson

    xivxiv

    that Katies use of the term red flags was appropriate for what she was observing in the classroom. In fact, it was far better than to consider these behaviors as risk factors because Katies messag