Focus, starting, and ADHD

Before adding more content, look at what the child has to receive it with: attention, memory for what was just said, language. Two children given the same lesson do not take away the same amount, and that difference is usually where the real gap sits.

It is tempting to answer a gap with better materials, since materials are the part that can be bought. But if a child cannot hold a sentence in mind…

Phonological awareness is not one skill. Telling sounds apart, rhyming, breaking a word into its sounds and blending them back are separate jobs, and a child can be fine at one and stuck at another.

Before agreeing that a child needs phonics, find out which piece is missing. Ask them to say the sounds in cat, then to join up sounds you give them,…

A display organised by sound rather than by alphabet gives a child more to hold on to. Let them feel where each sound is made, lips, tongue, teeth, and match that to the letters that spell it.

Reading is learned from speech towards print, so a border running A, B, C tells a child very little about what they are actually doing. Grouping by…

Before drilling number facts, check whether the child has any feel for how much a number is. Which pile is bigger, is eight nearer to ten or to two, give me three of those.

A child with no sense of quantity can still learn to recite that seven and eight make fifteen, and it will be a string of sounds attached to nothing.…

Build numbers and break them up again. Seven is five and two, and also six and one, and a child who can see that has the thing mental arithmetic is made of.

Blocks, buttons, coins, anything you can push into two piles and back together. Ask which numbers fit inside other numbers and let the child show you…

Patterns sit underneath both reading and arithmetic. Blue, red, green, blue, red, green: making a sequence, copying it, then breaking it on purpose builds the ordering that words and numbers both run on.

Use blocks, beads, claps, a drum, anything with an order to it. Ask the child to make the same pattern, then to spoil it deliberately and tell you…

Find something the child already loves, a team, an orchestra, a game, and lay their results over it. These players are strong, these ones need coaching, and none of it means the team is no good.

Feedback lands very differently when the low scores are players who need training rather than facts about who someone is. Do it with their own…

When the sound scores and the movement scores are both near the floor, you are looking at more than a reading problem. That pattern needs specialist teaching rather than a general classroom programme with a bit more of it.

Naming things quickly, repeating made up words, working out an unfamiliar word: all at the bottom. Then coordination and handwriting down in the same…

A child can be excellent at blending sounds you give them aloud and still not read a word on the page. Practising one part very hard does not mean the whole thing has arrived.

Where a child has had a lot of instruction in one subskill, that skill will test well while the actual job stays out of reach. So test the job itself…

In practice, you sometimes have to stop a child using the trick that has kept them afloat, so the weaker skill finally gets used. Expect them to hate it for a while.

If memorising is doing the work, the part that should be doing it never gets a turn. So build short pieces of practice where the workaround is simply…

For a very able student, an average score can be the finding rather than proof there is nothing wrong. If everything else sits far above and the sound skills sit in the middle, the distance between them is the thing to report.

Services are usually decided by a cutoff, so the most able affected students go their whole school career without help while working several times as…

You do not need to become a reading specialist to be useful in a school meeting. A few hours with the current material on how reading is learned will put you ahead of most of the room, and you can carry it in kindly rather than as a challenge.

Pick two or three good sources and actually read them: an introduction written for teachers, and one clear book on how reading develops. What you…

Ask a struggling ten year old what division actually is and you will often get a blank, or a method with no meaning under it. Going back to what each operation does is usually worth more than another go at this term's work.

Division is sharing out, or taking the same amount away again and again until nothing is left. Multiplication is that same amount repeated. Children…

After a course of intensive work, this student's sound skills moved from the middle of the range to near the top. Average was never the ceiling. It was simply where an untreated difficulty had left them.

Hearing single sounds in a word, holding sounds in memory, repeating made up words: all of them shifted a long way once the teaching was right. That…

More of the medicine is not automatically better. What you are looking for is a level that sits inside the working range, and going past it usually brings side effects rather than sharper thinking.

It is a natural thought that if some helps a little, double would help twice as much. In practice people describe the higher dose as flat, or wired,…

If sleep has gone since starting, look at what time the dose is being taken before deciding the medicine is the problem. A long acting dose swallowed at one in the afternoon is still working at bedtime.

Extended release preparations are built to cover eight to twelve hours from whenever they are taken, so a late start pushes the whole thing into the…

Do not compare your dose with anybody else's. Two milligrams of one medicine and a hundred milligrams of another can both be perfectly ordinary, because strength per milligram differs from molecule to molecule.

This comes up in waiting rooms and family group chats and it causes real alarm about being on a lot. The number on the box only means something…

If a young driver in your house takes medication, the dose and the car keys belong together. Driving is the everyday task where one lost second costs the most.

The gap tends to open at weekends and in the holidays, when the dose gets skipped because there is no school and then someone drives anyway. Make it…

If you open atomoxetine capsules to mix the contents into food, keep it away from your eyes and wash your hands afterwards. The powder stings badly.

The molecule is acidic and cannot be softened without falling apart, so the fix is in the handling rather than the chemistry. Take it with something…

Stand up slowly. Getting off the floor after an hour of gaming, or out of bed in the morning, is where the dizziness tends to catch people.

A drop in blood pressure on standing is common enough with these medicines and it frightens people, because a near faint feels like something serious…