Episode Transcript
[00:00:00] Speaker A: Hi, I'm Maggie.
[00:00:01] Speaker B: And I'm Nicole. Welcome to the DAC Dyslexia and Coffee Podcast. We're so happy you could join us. We're both moms and dyslexia interventionists who want to talk about our students and children.
What dyslexia is, how it affects our kids, strategies to help and topics related to other learning disabilities will also be covered in this podcast. Parents are not alone, and we want to give voice to the concerns and struggles we are all.
This is a safe place to learn more about how to help our children grow and succeed in school, in the world. Grab a cup of coffee and enjoy the conversation.
[00:00:35] Speaker A: Hi, everybody.
Welcome to episode 76 of Dyslexia and Coffee Podcast.
We're going to start today's episode like we do every time, with the concept of the week. So the concept of the week is our opportunity as practitioners to kind of pull back the curtain a little bit and let everyone into an intervention session. So we like to teach about things that either we would be teaching directly to our students and. Or talking about with their parents. So we kind of get to, like, be in the weeds and actually talk about things that we find interesting.
Today's concept of the week is cognition.
So cognition is the mental action or the process of acquiring knowledge and understanding through experience and the senses.
So in other words, making meaning from.
[00:01:43] Speaker B: The world around us.
Perfect.
So episode 76 is reading comprehension.
This is a big topic.
We might have to do a couple more podcasts around this topic in the future. I looked back and I realized I never have done this publicly.
[00:02:01] Speaker A: Yeah. Which is wild, because my first thought was, like, surely we've covered reading comprehension before.
[00:02:07] Speaker B: Of course we have.
[00:02:08] Speaker A: Surely we've covered cobrading comprehension.
[00:02:10] Speaker B: No, we didn't.
[00:02:11] Speaker A: No, no, not.
Not in this format anyway.
[00:02:15] Speaker B: Correct.
[00:02:17] Speaker A: Touched on it. But not.
[00:02:19] Speaker B: That is their own episode. Right. Its own episode.
Comprehension is really the reason for reading.
[00:02:29] Speaker A: Sure.
[00:02:29] Speaker B: Right.
[00:02:30] Speaker A: Yeah.
[00:02:30] Speaker B: Because why else would you read?
It's essential for success in school. And.
Yes, it really is. I mean, if you don't understand what you read.
[00:02:46] Speaker A: Right. If you can't make the step from rent to understanding, then truly, like, you're not actually reading.
[00:03:02] Speaker B: Correct.
[00:03:02] Speaker A: Right, Right.
[00:03:05] Speaker B: An example, like even knowing that an exit sign means that door leads to the outside.
Right.
[00:03:12] Speaker A: Yes.
[00:03:14] Speaker B: And then in school, understanding what you read so you can take your test.
[00:03:18] Speaker A: Yes.
[00:03:18] Speaker B: So, I mean, there's different reasons we read.
Those are the main reasons. Sometimes you read for fun, but even.
[00:03:28] Speaker A: If you're reading for fun, you have.
[00:03:30] Speaker B: To still understand what you're reading, you.
[00:03:32] Speaker A: Have to understand what you're reading. So even in like a novel, Right. You have to understand where the characters are coming from, what they're actually doing, all of those things.
Like a misconception about reading comprehension is that it's a skill.
[00:03:51] Speaker B: Right. It's not one.
[00:03:53] Speaker A: It's not one skill. It is many skills. Absolutely.
[00:03:59] Speaker B: So a strong reader, they think actively while they write. They use their experiences, their knowledge of the world.
Morphology. What is morphology again?
[00:04:11] Speaker A: Maybe so morphology, my favorite. Which is why aster.
Morphology is the meaning of our language. Right. So being able to break some words apart into where they have come from and what those individual parts meaning is.
[00:04:28] Speaker B: Morphology, vocabulary, language structure.
And they use reading strategies to make sense of the text and know how to get the most out of it from what they read.
And then they think about that text structure as they're reading, and they know when they have problems with understanding, and they make their own strategies to resolve those issues when they pop up.
And so these are all the different things that a skilled reader needs to be able to interpret that text.
[00:05:05] Speaker A: So, I mean, just to break that down. Right. They have. They're drawing on previous knowledge, which is going to be different for every single individual.
[00:05:17] Speaker B: Right.
[00:05:19] Speaker A: Drawing inferences. Right.
Being able to read between the lines.
[00:05:24] Speaker B: Correct.
[00:05:25] Speaker A: There are. We could do an entire episode on inferences because there. There are many different types of inferences paying attention to the sentence structure and the text cohesion. How does one sentence build into the next?
If you're reading something at length, what is happening right now?
How did that relate to what has happened before?
How might that relate to what happens next? What is the author doing to keep this text together?
[00:06:03] Speaker B: Right.
[00:06:03] Speaker A: To make sense?
Self monitoring. Thinking about what they're doing as they're doing it. If we get to a word, I don't know, what am I doing about that?
[00:06:15] Speaker B: Do I look at the dictionary? Do I look it up on my phone?
[00:06:19] Speaker A: Can I break it apart? Can I ask somebody in the room.
[00:06:23] Speaker B: You know, because they know that that word might be very important to the context.
[00:06:28] Speaker A: Exactly.
Forming mental pictures.
[00:06:32] Speaker B: Yep.
[00:06:33] Speaker A: Thinking about. I mean, even in nonfiction, thinking about what this is saying. What is the picture in my brain if some. If something is a description, can I form a picture in my brain based on the words in front of me? Correct.
You know, and being able to summarize and then retell.
[00:07:01] Speaker B: Right. Which is what a book report is almost.
[00:07:03] Speaker A: Right, Right. I mean, our typical. Yeah, our, like, throwback, typical book reports.
[00:07:09] Speaker B: That's what that is.
[00:07:10] Speaker A: Yes. We Sum it up and we're able to retell in our own words.
[00:07:16] Speaker B: Yes. What it means.
[00:07:17] Speaker A: What it means.
[00:07:20] Speaker B: Right. And so part of that is identifying those main ideas orally or in writing. Yep. Which here we go back with reading and writing together.
You know, you have to connect the main ideas together and then learn how to weed out that unnecessary information.
[00:07:43] Speaker A: Yes.
[00:07:44] Speaker B: Is this really important that they're wearing blah, blah, blah.
[00:07:47] Speaker A: Maybe, maybe not. Yeah.
[00:07:51] Speaker B: Until you know what you're reading. Yep. You don't, you don't know.
[00:07:55] Speaker A: You don't really know.
[00:07:57] Speaker B: And then you have to remember all that you read. Yes.
Where do our kids kind of sometimes fall off? Right.
[00:08:03] Speaker A: Yeah. Well, and so many reasons that they can't remember. Right.
[00:08:08] Speaker B: Right.
[00:08:09] Speaker A: They are still trying to decode every single word. Their brain can't hold any other information, hold that information. It's not, it's not ready to receive it and make meaning out of it.
[00:08:26] Speaker B: Right.
[00:08:26] Speaker A: You know, and that's. That is where those self monitoring tools come in too. Am I a reader who is just going to have to actually read this more than one time?
[00:08:36] Speaker B: Right. To understand it.
[00:08:37] Speaker A: To understand it versus, you know, one time.
[00:08:43] Speaker B: You're done. You got it.
[00:08:44] Speaker A: And reading comprehension takes cognitive flexibility. Because if I am personally reading a research article.
Yes. I am going to have to read.
[00:08:56] Speaker B: It more than once.
[00:08:57] Speaker A: More than once. Or at least the pieces of it that are highly technical.
[00:09:02] Speaker B: Right. Yes.
[00:09:02] Speaker A: I'm gonna have to read that part more than once. The intro, the setup, doing that. Yeah. I can be one and done there.
[00:09:11] Speaker B: Doing a fun novel.
Probably will just love it. And then I just reread it all the time.
[00:09:17] Speaker A: But that's a different thing.
So I think that's another kind of trap we fall into about reading comprehension.
It's like, oh, you read it. It's as if the goal is to read something one time, instantly make meaning and then move on.
That's where like Q cats out of University of Florida. That's like, that's where he would really take issue with like the point of reading is comprehension. That's where he gets like, no, actually the point of reading is to learn something.
It's.
It is.
[00:10:04] Speaker B: You can't learn it if you don't understand it.
[00:10:06] Speaker A: If you don't understand it. But it's, but that's actually just like, that's like the initial process. Like we're learning something and then the comprehension is a bigger layer. How does that connect to things? I already know.
What do I. What am I going to have to activate in my brain to get it.
[00:10:25] Speaker B: Which loads to the vocabulary. Right. Because it's an important aspect of it, being able to understand what's written. And everybody's vocabulary is different. Absolutely. Like, one of the tests that we have, which I think is really funny, one of the words that's in the vocab is catch it. Yes. Well, in this day and age.
Well, know what a hatchet is? Not too many.
Because unless they've.
[00:10:50] Speaker A: Unless you are really into, like, camping or hunting or. Unless that's something.
[00:10:56] Speaker B: Or you like books about the Old West.
[00:10:59] Speaker A: Yes. Right.
[00:11:00] Speaker B: So. But not everybody.
[00:11:02] Speaker A: Yeah, right.
[00:11:04] Speaker B: Yeah. So, I mean, just knowing that. Oh, yeah. You don't see that very often anymore.
[00:11:11] Speaker A: Absolutely.
You know, students learn and remember more from text. Right. When they have familiarity and context. Right, right. The baseball study.
[00:11:26] Speaker B: Right. That's a big study that came out a long time ago, but it's still relevant today.
[00:11:31] Speaker A: You know, and full disclosure, that is a study that has not debunked, but some of the, like, methods that they were using have definitely come into question about that study. Not necessarily that they think the entire conclusion is wrong, but the way that they designed the study has definitely called.
Has been called into question.
[00:11:56] Speaker B: Right.
[00:11:58] Speaker A: But essentially, students were assessed on how well they understood a passage about a baseball game.
It was a fictional passage.
[00:12:07] Speaker B: It was a story.
[00:12:10] Speaker A: Students who had a high level of background knowledge about baseball outperformed the other students in the study, you know, independent of their own overall reading ability, which.
[00:12:23] Speaker B: We know that to be true, because they would know the vocabulary. They would know the background. They have the knowledge to just kind of fill in the gaps.
[00:12:30] Speaker A: Yes. And the questions themselves relied heavily on baseball terminology.
[00:12:39] Speaker B: Right.
Which is why it was defunct. But, yes, just knowing that vocabulary in your background knowledge does impact your reading. Yes, that is really true.
[00:12:50] Speaker A: It is really true.
Anecdotally, it was kind of funny.
Last night I was working with a student who.
I've been seeing her a few months now, and she read a passage, I mean, just, like, beautifully, probably for the first time here.
It was her best reading. Like, by far. It was the best reading I have seen from her.
And she got done, and she smiled and she was. She felt it. She knew it right away.
It was.
It was awesome. It was one of those classic, amazing moments in our job that we really get to bear witness to. Like, wow, she was on fire. And she knew it. I knew it. It was awesome.
And she got done. And she said, I think that was the best I've ever read. And I said, that is the best I've heard You read by far, you were using expression.
The words that were tricky. You went back, you busted them right away. I didn't have to.
I basically didn't have to step in at all.
It was amazing.
And she said, well, the content was volcanoes. And she said, well, I just did a report about volcanoes, so I think that's probably why I did so great.
And I said, yeah, I think that has a lot to do with it. I think that has a lot to do with it. And good on you for knowing that. Yeah, great. Yeah. As. You're absolutely right. You've been reading a lot about them. If you're doing a report on that.
[00:14:22] Speaker B: Right. You know the vocabulary.
[00:14:24] Speaker A: Vocabulary. And we're stumbling over words that were like magma and lava and, you know, those caldera.
So it.
Yeah, I think it tracks. Even though. Yes, there's been some issues with that specific study.
I think it does track.
[00:14:47] Speaker B: Right.
So what does it look like when, like, there's an issue with apprehension? So for the child's perspective, that might feel like frustration.
They have difficulties, like reading stupid, or they might describe that they have to reread something or it's hard to follow along, or it takes them a long. A lot of extra time to read something.
They don't get what the book is about.
They might not understand the different characters. Right.
They're not sure what the important parts are and they're not creating those images in their heads. Right. Because the kids are not able to.
[00:15:40] Speaker A: What a parent might see.
You know, a parent might say something like, she's not able to summarize a passage of a book or, you know, a book in general.
You know, they might be able to actually tell you what happen, but can't explain the why.
[00:16:06] Speaker B: Right.
[00:16:06] Speaker A: So they. They're following some of the things. They're. They're getting enough to understand some bare bones, but not go deeper than that which really, truly isn't comprehension then. Right, Right.
And then they can't explain what the character's thoughts or feelings might have been, which could be related to all kinds of other things.
[00:16:32] Speaker B: Right.
[00:16:33] Speaker A: If there's something developmentally additional happening, understanding of somebody else's perspective might be something that is a struggle point in general or doesn't link events in the books to similar events from another book or in real life.
Another biggie is not being able to put events in order.
[00:17:05] Speaker B: From the teacher's perspective. You know, they might be like, the student is focusing on the wrong aspect of a passage.
They concentrate really heavy on details. The main idea might be lost.
[00:17:19] Speaker A: Yep.
[00:17:21] Speaker B: They can tell the outcome of a story but can't explain why, or sequence it again, can't go beyond what is presented in the book and think about what happens next or maybe why the characters took the action that they did or bring other. Maybe they bring like, irrelevant information into the passage because that's how they're trying to understand it.
[00:17:49] Speaker A: Yes.
[00:17:49] Speaker B: Right.
[00:17:49] Speaker A: You know, they could bring in, like, a piece of information.
They could latch on to a single word or a single event and then just run off with it.
Yes.
[00:18:06] Speaker B: Or the. Their vocabulary isn't strong.
They can't take. Tell you, the sequence of events of that story.
They couldn't take the key facts out of the story.
They can't give you a picture, either verbally or written, of the passage.
Or like, they don't understand what the character looks like or can give details about the characters or where the story would take place. So, like, they're not under. They're not getting the full understanding of the.
Yeah.
[00:18:40] Speaker A: They're not taking that text and creating cognitive processes for themselves.
[00:18:47] Speaker B: Correct. Yep.
So how can we help?
[00:18:54] Speaker A: Here's where. And I think this is where.
This is where reading comprehension is a difficult animal. It is, because it depends what exactly is going on.
Right. So, you know, parents and teachers and kids can absolutely learn strategies to cope with comprehension problems that affect their reading in.
It is going to take some specific interventions and some. And a fair amount of time.
[00:19:40] Speaker B: Correct.
[00:19:41] Speaker A: Yeah.
[00:19:42] Speaker B: So, I mean, obviously, if it's a decoding issue, doing something like what we do exactly would be something that you would want to do during the intervention.
[00:19:53] Speaker A: And we can't skip that step.
[00:19:57] Speaker B: Right. That's not something you can just be like, oh, well, and eventually, but it doesn't really happen. Correct.
[00:20:03] Speaker A: And at the same time, you know, trying to be sensitive to the argument of, okay, but our kids have to comprehend what they read. Absolutely.
[00:20:16] Speaker B: Right.
[00:20:16] Speaker A: Right. I'm not saying don't tackle comprehension until we get the coding right. That is not at all what I'm saying. I'm saying we have to do both. But we need to know what content we can hold kids responsible for and what content we can't hold them responsible for reading on their own. And we're going to have to do other things to help bring up those skills.
You know, one of the things, using some kind of outline or a map or notes as a student reads. And this can be really.
[00:20:58] Speaker B: Elaborate or simple.
[00:21:00] Speaker A: Elaborate or simple. And you start simple and maybe a lot at first, that outline might be, like, fully filled in for that student and all they really have to do is like, oh, that's this part. Oh, that's that part.
[00:21:18] Speaker B: They fill in a word that's part of that part.
[00:21:21] Speaker A: Part of that part.
You know, feel like a broken record here. But this is an excellent tool if a child understands how that tool works and it is accurately taught to them how to use it. Otherwise it's not effective at all.
[00:21:45] Speaker B: Another thing is to use flashcards with terms or vocabulary you don't know.
Obviously, all students will need some vocabulary for a new book, I'm guessing. Absolutely. Just because vocabulary is going to be different for each topic.
And just thinking about any of your science classes, when you get to the higher levels, you know that there's going to be vocabulary. You don't know.
[00:22:10] Speaker A: I mean, if I'm reading a book about cars, I'm not, I'm not interested in that.
But if I'm reading a book about cars, I do not understand what.
[00:22:24] Speaker B: I'd have to look up a lot of vocabulary, vocabulary for that.
[00:22:26] Speaker A: I don't know what that means, considering.
[00:22:28] Speaker B: Like you said in the last episode, I just want a car that works. I don't know what the engine does. Well, I know what the engine is, but I don't know what all little pieces.
[00:22:35] Speaker A: Computers.
[00:22:36] Speaker B: Yeah.
[00:22:37] Speaker A: I need all the vocabulary lessons. I do not know what that means exactly.
[00:22:42] Speaker B: So you can cut down the stories or passages into smaller sections.
[00:22:52] Speaker A: Yeah. You know, and teach that self monitoring piece.
[00:22:57] Speaker B: Correct.
[00:22:58] Speaker A: One of the traps that I think a lot of our students fall into is like they have a chunk of text in front of them. They think their job is read that as fast as you can and move on.
[00:23:13] Speaker B: Right.
[00:23:14] Speaker A: And that's actually not your job as a reader.
[00:23:17] Speaker B: Does it make sense?
Do I have to reread it?
They should ask themselves those kind of questions because do I understand what this meant? Do I know who the main character is?
[00:23:29] Speaker A: You know, and even as a coach, as a literacy coach, when I'm watching other teachers teach, that's one of the things I continue to go back to. Like, don't wait to ask a kaita question until the kid it's done with the whole page.
Stop them after the first two sentences and ask them what they know about this.
If there's a word you think is going to be tricky in there, ask them if they know what it means after they've read that sentence. Don't wait until the very end, ask them throughout, because that's telling them they should be doing that too.
[00:24:06] Speaker B: Great.
Sometimes just reading with somebody else can help.
And then Summarizing it with each other. Yep. That could be a good strategy.
But you also have to teach them how to do that.
[00:24:21] Speaker A: Oh, absolutely.
[00:24:22] Speaker B: I mean, everything that we're talking about, you need to explicitly teach the student to do. Correct.
Ask your parent or the teacher to preview the book before the student reads it to make sure the vocabulary, if there's anything in there that might be just way above or not pertaining to something that's a little bit off that.
[00:24:51] Speaker A: They might get stuck on, making sure that what you're giving a kid to read is actually appropriate.
If you're trying to get comprehension work out of them, this becomes different if it's just coursework that they have to do.
I think about this a lot differently as a high school teacher than I do when I'm talking about younger students as a high school teacher.
Yeah. They're going to be given content that is completely above where they're actually reading, and they're still held responsible for the information.
So sometimes reading comprehension is actually teaching them how else to access information, because if the point is to learn it, then they need to be taught other tools.
[00:25:50] Speaker B: As they're reading, the students try to form a mental picture of the images.
I can tell you I've read a lot of books, and so I have some books where I think it was a movie and it wasn't. Yes. Yes.
[00:26:04] Speaker A: Because in my head. Yeah.
[00:26:06] Speaker B: In my head, I saw the whole thing.
[00:26:08] Speaker A: Oh, my gosh. I mean. I mean.
[00:26:09] Speaker B: And that's why when you see a movie that's based on a book, you're.
[00:26:13] Speaker A: Like, oh, you're like, that's not what they look like.
[00:26:16] Speaker B: They can't look like that.
[00:26:18] Speaker A: No. Yeah. It's not who they are. Yeah.
[00:26:21] Speaker B: It ruins some of the movies.
[00:26:23] Speaker A: The picture in my head was so much better.
[00:26:26] Speaker B: It was.
[00:26:26] Speaker A: And that's just like that author craft. Right. Where it's like, oh, my gosh. Those stories that are just like that.
Definitely. Yes.
Definitely.
[00:26:38] Speaker B: Yes.
Parents could have the discussion with the other child, you know, after they've read something.
[00:26:47] Speaker A: Yes.
[00:26:48] Speaker B: Or just like, we do it with our students in the middle of, like, maybe you stop after you're like, wait, that was a tough one.
Yes. Sometimes I like, what do you think that character looks like? And then I have my.
My kids tell me what they think of it.
[00:27:08] Speaker A: Like, they look.
[00:27:09] Speaker B: Yeah.
And then I know if they understood some of the content, because if they are saying that they're six, five, and a gigantic one, and they're supposed to be this little, short, little girl, six.
[00:27:21] Speaker A: Seven, I'm just trying to, you know, keep us relevant, that's all.
[00:27:33] Speaker B: Oh, that was sad.
[00:27:34] Speaker A: Funny.
[00:27:34] Speaker B: I even did the hand motion.
[00:27:35] Speaker A: I did.
[00:27:36] Speaker B: I did stay young somehow.
And then asking deeper questions like I wonder why they did that in the story or what do you think these felt or what lesson did you learn? Those type of questions really get to.
[00:27:55] Speaker A: That cognitive process, you know, would you have done the same thing?
Making those connections a little bit more explicit for a kid who struggles to make those connections too. So really helping them bridge like this seems like a similar situation to something we've already experienced, you know, and allowing them to watch the movie that goes along with the book.
[00:28:30] Speaker B: What was different? What was similar?
I usually do not watch the movies that are based on the book.
[00:28:38] Speaker A: Yeah, it really depends, I think.
I mean, it depends. It depends on the quality of the book. It depends on the quality of the movie.
I like sometimes when somebody takes a really different take, like, wow, that was not at all. And even though I like my picture better, I think it's one of those things that can really 1.
It keeps the kids interested.
[00:29:08] Speaker B: Yes, it does.
[00:29:09] Speaker A: And it fosters those discussions. And it also is a way to kind of point back to isn't it cool how an author can really inspire art inside your brain?
[00:29:22] Speaker B: Yeah.
[00:29:25] Speaker A: You know, and not letting those vocabulary moments like pass, actually talking about meanings of unknown and especially in well written text, talking about the word choices that an author has used, those words that have multiple meetings or are used in a way that a kid is not necessarily used to hearing a word like that can be a powerful way to learn.
[00:30:01] Speaker B: And then teachers can also help by open ended questions like why did that happen that way? Or what is the author trying to do?
Or something confusing. I mean even just asking, you know, students did they read?
Makes sense.
[00:30:20] Speaker A: And really calling out to like before you're assigning something, talking about what kind of text this is. Oh yeah, that's a good idea.
Is this a narrative text? Is this expository text?
Is this strictly informational?
[00:30:40] Speaker B: Is it a computer contract?
[00:30:43] Speaker A: There are a lot of those things because those different kinds of texts trigger different processes in our brains.
And a lot of our kids actually do need to be told this is this kind of text.
Oh, okay. That means this. That means the part of my brain that I need I can turn on right now.
[00:31:10] Speaker B: Right.
[00:31:12] Speaker A: You know, it's. It's something that is important and I think sometimes missed.
[00:31:16] Speaker B: I agree.
[00:31:17] Speaker A: Yeah.
[00:31:19] Speaker B: Note taking skills have to be explicitly taught. You can't just assume that they know how to take a Note.
[00:31:27] Speaker A: Yeah. You know, or give a kid a highlighter.
[00:31:30] Speaker B: Yeah, I highlight everything. And then I'm like. And they do.
[00:31:33] Speaker A: Exactly, exactly. Because if we're not actually taught how to pull out important information, everything's important. Everything.
Right, Right.
[00:31:43] Speaker B: I love graphic organizers because they really do break down that information in a way that students can kind of systematically look at it.
Yep.
Encouraging those students to go back to.
[00:31:57] Speaker A: Those vocabulary words, monitoring their own understanding, showing those examples.
[00:32:11] Speaker B: And really, they need to be taught how to summarize.
[00:32:14] Speaker A: Oh, absolutely.
It is a critical skill.
[00:32:18] Speaker B: It is. They're going to use it throughout their academic. In life.
[00:32:21] Speaker A: Yeah. So I mean, and I think it's. It's kind of one of the critiques of a lot of, like, the comprehension strategy instruction is that, you know, every week we're focusing on kind of one comprehension strategy. Right. So my first week, I'm.
Which first of all, yes, I said that correctly. Week.
If y' all are thinking, whoa, that's not enough time, I would agree.
[00:32:51] Speaker B: Right.
[00:32:51] Speaker A: You know, this week we're talking about summary. Next week we're talking about compare and contrast. Next week we're talking about vocabulary. And it's like, so, like, mattered around where. Actually, no. Every single time we should be writing a summary or at least verbalizing a summary, because truly in our brain, we are doing that every single time we.
So.
And a summary of an informational text and a story is going to look really different.
[00:33:27] Speaker B: Exactly.
[00:33:29] Speaker A: So every single time we need to talk about summary. Every single time we need to talk about inference.
Yes.
[00:33:39] Speaker B: What were they feeling? What were they thinking? Why did they do that? It should be always discussed.
[00:33:45] Speaker A: Absolutely.
But when the curriculum says moving on now.
[00:33:54] Speaker B: Yes.
[00:33:54] Speaker A: You know, and summary gets, like, kicked to the bottom in terms of complexity of skills.
One, I kind of have issue with that in general. Actually. Summary is still a very complex skill, and it's a necessary first step for making any kind of inference or making any kind of connection to yourself or another text or anything like that. Because you do have to kind of have a good summary of your head. Of what actually did happen here.
[00:34:33] Speaker B: So, Maggie, what's happening beyond dyslexia?
[00:34:36] Speaker A: Oh, my goodness.
[00:34:39] Speaker B: All the things.
[00:34:41] Speaker A: All the things. I just, I struggle with this section every single.
Every single time.
No, we are in the middle of January.
We are really busy. We have some big kind of family events coming up that are kid related.
Try to work on getting one in the house after kind of just like the chaotic holiday season we had actual Christmas was awesome.
And then everyone in my house got Sick.
And it was bad.
It was bad, bad.
And now everyone is healthy again, but our life is not healthy again.
I was doing so well.
What about you, Nicole?
[00:35:58] Speaker B: Well, as I. Dyslexia. I think we're deep into basketball season.
They're both kids, but those are so cute. I know. They really are. My son is so little, and it's so dog.
Oh, my gosh.
[00:36:17] Speaker A: He's just like this little, skinny, skinny dude.
[00:36:21] Speaker B: Yes.
[00:36:21] Speaker A: With these, like, way oversized shorts.
[00:36:24] Speaker B: They are. They are really cute. But you know what? He does not have a problem, like, getting in there with all those bigger kids. So.
[00:36:32] Speaker A: Yeah, that. I don't think he.
[00:36:33] Speaker B: Yeah, yeah, he has no problem with that. So that's kind of a big difference than when my daughter started. Yeah. Basketball. Because she was very hesitant.
[00:36:41] Speaker A: Yes.
[00:36:41] Speaker B: Now she's not. Yeah. But yeah, it was just kind of like, huh, That's a big difference between them. Yeah, yeah, it's very interesting. But yeah, so they had a game last night and they didn't know where the to go, so. But that's, you know, just kind of one of the things.
Yeah. So, yeah, it should be interesting. And we have been really busy at work, and it seems like it's going to be a beginning.
Fast beginning. Busy beginning of the beginning of the year.
[00:37:14] Speaker A: Yeah, definitely.
[00:37:15] Speaker B: A lot of beginnings.
[00:37:16] Speaker A: Definitely. Yes. Yeah, it is.
It is that. It is all of that.
Well, thank you, everybody.
Please follow us on social media and reach out if you have any questions or you would like us to discuss a topic.
Be sure. If you do like our show, please follow and rate us on your favorite podcast players. This is how we reach my listeners and then we get to help our panelists. Thank you, everybody.
[00:37:40] Speaker B: Thank you.
