I like this quote from the Christopherus Living Language book, page 258: “One of the main premises of this book is the belief that early academics are not healthy for children and that it is perfectly normal for many children, especially boys, to not learn to read or write until 9,10, or even 11 years old. In my experience, the vast majority of these children are perfectly healthy and there is no problem. However, it would be irresponsible of me to not remind people that there certainly are those children whose inability to read/write stems not from a picture of normalcy and health, but because of one of a range of challenges or problems.”
Exactly! In my last post, I laid out some of the foundations of learning to read, write and spell – through movement, through vision including a screening checklist for visual challenges even if acuity is 20/20 for grades-aged children (ie, those seven years of age and up), and looking at hearing and speech. That post is here: http://theparentingpassageway.com/2013/09/19/visual-challengespart-one/
So, continuing with our focus on vision, what do you do if your child is identified as having visual challenges?
This topic has come up a bit in my email this week, and interestingly, was also the topic of an article in the Renewal: A Journal for Waldorf Education, Spring/Summer 2013 entitled, “Seeing and Learning: Identifying and Ameliorating Early Vision Problems” , written by Susan Johnson, an anthroposophic allopathic physician.
In this article, Susan Johnson discusses the necessity of both visual tracking and visual convergence in reading and writing. She writes in the Renewal article , “Eyes that are tracking or converging asymmetrically will create images that are distorted and/or doubled. Equal vision is also necessary for depth perception.”
Dr. Johnson writes about Continue reading