Bannatyne Reading Program -- STUDENT CHARACTERISTICS

Bannatyne Reading, Writing, Spelling and Language Program

Third Edition

STUDENT CHARACTERISTICS

CATEGORIES AND TYPES OF STUDENT CHARACTERISTICS

INTRODUCTION

In the classification of student characteristics outlined below I have avoided the term attention deficit disorder (ADD) because it describes only one perceptual symptom at the observable behavioral level, a symptom which is at present almost always medically treated with amphetamines. Although I do not use the acronym ADHD, I do use the symptom of hyperactivity but always in a context which explains one or more of its several causes. To anyone truly interested in the physiological, psychological, environmental and educational causes of all kinds of complex learning disorders and their eradication, the terms ADD and ADHD are so oversimplified as to be useless.

I would only add that most research into reading disorders is flawed because almost always the experimental group is a heterogeneous mixture of Spatially Competent Reading Disordered Students, Minimal Neurological Dysfunction Students (who have at least six sub-groups), English as a Second Language Students, Environmentally Caused Inadequate Language Development Students, Unmotivated Students, and Emotionally Disordered Students. Given the fact that many reading disorder students fall into two or more of these groups of characteristics then we begin to realize that any research project calls a very intricate, subtle and discerning approach. I would be happy to advise any doctoral candidates on these matters.

Note that the following classifications have evolved from the research findings of thousands of research workers, as well as my own fifty years of personal experience in this field as a clinical psychologist, school psychologist and teacher of all grades of students from kindergarten to doctoral level.

Please also note that I am describing the characteristics of students and not groups of students placed in discrete pigeon-holes. Therefore these classifications of characteristics are not mutually exclusive as far as actual students are concerned. In other words any particular student can have any mixture of these characteristics from any of the "lists." For example, in a worst case scenario, a student who inherited spatial competence dyslexia from his parents may have minimal neurological dysfunction (his mother drank lots of alcohol during pregnancy), he may not have had much verbal stimulation during infancy, he received little motivation at home or from his community to succeed in school, and he may be too emotionally disturbed to concentrate on the task in hand in school settings.

In most of the discussion below I am referring mostly to students who are pre-pubertal, even though, not infrequently, some characteristics continue into adolescence and even adulthood, especially the auditory-vocal ones. In the headings below the word COMPETENT has been used quite deliberately.

**SPATIALLY COMPETENT READING DISORDER (SCRD) STUDENTS' CHARACTERISTICS**

Many true dyslexic students have most of these characteristics and fall into this SCRD classification

Note that, by definition, all SCRD students, including most dyslexic students, are perfectly normal human beings. Until the last two or three centuries reasonable competency in reading skills was NOT required for 99% of the population and therefore, unlike the auditory-vocal language, there is NO innate natural ability to read (code or decode) built into the human race, even though almost all of us can be taught to read and write by adapting and integrating a wide array of skills developed for other purposes. (See also: FREQUENTLY ASKED QUESTIONS About Handicapped and Disabled Students, LEARNING DISABILITIES AND DYSLEXIA)

Competent visual-spatial abilities (e.g., mechanics, pilots, plumbers, surgeons, etc.). Tendency to be male. Usually have average or above average non-verbal scores on intelligence tests, especially in block design, object assembly and picture completion sub-tests. (See: RECATEGORIZATION OF THE WISC)
Spatial right hemisphere of brain is usually dominant. (The left hemisphere is still verbal.)
Good visual memory for meaningful designs, patterns and pictorial information, but do not test this ability by asking for verbal, descriptive answers or you will get a false result.
Have a tendency to mirror-image and even invert certain letters and numbers, and to a later age (e.g., b for d, 6 for 9).
Enjoy playing with objects, construction toys (e.g., Lego, Erector Set, models, etc.).
Usually like to be actively doing something when not watching television or films.
Do not like being passive; passive state in class can lead straight to day-dreaming or light sleep; may also lead to out of seat behaviors such as going to the bathroom too often. Changes posture in seat frequently. Restless.
Eye-movements usually scan environment in all 3-D directions; they do not like disciplining eyes for reading left-to-right in one direction across the page.
Eye-movements when reading have tendency for right-to-left scanning in left visual field, from mid-line out to left (from right hemisphere activity).
This results in word and letter and number reversals (e.g., saw for was; no for on; 69 for 96).
Speech and language development often later than average, usually slow normal. May speak less often.
Sound to symbol (phoneme-to-grapheme) memorizing association is inadequate and unreliable.
Arbitrary, non-logical, inconsistent short-term and long-term memory associations are difficult to retain especially when they cross over sensory-motor modalities as do phonemes and graphemes (sounds and visual symbols). There are 8 spellings for the single phoneme /ee/: bee, ski, sleepy, me, heat, chief, ceiling, honey.
Arbitrary sequences in reading, spelling and writing words further complicate these short and long memory associations (e.g., on, no, to; too, two, to; cough, rough, bough, through).
Auditory-vocal memory for sound sequencing (the order of the phonemes) in words is poor. Leads to poor sound blending (t-o-p becomes pot) and phonetic spelling (e.g., tock for talk).
Auditory closure inadequate. Leads to faulty listening in class or at home; and to incorrect blended-word identification when reading (e.g., says pollyticle for political).
Word splitting (auditory analysis) may be poor; cannot easily isolate and identify the separate sounds within words (e.g., cannot detect /d/ - /o/ - /g/ within /dog/).
Auditory discrimination may be poor (e.g., pin, pen, pan all sound identical) Spelling is usually incorrect for any or all of the above causes (1-16).
Motor/kinesthetic maturational lag sometimes present, especially as a young child. Child may look "younger" than peers (e.g., smoother "baby" skin, etc.).
Poor handwriting may result from this maturational lag--also very untidy work, creased, smudged pages, letter size inconsistency.
Mild clumsiness is another result of this maturational lag.
Eye-hand coordination may be poor--see #18 above. (Do not confuse dexterity with spatial ability.)
Emotionally speaking, spatially competent students may be somewhat anxious, over-active, passive-aggressive (stubborn), vulnerable. Some spatially competent students act out problems and conflicts physically rather than verbally (e.g., they will hit others rather than cuss at them).
May (but not always) eventually do well in mathematics at high school level, especially geometry, but may not do well in arithmetic in elementary school which depends on a good rote verbal memory (e.g., multiplication tables, and rote memorized verbal instructions).
Some become delinquent due to years of failure, frustration, bewilderment and poor verbal communication skills.

NOTES

Spatially competent students (including SCRD students) almost always do very well in school with a highly structured, code-breaking, regularized, multi-sensory reading, writing, spelling and language program which thoroughly teaches all auditory-vocal and other skills, which is exactly what the Bannatyne Program does.
There is a need to modify our schools' whole curricula to introduce more active programs and spatially oriented subject matter because even verbally competent students need these parts of their mind/brains fully developed.
All our schools are far too verbally oriented and, unfortunately, are becoming more so.
Eighty percent of jobs and professions call for more spatial ability than verbal ability. This statement is not saying that verbal skills are unimportant, but that active, visual-spatial subject matter and methods should also be used in our schools.

**VERBALLY COMPETENT LEARNING DISORDERED (VCLD) STUDENTS' CHARACTERISTICS**

Note that, by definition, all VCLD students are perfectly normal human beings. Until the last couple of centuries reasonable competency in pure mathematical skills was not required in 99% of the population.

Competent speech and language abilities (e.g., authors, journalists, teachers, politicians, lawyers, clergy, etc.). Tendency to be female.
Most VCLD students find pure mathematics (especially geometry) difficult to learn, though in the early years, by using an efficient rote memory, they may learn arithmetic successfully.
Verbal left hemisphere of brain is usually dominant.
Good memory for auditory-vocal words, vocabulary, and good language processing.
Tend to cease mirror-imaging graphemes at an earlier age than others--usually five at the latest.
Like to talk, sing, listen to conversation (e.g., radio and TV shows, telephone, social functions, etc.). Like to "play" with words.
Can sit passively to listen to a story, read, or converse with a grown up.
Passive state does not lead to a decrease in immediate attention or awareness unless tired.
Eye-movements and visual field awareness: these students are more indifferent to and less attentive to the wider environment.
Eye-movements when reading have a tendency to do efficient left-to-right scanning in the right visual field, from mid-line out to the right. Saccadic eye-movements are rapid and fixation is accurate.
This facilitates rapid eye movement scanning when learning to read English or other Western languages.
Speech and language development often earlier and more fluent than average/normal.
Auditory-vocal memory for sound sequencing (order) in words good; makes for competent sound blending and spelling.
Auditory closure good--makes student attentive and can more easily understand unusual accents, etc.
Word splitting skills develop normally; this also leads to more accurate spelling.
Auditory discrimination good (e.g., can distinguish between pin, pen, pan, pun). Sound to symbol association good.
Usually average to above average spelling achievement because of all the above skills.
Usually there is no motor/kinesthetic maturational lag; students look "well developed" for their age.
Usually have legible handwriting but not necessarily "over-neat."
Not especially clumsy--have good eye-hand coordination (dexterity) but may not be interested in formal sporting activities.
Emotionally "even," friendly to authorities, somewhat guarded, may be manipulative.
Does not usually do too well in physics, graphics, advanced art (especially drawing), mathematics, mechanics, statistics, electrical theory, etc., at junior, high school or university levels.
Has poor visual imagery for complex pictorial ideas. Often cannot read maps, graphs, non-verbal charts and diagrams easily.
Emotionally intuitive.
Verbally competent students usually do well in those school subjects involving language or languages, including language arts, social studies, foreign languages, biological sciences (verbal labeling).

NOTES

Verbally competent students often do well throughout their school careers and even into university levels because most of our educational institutions lay excessive stress on verbal skills, even in spatial subjects.
Verbally competent students of all ages would profit immensely from courses in developing their spatial abilities. Their right hemisphere needs to be activated more.
Because, academically, high levels of mathematical and visual-spatial skills are not required of all students VCLD students can almost always pass through our educational system to university level but this is not possible for SCRD students who are handicapped by the high verbal standards required for university entrance.

MINIMAL NEUROLOGICAL DYSFUNCTION (MND) AND NEUROLOGICALLY HANDICAPPED (NH) STUDENTS' CHARACTERISTICS

NOTE: The hundreds of original causes of neurological handicaps (minimal or otherwise) in terms of DNA heredity, conception, pregnancy, birth, disease, environmental agencies, accidents, trauma, etc., are far too numerous and complex to be listed here. I will only mention one: conceiving and pregnant mothers should not drink any alcohol. Note also that neurological handicaps may range from a very mild almost unnoticeable characteristic, to a very severe or profound one. Also read the definition of minimal neurological dysfunction (MND) in GLOSSARY.

A. AUDITORY-VOCAL PROCESSING PROBLEMS

Language development inadequate.
Speech and articulation defects.
Auditory sequencing memory poor.
Sound blending and word splitting difficult.
Sound-to-symbol (phoneme-to-grapheme) memory unreliable.
Auditory closure difficult.

B. VISUAL PROCESSING PROBLEMS

Memory for designs, pictures, images, letter-shapes poor.
Visual discrimination may be inadequate.

C. EYE MOVEMENT DISORDERS

Convergence and image fusion difficulty.
Tracking problems when reading or following moving objects.
Saccadic movements when reading erratic.
Fixation and point in space location poor.
Nystagmus (eye-ball tremors) may be present.

D. MOTOR/KINESTHETIC DYSFUNCTIONS

Visual motor incoordination and clumsiness.
Tremor or other mild Cerebral Palsy disorders.
Balancing skills delayed.
May be hyperactive, or "hyper-passive" and lethargic.

E. COGNITIVE THOUGHT/MEMORY PROCESS DEFICITS

Reasoning skills inadequate.
Memory for principles (e.g., multiplication) poor.
Rote memory for facts weak.

F. EMOTIONAL FACTORS

Emotions labile, that is free flowing, quick to change, and not deep.
Vulnerable to other children--easily teased, bullied.
Tend to be dependent on those they trust.

NOTES

Most MND students present a considerable "patchwork" mixture of many of the above characteristics. Their condition calls for a careful differential diagnosis.
Each student needs a carefully prescribed, individualized educational program which continually stretches the potential of that student. These students usually do quite well on the Bannatyne Program.
Often other therapies (such as speech, tutoring, physical exercises, etc.) may need to run in parallel with education.
Every school needs a psychiatric social worker to help and train parents of MND students.

LIMITED ENGLISH LANGUAGE (LEL) STUDENTS' CHARACTERISTICS (INCLUDES ESL)

BASIC ENGLISH LANGUAGE PROCESSING PROBLEMS OF "ENVIRONMENTAL" ORIGINS

(NOT GENETIC OR PHYSICAL)

Poor or little English language development from birth to 5 years of age.
Tendency to speak limited "telegram" English.
Inadequate English syntax (word order, endings, etc.).
English vocabulary limited; may have,

only children's vocabulary in English,

incorrect or different vocabulary in English,

dialect of non-standard English.

Basic school texts in all subjects are in standard English and are at a difficulty level aimed at students from English-speaking, middle-class homes. These texts in English are usually too high level for LEL students, with a progression too steep.
Students may also be spatially competent (right hemisphere) students.

TYPES OF LEL STUDENTS (Students can be in more than one category)

ESL, Bilingual and "English as a Second Language" (Spanish, French, Indian, Vietnamese, etc.). May use both languages in one sentence.
Culturally, language non-standard even though only English speaking from birth (e.g., dialects)
Non-English language speaking "care-giver" in infancy (day-care aides, maids, nannies, grandmothers, etc., were non-English speaking).
Language-deprived English "speaking" children (e.g., those in homes with deaf parents, or parents who speak little).

NOTES

All the above LEL students need an extensive English language training program within a highly structured reading, writing, spelling and language program that includes vocabulary building, correct syntax training and comprehension. The Bannatyne Reading, Writing, Spelling and Language Program has all these features.
Every school needs a psychiatric social worker to help and train LEL parents.
Aphasia/autism: Those students with neurologically caused speech, hearing and language problems, such as aphasia and autism, almost always fall into the previous neurological category -- Minimal Neurological Dysfunction/ Mentally Handicapped.

UNMOTIVATED (UMV) STUDENTS' CHARACTERISTICS

Uninterested in,

all learning,

learning (only) certain subjects.

May have strong non-academic interests (e.g., football, television, video games, gang).
May also have emotional anxieties and phobias about learning and school (see EDSS below).

ORIGINAL CAUSES OF LACK OF MOTIVATION

Research shows father uninterested in education, and usually the mother too.
Father absent from home.
Student has no mild anxiety to learn.
Student has no positive motivation to learn, and positive motivation of any kind of schoolwork is usually absent.
Parents may also,

be depressed and "don't care"

be constantly verbally angry, making language itself a negative experience at home

no structure for children's academic achievement.

Constant scholastic failure (for any reason) over the years disillusions students (turned off education).
Home and neighborhood homes possess no books, computers, and deride academic pursuits.
Negative peer pressure and identification [e.g., Rocks (tough gang) vs. Ducks (good students)]
Teachers not trained in all the techniques of positive motivation and reinforcement procedures.
Students may be academically "hostile" to authority at home and at school (this "get-back-at-you by failing," attitude has to be turned around into a positive desire to please "authority").
Students' learning style may be incompatible with school methods and teaching policies (e.g., an "active" energetic student in "passive" classes, or a Spatially Competent child in a highly verbal passive classroom).

REQUIREMENTS FOR MOTIVATION

Positive, reinforcing motivation system--this will take time to establish and take effect. (See: MOTIVATION OF STUDENTS)
Step-by-step success for student within a task-analyzed program essential.
Praise of student, constantly, by school and home.
Continuous parent and teacher counseling and training in how to structure behavior and motivation positively.
A curriculum content programmed with dozens of positive features, techniques, ideas, motivators (e.g., high interest material, games, humor, rewards, active participation, small steps, integrated, task analyzed, etc., as in the Bannatyne Reading, Writing, Spelling and Language Program).

NOTES

The unmotivated student is NOT necessarily emotionally disturbed--which is a different category of problems (see below), even though UMV students are not infrequently also emotionally disturbed.
Every school needs a psychiatric social worker to help and train UMV parents.
It is the full responsibility of the entire education system and the teacher to motivate students to work and succeed academically when our society has a system of compulsory education.

EMOTIONALLY DISORDERED STRESS-SURVIVAL (EDSS) CHARACTERISTICS OF STUDENTS

Volumes could be written (and have been written) on the symptoms, behaviors and treatment of emotional disorders in childhood and adolescence and this is not the place to go into much detail. The lists of characteristics outlined below are only intended as guidelines for teachers as to the types of characteristics they may see in the classroom, and who may wish to refer some of these students for a full psychological workup, and a home visit by a psychiatric social worker. (Note that I taught seriously emotionally disturbed students K-12 in the classroom fulltime for many years.)

A. ANXIOUS / FEARFUL / "NERVOUS" CHARACTERISTICS

They cry more than others.
Laugh and smile less than others.
Tend to bite nails right down.
May bed-wet at night.
Anxious appearance, timid.
Fearful of speaking in front of class.
Accept minor roles in games and activities.
Often produce little written work; untidy.
Their mind "blanks out" from fear when questioned or pressured "on-the-spot" by teachers or others.
Often develops school phobia.

B. AGGRESSIVE / BOISTEROUS / VERBALLY ABUSIVE CHARACTERISTICS

May have tantrums, but often just plain angry.
Often frustrated by people and environment.
Try to dominate others, both students and adults.
Tend to be outgoing and "pushy."
On "good" days will produce acceptable work.
Will destroy own work when having temper tantrum or as defiance.
Tends to be destructive of own personal belongings and others' property when angry.
May become violent towards other students, teachers or school when older.

C. MANIPULATIVE / DEVIOUS / DISHONEST CHARACTERISTICS

Often try to "con" others to get their way; little sense of ethics.
Usually quite selfish and rarely helps others without some strong personal payoff.
Often present a very pleasant facade and "warm" personality.
Some may be "good" conforming students superficially.
May produce acceptable work in order to "please."
Has numerous excuses, reasons, explanations when caught or wrong.
Likes to inform on other students' misdemeanors, both real and imaginary.
Is quick to take personal advantage of others' misfortune.
Unsympathetic to others' problems and pain.
When a little older may steal, shop-lift as a "love-substitute-getting-system"

D. WITHDRAWN / RESERVED / SHY CHARACTERISTICS (Not to be confused with anxious student)

Not talkative; they speak quietly in almost all situations.
Usually avoids direct eye-contact, but may "stare" when confronted.
Tend to be physically hunched.
Likes to listen quietly.
Seldom makes demonstrative movements.
Easily "confused" by attention from others, especially in class.
Dislike speaking in front of class; usually refuse outright to do so.
Do not like to participate in games or active class activities unless "comfortable" with them.
Smiles, but rarely bursts into outright laughter.
Sometimes has only one close friend, who may be outgoing.

E. CLINGING / ATTACHED / INSECURE / OVER-EAGER-TO-PLEASE CHARACTERISTICS

Frequently physically close to teacher; likes to sit alongside.
Will hug and kiss if permitted.
Will seek any excuse to talk to teacher, get her attention or stand close by.
Very anxious when left alone--exhibits separation anxiety.
May develop school phobia if clings to Mom and dislikes school.

F. STUBBORN / PASSIVE-AGGRESSIVE / REFUSAL BEHAVIOR

Will refuse to do work or avoids work when upset.
Tends to "fix" face in grim "lips-closed" appearance.
Gets attention by being deliberately left out of activities and games.
May get headaches when pressured, or may develop full-fledged tantrums when pushed too far.

G. HYPERACTIVE / OUT-OF-SEAT BEHAVIOR / NO "SELF DISCIPLINE" (EMOTIONALLY CAUSED)

Very poor memory for instructions and behavioral directions.
Very restless/fidgety unless very sleepy; even then may twitch/move.
Distractible and inattentive most of the time; does not really listen.
Rarely takes on complicated tasks.
Often has a minimal neurological dysfunction (See: MND above).

H. PSYCHOSOMATIC DISORDERS / STRESS-PRONE / DEPRESSION

Tends to be both ill and absent from school more than others. Often tired.
May have any of the following in any combination, and tends to be preoccupied with them. Parents also tend to be very sympathetic to and preoccupied with their child's physical "problems."

a. allergies

b. headaches, eyes hurt

c. stomach problems

d. constipation/diarrhea

e. asthma

f. colds, flu, "weak" lungs

g. depression--not happy, lethargic

h. etcetera

Student tends to complain about "this and that;" whines; unhappy.
Unenthusiastic about field trips and other school events.
May work well when feeling better than usual, but good grades do not matter much.

**GENERAL NOTES CONCERNING ALL OF THE ABOVE CATEGORIES AND SETS OF CHARACTERISTICS OF SCHOOL STUDENTS**

If several teachers cannot "cope with" or "turn around" a student's behavior, that student should be referred for psychological and physical evaluations.
A particular student may have any mixture or combination of any of the above characteristics.
Developing a strong, positive, affectionate, structured bond between teacher and student will help that student overcome some behavior problems.
A highly structured, motivating, success-oriented, activity-loaded program such as the Bannatyne Reading, Writing, Spelling and Language Program may help ameliorate some of the difficulties and disorders exhibited by many of the above categories of students. (See: MOTIVATION)
Every school needs a psychiatric social worker to help and train parents.

The Bannatyne Reading Program uses over eighty-eight techniques and is based on the results of studies and research findings. The Bannatyne Reading Program is unlike any other reading programs currently available. This means you will find many features which are only in the Bannatyne Reading Program. In some Commonwealth countries the program may be referred to as: Bannatyne Programme, or Bannatyne Reading Programme.