It's not quite time to start thinking about the start of school. But if you're dreading the school year because you're anticipating an academic tug-of-war with one of your kids, consider reading "The Myth of Laziness," by Mel Levine (Simon & Schuster, 2003, $13).
Levine offers insights on kids who appear lazy, unmotivated or don't work up to their potential. These kids, he explains, approach learning differently. At home they come across as intelligent and motivated, but in the traditional classroom, academic performance lags.
Levine refers to the problem as poor output. He explains why such children can be talented in their ability to communicate verbally and can produce products relating to a beloved craft or hobby, but stall when it comes to writing, penmanship and spelling.
This book creates empathy and understanding for those children who just can't succeed in the traditional classroom yet may end up being perfectly functional adults once they find their niche in the workplace.
Levine speaks to the importance of diagnosing academic deficits before the onslaught of puberty because adolescence often brings complications.
Levine explains the wide spectrum of dysfunctions that may be depriving a child of school success. It's daunting when parents whose child appears perfectly typical in most areas of his life realizes their child is an innocent victim of the wiring inside the brain. He argues that kids want to be productive, and some just can't do it at school.
People are born with the drive to produce. Those who live and work with children who can't produce want to keep them from becoming casualties who believe that their work is worthless and perhaps always will be.
Such miswiring may show up in the child's memory, language, attention, motor function and other processes required for mastery of school subjects. These kids often keep promising and intending to complete assignments, but seldom come through. They often read far better then they can write, they can interpret information but somehow can't put what they learn to academic use.
If after reading the book a parent suspects his child possesses some of the deficits described, the parent can stop pressuring the child. Lines such as: "Stay focused," "Get organized," "Practice spelling again," "Memorize those multiplication tables or else" and "Work on your penmanship more" aren't going to bring about positive change.
Second, talk with school personnel such as a teacher, learning specialist or educational psychologist. Consider testing, tutoring and a program tailored to your child's specific academic attributes and deficits. If a child is diagnosed with unique wiring, it's important to give that child the language for what he needs to work on academically. How can a person try to improve on something when he doesn't even know what it's called?
Third, talk up what your child does well and protect him from peers who may tease him or her because of poor penmanship or because the child can't complete math computations on the board in front of classmates. Offer the child the opportunity to recognize his strengths and weaknesses, and then teach him to rely on his strengths.
Some of the terminology in Levine's book might burden the average parent. Wade through the jargon though, because you most likely will acquire an attitude and appreciation for your child's intellect and productivity, albeit separate from what he might produce in the classroom.
Jan Faull, a specialist in child development and behavior, answers questions of general interest in her column. You can e-mail her at janfaull@aol.com or write to: Jan Faull, c/o Families, The Seattle Times, P.O. Box 70, Seattle, WA 98111. More columns at www.seattletimes.com/columnists
