How to stay organized

EXECUTIVE SKILLS AND READING COMPREHENSION

The role of executive functioning in learning has been researched for many decades, and we now know that executive skills play important roles in literacy learning, and especially in successful reading comprehension. In the book by Kelly Cartwright, Executive Skills and Reading Comprehension: A Guide for Educators (2015, Guilford Press), the author explores this connection in detail and provides suggestions for supporting students who have weak executive skills.

Cartwright explains:

“Children who have difficulties with reading comprehension, despite having age-appropriate word reading skills, have lower levels of executive skills than their peers with better comprehension. These discoveries are important for all educators because reading comprehension is the foundation for all other learning in school: students cannot understand, enjoy, or respond to literature without effective reading comprehension; likewise, students cannot gather new information from science, math, or social studies texts when they don’t understand what they read. (p.3)”

What are executive function skills and how do they support reading comprehension?

Cartwright suggests we think of the term executive skills as an umbrella term that refers to a set of mental tools we use to manage tasks and achieve goals, and that these skills can be grouped into three core areas: cognitive flexibilityworking memory, and inhibition.

Executive skills involve regulating one’s own thinking to achieve desired goals. Cartwright notes that “Executive skills emerge early in life and develop across childhood and beyond. Even in very young students, executive skills enable the self-control that is necessary to remember classroom routines, pay attention to a teacher’s direction, and inhibit inappropriate behaviors.”

Here is a summary of how these core skills affect reading comprehension (p. 8-9):

  • Cognitive Flexibility: is the ability to shift attention from one activity to another or to actively switch back and forth between important components of a task. When reading, skilled comprehenders actively shift focus between many things, such as word and text meanings, letter-sound information, and syntactic (sentence grammar) information.

  • Working Memory: is the capacity for holding information in mind while working with part of that information. When building text meaning, a good comprehender must keep in mind the various text ideas presented, note the causal links between them, and update the meaning as he encounters new ideas in text.

  • Inhibition: is the ability to resist engaging in a habitual response as well as the ability to ignore distracting information – i.e., to think before acting. Good comprehenders must inhibit activation of inappropriate word meanings or irrelevant connections to ideas encountered in texts.

Cartwright also addresses additional, more complex executive skills:

  • Planning: involves setting and working toward a goal

  • Organizing: involves ordering and sequencing information or subtasks in ways that support a common goal

You cannot reach a goal without a plan, and you can do so most effectively if you are aware of the steps you need to take, in the proper order, to ensure that your goal is met. These two skills work hand-in-hand to support reading comprehension. Good readers begin with a plan and goals to understand and they organize their approach to reading.

In addition, Cartwright points out that the level of a student’s executive skills will also affect his motivational or social-emotional processes – i.e., differences in students’ executive skills will be reflected in both their cognitive and social-emotional ability. For example:

  • Students with strong executive functioning ability are able to effectively manage and control their own behavior, regulate thinking and learning, regulate their emotional processes, have peer relations, and have strong emotional processes.

  • Students who are impulsive and emotionally reactive have difficulty controlling their own behavior, interacting with peers, sticking to classroom routines, focusing on task, and ignoring irrelevant information.

Here are some of the chapters in Cartwright’s book:

  • Plans and Goals: Getting Ready to Read

  • Organization: Why Text and Reader Organization Matter

  • Cognitive Flexibility: Juggling Multiple Aspects of Reading

  • Working Memory: Holding and Linking Ideas in Mind While Reading

  • Inhibition and Impulse Control: Resisting Distractions to Support Comprehension

  • Social Understanding: The importance of Mind Reading for Reading Comprehension

Other Resources Related to Executive Functioning and Reading

If you are interested in this topic, it is highly recommend you review the work of Lynn Meltzer at The Research Institute for Learning and Development. Her book Promoting Executive Function in the Classroom (2010, Guilford Press) provides very useful suggestions for understanding and assessing executive function processes and creating a classroom wide executive function culture that fosters strategy use for reading. Meltzer has chapters on goal setting, planning, organizing, remembering, flexible problem solving, self-monitoring, and emotional self-regulation. Meltzer and her colleagues have also developed the SMARTS Executive Function curriculum designed to help middle and high school students who have weak executive skills.

Here are a few other sources to learn more about the connection between executive skills and reading comprehension:


DOES YOUR CHILD STRUGGLE WITH STAYING ORGANIZED, PLANNING SCHOOLWORK, OR STUDYING FOR EXAMS? CONTACT US FOR A FREE COACHING ASSESSMENT.

Vint Hill Educational Services offers academic coaching for students who have difficulty getting motivated, staying focused, or keeping up in school. With backgrounds in counseling, mentoring, teaching, and special education, our coaches are highly experienced at working with youth and helping students overcome a wide spectrum of challenges.  

Academic coaching is especially beneficial for individuals with attentional problems, low executive functioning, or learning or cognitive disabilities—though it is also valuable for those struggling to deal with the ordinary stressors of understanding complex information, planning assignments, studying for exams, or transitioning to college. Students who work with an academic coach typically require guidance and assistance in:          

·        Getting and staying organized

·        Planning coursework and managing time effectively

·        Starting and completing schoolwork

·        Studying and reading with proficiency

·        Managing stress, anxiety, and distractibility

·        Balancing academic and personal responsibilities

·        Preparing for tests  

Our coaches complete assessments to identify the student’s challenges, strengths, goals, and learning style. They then create customized plans that integrate a variety of tools and techniques to help build confidence and improve school performance. Strategies include positive reinforcement, setting achievable goals, optimizing skills, breaking down tasks, creating a supportive environment, and tracking progress.   

We select the best coach for your child and provide a coach profile for you to review and approve. The coach matching process considers the coach’s education, experience, and personality, as well as the student’s issues, schedule, and preferred location (e.g., home, office, public library). Each session is one hour in length and one-to-one for individualized support. Parents receive access to our online Teachworks system, allowing them to review coaching session notes, receive session email reminders, and keep track of used and remaining session hours. For more info, click here.


5 Key Skills for Academic Success

5 Key Skills for Academic Success

It takes a combination of skills — organization, time management, prioritization, concentration, and motivation — to achieve academic success. But it's never too early or too late to help your child develop these skills. Read on for some tips to get your child on the right track.

Get Back into the Flow of School Days

For many students the first weeks of school can be a big adjustment after the less structured days of summer, whether they were spent at home or on vacation. Think of this time of the year as an opportunity to establish new, positive patterns that will carry you into your future success during the school year. Here are some tips for getting back into the routine before school begins and beyond:

  • Set those alarms! Figure out when you’ll need to leave for school and work backward from there. Get up, take your shower and get dressed as if it were a school day. Then when the day comes, you will be awake and ready on time.

  • Read, Read, Read! Get the brain working while improving your vocabulary. Studies have shown that the best way to keep your brain functioning at its peak is by reading books.

  • Go to Bed Early! Once school starts you’ll need to be able to fall asleep in time to get at least the recommended seven and a half hours sleep, so train your body to fall asleep early starting NOW. Cut off screen time at least thirty minutes before you go to bed.

  • Clean Out Old School Supplies and Closets! Free up mind space by cleaning out your closets, your drawers, your backpack, and your desk. You’ll find the peace of mind it gives you is phenomenal. And you’ll have room to organize the new!

  • Eat Breakfast as Soon as You Wake Up! Whether it’s a granola bar, cereal, a piece of fruit, or eggs and toast, breakfast is still the most important meal of the day. So do your best to get something into your system right away. When you go to school you need brain power, energy, and a good attention span—all of which are fueled by your meals!

  • Get Curious! Smile, and look forward to all the new things you are going to learn at school!

Implementing these simple steps can ease the transition from lounging to learning, and help you make sure you’re ready to hop back into the school routine. Once you do, you’ll be amazed at how good you feel with what you accomplish each day, and how easy it is to embrace the challenges of your new schedule!

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CONTACT US FOR A FREE PRACTICE TEST PACKET AND DIAGNOSTIC REPORT (VIEW SAMPLE STUDENT REPORTS: ACT, SAT, SSAT, ISEE, AND HSPT)

Vint Hill Educational Services offers mock tests for the ACT and SAT. These are taken in a group setting to simulate the testing environment. For the ACT and SAT, we will review the scores to see which test the student is scoring higher on. Since all colleges and universities accept both tests, it's beneficial to know if your child is scoring higher on the ACT or SAT. Check out our ACT versus SAT comparison chart for test differences. Sometimes the difference is like night and day, and for others, it may be a hairline higher on one versus the other. The student won't know which test is better, unless the individual takes one of each. We'll use our score concordance chart in order to make a test recommendation.

2019-2020 MOCK ACT/SAT TEST DATES  

VIENNA, VA AREA:

Click here to register for a mock ACT/SAT or click on a specific test date below

ACT - 7/27/2019, 10/12/2019, 1/18/2020, 3/7/2020, 5/16/2020

SAT - 8/3/2019, 9/28/2019, 11/30/2019, 2/15/2020, 5/23/2020 

WARRENTON, VA AREA:

Click here to register for a mock ACT/SAT or click on a specific test date below.  

ACT - 7/20/2019, 9/28/2019, 11/9/2019, 1/11/2020, 3/21/2020, 5/9/2020

SAT - 7/27/2019, 9/21/2019, 11/16/2019, 1/25/2020, 3/7/2020, 5/16/2020

RICHMOND, VA AREA

Click here to register for a mock ACT/SAT or click on a specific test date below.

ACT - 7/27/2019, 10/12/2019, 1/18/2020, 3/7/2020, 5/16/2020

SAT - 8/3/2019, 9/28/2019, 11/30/2019, 2/15/2020, 5/23/2020 

CHARLOTTE, NC AREA:

Click here to register for a mock ACT/SAT or click on a specific test date below.

ACT - 7/20/2019, 9/28/2019, 11/9/2019, 1/11/2020, 3/21/2020, 5/9/2020

SAT - 7/27/2019, 9/21/2019, 11/16/2019, 1/25/2020, 3/7/2020, 5/16/2020

 

We also offer one-to-one mock testing at our offices. This consists of a full-length practice test for your child. Tests include: ACT, SAT, PSAT, SSAT, ISEEHSPT, and SAT Subject Tests. We provide the test booklet, essay booklet, answer sheet, testing timer, calculator, and pencils. 

We can send parents a practice test as well, to administer to their student in-home. We will send out a free practice test packet along with proctoring instructions. Parents must send the answer sheet back to us via email or mail. 

High School Students: 6 Ways to Get Motivated

Whether you're studying for exams, preparing for the ACT/SAT, or trying to get a few college applications done, getting motivated can be incredibly difficult. With summer vacation starting, every time you sit down to start your work, you end up daydreaming about swimming, camping, skating, and just hanging out in the sun.

So, how do you keep up with your work? How do you finish strong? Here are six things you can do to stay academically motivated:

1. Make a to-do list

The first thing you should do is make a to-do list. Just write down everything you need to get done and everything you need to do to make sure those things get done. For example, if you are trying to work up the motivation to study for an exam, your to-do list might look something like this:

Complete review packet

Re-read chapters as needed

Review past tests and quizzes

Make notecards of important material

Putting all these things under the larger umbrella of "studying" may lead you to feel overwhelmed with all the work you have to do. Making a list of smaller to-dos will help you digest your task more easily.

2. Set goals

Once you have made your to-do list, it is important to set goals. Goals remind you of what you are working toward and why. Try to set a goal for each of the following areas:

Preparation

Result

Deeper Desire

In the case of studying for an exam, your goals might look like this:

Preparation goal: Complete all items on my to-do list. Study for 1 hour every day during the two weeks leading up to the exam.

Result goal: Receive a 92% or higher on the exam. Achieve an A in the class.

Deeper desire goal: Be accepted into my desired college.

Your preparation goal should be directly related to the task you need to get motivated for. In the instance of studying for an exam, this would be the actual studying itself. So, your goal is to complete all the to-do list items and to study for 1 hour every day leading up to the exam.

Your result goal should be related to the consequences of your efforts. In this case, you are getting motivated and studying for the exam because you want to get a 92% or higher on the exam and receive an A in the class.

Lastly, the deeper desire goal should be your number one reason for being motivated. In this case, why do you want to study, and why do you want an A? The answer could be that you want to make sure you get into your top college.

If you set goals on all three of these levels, you should constantly be reminded of what you need to do and why you need to do it. With your "deeper desire" at the forefront of your mind, you should have no problem pushing through periods of discouragement.

3. Set rewards

A great way to boost your motivation is to set rewards for yourself. Tell yourself that if you study for an hour, you can watch 30 minutes of your favorite Netflix series (just don't end up binge watching it). Or if you finish three college applications during the week, you can treat yourself to something nice on the weekend.

If you need a little help with this, see if your parents will make a deal with you. That way, they are in charge of the reward and will hold you accountable for your actions.

4. Plot your progress

Sometimes it isn't the motivation to start that is the issue, but the motivation to keep going. How many times have you been midway through an assignment only to end up playing video games and having to finish it the next day?

If you want to make sure you stay motivated throughout your work, plot your progress. Being aware of how much you have done will give you a sense of accomplishment that may just be enough to push you through your work.

5. Make it fun

One of the easiest ways to get motivated is to find a way to make your work fun. It seems impossible to make filling out applications or studying for a test fun, but there are ways. For example, filling out college applications with friends makes the work go by a lot faster. Instead of dreading the work, you look forward to talking to your friends and getting their opinions. As for studying, instead of quizzing yourself, why not grab a few classmates and play trivia!

If you can find a way to enjoy your work, you won't need motivation – or, rather, your motivation will be the enjoyment you get from doing it.

One last tip...

Take a break! Remember that sometimes you don't need more motivation; you just need a little break! If you've been working for an hour or so, take twenty minutes to relax and recharge! Watch a YouTube video, get up and run around, take a weird Buzzfeed quiz, do whatever you feel like. You'll come back to your work with a new attitude and a refreshed mind.

Tips for Academic Success

Finding the right routine:

Allowing enough time to get ready for class, study for an exam, or complete an assignment can be tricky.  The key is to always do what must be done first. This usually involves studying, reading, projects, and weekly homework assignments. Worry about what can be done later, after completing what needs to be done now. If you’re getting ready for a test, don’t check text messages, Snapchat, Instagram, YouTube, or start any Google internet searches. Enjoy the entertainment side of things after the task at hand is completed.  This strategy reduces a lot of stress that comes with doing things last minute: waiting to study the night before, starting your paper the week it’s due, working on your presentation the morning of, etc. 

Try to stick to a routine or tentative schedule.  This is because time management can be tough for some students. Mainly, because students overestimate the amount of time they have for a task and underestimate how much time it will take for them to do it. All of the student's professional meetings, such as counseling or tutoring, should be pre-arranged.  Most students do well with structure, so meeting at the same time and on the same day works best.

 

Staying focused:

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Students usually retain more information when they study in different locations. If possible, change the studying location from time to time. There are students that do better in a busy area – think of your local public library, the school’s library, Panera Bread, Starbucks, Barnes N Noble, worship center, community center, etc.  Then, there are other students that know they must have silence. These students may prefer a bedroom, basement, home office, private study room, even their home patio, or sun-room.  In case you didn't know, the best place to study is outside. So, try to change the study location when you can!  

You can put your phone across the room or in another room and leave it there.  If you want to check your messages from your friends, you have to get up and walk to it.  Students say that this significantly limits the amount of phone distractions.  If this is too hard for you, set the timer for 15  minutes, and work as hard as you can during that time.  When the timer goes off, get up, check your messages for one minute, and then get back to work.

Playing songs by your favorite artist is fine for routine assignments that do not require too much. However, music should not be played when intensely studying for a big exam. Playing music can negatively impact long-term retrieval.  

When students are having a tough time getting started with homework, it’s always a good idea to begin with an easy task, followed by a difficult one, and then an easy assignment again.  

 

Being organized:

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Record all school assignments on a calendar. You can use a tablet, laptop, smart phone, desktop, or a wall calendar. Record the final due date and then set incremental due dates and associated tasks to get it done on time. By week one, perhaps your topic and introduction should be completed. Then, going into the second week, start doing research on supporting points and arguments.  When large tasks, like a final paper or studying for a mid-term, are broken down into direct, manageable chunks, they are more likely to be completed on time. For instance, if a test is coming up on Friday, the student should record tasks like “complete 1-10 review problems on page 19” and “create flashcards for math steps,” etc. on Monday or Tuesday.  Being specific with your tasks can be far superior to simply jotting down a vague reminder like “study for my math test.”

Tasks that you record should be no more than 30-35 minutes.  When tasks end up taking longer, students are far more likely to procrastinate and avoid doing it altogether.  

Every student should schedule a “binder and backpack sweep” session to help stay organized. Set aside 30 minutes each week and conduct a clean out.  Sundays are perfect for doing this. This also lets the student plan ahead for the week – what’s due and when, starting a long-term assignment, and planning what to work on.  Enter the 30-minute clean sweep on your phone calendar, monthly planner, room calendar, or make sticky notes to remind yourself.

 

Reading and studying:

Active reading should be utilized when preparing for an exam.  Active reading includes writing notes in the margins and highlighting pertinent information.  As reading becomes more complex, these strategies help students to understand more advanced topics. 

Tips:
Read one section at a time.  After you’re done, go back and highlight the important information. The color of the highlighter does not matter at all. Yellow, blue, green, pink, or orange - just pick one!    

Use margin notes. Margin notes are another interactive way of studying. It’s better than just reading the information and moving along. In short phrases, summarize the main points in the margins of text books. Doing so, will help with retaining the information that was read.  

Engage in “self chat” at the end of each section.  The student should ask, “What did I just read here?” or “What’s the takeaway from this section?”  Self chat helps students comprehend what they are reading better.

If you are reading, try the SCAN strategy.  Simply put, before reading do the following:

S = Survey Headings and Turn Them into Questions
Find each heading, and change it into a question.
C = Capture the Captions and Visuals
Review pictures or charts and read the captions beside them.
A = Attack Boldface Words
Hone in on the terms in bold; read these words to gain an understanding of the main idea.
N = Note and Read the Chapter Questions
Check out the questions at the end of the chapter.

Looking for an Academic Coach? Contact us for in-home tutoring support!