Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id IAA23547; Thu, 18 May 2000 08:17:29 -0400 (EDT) Date: Thu, 18 May 2000 08:17:29 -0400 (EDT) Message-Id: <NCBBKNKAOKKIEJPNDCLGIEBPCCAA.bosquez@swbell.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Pyron <bosquez@swbell.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:2831] Please remove my name from this list. X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="iso-8859-1" X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Status: O Content-Length: 1613 Lines: 41 -----Original Message----- From: nifl-ld@literacy.nifl.gov [mailto:nifl-ld@literacy.nifl.gov]On Behalf Of Tom Woods Sent: Wednesday, May 17, 2000 9:48 AM To: Multiple recipients of list Subject: [NIFL-LD:2817] Re: Needing advice and direction Lucille wrote: > The Orton/Gillingham approach - structured, multisensory - works for anyone >who can't read. Forget about the expensive diagnosis. Forget trying >shortcuts to speed up the process. Someone who went to school, didn't >learn, can't read, may need direct instruction from someone recognizing a >learning difference. There are several important issues here. Each teacher has to find her or his own way. There are MANY ways. I'd hesitate to say that O/G works for "anyone who can't read," especially after recognizing that not all learners are the same, not all learners have the same problems reading. I believe diagnosis is crucial. Maybe not "expensive" diagnosis, but diagnosis that finds out what kinds of problems the learner is having so instruction can address them. >nothing's going to work without a trained teacher, with an >understanding of the why and how of teaching. It's important to be aware of differences among learners, of knowing the things that good readers do, of being able to diagnose, and having a LARGE box of tools, techniques, and strategies for helping learners. Training can help a teacher develop in these areas, but it is not a guarantee. That is up to each teacher. Then there are the parents, not trained teachers, who taught their children to read before ever entering school. But that's another matter. Tom
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