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From: "Denton Kurtz" <dkurtz@learningdisabilities.com>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:3273] Re: instruction for LBLD- response to Anne
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Hi Anne,
In response to your questions which are at the end of this e-mail:
Our experience with adults is very similar to children. Maybe a little more
time is needed, generally speaking, but not much. The thing about adults is
that often their scores are very low 1st to 8th grade and with what we do
they most often exceed 12th grade. So their change often seems more
dramatic. In the recent years we have added the FastForWord program and put
selected adults through the program when they bog down with the speed of
processing or the exactness of how they hear the phonemes. With some we
start on that program. In each case this has speeded their progress through
ADD/LiPS. We also start everybody out with Bell's Visualizing and
Verbalizing for Language Comprehension and Thinking Program(up through level
3), then drop it and go intensive(whenever possible) with ADD/LiPS. We do
this to get some of their metacognitive skills losened up and have found
they handle the multisensory outlay better. If we saw people for tutoring
we would use Wilson, but for the past 15 years our clientele has been 98%
significant learning issues that are not helped through tutoring, regular or
special reading programs or LD programs.
With about half of the people we have seen over the years, kids and adults,
they also have a rapid naming problem. We have a whole set of procedures to
enhance this but understand some rather fantastic methods may be on the
horizon through the more recent research at Georgia State by Robin Morris.
I took his past significant work research paper to the office, so I can't
give you that reference. The NICHD of NIH whose chief is Reid Lyon will
send you a large packet of papers on their research. Call Lisa at my office
and I think she can lay her hands on Robin Morris's-- 407 629-9003. I'll
try to remember it Monday, but we are leaving the next day and it could be a
problem.
By the way the other half who get phonological awareness developed, hear
better, speak better, and read faster. We may put them into a rapid reading
approach to make them operate even faster. Unfortunately the face validity
of "phonics are not that important because people have to see the word/words
rapidly and process immediately to comprehension", implying that you can
by-pass or minimize phonological awareness development and phonics, is an
old argument which has now been disproven by research. Indeed one must
accomplish this fast visual processing of words, but behind the scenes is
the auditory/phonological component of language. We have had many adults
who have great sight memory for words and have done well for themselves in
the world, but they are slow readers and struggle with comprehension. Once
they get the phonological awareness development and can learn phonics their
reading is more complete and they become faster and better readers.
Denton Kurtz
the Kurtz Center
Winter Park, FL
www.learningdisabilities.com
-----Original Message-----
From: Anne Murr <anne.murr@DRAKE.EDU>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Date: Friday, November 17, 2000 2:13 PM
Subject: [NIFL-LD:3272] instruction for LBLD
>
>--Boundary_(ID_Xcw2mpsg6nh6z6L5CroPQQ)
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>
>Denton Kurtz addressed
>treating Dyslexic, Reading Comprehension disordered, CAPD, other
>> auditory processing dysfunctioning, and the issues of Language
Disabilities
>
>In our Adult Literacy Center most of the adults come with very low
>literacy skills. We also began searching for an effective method to
>help them become independent readers. Through information from this
>listserv, we began using the Wilson Reading System. After 1 1/2
>years of learning how to use the WRS, we are now seeing adults making
>moderate improvement, where before they were making little or none.
>
>I too have read the research from the NICHD and Torgesen. All point
>to the lack of phonemic awareness and the inability to process
>phonemes, i.e., decode, encode, as the basic cause of reading
>failure. These are all aspects of language-based learning
>disabilities (LBLD) , for which Shaywitz and Richards are documenting
>neurological dysfunctions (full references at the end of this
>posting).
>
>If persons do not know how sounds (phonemes) and letters correspond
>and how to identify phonemes in words for reading and speling, they
>need to be directly taught. The Lindamood Bell does this, the
>Wilson Reading System does this. What we like about the WRS is it
>also teaches metacognition, how to think about what I know about
>words, and word structure in a structured, systematic sequence.
>
>Denton, how would you compare the rate of learning for adults in your
>center with that of children? I have only worked with adults
>(starting at the late teens), and the younger they are, the faster
>the learning. My other question is, what citations can you give me
>for Robin Morris' work? Thank you!
>
>Anne Murr
>Adult Literacy Center
>Drake University
>Des Moines, IA 50311
>anne.murr@drake.edu
>
>
>
>Richards, T., Corina, D., Serafini, S., Steury, K., Echelard, D.,
>Dager, S., Marro, K., Abbott, R., Maravilla, K., Berninger, V. (2000)
>The effects of a phonologically-driven treatment for dyslexia on
>lactate levels as measured by proton MRSI. American Journal of
>Neuroradiology, 21, 916-922
>
>Shaywitz, S., Shaywitz, B., Pugh, K., Fulbright, R., Constable, R.T.,
>Mencl, W.E., Shankweiler, D., Liberman, A., Skudlarski, p., Fletcher,
>J., Katz, L., Marchione, K., Lacadie, C., Gatenby, C., & Gore, J.
>(1998). Functional disruption in the organization of the brain for
>reading in dyslexia. Neurobiology, 95, 2636-2641.
>
>Torgesen, J.K. (1999) Phonologically based reading disabilities:
>Toward a coherent theory of one kind of learning disability. In
>Sternberg, R.J. & Swerling,L. (Eds.). Perspectives on Learning
>Disabilities.
>
>--Boundary_(ID_Xcw2mpsg6nh6z6L5CroPQQ)
>Content-type: text/html; charset=us-ascii
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><!doctype html public "-//W3C//DTD W3 HTML//EN">
><html><head><style type="text/css"><!--
>blockquote, dl, ul, ol, li { margin-top: 0 ; margin-bottom: 0 }
> --></style><title>instruction for LBLD</title></head><body>
><div>Denton Kurtz addressed</div>
><div>treating Dyslexic, Reading Comprehension disordered, CAPD,
>other<br>
>> auditory processing dysfunctioning, and the issues of Language
>Disabilities</div>
><div><br></div>
><div>In our Adult Literacy Center most of the adults come with very
>low literacy skills. We also began searching for an effective
>method to help them become independent readers. Through
>information from this listserv, we began using the Wilson Reading
>System. After 1 1/2 years of learning how to use the WRS, we
>are now seeing adults making moderate improvement, where before they
>were making little or none.</div>
><div><br></div>
><div>I too have read the research from the NICHD and Torgesen.
>All point to the lack of phonemic awareness and the inability to
>process phonemes, i.e., decode, encode, as the basic cause of reading
>failure. These are all aspects of language-based learning
>disabilities (LBLD) , for which Shaywitz and Richards are documenting
>neurological dysfunctions (full references at the end of this
>posting).</div>
><div><br></div>
><div>If persons do not know how sounds (phonemes) and letters
>correspond and how to identify phonemes in words for reading and
>speling, they need to be directly taught. The Lindamood
>Bell does this, the Wilson Reading System does this. What we
>like about the WRS is it also teaches metacognition, how to think
>about what I know about words, and word structure in a
>structured, systematic sequence.</div>
><div><br></div>
><div>Denton, how would you compare the rate of learning for adults in
>your center with that of children? I have only worked with
>adults (starting at the late teens), and the younger they are, the
>faster the learning. My other question is, what citations can
>you give me for Robin Morris' work? Thank you!</div>
><div><br></div>
><div>Anne Murr</div>
><div>Adult Literacy Center</div>
><div>Drake University</div>
><div>Des Moines, IA 50311</div>
><div>anne.murr@drake.edu</div>
><div><br></div>
><div><br></div>
><div><br></div>
><div><font color="#000000">Richards, T., Corina, D., Serafini, S.,
>Steury, K., Echelard, D., Dager, S., Marro, K., Abbott, R.,
>Maravilla, K., Berninger, V. (2000) The effects of a
>phonologically-driven treatment for dyslexia on lactate levels as
>measured by proton MRSI.<u> American Journal of Neuroradiology,
>21</u>, 916-922</font></div>
><div><br></div>
><div><font color="#000000">Shaywitz, S., Shaywitz, B., Pugh, K.,
>Fulbright, R., Constable, R.T., Mencl, W.E., Shankweiler, D.,
>Liberman, A., Skudlarski, p., Fletcher, J., Katz, L., Marchione, K.,
>Lacadie, C., Gatenby, C., & Gore, J. (1998). Functional
>disruption in the organization of the brain for reading in
>dyslexia. <u> Neurobiology, 95,</u> 2636-2641.</font></div>
><div><font color="#000000"><br></font></div>
><div><font color="#000000">Torgesen, J.K. (1999) Phonologically
>based reading disabilities: Toward a coherent theory of one
>kind of learning disability. In Sternberg, R.J. &
>Swerling,L. (Eds.). <u> Perspectives on Learning
>Disabilities. </u></font></div>
></body>
></html>
>
>--Boundary_(ID_Xcw2mpsg6nh6z6L5CroPQQ)--
>
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