Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f5CEEWf09510; Tue, 12 Jun 2001 10:14:32 -0400 (EDT) Date: Tue, 12 Jun 2001 10:14:32 -0400 (EDT) Message-Id: <3B262366.FD3F3BC5@ellijay.com> 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: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3531] Re: teaching adults with brain damage X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 2219 Lines: 54 Anne, The differential between speed and comprehension would indicate a right hemisphere insult as English language reception and delivery occurs in Broca's area in the left hemisphere, while conceptual understanding occurs in the right. You might try exercising comprehension with slowed reading of short passages, something simple to begin with, and extend the capability out realizing that this will take some time and loads of repetetion. You may be able to reinstitute connectivity between the hemispheres or establish new pathways and engrams if the damage is irreversible as Tom indicates. Art Art LaChance Gilmer Learning Center Ellijay, GA Woods wrote: > Anne Dolan writes: > >I am anticipating receiving a student who sustained brain damage as a > result > > of a car accident a few years ago. I know very little about this student > > >I understand this student to be very intelligent, but no longer able to > read > > a clock or add/subtract. Reading comprehension, according to the > > student, was also affected, but the student is still able to read 400 wpm > > with "75% accuracy". > > > I am looking for a starting place with this student. > > You may want to look more closely at the reading ability with additional > assessments. 400 wpm is incredibly fast for oral reading, which is the only > way it could be done if accuracy is measured at the same time. 75% accuracy > is quite low, suggesting (and confirming) the reader would have a pretty > hard time comprehending the material. > > The brain is such a complex organ. You will likely find that the unique > damage results in unique problems. I understand that some damage done as a > result of injury will never repair itself (Although this is sometimes called > into question, the brain being able to reshape itself and relearn using > different uninjured areas to a limited degree.). If reading is found to be a > skill that has been permanently lost, will you be trying to help your > student obtain a GED? If so, it sounds like a good case for trying to offer > accommodations when administering the test, since reading skill figures so > importantly in one's GED test performance. > > Good luck to you and your student! > > Tom
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