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 f9MJku021209; Mon, 22 Oct 2001 15:46:56 -0400 (EDT) Date: Mon, 22 Oct 2001 15:46:56 -0400 (EDT) Message-Id: <3BD477AA.96A2E6DD@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:3631] Re: No support for Phonetic awareness as cause of 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: 4517 Lines: 102 Lucille, Yep, we use the Orton G system via computer programming in the Language Tune-up Kit, affectionately known as the LTK. We've used it quite successfully on children who've been labeled and rejected by public school and on adults My understanding is that colleges stopped teaching the phonics methodology so long ago that there is nobody in the system that can teach teachers how to teach reading from that perspective. Interesting. Art Lucille Cuttler wrote: > Art! This is another voice to support Don. As director of Project > Literacy/Outreach, Inc., we develop volunteer literacy tutors to use Orton > Gillingham technique. Experience proves this is usually the missing tool. > People who have had years of remediation with other methods testify that the > method works. It makes sense when you consider there are 26 letters to > represent 44 sounds. The nice thing is that you can teach the sound symbol > correspondence and everyone is happy - the student and the teacher. Once > the colleges include this in developing teachers we will stop the growth > industry in illiteracy. Lucille Cuttler, Director > www.projectliteracy.org > > -----Original Message----- > From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On Behalf Of Art > LaChance > Sent: Monday, October 22, 2001 8:57 AM > To: Multiple recipients of list > Subject: [NIFL-LD:3629] Re: No support for Phonetic awareness as cause > of > > Clif, > > MEd in Rehab Counseling I have. Worked with bunches of LD, ADD, ADHD, Brain > Injured, and mental health, children and adults, in several formats and > environments. Currently in adult literacy, working with the same groups. > > It's not a black and white issue. Many different ways to break an arm. > Your > understanding holds true for a very limited percentage of those saddled with > the disablility, and it needs to be noted that the LD ADD ADHD titles are > disabling all in themselves. It often appears that the community completing > the assessment doesn't always know what they're looking at and the > requesting > authority only is concerned with getting a label for the child. > > I could go on but basically I support anything Don McCabe would tell you. > > Art > > Art LaChance > Gilmer Learning Center > Ellijay, GA > > Clifton Willard wrote: > > > As an introduction, My name is Clif Willard and I am a Licensed > > Professional Mental Health Service Provider in Tennessee. I have a masters > > degree in communications and a second masters degree in educational and > > counseling psychology. I also spent 2 years in a graduate program for > > special education, multiple disabilities. I read on a third grade level > and > > have ADHD myself. I attended thirteen different elementary schools and > > dropped out of high school after six weeks in the ninth grade. I am an > > adjunct assistant professor and teach a graduate class in ADHD and > Language > > Based Disabilities. I am in private practice and concentrate on young > adult > > and adult clients with language based disabilities and > > Attention-Deficit/Hyperactivity Disorder. Most clients participate in > > counseling on a weekly basis for several years rather then short term > > therapy. Several years ago I participated in this list. At that time I > felt > > that there was no real support for the idea that a lack of phonetic > > awareness was the cause of a reading disability. Over the last 10 years I > > have not found any research that supports this theory. > > > > My clinical experience does however support the notion that a reading > > disability is caused by a perceptual deficit and that this perceptual > > deficit is caused by a timing problem of one of the processors being out > of > > sync with the other processors in the system. It is a timing problem and > > dynamic. Because it is dynamic, people with a reading disability can > appear > > to "do it" one minute but can't ten minutes later. It is part of the > > disability, not an indication that they are "getting it." A broken clock > > tells the correct time twice a day. > > > > I am aware that 98 percent of the research supports phonetic awareness as > > does Sally Shaywits at Yale. I have looked at much of the research and > find > > that it makes all kinds of assumptions that are not supported in the > > experience of those with the disabilities. Dr. Shaywits' research seems to > > epitomize the folly of the research on reading disabilities/dyslexia. I > was > > wondering what you think?? > > > > Clif
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