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 f9NBv9017299; Tue, 23 Oct 2001 07:57:09 -0400 (EDT) Date: Tue, 23 Oct 2001 07:57:09 -0400 (EDT) Message-Id: <3BD55A8A.AA006234@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:3637] 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: 5680 Lines: 139 Isn't it amazing what a little real 'education' can do for a child?? Art Lucille Cuttler wrote: > Art, > > Columbia Teacher's College may be an exception. Orton is now mandated for > the Master's degree in special ed. They teach Alphabetic Phonics, Aylette > Cox's development (did I say baby?). That's the Texas Scottish Rite > Hospital video program's program. In Glen Cove, New York (on Long Island) > we have tutors developed by Project Literacy who are helping as volunteers > in the school. They work with Orton trained teachers and the results are > gratifying. Some kids are reaching grade level and even beyond. It is a > model that is worth emulating. Lucille > > -----Original Message----- > From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On Behalf Of Art > LaChance > Sent: Monday, October 22, 2001 3:46 PM > To: Multiple recipients of list > Subject: [NIFL-LD:3631] Re: No support for Phonetic awareness as cause > of > > 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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