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 f9OEa5029274; Wed, 24 Oct 2001 10:36:05 -0400 (EDT) Date: Wed, 24 Oct 2001 10:36:05 -0400 (EDT) Message-Id: <BF0BA17813F6D411B4C100508BEA28DE17B2@SERVER1> 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: "Brian Anderson" <brian@madisonarealiteracy.org> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3650] Re: No support for Phonetic awareness as cause . . . X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook CWS, Build 9.0.2416 (9.0.2910.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3092 Lines: 63 Dear People: I sent the exchange on Phonetic Awareness to my mentor, Barbara Bliss, who teaches parents, teachers and tutors how to do Orton-Gillingham instruction. She had, as do many members of this list, strong opinions. With her permission, I am including her words directly below. From: "Barbara Bliss" To: "Brian Anderson" Subject: web conversation. Date: Tue, 23 Oct 2001 12:29:31 -0500 Words cannot express how I feel about the Web conversation you sent me! It is very obvious that the man has little real understanding of dyslexia except his own. He claims he spent a week in an Orton-Gillingham course and then arrives at the conclusion that it "has no lasting effect, is not teaching reading, that it substitutes tactile and auditory strategies for reading words!" What a lot of harm this person is doing! OG is time-tested in schools for dyslexics throughout the U.S. It has been replicated and expanded by Project Read, by Lindamood-Bell (to focus more specifically on the "how" of making speech sounds when specific students need this help.) The Wilson Language System, the Slingerlands and Alphabetic Phonics Methods are all successful classroom adaptations of OG. Since no two dyslexics are alike, OG and its spinoffs make use of the multisensory factor to make up for student deficits. Right now in many schools the Direct Instruction (DI) method is being used successfully. This is a good phonetic method which will enable many students to do better work. The dyslexics who are seriously handicapped will also need OG or its spinoffs. Not because phonics is not needed, but because they needed more specific Multisensory instruction than DI provides. Reading word for word is just part of the early process of reading which smoothes out as the volume of reading increases to where reading becomes automatic. Comprehension improves usually at the same time. If it doesn't, the Lindamood-Bell system has additional help. Wish I had more time to write and to "talk back" to this man. Unfortunately, many academicians who read without effort simply cannot understand dyslexia and seldom have an opportunity to work one to one for any length of time with really handicapped readers. Thanks for sending me this. I'll take it along with me to the IDA convention Wednesday. Barb Brian Anderson, Education Director Madison Area Literacy Council --=====================_88167019==_.ALT Content-Type: text/plain; charset="us-ascii"; format=flowed Dear Don, Good Readers do not read aloud to themselves sounding out each word they see (reading word for word). They are aware of the words as symbols for meaning and can therefore read rapidly. It is not possible to read 300 words per minute while sounding out each word as you see it. How fast can you read aloud??? I doubt it is as fast as you can read to yourself assuming you do not have a reading disability. Because a reading disabled person perceives the same word differently each time they read it, they cannot develop the engram to skip the sounding out process and go directly to the meaning of the word they see.
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