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From: "Cynthia Sauer" <csauer754@aasp.net>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:3808] Re: No support for Phonetic awareness as cause of
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Cliff,
I HAVE A 14 YEAR OLD WHO HAS BEEN DIAGNOSED ADHD/ INATTENTIVE TYPE AND
DYSLEXIC. I NOTICED HIM FALLING OFF THE BELL CURVE IN THE SPRING OF HIS
SECOND GRADE YEAR, LEARNING A SIGHT READING TECHNIQUE PROGRAM.
AT THAT TIME I HAD HIM TESTED AT THE MGH LEARNING DISORDER CLINIC,
BOSTON, MA. THEY DIAGNOSED AND I FOLLOWED THROUGH ADVOCATING FOR PHONETIC
TUTORING. I HAD HIM IN AN ORTON GILLNGHAM AND PHONETIC VISUAL PROGRAM CALLED
THE STEVENSON READING.
I ASKED WHICH HE LIKED BEST AND HE SAID BOTH. I TOLD HIM HE COULD STAY
IN BOTH PROGRAMS, HOWEVER THE ORTON TAUGHT AT SCHOOL REQUIRED HE LEAVE HIS
CLASS AND MEET IN A SMALL GROUP WITH SOME PEERS. HE RESENTED LEAVING HIS
CLASS BY THE FOURTH GRADE.
CONSEQUENTLY HE RESUMED THE GENERAL PROGRAM IN SCHOOL AND CONTINUED
AFTER SCHOOL WITH THE PRIVATE TUTOR ONE HOUR A WEEK FOR ANOTHER 3 YEARS. WE
MET PERIODICALLY DURING THE SUMMER AS WELL.
HE IS A FRESHMEN NOW HAS BEEN ON RITALIN SR FROM THE 5TH GRADE TO THE
7TH. WE CHANGED TO ADDERALL THEN TO ADDRESS THE DEFERRED GROWTH PATTERN OF
RITALIN. BOYS DON'T WANT TO BE SMALLER THAN THEIR PEERS.
WE BEGAN ADDERALL AT 15MG DAILY AND PRESENTLY HE CONTINUES TO BE
ADVANCED IN MATH, SPATIAL THINKING, ABOUT 1 YEAR BELOW GRADE LEVEL IN
READING, AND HAS MADE HONOR ROLL EVEN WHILE LEARNING A LANGUAGE / FRENCH.
WE TAUGHT HIM EARLY TO MANAGE THE DYSLEXIA THROUGH ANY MEDIUM THAT WOULD
HELP HIM. HE LEARNED TO SCUBA DIVE AT 12 AND IS CURRENTLY IN A LIFEGUARD
COURSE. HE REALIZED HE CAN LEARN, BUT WILL HAVE TO WORK HARDER THAN OTHERS,
BUT HE SUCCEEDS AND HIS INNOVATIVE THINKING MAKES HIM A GREATER VALUE TO
SOCIETY AS A WHOLE.
HAVING BOTH ADD AND DYSLEXIA, HE HAS LEARNED HOW FAILURE FEELS AND WE
HAVE WORKED HARD TO ADVOCATE TO SET HIM UP TO SUCCEED. HE IS IN A MAIN
STREAM CLASSROOM WITH FEW ACCOMMODATIONS. UNTIMED TESTS, PREFERENTIAL
SEATING, AND ORGANIZED MAPPING TO ENHANCE A STORIES MAIN IDEAS AND SEPARATE
SUPPORTIVE DETAILS. CURRENTLY I AM CORRESPONDING WITH CURRY COLLEGE PAL
PROGRAM TO INITIATE COMPLEMENTING HIS HIGH SCHOOL STUDY HABITS WITH
TECHNIQUES FROM THEIR PROGRAM HE FINDS HELPFUL. HE IS INVOLVED IN EVERY
ASPECT OF HIS ED PLAN AND HAS BEEN RECOGNIZED AS A LEADER IN THE CLASSROOM.
WHEN WE STARTED THE SUPPORTIVE ED.PLAN, AT THE THIRD GRADE LEVEL, WE
NEVER KNEW WHAT LAY AHEAD FOR OBSTACLES. I CAN'T SAY ENOUGH ABOUT MY SON'S
COMMITMENT AND WILLINGNESS, MGH'S SUPPORT, NOR THE VISUAL READING PROGRAM WE
ADDED TO HIS GENERAL ED PLAN.
----- Original Message -----
From: Lucille Cuttler <lu@projectliteracy.org>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Sent: Monday, October 22, 2001 12:24 PM
Subject: [NIFL-LD:3630] Re: No support for Phonetic awareness as cause of
> 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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