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 fBS5wB028564; Fri, 28 Dec 2001 00:58:11 -0500 (EST) Date: Fri, 28 Dec 2001 00:58:11 -0500 (EST) Message-Id: <5.1.0.14.2.20011227232017.02129170@mail> 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: clifwillard <clifwillard@home.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3810] Re: No support for Phonetic awareness as X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: multipart/alternative; X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 34674 Lines: 688 --=====================_8021440==_.ALT Content-Type: text/plain; charset="us-ascii"; format=flowed Dear Lucille, I am glad you son is doing so well. If however he is dyslexic, he will not be able to read above the fifth grade level which will be reflected in his comprehension. As he progresses in school, the demands on reading increase. In college, it will be very difficult for him to keep up and be competitive given the amount of reading that will be required. How is he going to keep up? A reading disability is a perceptual deficit disorder and there is no program that can address perceptual deficit disorders. To be successful academically a student will need their books on tape and learn to speed listen. The will also need to learn how to convert printed material to ascii text through the use of a scanner and OCR program. I am quite certain that they cannot read at 250 or so words per minute and understand what they read. The could however listen at that rate and have good understanding of the material. The books are free, both text books and books found in the public library. How much more time would they have for extra-curricular activities or additional studying? They do better on tests and in most areas of academics because of their faster access to reading material and therefore better comprehension. Why not avail your son of this technology? It will also lessen the amount of extra effort he now must do to keep up. As time goes on it becomes more and more difficulty to maintain yourself assuming the school is academically challenging and not just passing people through. You know that 30 to 40 percent of high school graduates are in developmental and remedial programs in community colleges all over the country. There are exceptions but mighty few. Your son may be an exception but I doubt it. It is not unusual for students in junior high and high school to have little to read and little homework involving any real amount of reading. This is not true in college. If he is not able to keep up, he will again meet with failure. Foreign languages taught in high school sometimes focus on the spoken form of the foreign language and hot the reading and writing. Some students make it through on personality and "extra credit work" but run into difficulty in college. I have heard your story many times from parents and students who are unable to keep up with the demands of a college or university and run into problems. It is some thing to consider. If the OG+ methods work, why is he behind in reading? What is his reading rate? That is the key. Reading speed is essential to be competitive academically. A person's brain is not completely developed until they are 22 yrs. old. All the parts involved in reading however are developed and on line at about age 12 1/2. A person with a reading disability will never read any better than they can at age 12. Some who are deprived of instruction might benefit after 12 1/2 but they will not get above the 5th grade level no matter what remediation is used. Your son may be different but I have never known of anyone with a reading disability to read any better than the fifth grade and no real improvement after 12 yrs of age. These are the facts. These OG+ methods are more about the proponents and the maintaining a dismal paradigm than anything else. I refer you to the following report made to congress. OUTCOME IN ADOLESCENCE AND YOUNG ADULTHOOD Well designed follow up studies have repeatedly shown that reading disabilities persist into late adolescence and young adulthood (Maughan, 1995) . Comprehension skills may improve, but the progress of poor readers is often slower than that of their normalreading peers. General intelligence and initial severity of reading disorder are the most consistent predictors of early adult reading levels. Reading comprehension and word recognition skills can continue to improve well into adulthood, but this seems dependent on experience and practice with literacy materials. The most consistent finding across studies, however, is that adults who received the diagnosis of reading disability as children continue to have problems with phonological coding when reading or performing phonemic awareness tasks (Bruck, 1985, 1992, Pennington et al., 1990) These difficulties are particularly evident when spelling (Adelman and Vogel, 1991; Denckla, 1993) and reading nonwords or unfamiliar words (Elbro et al., 1994; Pennington et al., 1987; Scarborough, 1984). In addition, a slower reading rate is typical of adults identified as reading-disabled in childhood (Denckla, 1993; Johnson, 1987). With adequate supports, children with reading problems can make good educational progress, although they take longer to achieve a given level of competence compared with nondisabled controls (Maughan, 1995). Part of the reason for this dismal prognosis is the focus on remediation and unrealistic expectations of students. There is no support for this constant remediation. The proponents of phonetic awareness are so threatened by the idea that it is not supported by results that they look for more and more research to support their myth. The fact is that a person with a reading disability will never read above the 5th grade level. There is no research that demonstrates that any remediation has any real impact on the ultimate reading ability of a person with a reading disability. I got a call from a person ( I will call John, not the correct name) who is an adult and participating in an adult reading program. John was diagnosed in elementary school with a reading disability. John failed the GED twice and is studying to take it a third time. I asked him how he is studying for the test. He stated that he goes to the adult reading program and reads the study books. I asked him is he is learning anything from reading the study material. He said not much but they continue to teach him the sounds of the letters and words. I asked him if he had any books on tape and he said he never heard of books on tape. I asked if anyone read these study materials to him and he said no. He did say that he understands everything that is told to him. He heard books being read on the radio one time and said he had no trouble following and understanding everything that was read. No one in the adult reading program mentioned to him anything about books on tape, speed listening, having the GED read to him, having his computer read to him at an accelerated rate, and using accommodations to study for the GED. I very confident that when this man has the opportunity to accommodate his disability he will have no trouble passing the GED and if he wishes completing a college degree. I have suggested that he stop going to the adult reading program and start listening to books. I will set him up with the necessary information and material. Unfortunately he is not the exception. I have had many calls with the same complaint. I do not understand this kind of abusive behavior. It is abusive because it places him under unrealistic expectations and then leaves him to blame himself for not passing the GED and reading better. I do not know how the faculty in that program sleep at night but they are adamant about the myth of phonetic awareness. I have asked list the following questions several times: What criteria do you use to determine what program to purchase and use with your clients? What are the criteria that you use to measure your results? How do you define a good result? If phonetic awareness is the cause, than why does progress in reading using these OG+ methods stop at the fifth grade? What do you tell someone when they get stuck in at the fifth grade level and cannot go any further? I have never had a direct answer to these questions. I am not interested in endless quoting of research and attacks on me. Clearly the fact that no one has directly answered is an answer in itself. If you cant answer the question, attack the questioner. It is a shame that so many are denied the means to be successful academically and post academically because of the myth of phonetic awareness. Think of what could happen if people with reading disabilities were taught how to speed listen, dictate, and access information at a reasonable rapid rate. I know of a student who has a reading disability and is maintaining himself in an academic program where he is required to read 1000 to 1500 pages a week. He could not do this with without his knowledge of technology and his learned ability to use it efficiently and independently. He is not an exception, he just had the opportunity to learn how to do it. It is not a question of can or can't, it is only how. OG+ cannot enable anyone to read at a rate fast enough to keep up with that amount of reading required in a college or university. It is difficulty enough even for those who are good readers. You know, I wish I was wrong and the prognosis was better but the facts are the facts. You can argue the methods but you cannot argue the facts. Attacking me will not change the facts. Effective strategies that produce meaningful results can change these terrible facts. But hey, I am just a person who gets dramatic results with the majority of clients attending and completing college and university programs as well as graduate programs. Do your programs have those results? Clif At 02:16 PM 12/27/01 -0500, you wrote: >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 > > --=====================_8021440==_.ALT Content-Type: text/html; charset="iso-8859-1" Content-Transfer-Encoding: quoted-printable <html> Dear Lucille,<br><br> I am glad you son is doing so well. If however he is dyslexic, he will not be able to read above the fifth grade level which will be reflected in his comprehension. As he progresses in school, the demands on reading increase. In college, it will be very difficult for him to keep up and be competitive given the amount of reading that will be required. How is he going to keep up? A reading disability is a perceptual deficit disorder and there is no program that can address perceptual deficit disorders. To be successful academically a student will need their books on tape and learn to speed listen. The will also need to learn how to convert printed material to ascii text through the use of a scanner and OCR program. I am quite certain that they cannot read at 250 or so words per minute and understand what they read. The could however listen at that rate and have good understanding of the material. The books are free, both text books and books found in the public library. How much more time would they have for extra-curricular activities or additional studying? They do better on tests and in most areas of academics because of their faster access to reading material and therefore better comprehension. Why not avail your son of this technology? It will also lessen the amount of extra effort he now must do to keep up. As time goes on it becomes more and more difficulty to maintain yourself assuming the school is academically challenging and not just passing people through. You know that 30 to 40 percent of high school graduates are in developmental and remedial programs in community colleges all over the country. There are exceptions but mighty few. Your son may be an exception but I doubt it.<br><br> It is not unusual for students in junior high and high school to have little to read and little homework involving any real amount of reading. This is not true in college. If he is not able to keep up, he will again meet with failure. Foreign languages taught in high school sometimes focus on the spoken form of the foreign language and hot the reading and writing. Some students make it through on personality and "extra credit work" but run into difficulty in college. I have heard your story many times from parents and students who are unable to keep up with the demands of a college or university and run into problems. It is some thing to consider. If the OG+ methods work, why is he behind in reading? What is his reading rate? That is the key. Reading speed is essential to be competitive academically. <br><br> A person's brain is not completely developed until they are 22 yrs. old. All the parts involved in reading however are developed and on line at about age 12 1/2. A person with a reading disability will never read any better than they can at age 12. Some who are deprived of instruction might benefit after 12 1/2 but they will not get above the 5th grade level no matter what remediation is used. Your son may be different but I have never known of anyone with a reading disability to read any better than the fifth grade and no real improvement after 12 yrs of age. These are the facts.<br><br> These OG+ methods are more about the proponents and the maintaining a dismal paradigm than anything else. I refer you to the following report made to congress.<br><br> <font face=3D"Arial, Helvetica" size=3D2>OUTCOME IN ADOLESCENCE AND YOUNG ADULTHOOD<br><br> Well designed </font><font face=3D"Courier New, Courier" size=3D2>follow up studies have repeatedly shown that reading disabilities persist into late adolescence and young adulthood (Maughan, 1995) </font><font size=3D1>. </font><font face=3D"Courier New, Courier" size=3D2>Comprehension skills may improve, but the progress of poor readers is often slower than that of their normalreading peers. General intelligence and initial severity of reading disorder are the most consistent predictors of early adult reading levels. Reading comprehension and word recognition skills can continue to improve well into adulthood, but this seems dependent on experience and practice with literacy materials. The most consistent finding across studies, however, is that adults who received the diagnosis of reading disability as children continue to have problems with phonological coding when reading or performing phonemic awareness tasks (Bruck, 1985, 1992, Pennington et al., 1990) These difficulties are particularly evident when spelling (Adelman and Vogel, 1991; Denckla, 1993) and reading nonwords or unfamiliar words (Elbro et al., 1994; Pennington et al., 1987; Scarborough, 1984). In addition, a slower reading rate is typical of adults identified as reading-disabled in childhood (Denckla, 1993; Johnson, 1987). With adequate supports, children with reading problems can make good educational progress, although they take longer to achieve a given level of competence compared with nondisabled controls (Maughan, 1995).<br> <x-tab> </x-tab><br> </font>Part of the reason for this dismal prognosis is the focus on remediation and unrealistic expectations of students. There is no support for this constant remediation. The proponents of phonetic awareness are so threatened by the idea that it is not supported by results that they look for more and more research to support their myth. The fact is that a person with a reading disability will never read above the 5th grade level. There is no research that demonstrates that any remediation has any real impact on the ultimate reading ability of a person with a reading disability. <br><br> I got a call from a person ( I will call John, not the correct name) who is an adult and participating in an adult reading program. John was diagnosed in elementary school with a reading disability. John failed the GED twice and is studying to take it a third time. I asked him how he is studying for the test. He stated that he goes to the adult reading program and reads the study books. I asked him is he is learning anything from reading the study material. He said not much but they continue to teach him the sounds of the letters and words. I asked him if he had any books on tape and he said he never heard of books on tape. I asked if anyone read these study materials to him and he said no. He did say that he understands everything that is told to him. He heard books being read on the radio one time and said he had no trouble following and understanding everything that was read. No one in the adult reading program mentioned to him anything about books on tape, speed listening, having the GED read to him, having his computer read to him at an accelerated rate, and using accommodations to study for the GED. I very confident that when this man has the opportunity to accommodate his disability he will have no trouble passing the GED and if he wishes completing a college degree. I have suggested that he stop going to the adult reading program and start listening to books. I will set him up with the necessary information and material. Unfortunately he is not the exception. I have had many calls with the same complaint.<br><br> I do not understand this kind of abusive behavior. It is abusive because it places him under unrealistic expectations and then leaves him to blame himself for not passing the GED and reading better. I do not know how the faculty in that program sleep at night but they are adamant about the myth of phonetic awareness. I have asked list the following questions several times: <br><br> What criteria do you use to determine what program to purchase and use with your clients?<br> What are the criteria that you use to measure your results?<br> How do you define a good result?<br> If phonetic awareness is the cause, than why does progress in reading using these OG+ methods stop at the fifth grade? <br> What do you tell someone when they get stuck in at the fifth grade level and cannot go any further?<br><br> I have never had a direct answer to these questions. I am not interested in endless quoting of research and attacks on me. Clearly the fact that no one has directly answered is an answer in itself. If you cant answer the question, attack the questioner. <br><br> It is a shame that so many are denied the means to be successful academically and post academically because of the myth of phonetic awareness. Think of what could happen if people with reading disabilities were taught how to speed listen, dictate, and access information at a reasonable rapid rate. I know of a student who has a reading disability and is maintaining himself in an academic program where he is required to read 1000 to 1500 pages a week. He could not do this with without his knowledge of technology and his learned ability to use it efficiently and independently. He is not an exception, he just had the opportunity to learn how to do it. It is not a question of can or can't, it is only how. OG+ cannot enable anyone to read at a rate fast enough to keep up with that amount of reading required in a college or university. It is difficulty enough even for those who are good readers.<br><br> You know, I wish I was wrong and the prognosis was better but the facts are the facts. You can argue the methods but you cannot argue the facts. Attacking me will not change the facts. Effective strategies that produce meaningful results can change these terrible facts. But hey, I am just a person who gets dramatic results with the majority of clients attending and completing college and university programs as well as graduate programs. Do your programs have those results? <br><br> Clif<br><br> <br> At 02:16 PM 12/27/01 -0500, you wrote:<br> <blockquote type=3Dcite class=3Dcite cite>Cliff,<br><br> <br> I HAVE A 14 YEAR OLD WHO HAS BEEN DIAGNOSED ADHD/ INATTENTIVE TYPE AND<br> DYSLEXIC. I NOTICED HIM FALLING OFF THE BELL CURVE IN THE SPRING OF HIS<br> SECOND GRADE YEAR, LEARNING A SIGHT READING TECHNIQUE PROGRAM.<br> AT THAT TIME I HAD HIM TESTED AT THE MGH LEARNING DISORDER CLINIC,<br> BOSTON, MA. THEY DIAGNOSED AND I FOLLOWED THROUGH ADVOCATING FOR PHONETIC<br> TUTORING. I HAD HIM IN AN ORTON GILLNGHAM AND PHONETIC VISUAL PROGRAM CALLED<br> THE STEVENSON READING.<br> I ASKED WHICH HE LIKED BEST AND HE SAID BOTH. I TOLD HIM HE COULD STAY<br> IN BOTH PROGRAMS, HOWEVER THE ORTON TAUGHT AT SCHOOL REQUIRED HE LEAVE HIS<br> CLASS AND MEET IN A SMALL GROUP WITH SOME PEERS. HE RESENTED LEAVING HIS<br> CLASS BY THE FOURTH GRADE.<br> CONSEQUENTLY HE RESUMED THE GENERAL PROGRAM IN SCHOOL AND CONTINUED<br> AFTER SCHOOL WITH THE PRIVATE TUTOR ONE HOUR A WEEK FOR ANOTHER 3 YEARS. WE<br> MET PERIODICALLY DURING THE SUMMER AS WELL.<br> HE IS A FRESHMEN NOW HAS BEEN ON RITALIN SR FROM THE 5TH GRADE TO THE<br> 7TH. WE CHANGED TO ADDERALL THEN TO ADDRESS THE DEFERRED GROWTH PATTERN OF<br> RITALIN. BOYS DON'T WANT TO BE SMALLER THAN THEIR PEERS.<br> WE BEGAN ADDERALL AT 15MG DAILY AND PRESENTLY HE CONTINUES TO BE<br> ADVANCED IN MATH, SPATIAL THINKING, ABOUT 1 YEAR BELOW GRADE LEVEL IN<br> READING, AND HAS MADE HONOR ROLL EVEN WHILE LEARNING A LANGUAGE / FRENCH.<br> WE TAUGHT HIM EARLY TO MANAGE THE DYSLEXIA THROUGH ANY MEDIUM THAT WOULD<br> HELP HIM. HE LEARNED TO SCUBA DIVE AT 12 AND IS CURRENTLY IN A LIFEGUARD<br> COURSE. HE REALIZED HE CAN LEARN, BUT WILL HAVE TO WORK HARDER THAN OTHERS,<br> BUT HE SUCCEEDS AND HIS INNOVATIVE THINKING MAKES HIM A GREATER VALUE TO<br> SOCIETY AS A WHOLE.<br> HAVING BOTH ADD AND DYSLEXIA, HE HAS LEARNED HOW FAILURE FEELS AND WE<br> HAVE WORKED HARD TO ADVOCATE TO SET HIM UP TO SUCCEED. HE IS IN A MAIN<br> STREAM CLASSROOM WITH FEW ACCOMMODATIONS. UNTIMED TESTS, PREFERENTIAL<br> SEATING, AND ORGANIZED MAPPING TO ENHANCE A STORIES MAIN IDEAS AND SEPARATE<br> SUPPORTIVE DETAILS. CURRENTLY I AM CORRESPONDING WITH CURRY COLLEGE PAL<br> PROGRAM TO INITIATE COMPLEMENTING HIS HIGH SCHOOL STUDY HABITS WITH<br> TECHNIQUES FROM THEIR PROGRAM HE FINDS HELPFUL. HE IS INVOLVED IN EVERY<br> ASPECT OF HIS ED PLAN AND HAS BEEN RECOGNIZED AS A LEADER IN THE CLASSROOM.<br> WHEN WE STARTED THE SUPPORTIVE ED.PLAN, AT THE THIRD GRADE LEVEL, WE<br> NEVER KNEW WHAT LAY AHEAD FOR OBSTACLES. I CAN'T SAY ENOUGH ABOUT MY SON'S<br> COMMITMENT AND WILLINGNESS, MGH'S SUPPORT, NOR THE VISUAL READING PROGRAM WE<br> ADDED TO HIS GENERAL ED PLAN.<br><br> <br><br> ----- Original Message -----<br> From: Lucille Cuttler <lu@projectliteracy.org><br> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov><br> Sent: Monday, October 22, 2001 12:24 PM<br> Subject: [NIFL-LD:3630] Re: No support for Phonetic awareness as cause of<br><br> <br> > Art! This is another voice to support Don. As director of Project<br> > Literacy/Outreach, Inc., we develop volunteer literacy tutors to use Orton<br> > Gillingham technique. Experience proves this is usually the missing tool.<br> > People who have had years of remediation with other methods testify that<br> the<br> > method works. It makes sense when you consider there are 26 letters to<br> > represent 44 sounds. The nice thing is that you can teach the sound<br> symbol<br> > correspondence and everyone is happy - the student and the teacher. Once<br> > the colleges include this in developing teachers we will stop the growth<br> > industry in illiteracy. Lucille Cuttler, Director<br> > <a href=3D"http://www.projectliteracy.org/"= eudora=3D"autourl">www.projectliteracy.org</a><br> ><br> > -----Original Message-----<br> > From: nifl-ld@nifl.gov [<a href=3D"mailto:nifl-ld@nifl.gov" eudora=3D"autourl">mailto:nifl-ld@nifl.= gov</a>]On Behalf Of Art<br> > LaChance<br> > Sent: Monday, October 22, 2001 8:57 AM<br> > To: Multiple recipients of list<br> > Subject: [NIFL-LD:3629] Re: No support for Phonetic awareness as cause<br> > of<br> ><br> ><br> > Clif,<br> ><br> > MEd in Rehab Counseling I have. Worked with bunches of LD, ADD, ADHD,<br> Brain<br> > Injured, and mental health, children and adults, in several formats and<br> > environments. Currently in adult literacy, working with the same groups.<br> ><br> > It's not a black and white issue. Many different ways to break an arm.<br> > Your<br> > understanding holds true for a very limited percentage of those saddled<br> with<br> > the disablility, and it needs to be noted that the LD ADD ADHD titles are<br> > disabling all in themselves. It often appears that the community<br> completing<br> > the assessment doesn't always know what they're looking at and the<br> > requesting<br> > authority only is concerned with getting a label for the=20 child.<br> ><br> > I could go on but basically I support anything Don McCabe would tell you.<br> ><br> > Art<br> ><br> ><br> > Art LaChance<br> > Gilmer Learning Center<br> > Ellijay, GA<br> ><br> ><br> ><br> > Clifton Willard wrote:<br> ><br> > > As an introduction, My name is Clif Willard and I am a Licensed<br> > > Professional Mental Health Service Provider in Tennessee. I have a<br> masters<br> > > degree in communications and a second masters degree in educational and<br> > > counseling psychology. I also spent 2 years in a graduate program for<br> > > special education, multiple disabilities. I read on a third grade level<br> > and<br> > > have ADHD myself. I attended thirteen different elementary schools and<br> > > dropped out of high school after six weeks in the ninth grade. I am an<br> > > adjunct assistant professor and teach a graduate class in ADHD and<br> > Language<br> > > Based Disabilities. I am in private practice and concentrate on young<br> > adult<br> > > and adult clients with language based disabilities and<br> > > Attention-Deficit/Hyperactivity Disorder. Most clients participate in<br> > > counseling on a weekly basis for several years rather then short term<br> > > therapy. Several years ago I participated in this list. At that time I<br> > felt<br> > > that there was no real support for the idea that a lack of phonetic<br> > > awareness was the cause of a reading disability. Over the last 10 years<br> I<br> > > have not found any research that supports this theory.<br> > ><br> > > My clinical experience does however support the notion that a reading<br> > > disability is caused by a perceptual deficit and that this perceptual<br> > > deficit is caused by a timing problem of one of the processors being out<br> > of<br> > > sync with the other processors in the system. It is a timing problem and<br> > > dynamic. Because it is dynamic, people with a reading disability can<br> > appear<br> > > to "do it" one minute but can't ten minutes later. It is part of the<br> > > disability, not an indication that they are "getting it." A broken clock<br> > > tells the correct time twice a day.<br> > ><br> > > I am aware that 98 percent of the research supports phonetic awareness<br> as<br> > > does Sally Shaywits at Yale. I have looked at much of the research and<br> > find<br> > > that it makes all kinds of assumptions that are not supported in the<br> > > experience of those with the disabilities. Dr. Shaywits' research seems<br> to<br> > > epitomize the folly of the research on reading disabilities/dyslexia. I<br> > was<br> > > wondering what you think??<br> > ><br> > > Clif<br> ></blockquote></html> --=====================_8021440==_.ALT--
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