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 g28KbOu17157; Fri, 8 Mar 2002 15:37:24 -0500 (EST) Date: Fri, 8 Mar 2002 15:37:24 -0500 (EST) Message-Id: <a05010402b8aecd193015@[10.3.3.130]> 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: Anne Murr <anne.murr@DRAKE.EDU> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3937] Re: assessment of LD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; format=flowed; charset=us-ascii Status: O Content-Length: 1675 Lines: 47 Art, you wrote: "Interesting that the diagnosis makes the assumption that the student was exposed to a perfect learning scenario delivered by a perfectly qualified teacher and because they didn't learn the material in this perfect situation they, the student, must be dysfunctional. ?? Am I the only one here who sees this?" My response: The student is not dysfunctional, he or she just processes information differently. With direct, intensive, systematic, multisensory instruction he or she can learn to read. Research has shown that children who read below grade level can be brought up to grade level with such instruction (Torgesen and others). They will still read much more slowly than their peers but they will read. IF young children receive the type of instruction they need as they begin to learn, instead of waiting until they are 2 years behind and then remediation begins, we will come much closer to the goal of every child reading at grade level by grade 3. I do not blame teachers. Teachers need the information they need to teach the 50% of the children who struggle with phonemic awareness and phonological processing. Children also need a stimulating language and print-rich environment. As Louisa Moats has written, Teaching Reading is Rocket Science. There is not one complete answer, but we do know many of the necessary pieces. Stimulatingn development from birth to age 5 is another essential prerequisite for learning. Anne -- Anne Murr, Coordinator Adult Literacy Center School of Education Drake University 3206 University Ave. Des Moines, IA 50311 anne.murr@drake.edu Tel 515-271-3982 Fax 515-271-4544
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