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 g6QJ9LX29197; Fri, 26 Jul 2002 15:09:21 -0400 (EDT) Date: Fri, 26 Jul 2002 15:09:21 -0400 (EDT) Message-Id: <10.226436dd.2a72f7df@aol.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: JATDP@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4032] Re: More LD questions X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 138 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1244 Lines: 22 Andrea Another phenomena that seems to happen often with LD adults is something one student described to me as "a black curtain coming down in front of my brain." I think she was referring to the problem of sometimes being able to do a task, and then not having a clue how to tackle the same task. Part of the problem may be difficulty with getting new learning from short term to long term memory, but I think it may also be another access issue - being able to access information only sporadically rather than on a consistent bases. We also see adults with low literacy levels who seem to be stuck in the concrete stage, not able to make (or understand) inferences or tackle other higher order thinking skills, no matter how hard we try to model, explain, encourage. It is a bit like not being able to make those lateral transfers (social to society). Some of the learners that fall into this category were tested for LD and inevitable came back as 'borderline' MR (70 to 80 range in IQ). I have always hated subjecting adult students to IQ tests (and their results) because I don't think they adequately determine the potential for adults who have a large knowledge gap...but that's another discussion thread. Judy Titzel
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