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 iANLu4Q09465; Tue, 23 Nov 2004 16:56:04 -0500 (EST) Date: Tue, 23 Nov 2004 16:56:04 -0500 (EST) Message-Id: <20041123215416.21134.qmail@web52906.mail.yahoo.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: Anita Landoll <amlandoll@yahoo.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4527] RE: Dyslexia--Eating the Sounds X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 8253 Lines: 246 Hi, Interesting about using the taste, smell and texture of "eating the sounds." That student must really have auditory (also visual?) issues... Now. I am not arguing at all with what you did for the student. I would just like you to know for future reference--if you are interested--that students like that young man may be helped with a direct multi-sensory decoding system, which has been developed to work with any text, any words. The system uses sight, sound, and kinesthetics. I have wondered about using taste, texture, and smell. But I have never gone that far, because I have yet to work with a student who needs those additional senses. I have found that when the student does the decoding for him/herself (with teacher direction, of course), and uses the 3 senses named, then she/he begins to find reading success. And I agree with you, my goal is to be able to help all my students. So far, when I have worked with students with at least low average intelligence, I have been able to help them. If you would like to know more, check it out at www.learntoreadnow.com. Happy teaching, Anita --- "McDonnell, Carol" <cmcdonne@ccbcmd.edu> wrote: > I am very aware of the research of NICHD and have > been a reading teacher for twenty-seven years. I do > use extensive drill and repetition with my LD > students and insist that all of my teachers do the > same. The individual about whom I responded hasn't > "eaten" his sounds and moved on, nor is he relegated > to a tutor who isn't trained. Why would you even > think that? > > The food served as a carrot, if you will. It > resulted because we had been working so diligently > on sound and letter relationships for two months, > that I thought it would be a good break. Taste, > touch, hearing, and speaking were involved. As I > mentioned before, the idea came from a retired > reading professor who had had success with the > process. Do we eat a year later? NO. It was a > reinforcement that helped a youngster and gave him > an enjoyable alternative to the drudgery of > repetition. > > While our program sponsors two classes with no more > than six beginning readers permitted in each, the > young man I spoke about is limited by transportation > issues and chose to come to my class. I believe that > three years growth in reading, the confidence to > explore new endeavors, and the excellent attendance > of a student( who walks over a mile each way) for > over a year speaks to this program's and this > teacher's ability to help those whom the K-12 system > passed along like a hot potato. > > I am grateful to say that I have never NOT been > able to assist an individual who desires to learn to > read. It has been my privilege to teach adult LD > students, see them progress and meet personal goals, > and surpass what they had envisioned as their own > capabilities. I beleive in them, keep studying and > learning so that I can continue to help them, and > thank God that I can work in a profession that I am > love. > > > Carol McDonnell > Instructional Specialist > Center for Adult and Family Literacy > The Community College of Baltimore County > > > -----Original Message----- > From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On > Behalf Of Glenn Young > Sent: Saturday November 20, 2004 12:14 PM > To: Multiple recipients of list > Subject: [NIFL-LD:4517] RE: Dyslexia > > > The research of NICHD clearly is pointing to > phonemic awareness issues at > the basis for reading failure in persons with > LD/dyslexic ... If there is no > clear basis for the understanding of the > relationship between sound and > letter (or letter combinations) then reading becomes > guess work ... > > However, part of the hallmark of persons with > LD/dyslexia is auditory > processing .... Difficulty in determining fine tones > .... So if "ba" is > heard the same as "pa" or "du" then how can the > person realize that one is > the sound for b and one for p and one for d if all > the sounds are the same > . > > Then there is the issue of recall .... Rapid recall > in association of sound > and vision (letter or groups of letters) which add > to the mix. > > Many, if not most adults in adult basic education > programs (who are not > there for ESL issues) are not able to consistently > relate a sound and a > letter ... (never mind combinations of letters) > Therefore, the best they can > ever achieve is sight reading ... > Which is greatly impacted by recall issues ... And > not successful for rapid > reading or comprehension. > > Now from my personal experience of starting to try > to learn to read > effectively at age 30 with an Orton Gillingham > instructor ... It took 6 > months of intensive individual drill (two hours a > day three days a week and > then a lot of work at home) for me to develop an > ability in rapid fashion to > know the sound/letter relationships ... Due in large > part the time was spent > on sound drills ... Helping me learn the sounds and > how to distinguish them. > > > So ... If food works ... For this individual ... > Great ... But extensive > drilling on sounds and then sound letter > relationships ... Seem to be key > ways ... And supported by the NICHD research ... > > Of course ... The issue always in time and money and > how do we measure > progress ... > > Unfortunately ... What we mostly see in adult > education is little time and > little money and little progress ... Because in > large part because the > methods supported by research are no promoted or > used in the system. If we > followed that format ... Adult literacy class for > entry level persons would > be in groups of no more then 5 and last no more then > an hour .... Slowly > building up to two hours ... > > The mass class approach and the use of individual > tutors who are not trained > in NICHD approaches has consistently failed (based > on the extensive drop out > rate and the over all slow progress of those who > stay ...) > > Maybe one of the good things coming out of the > election is that adult > literacy programs will be held accountable for using > researched based > approaches ... That have been found successful for > those with LD/dyslexia. > > > > Glenn Young > 505 East Braddock Rd # 608 > Alexandria VA 22314 > 703-684-1750 > gyoungxlt@comcast.net > > > -----Original Message----- > From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov] On > Behalf Of Susan Jones > Sent: Saturday, November 20, 2004 10:19 AM > To: Multiple recipients of list > Subject: [NIFL-LD:4516] RE: Dyslexia > > THe backwards approach is a valid one -- see > http://www.thewordworkshop.com/ > > > Susan Jones > Academic Development Specialist > Academic Development Center > Parkland College > Champaign, IL 61821 > sujones@parkland.edu > Webmastress, > http://www.resourceroom.net > >>> cmcdonne@ccbcmd.edu 11/19/04 12:10 PM >>> > I'm the Carol with the dyslexic student. Nothing > worked until I had a chat > with one of our volunteer tutors. A retired reading > professor, he told me of > the difficulties he had encountered when trying to > help a dyslexic young man > learn to read. What worked for him, and did the > trick for my student, was to > teach sounds by associating them with taste and > sight. Every sound we worked > with, we ate! Honestly, I didn't think I could find > something for each > sound, but I did. The young man enjoyed it and > learned the sounds. After > that, we were off and running. I used Language > Experience stories with him, > letter and word cards, concentration games, etc. > We have a volunteer who comes to class every day. He > assists the young man > with reading when we do group work. this allows the > student to be a part of > every discussion and project that we do. I have also > found Internet sites > that have an audio feature. The student can listen > and follow along. > My student has excellent oral vocabulary, but > writing is tedious and > frustrating for him. (This year, however, he's able > to write about three > sentences before the frustration sets in.) We > purchased === message truncated === __________________________________________________ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.com
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:47:49 EST