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 iB1KgqF25778; Wed, 1 Dec 2004 15:42:52 -0500 (EST) Date: Wed, 1 Dec 2004 15:42:52 -0500 (EST) Message-Id: <200412012039.iB1Kd7F25626@literacy.nifl.gov> 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: "Glenn Young" <gyoungxlt@comcast.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4540] RE: Dyslexia X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4721 Lines: 97 Anne, Thanks for your comments (I've been off on vacation so have not responded sooner) But the key point that you raised is that the people in your program who have been successful are those who have been in the program for 2-4 years. Unfortunately, the vast majority of adults entering literacy programs do not last that long ... Perhaps because programs are not using intervention models that really make progress for the learner ... but more likely because the programs do not meet the IMMEDIATE NEEDS OF THE ADULT LEARNER. The adult usually enter programs for a very specific issue (need to pass a test at work, required to get GED for a job or training program, etc.) And offering a program, no matter how wonderful and successful that takes 2-4 years just will not meet their needs. And in reality, there are no short term programs that does work. That is why I continue to stress that these literacy issues and immediate needs must not be looked upon as a "literacy issue" but as a "disability issue." This approach enables the person to function NOW through the use of accommodations and assistive technology, so they can pass the test and get the job now ... This is not saying that they should not go into the long-term appropriate literacy training, but, with truth in advertisement .. That this will take a long time with a lot of assertive effort on all involved. In the mean time, disability testing, and use of accommodations and assistive technology needs to be the main tools to get the adult functional in jobs and education NOW. Or in terms of marketing ... We are meeting the customers needs, not trying to sell them what we have. 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 Anne Murr Sent: Wednesday, November 24, 2004 3:25 PM To: Multiple recipients of list Subject: [NIFL-LD:4536] RE: Dyslexia Glenn Young, your postings always strike a chord with me - probably because what you describe from your experience resonates with the experiences of the adults who come to our Adult Literacy Center. Both research and our practical experience support your statement "If there is no clear basis for the understanding of the relationship between sound and letter (or letter combinations) then reading becomes guess work ...". My reading of the dyslexia research tells me that its main component is phonological, ie., (not knowing the short /o/ as in octopus goes with the letter "o" or how to blend discrete sounds such as /m/ /a/ /th/ into the word "math" or connecting the sounds /kw/ /i/ /p/ with the word spelled, "quip") etc., etc. I believe the auditory processing difficulties are tied to the phonological troubles. You said, "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." It helps to link the kinesthetic, i.e, how does the sound feel in your mouth? what are you doing with your lips, is there a buzz in the voice box? with the letters in order to link the sounds to the correct letters. These difficulties, including processing rates and lack of fluency come mainly because the brains of poor readers are not wired to efficiently process verbal information. Poor readers use different parts of the brain compared to good readers (Shaywitz, Paulesu). It often takes adults years (not months) of practice and repetition to reach some level of fluency. Volunteer tutors in our Center are trained to use the Orton Gillingham-based Wilson Reading System. Its structure and instructional materials are user-friendly for the volunteers. Wilson does what your tutor did, i.e., helps to "learn the sounds and how to distinguish them." Several adults have completed all 12 Wilson Steps (in from 2-4 years and are now independent readers and spellers. All our learners are making progress. At least half of our learners stay in the program over 1 year and many are staying with it much longer - because they are learning. Our Center has very little funding. We keep going through committed volunteers who also stay because they see their students progressing. One man has begun to write his life story, titled "The Man Who Was Cheated." He knows that had he received intensive instruction as a child he would not have been cheated all through his life. But it's not too late to learn! -- 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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