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 iB7MScH03657; Tue, 7 Dec 2004 17:28:38 -0500 (EST) Date: Tue, 7 Dec 2004 17:28:38 -0500 (EST) Message-Id: <5.1.0.14.0.20041207161423.01e83698@mail.drake.edu> 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:4549] Re: Dyslexia X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; format=flowed; charset=us-ascii X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 6771 Lines: 146 Glenn, I can't agree with you more that, for adults, low literacy skills needs are a disability issue. But, in reality, is it? Some of our folks who have gone to voc rehab have been told that they are mildly mentally retarded -- which is NOT the case. They just have an undiagnosed learning disability based in their difficulty with reading. And they are not served. Are you seeing programs where adults with low reading skills are receiving the supports they need to get (or to improve) employment? If so, what are they and what are they doing? I'm not seeing it happen in Iowa. However, the reason that most adults come to our literacy center is just to improve their reading, not for a pressing, imminent need. I hear comments like these: "When I learn to read, I will be a real person." "Learning to read will mean the whole world to me." "I want to learn to read before I die." "I will feel so much better about myself when I learn to read." They remain enrolled for the long term -- because they are receiving instruction which meets their learning needs. (I agree with you that adults do not choose to stay in programs where they don't see themselves learning.) The few adults who do come with immediate, pressing needs are the ones that drop out, mainly because they find that there is no quick fix for a long-term learning need. (You can't "get a GED" in 6 months when you are a struggling reader.) I'll be in Sacramento at the Meeting of the Minds adult literacy research/practicioner symposium the rest of the week. Hope to see some of you listservers there! Anne Murr Drake University Adult Literacy Center Des Moines, IA >Date: Wed, 1 Dec 2004 14:39:03 -0600 >From: "Glenn Young" <gyoungxlt@comcast.net> >To: <nifl-ld@nifl.gov> >Subject: RE: Dyslexia >Message-ID: <200412012039.iB1Kd7F25626@literacy.nifl.gov> > >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 > > >------------------------------ > >End of NIFL-LD Digest 1495 >**************************
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