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 j2AEAoC21207; Thu, 10 Mar 2005 09:10:50 -0500 (EST) Date: Thu, 10 Mar 2005 09:10:50 -0500 (EST) Message-Id: <20050310140822.63348.qmail@web52908.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:4620] Re: Dyslexia Research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 6010 Lines: 216 Michele, If you would like, I will e-mail you copies of letters I exchanged with other teachers where we discuss a direct, concrete, pencil-and-paper multisensory decoding process that will work with any text. It is complicated, but not difficult, to learn and do. But, since I am selling a book that teaches the process, and I should not be advertising here, I will need you to email me individually. Anita amlandoll@yahoo.com --- Michele Anne Craig <shellcraig@ix.netcom.com> wrote: > I agree in theory with what you all are saying. Give > me suggestions about > how to teach GED reading using a multisensory > approach. I am at my wits > end! This is not a technical reading problem it is a > processing problem. > These few students can read the pieces well, they > are having trouble > though, thinking about them in a focused way. How do > you teach thinking > about the way words are strung together concretely? > > > > Michele > > > > [Original Message] > > From: Lucille Cuttler <l.cuttler@comcast.net> > > To: Multiple recipients of list > <nifl-ld@literacy.nifl.gov> > > Date: 3/7/2005 4:15:52 PM > > Subject: [NIFL-LD:4596] Re: Dyslexia Research > > > > Thank you for bringing this into the open. It's > time for colleges > > responsible for training teachers to understand > learning differences, and > to > > teach as Anita and myself have put forth. Get rid > of labels. Know that > > when the student is not learning, the onus is on > the teacher to teach so > the > > student WILL LEARN. Lucille Cuttler, Educational > Remediator > > > > -----Original Message----- > > From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On > Behalf Of Anita > > Landoll > > Sent: Monday, March 07, 2005 4:52 PM > > To: Multiple recipients of list > > Subject: [NIFL-LD:4595] Re: Dyslexia Research > > > > > > I agree. Many students simply learn differently. > The > > system turns the learning difference into > disorder. > > When the students are taught concretely and > > multi-sensorily, then they learn. Many of these > > learners are visual-spatial learners. Many, many > > teachers are audio-verbal-sequential learners, and > > need to learn how to teach visual-spatial > learners. > > > > Anita learntoreadnow.com > > > > > > --- Varshna Narumanchi-Jackson > <varshna@grandecom.net> > > wrote: > > > I can't tell you how many parents I have > encountered > > > in the first four years > > > of my oldest child's education who have been > told > > > their child has ADD, ADHD, > > > dyslexia, emotional disturbance, etc because > they > > > don't fit the model > > > student stereotype. It's heart-wrenching to see > > > these young children cope > > > with the depression and angst the educational > system > > > creates in them. It's > > > even harder to tell their parents to fight the > good > > > fight and challenge > > > educators to do better than throw out labels for > > > behaviors that are poorly > > > understood and thus lack credibility. > > > > > > I hope that current research allows us all a > moment > > > of epiphany that > > > 'normal' human behavior is much more broadly > defined > > > than we currently > > > allow. In evolutionary time, written language > and > > > 'classroom' behavior are > > > new pressures on the brain to adapt or create > > > responses that allow the > > > individual to succeed in a competitive > environment. > > > What I think we are > > > witnessing is not science's newfound ability to > > > locate 'disorders' through > > > gene mapping, but a shift in the kinds of > factors > > > that influence evolution > > > that are no longer directly tied to survival. > Our > > > institutions of > > > education, however, are slow to recognize that > human > > > behavior (and the > > > underlying genes that catalogue those behaviors) > is > > > as diverse as the human > > > experience on this planet. Why else, for > example, do > > > we need 6000 languages > > > in order to talk to each other? > > > > > > Finally, academic potential and achievement are > so > > > narrowly defined, it is > > > no surprise that our institutions are failing to > > > 'educate' the majority of > > > learners who fall outside of those norms. Many > > > peoples have based their > > > transmission of history and culture on oral > language > > > (e.g., through epic > > > poetry, song, story-telling). I wonder, are we > just > > > assigning a diagnosis > > > of dyslexia to learners (among other > dis-abilities) > > > that are well-adapted to > > > oral language as the medium for learning, but > not to > > > written language, in > > > order to further a societal preference? > > > > > > Varshna Narumanchi-Jackson > > > Austin, TX > > > > > > on 3/6/05 11:05 PM, Woods at woods@ncia.net > wrote: > > > > > > > I can see where one day we might know more > about > > > how the genes express > > > > themselves. Knowing that would be infinitely > more > > > useful than just knowing > > > > the name of a gene involved in dyslexia or > some > > > other condition. Such > > > > knowledge might give us insight on targeting > > > specific kinds of remediation > > > > and not waste time on ineffective approaches. > For > > > instance, if Mary has the > > > > 'sees things upside down' gene, we might then > know > > > to not to give her books > > > > right side up, and we wouldn't make her spend > her > > > life working on word > > > > attack and using color overlays. > > > > > > > > Tom Woods > > > > > > > >> The writer asks an interesting question. > What > > > implications could this > > > >> have > > > >> for our work with adults that have dyslexia? > > > > > > > > > > > > > > > > > > > > > > > > > > > __________________________________ > > Celebrate Yahoo!'s 10th Birthday! > > Yahoo! Netrospective: 100 Moments of the Web > > http://birthday.yahoo.com/netrospective/ > > > > > > __________________________________ Do you Yahoo!? Yahoo! Small Business - Try our new resources site! http://smallbusiness.yahoo.com/resources/
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:45 EST