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 j2AKS3C25116; Thu, 10 Mar 2005 15:28:03 -0500 (EST) Date: Thu, 10 Mar 2005 15:28:03 -0500 (EST) Message-Id: <s2305901.026@gwia.parkland.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: "Susan Jones" <SUJones@parkland.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4622] Re: Dyslexia Research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 5376 Lines: 170 It's not a quick fix, but one ongoing theme of my reading comprehension instruction was phrasing, per http://www.resourceroom.net/comprehension/phrasing_Jones.asp Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones@parkland.edu Webmastress, http://www.resourceroom.net >>> shellcraig@ix.netcom.com 3/9/2005 6:57:15 PM >>> 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/ >
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