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 j2BINpC20428; Fri, 11 Mar 2005 13:23:51 -0500 (EST) Date: Fri, 11 Mar 2005 13:23:51 -0500 (EST) Message-Id: <a05111b07be577d52f96e@[10.73.2.247]> 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:4632] re: Dyslexia Research/LD X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; format=flowed; charset=us-ascii Status: O Content-Length: 2133 Lines: 46 Learning differences are real. They have a neurological basis and result in inefficient processing of certain kinds of information. (The genetic link for dyslexia, i.e., difficulties processing verbal information, is now more clear.) For any of the multiple intelligences, i.e., verbal, mathematical, visual spatial, kinesthetic, interpersonal, mechanical, etc., persons in the lowest quartile have very real difficulties processing information in their weak areas. Unfortunately, persons who are low in verbal and/or math intelligences perform poorly in school and get the LD label (because schools teach and test through verbal, and mathematical, modalities). I agree with Tom's statement, "if you can work with them [students] at their individual level, if you can let them work at their own pace, and if they can see positive results for their efforts, anyone will learn whether or not there is a supposed disability". Learning differences don't need to become disabilities if students' learning needs are honored and addressed. Response to instruction (RTI) is one way of bringing a clearer focus on the difference between a true learning disability and a learning difference that is likely to become a disabling condition. Reading research has identified that children at risk of failing to learn to read need direct, systematic multisensory instruction in order to learn to read. Children who are fortunate enough to have this kind of instruction early and with adequate intensity do respond to instruction and can avoid the need for diagnosis and a label. Adults who were not fortunate enough to receive quality instruction -- and adults with learning difficulties that are not solely phonologically based -- do have learning differences that result in a form of disabling condition. But also, LD, while challenging, can be an asset. What if Einstein had been on Ritalin? Viva la difference! Anne -- Anne Murr, M.S., 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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