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 j2C3UPC27370; Fri, 11 Mar 2005 22:30:25 -0500 (EST) Date: Fri, 11 Mar 2005 22:30:25 -0500 (EST) Message-Id: <410-22005361232934281@ix.netcom.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: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4637] Re: Dyslexia Research X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: EarthLink MailBox 2005.1.57.0 (Windows) Status: O Content-Length: 6686 Lines: 230 Thanks, that would be wonderful. Michele > [Original Message] > From: Anita Landoll <amlandoll@yahoo.com> > To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> > Date: 3/10/2005 6:09:45 AM > Subject: [NIFL-LD:4620] Re: Dyslexia Research > > 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! 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