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 j3JFTfG11362; Tue, 19 Apr 2005 11:29:41 -0400 (EDT) Date: Tue, 19 Apr 2005 11:29:41 -0400 (EDT) Message-Id: <s264dd3b.035@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:4721] Re: Typology? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2324 Lines: 41 I don't have formal classifications, but I do have amorphous overlapping categorizations. Lots of my informal classification boils down to "whole part" vs. "part whole" folks, whether it's numbers or words. I've got some who can't see the trees for the forest, and those who can't see the forest for the trees. Some of 'em can't move forward with a procedure until they know why it works, and they can't move forward in reading without the big picture; others need the steps and get confused and bewildered if two ways to do the same thing are presented before the first one is mastered (at which point sometimes they can see how the two are related). My Big Prinicple Of Everything is to start with your strength and work towards your problems. Other folks have specific skills issues * I finally encountered a smooth, fluent decoder... whose vocabulary is weak enough to throw up walls; if somebody's ruminating about something, what is that? Level of ability to comprehend the abstract is also a big factor whether it's reading or math; whether I stick to the literal and build just a bit of abstract around it, or go for pithy metaphors to help remember and comprehend the details. Right now, "why is there a z in the abbreviation for ounces" is a mildly painful distraction ... I feel a google attack... Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones@parkland.edu Webmastress, http://www.resourceroom.net >>> AWilder106@aol.com 4/19/2005 9:41:44 AM >>> Colleagues: I am interested in knowing how anybody on this list groups learning differences, that is, a typology, or types of LD. Probably a lot of experience comes into play, as when you see the same behaviors for the nth time, you think: There it is again, I'll try this strategy because it worked well last time. Also, different assessments produce different categories. This is a somewhat arcane point, but I was talking with a guy yesterday who brought up nld (non verbal learning differences)and he had never seen these before. Then there is the person with ADHD behaviors which vanish over time. Any thought on these topics would be very welcome. (and Anne, thank you very much for the newsletter you sent, I was tickled pink!) Thanks. Andrea
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