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 j4PEGCG00924; Wed, 25 May 2005 10:16:12 -0400 (EDT) Date: Wed, 25 May 2005 10:16:12 -0400 (EDT) Message-Id: <s29441ec.067@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:4777] Re: LD Toolkit and multisensory approach with 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: 6579 Lines: 164 My favorite resource for spelling is "How to Teach Spelling" by Rudginski & Haskell. Anybody can spell broccoli when they understand those closed & open syllables :-) It was one of my students who made the observation (subvocalizing while taking one of those obnoxious standardized spelling tests) that the vowel before -tute or -tude is "i" even though it's a schwa. I checked * it's darned near universal (quietude & desuetude are the exceptions I found.) However, I am utterly confident that word nerds such as myself process this information completely differently than most struggling spellers. *My* unfunded-project-lurking-in-the-sketchbook is an adult spelling program with a strong dose of humor and a bit of "video game" graphics & games. Susan Jones Academic Development Specialist Academic Development Center Parkland College Champaign, IL 61821 sujones@parkland.edu Webmastress, http://www.resourceroom.net >>> jn@cloudworld.co.uk 5/25/2005 8:59:36 AM >>> Hi all, Multi-sensory techniques are always valuable, whoever the learner. In the synthetic phonics approach used in Clackmannanshire schools, which was so successful, they used magnetic letters, and children were starting to spell words as soon as they'd learnt the first few letter shapes - i.e. right at the beginning of the 16 week course. Letter shapes were also learnt using pictures and sounds - even movements (wriggle for 's' for snake) -as well as drawing the letter shapes with pencil and paper. The activity and participation aspect is all important. This is a feature of using our software, WordAloud, which allows the user to practice both reading and writing (the user can type in and hear words as they typed). This has to be good for students with LD. I've just heard from a niece who lives in Germany, and her daughter is being taught by synthetic phonics. Almost immediately she is starting to write - and the teachers allow any spelling, so long as the kids are actively participating in the writing process. The kids took their writing home, and it was quite difficult to understand because it was purely phonetic, with lots of words contracted. But soon the spelling improved, and now my cousin is overjoyed by the success of this method, and glad she's not in England (where people are still using the whole language approach and analytic phonics). Talking about spelling rules, I could not find anything comprehensive on the web, so I've started a page on this subject. See http://www.cloudworld.co.uk/english-spelling-rules.htm. I'd appreciate comments and contributions on it. I think it should be helpful to teachers and students to know how spellings arose, and it then helps them understand the spelling system - the mapping from phonemes to graphemes. My theory is that, if you understand that mapping, it helps you to appreciate the reverse mapping, from graphemes to phonemes, i.e. the mapping that you do when you 'decode' words to read and understand them. I am also developing a complete map on a spreadsheet, which shows all the sounds of the language, and what corresponding spellings occur. I have about 300 phoneme-grapheme combinations, and finding more everyday. If you are interested, please email me. Cheers, John Nissen director Cloudworld Ltd - http://www.cloudworld.co.uk maker of the assistive reader, WordAloud. Tel: +44 208 742 3170 Fax: +44 208 742 0202 Email: info@cloudworld.co.uk ----- Original Message ----- From: "Anita Landoll" <amlandoll@yahoo.com> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Wednesday, May 25, 2005 1:48 PM Subject: [NIFL-LD:4775] Re: LD Toolkit > You might want to include concrete, multi-sensory > techniques for decoding of difficult words. An adult > learner showed me (in 1979) how to teach her to read > many words she had been unable to learn. I have since > seen that when reading students use her technique, > they are able to make sense of any word they need in > order to read any text. They enjoy doing the decoding, > because it really makes sense to them. > > Anita www.learntoreadnow.com > > > > --- RKenyon721@aol.com wrote: >> Hello all, >> >> Please note the following message: >> >> Rochelle Kenyon, Moderator >> NIFL- Learning Disabilities and Literacy Discussion >> List >> _RKenyon721@aol.com_ (mailto:RKenyon721@aol.com) >> >> >> How many of you encourage manipulatives and hands-on >> materials in your LD >> trainings - or rather, all of your trainings? We >> have several variations >> of these hands-on/manipulatives toolkits that we use >> in our trainings here >> in Ohio. When we have funds, we purchase some of >> the items as cheaply as >> we can, and assemble these toolkits to give to >> participants to use in their >> programs. >> >> I find I use a lot of the Lakeshore Learning >> materials in my toolkits >> because they are adult-appropriate, hands-on >> materials. I am not employed >> by Lakeshore and am not here to promote them as a >> vendor. I have been >> talking with our Lakeshore sales rep at various >> events for quite some time >> about developing a toolkit with hands-on materials >> - it would include: >> >> 1. hands-on learning materials >> 2. information on LD: differences, difficulties, >> disabilities >> 3. a training guide for use of the materials >> 4. lesson plans >> 5. built around a workplace/career theme >> 6. possibly include life skills/health/family >> themes, as well >> >> This is part of Lakeshore's Customized Learning >> Solutions. Ohio is willing >> to contribute some funds for the development of this >> product and I'm >> wondering if other states/agencies want to be >> involved and are able to >> provide a portion of the funding to support this? >> It wouldn't be a huge >> financial commitment (~$5,000), but depends on the >> number of people >> involved. Your commitment would be for purchasing >> at least that amount of >> the product when it's ready. (Of course, with >> funding these days, a >> percentage of nothing would be huge!) :) >> >> Once this product is developed, it would be >> available for all programs to >> purchase through Lakeshore, as funds permitted, of >> course. >> >> If you would like more information and/or might be >> interested in partnering >> with this, please contact me directly at >> fantine@ohio.edu. >> >> Jeff Fantine >> Director, ABLE Resource Center >> College of Education >> Ohio University >> 338 McCracken Hall >> Athens, OH 45701 >> 800-753-1519 >> fax: 740-593-2834
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