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 j8NLRNG08884; Fri, 23 Sep 2005 17:27:23 -0400 (EDT) Date: Fri, 23 Sep 2005 17:27:23 -0400 (EDT) Message-Id: <01e301c5c085$64608e40$0202a8c0@Tomschoice> 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: "John Nissen" <jn@cloudworld.co.uk> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4872] LD and intensive phonics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4331 Lines: 129 Hello Christopher, I am sorry I coming into this session rather late. I hope I am not too late to join in with some questions. 1. Do people with LD have different teaching requirements? I am trying to find out whether there is any difference in the teaching requirements for teaching people with LD to read, and teaching people with dyslexia to read. I haven't found any factor to distinguish them, as regards their reading (dis)ability. 2. Is poor reading due to poor teaching? Also I want to find out to what extent the poor reading, or non-reading, is due to misguided teaching. I often see that there are attempts to teach whole word recognition rather than word decoding, especially for people with LD, who may be considered incapable of the necessary phonological awareness. In the Clackmannanshire study, it was shown that a 'phonics first and fast' approach worked marvels for all the children, and by the end of primary school they were three years ahead in reading age compared to their peers taught by the 'conventional' teaching of a mixture of methods (including an element of phonics, together with guessing strategies, etc.). I suspect that anybody who has learnt to speak is also capable of the phonological awareness required for reading and writing, given appropriate teaching. 3. Left brain development for rapid decoding Finally I wonder whether the right brain development in some poor readers is because they have developed skills for whole word recognition, and with the right teaching, their left brain would be developed to enable rapid decoding, even in older children. Cheers from Chiswick, John John Nissen, director Cloudworld Ltd maker of the WordAloud assistive reader http://www.cloudworld.co.uk ----- Original Message ----- From: "Christopher Lee" <christopherlee@mindspring.com> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Tuesday, September 20, 2005 3:27 PM Subject: [NIFL-LD:4853] Day One Response UDL and AT David: Thanks for the question related to UDL and AT. Much like everything else there are several interpretations out there on UDL and AT. Universal Design for Learning is a larger vision than AT. Universal Design for Learning incorporates assistive technology. If the environments are not set up to work with the assistive technology (e.g. operating systems and web sites) students with disabilities prevented from accessing information. The Center for Universal Design at North Carolina State University (CAST) has (I think) one of the best definitions of Universal Design for Learning. CAST's definition states that UDL is " .the design of products and environments with the goal that they are usable by all people, to the greatest extent possible, without the need for adaptation or specialized design." A great book on the subject is Teaching Every Student in a Digital Age: Universal Design for Learning by David H. Rose and Anne Meyer, and you can find information about the book online at (http://www.cast.org/teachingeverystudent/ideas/tes/). The authors break down the components of UDL which involve Origins (architecture, access, and education), Principles, Implementation (role of Neuroscience, role of digital media, and the new role of assistive technology), and Application (goal setting, methods & materials and assessment) CAST has a few streaming videos for a recent conference that have experts discussing the definitions of Universal Design for Learning and AT. Assistive Technology commonly refers to "...products, devices or equipment, whether acquired commercially, modified or customized, that are used to maintain, increase or improve the functional capabilities of individuals with disabilities...", according to the definition proposed in the Assistive Technology Act of 1998. David, I hope this response helps to clarify your questions. Please let me know if you need more of a breakdown. Christopher Christopher Christopher M. Lee, Ph.D., Director Alternative Media Access Center 331 Milledge Hall Athens, Georgia 30602-5875 Phone: 706.542.4589 Fax: 706.583.0001 www.amac.uga.edu Christopher Christopher M. Lee, Ph.D., Director Alternative Media Access Center 331 Milledge Hall Athens, Georgia 30602-5875 Phone: 706.542.4589 Fax: 706.583.0001 www.amac.uga.edu
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