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From: Aaron Kohring <akohring@utk.edu>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:4879] Re: LD and intensive phonics
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John,
The LINCS Learning Disabilities website (http://ldlink.coe.utk.edu) might
have some guidance for you on some of your questions. Dyslexia is a type
of learning disability and often people with LD have several types in
varying degrees- which makes what you say below in #1 part of what makes it
so hard to distinguish among them.
In #2, I think poor teaching can certainly be a factor in poor reading. But
there can also be other factors involved- and a learning disability can be
a contributing cause to poor reading performance.
Aaron
At 05:27 PM 9/23/2005 -0400, you wrote:
>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
Aaron Kohring
Coordinator, LINCS Literacy & Learning Disabilities Special Collection
Center for Literacy Studies, University of Tennessee
EFF Center for Training and Technical Assistance
Phone:(865) 974-4109 main
(865) 974-4258 direct
Fax: (865) 974-3857
e-mail: akohring@utk.edu
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