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From: Aaron Kohring <akohring@utk.edu>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:4893] Re: LD and intensive phonics
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John,
Yes, there is research into some of these areas you mention.
I'd recommend taking a look at the Focus on Basics article: The
Neurobiology of Reading and Dyslexia: http://www.ncsall.net/?id=278
Also, look at the resources under the section on Teaching/Learning related
to instruction: http://ldlink.coe.utk.edu/research.htm
Other good instructional guides are found here:
http://ldlink.coe.utk.edu/ld_instruction.htm
Aaron
At 11:26 AM 9/29/2005 -0400, you wrote:
>Hello everybody,
>
>It seems I was too late for Christopher, and a bit off topic, since my
>questions were not related to technology. But I'd be interested to have
>answers to these questions.
>
>Concerning the first question I asked, what kind of particular problems do
>people with LD have with reading. Is there anything different from the
>"specific" learning difficulty, which is dyslexia (or at least embraces
>dyslexia)? Is the difficulty in phonological awareness, or in blending
>skills, or in spelling/decoding rules, or in comprehension, or a mixture of
>all these? If it is a mix, is there a characteristic mix? Has any research
>been done on this?
>
>On the second question, I have heard of people with LD being taught to
>recognise whole words by associating them with symbols. This seems to be a
>denial of the fact that letters represent sounds, and they should be taught
>how to decode words, by sounding out the letters and blending those sounds
>together. But one person I asked said that "phonics was not suitable for
>children with LD". I cannot believe this. Is there research evidence on
>whether intensive phonics teaching is effective or not for people with LD,
>regardless of age?
>
>The third question is about cause and effect. If poor readers are utilising
>their right brain when they should be using their left brain, they could end
>up with underdeveloped left brains, i.e. not as relatively large (compared
>to right brain) as normal. That would be an _effect_ of lack of use.
>Alternatively a left brain problem (e.g. damage) could be the _cause_ of
>their poor reading, from a young age, and they would grow up with a
>relatively small left brain. So is it cause or effect? What does the
>research say? And is there anything that can be done for the older child or
>adult person to help in left brain development?
>
>----------
>
>----- Original Message -----
>From: "John Nissen" <jn@cloudworld.co.uk>
>To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov>
>Sent: Friday, September 23, 2005 10:26 PM
>Subject: [NIFL-LD:4872] LD and intensive phonics
>
>
> >
> > 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.
>
>BTW, I've written about the teaching of a brand of intensive phonics called
>"synthetic phonics" here:
>http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
>and I'd be grateful for comments.
>
>Cheers from Chiswick,
>
>John
>
>John Nissen,
>director Cloudworld Ltd
>maker of the WordAloud assistive reader
>http://www.cloudworld.co.uk
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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