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 j8TG2mG25720; Thu, 29 Sep 2005 12:02:48 -0400 (EDT) Date: Thu, 29 Sep 2005 12:02:48 -0400 (EDT) Message-Id: <6015F1E8.2FCC4CE9.0A349A3F@aol.com> 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: AWilder106@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4894] Re: LD and intensive phonics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 1150 Lines: 15 Hi John, Other people will have other ideas, I'll just jump in. 1) Learning disability is usually thought of as dyslexia. (could also by ADHD, for example). The difficulty in dyslexia is caused by problems in identifying the sounds that match the letters. Fast Forward is a program that slows words down so LD students can hear the sounds, BUT results here are not generalizable to reading. There is also a VISUAL problem that can result in the backward reading of words like was/saw. Sometimes this can be helped by colored overlays. 2) Letters are symbols, as are words. Phonics IS suitable for children with LD. It has to be structured. Whole word memorizing seems to be good up through the 2nd or 3rd grade, then the individual really has to learn phonics. 3) Not a question of brain size. As I recall, left hemisphere is already bigger than the right. Left hemisphere damage in hook up between the occipital lobe (sight) and temporal lobe (sound) is what causes the phonological problems. The brain is plastic; the right side can be trained to take over some of these functions, but reading will always be slow. Andrea
This archive was generated by hypermail 2b30 : Mon Oct 31 2005 - 09:49:54 EST