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 j93EwVG09730; Mon, 3 Oct 2005 10:58:31 -0400 (EDT) Date: Mon, 3 Oct 2005 10:58:31 -0400 (EDT) Message-Id: <81.315f3860.3072a0d1@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: DonMcCabe@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4921] Re: LD and intensive phonics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 Security Edition for Windows sub 5200 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 1159 Lines: 24 In a message dated 10/2/2005 5:08:38 P.M. Eastern Standard Time, jn@cloudworld.co.uk writes: The hallmark of dyslexia is an unexpected reading difficulty in a child who seems to have all the equipment (intelligence, verbal skills, motivation) necessary to become a reader. This quote from Sally Shaywitz is as good a summary of the other definitions of dyslexia. Notice that her definition can be reduced to a failure of knowing how to teach. Surely, you should be able to teach a child (or an adult) who has "all the equipment." But when in doubt, blame the victim seems to be the case. For a rather complete listing of classic definitions by various "experts" and groups of "experts" visit www.spelling.org where you can find each of them and their translations into simple ordinary English. To me the problem lies in failure to know how to teach a certain kind of mind, one that tends to think logically and one that holds on tenaciously to beliefs instilled in them by well-meaning teachers. If you want to see a method that so far has never failed me, visit www.spelling.org and watch the FREE VIDEO. Don McCabe
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