My reply to George 
 
Undiagnosed learning disabilities, including a broad range of (cut reading)
disabilities which impact the ability to read, have been identified as an
important cause of adult illiteracy.  Based on research in the neurosciences
from various countries, the critical factor which affects the persons
ability to read is the neurologically-based (replace difference with damage
-  it should read - damage that impacts the brains ability to  (cut -in the
way the brain)  processes the smallest bits of cut language) sound, i.e.,
phonemes.  Other areas impacted by LD may include recall, sequencing, and
rapidity of processing, all areas designated as significant tools needed to
effectively read by the National Reading Panel. 
 
The result of these impacts, in most cases, are  deep deficits in receptive
or receptive verbal processing in reading, writing, comprehension, and/or
speech. As a result of these impact, research has shown the most adult with
LD will never learn to read or read well enough to function in an advanced
educational setting.  Part of this is due simply due to the damage to the
brain.  Other factors also include that people, who may benefit from
literacy training, simple do not have the time and dedication needed for
remediation to be effective.  It is estimated that at least 600 hours of
highly structured and sequenced instruction (often one on one) with a great
deal of intensity is needed to have major impact on adults with LD when they
start with limited phonemic and phonic skills.  Few persons have that time
and few agencies have the resources and skilled teachers to offer these
level of service.  In addition, few agencies have persons trained in the
appropriate instructional approaches that have had the most success for
persons with LD in increasing reading skills.
 
This need for intensive training and limited literacy skills should not be
confused with not having "intelligence" or the ability to learn effectively
by means other then reading.  The same research indicates the persons with
LD are able to learn knowledge and gain skills if the information is
provided through media that they can process well in areas of the brain not
impacted by the LD.  (Often auditory and visual learning and combinations of
the two seem to work best.) Therefore, for adults with LD, the use of
"accommodated education" and assistive technology seems to have greater
impact in increasing the skills of the person with LD then traditional
literacy instruction. 

 
Glenn Young
505 East Braddock Rd # 608
Alexandria VA 22314
703-684-1750
gyoungxlt at comcast.net
 
 

  _____  

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of
RKenyon721 at aol.com
Sent: Thursday, June 22, 2006 6:38 PM
To: learningdisabilities at nifl.gov
Subject: [LearningDisabilities 500] Request from George Demetrion


Hello all,
 
George Demetrion has asked the question that is posted below.  Can one or
more or our subscribers submit a brief response that would assist him?
 
Thanks,
 
Rochelle
 
 
Would anyone with an LD background like to add to the following in a manner
that resonates with the multi-causational, correlational approach the list
is trying to get at?

Thank you,
 
George Demetrion
________________________________________________________________________


* Learning disabilities. 
Undiagnosed learning disabilities, including a broad range of reading
disabilities, have been identified as an important cause of adult
illiteracy.  Based on research in the neurosciences from various countries,
the critical factor is the neurologically-based difference in the way the
brain processes the smallest bits of language, i.e., phonemes.  Those with
LD have abilities in many areas but may have deep deficits in receptive or
receptive verbal processing in reading, writing, comprehension, and/or
speech.

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