I wrote and presented a paper at the AAACE conference last year. The paper is posted at learntoreadnow.blogspot.com., and it references the book OVERCOMING DYSLEXIA, by Dr. Shaywitz. She writes about fMRI research on word reading. The information that irregular as well as regular words are decoded comes from research presented by CORE in its TEACHING READING SOURCEBOOK, ISBN # 1-57128-119-3. CORE is contracted through NCLB and Reading First to present teacher training. The SOURCEBOOK notes that the research is by Gough and Walsh 1991; Treiman and Baron 1981; Lovett 1987. OVERCOMING DYSLEXIA also supports the same idea.

I find that it helps my students (all ages) when they are find and learn the sound spelling for the irregular as well as regular words. They learn these words as needed in order to read whatever text they need to read. Applied phonics, I guess.

Anita learntoreadnow 

----- Original Message ----
From: Bonnita Solberg <bdsunmt at sbcglobal.net>
To: The Adult English Language Learners Discussion List <englishlanguage at nifl.gov>; The Learning Disabilities Discussion List <learningdisabilities at nifl.gov>
Cc: Jennifer Chew <jennifer at chew8.freeserve.co.uk>; Debbie Hepplewhite <debbie at syntheticphonics.com>; focusonbasics at nifl.gov; englishlanguage at nifl.gov; John Rack <jrack at dyslexia-inst.org.uk>
Sent: Sunday, October 22, 2006 12:54:10 PM
Subject: [LearningDisabilities 709] Re: [EnglishLanguage 791] Re: Re: one-size-fits-all methodology


I may have missed a posting, but I can't find a
reference that Anita gave to back her statement. 
Bonnita

--- John Nissen <jn at cloudworld.co.uk> wrote:


> 

> Hello Anita,

> 

> Thanks for this piece of research, which supports

> the idea that there are 

> pathways in the brain which need to be developed for

> fluent reading, and 

> that these pathways serve to allow the reading of

> both familiar and 

> unfamiliar words.  This suggests that, for the

> fluent reader, there is no 

> special treatment of sight words in the brain, and

> every word is decoded in 

> the same way, by deducing the sound of the word from

> its spelling, as you 

> say.

> 

> Now the brain research on dyslexia suggests that

> other pathways are used by 

> slow readers.  If the pathways for fluent reading

> were then developed, e.g. 

> by intensive phonics training, one would expect the

> slow reader to become 

> fluent.  I would love to see some research on this. 

> If anybody here knows 

> of such research, please "reply all" to this email

> with a reference.

> 

> Thanks,

> 

> John

> 

> John Nissen

> Cloudworld Ltd - http://www.cloudworld.co.uk

> maker of the assistive reader, WordAloud.

> Try WordAloud with synthetic phonics:

>

http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm

> Tel: +44 208 742 3170  Fax: +44 208 742 0202

> Email: info at cloudworld.co.uk

> 

> 

> 

> ----- Original Message ----- 

> From: "Anita Landoll" <amlandoll at yahoo.com>

> To: "The Learning Disabilities Discussion List" 

> <learningdisabilities at nifl.gov>

> Sent: Saturday, October 21, 2006 4:41 PM

> Subject: [LearningDisabilities 699] Re:

> one-size-fits-all methodology

> 

> 

> > Experts say that they are finding that all words,

> irregular as well as 

> > regular, follow the same decoding pathway in the

> left side of the brain. 

> > So I think we need to help our learners make sense

> of any word they need 

> > to know in order to read the text they need to

> read, by helping them find 

> > the sound spelling within the written spelling of

> the word.  Using 

> > multi-sensory techniques, of course.

> >

> > Anita learntoreadnow

> 

> 

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