I have noticed with extreme frustration that so much of the research on
programs like LMB, which I have used effectively and *seen* generalize
well to reading, doesn't test that transfer.  I have trouble arguing
that a program is effective when the post-test measures how well
students can sound out nonsense words.  It's been my experience that
yes, indeedy, they've also learned to read better - but I would have
thunk that if the researchers tested it, they'd find the same thing.  

No  coincidence, I suspect, that I've always used the
intensive-decoding programs **with** lots of application to reading and
teaching the transfer of the task, too.  

Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL  61821
sujones at parkland.edu
Webmastress,
http://www.resourceroom.net
http://bicyclecu.blogspot.com



>>> "Kohring, Aaron M" <akohring at utk.edu> 11/30/2006 9:12 AM >>>

Andrea,
 
I wonder if the MIT researcher's study focused on the same issue I've
seen in some classrooms- where the concentration is on the decoding
and
is not contextualized.  In other words, students spend lots of time
decoding words out of context and not connecting it back to real text
and building comprehension.
??
Aaron
 

________________________________

From: learningdisabilities-bounces at nifl.gov 
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Andrea
Wilder
Sent: Wednesday, November 29, 2006 5:24 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 782] Re: A view of learning
disabilitiesfromaconsultant's prespective


All-- 

I need to clear something up. I know about Lindamood-Bell techniques.
I
have listened to a researcher here at MIT who ran a study one summer,
at
the request of the company that makes Lindamood-Bell materials, or has
a
hand in their distribution. The finding was that students increased in
their ability to distinguish individual sounds, but this increase did
not generalize to reading. Any reactions to this? I believe the
researcher, absolutely, but in what ways does the program increase
literacy skills in children? Any reactions from the field?
Observations?


Thanks. 

Andrea 


On Nov 29, 2006, at 4:19 PM, Lucille Cuttler wrote: 


	May I suggest that the right question is to ask what teaching
approaches have been used thus far to remediate comprehension
difficulties?  Does the student know how to ask questions about the
material?  Is the obhjective to make a diagnosis merely for the sake
of
diagnosis?  Or is the objective to improve comprehension skills.  If
the
latter, then you will find a search of catalogs from Academic Therapy
and EPS.  Qualified tutors trained and certified in Orton-Gillingham
and
Lindamood Bell will be helpful.  Lucille Cuttler 

		-----Original Message----- 
		From: learningdisabilities-bounces at nifl.gov 
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of maureen 
		Sent: Sunday, November 19, 2006 5:09 PM 
		To: The Learning Disabilities Discussion List 
		Subject: [LearningDisabilities 778] Re: A view of
learning disabilities fromaconsultant's prespective 

		Thank you for your reply.  It was helpful and did
answer
some of my questions.  
		I have an additional question for all of you out there.
Does anyone know of standardized test which will identify a reading
comprehension problem which is extreme but does not show up on the
"typical" tests.  My son scores at grade level on most tests because
he
can process and integrate small chunks of information.  I need to show
that he has a problem with integrating, processing, and therefore
comprehending information which is in more "real life" situations,
such
as reading a book of any kind.  He cannot complete an assignment that
is
just two pages long because although he can "read" the words very
well,
he cannot interpret what he's read, find the themes, etc.  If anyone
knows of such a test, please let me know.  His neuropsychologist is
looking for such a measure too. 
		Thanks, 
		Maureen 

			----- Original Message ----- 
			From: Judith Sinclair 
			To: The Learning Disabilities Discussion List ;
RKenyon721 at aol.com 
			Sent: Saturday, November 18, 2006 11:53 AM 
			Subject: [LearningDisabilities 777] A view of
learning disabilities from aconsultant's prespective 

			Hello, Miriam, Josh, Maureen, and all members
of
this wonderful list: 
			
			I could not help but be impressed with the
personal stories you have shared about your own experiences with
learning disabilities, and your sensitive descriptions of inherent
problems and possible solutions.  For many years I have worked with
individuals with learning disabilities as an educational consultant
and
advocate, and continue to do so today as part of my professional
activities.  Consequently, I have learned a great deal about the
effect
of learning disabilities from people who have them, including how it
affects their lives and the lives of those around them.  In essence,
the
effect leaves no one out-not the members of the affected individual's
family, school system, or community.  The inherent issues and
ramifications are often complex.  So to help, here are just a few
things
I would like to share, if you have a moment.  
			
			1.  From my own observation, many learning
disabled people go through most if not all of their school and career
lives never knowing that they are learning disabled.  This occurs
often
because of their ability to compensate, that is, to adjust their
thoughts and behaviors to social and other needs in their everyday
lives
so that the problem(s) is obscured.  For example, a child may not be
able to read, but will pretend to read, thus risking the attendant
poor
grades.  An adolescent with an undiagnosed hearing loss may effect a
certain stance, not out of style but in an effort to hear better.  An
adult may see him or herself as a "slow reader," yet for a variety of
reasons not be consciously aware of an actual disability. 
			
			2. What may appear at first to be an
individual's learning disability may in reality be some other kind of
learning difficulty, or it may be that the person has a learning
disability as well as some other mental condition.  For an accurate
diagnosis, the individual's condition must fit the accepted criteria
and
characteristics for this diagnosis (see the Diagnostic and Statistical
Manual of Mental Disorders for the exact criteria).  Students may be
delayed in learning for other reasons, including environmental.  For
example, children suffering from abuse are unable to process
information
efficiently, yet often display signs indicating "special needs" or a
learning disability.  
			
			3.  Many people who are diagnosed as learning
disabled fail to get a complete report of their true condition, thus
limiting their chances for a full life.  For example, an individual
may
be diagnosed with a reading problem, yet in the interests of time
and/or
money and/or facilities the examiner fails to notice/test for a
hearing
loss, as well.  This situation appears to be most prevalent with the
assessment of children, who often are unaware of an additional
disability or too reticent to report it. 
			
			4.  In my experience, learning disabilities are
not transient in nature but permanent, in that while they may be
addressed early they never really go away.  Left untreated and without
adequate personal compensation, the condition may worsen. 
Consequently,
the earlier and more complete the assessment and diagnosis, the
better.
However, not only early assessment but constant monitoring and
management are essential.  Developmental changes along an individual's
life path must be considered at each appropriate time, and revised or
possibly new solutions examined to prevent regression.  
			
			5. Learning disabilities are not simply a
cognitive manifestation, as is sometimes thought, for evidence of the
problem(s) presents in the learning disabled person's social,
emotional,
psychological, and spiritual expressions, even though the individual's
learning disability problems have been diagnosed and theoretically
dealt
with.  In sum, learning disabilities affect every aspect of an
affected
individual's life.  In my opinion, it is always a good idea to have a
learning disabled person evaluated fully for the presence/absence of
other problems, and treatment available for all additional diagnoses,
and for all aspects of the presentation (see below). 
			
			6.  In my experience, the frustration
encountered by almost all learning-disabled people who have average or
above-average intelligence as they attempt to reach their life and
career goals is incalculable.  This diagnosis along with the constant
need for compensation and adjustment serves so many times to keep the
idea of the disabilities or the disabilities themselves at the
forefront
of the affected person's mind.  Consider, for example, the individual
with a reading LD.  While he/she may have been diagnosed early and
treated successfully, the core of the problem itself remains part of
the
person's life.  The person may know how to adjust for their diagnosed
dyslexia, but is still fully aware that he or she has this condition
and
must constantly compensate for it.  This awareness sometimes prevents
people from following their dreams and pursuing their goals, because
they have in mind that despite all measures of relief they are somehow
tainted.  This is especially true in a society that prizes perfection
and excellence above all else. 
			
			7.  There are various treatments available for
people with learning disabilities.  These include the relatively
well-known and accepted forms of therapy, medication, family and
community support, and school intervention.  I have also found that
people with learning disabilities profit from the experience of
working
one of one with a learning disabilities professional who understands
the
full implication of the diagnosis, and can work with the individual to
set impressive yet realistic goals, and implement manageable
strategies
to reach them.  For example, a young person with a reading disability
who wants to become a lawyer needs to know that there are provisions
for
learning disabled people now in some law schools that will provide the
services and structure required of a law program.  This person also
needs to become acquainted with lawyers who have succeeded and who are
also in some way learning disabled.   
			
			8.  Most K-12 schools today typically provide
some learning disability services in the form of classes, tutorials,
and
so on, depending on the individual student's diagnosed needs.  And
most
colleges and universities offer similar services, although I have
found
that this assistance varies from place to place across the board.
However, despite laws to the contrary, there remain at all levels
institutions that seem to flatly deny the existence of any condition
that could be called a learning disability.  Indeed, these
institutions
insist that the diagnosed student is instead lazy, disorganized,
mentally disturbed, and so on.  This is an unfortunate condition, and
if
encountered requires delicate management and/or outside help. 
			
			9.  Most K-12 schools also offer some form of
learning disability assessment.  Herein lies the rub, as they say. 
The
diagnosis provided may or may not be accurate and complete, two
factors
that must be present if proper and adequate treatment is to be given.
All too often I have seen the diagnosis of a student left to someone
who
was not properly trained, lacked cultural and social sensitivities,
was
not fully aware of what the label "LD" meant to the student now and in
the future, and/or had certain biases toward segments of the
population.
Parent have often complained that the school provided diagnostics were
unfair, incomplete, and or inaccurate, and it has been just as often
my
unfortunate experience to find that the parents were right.  
			
			What are the options?  If the parents can
afford
it, there are outside testing facilities for students of all ages that
can provide appropriate, complete, and accurate assessments of a
student's level and category of LD.  It is important to find out in
advance, however, how reliable these institutions are, and whether
they
are fairly priced as viewed by the wider community.  If the parents
cannot pay much or perhaps at all, they are left to the mercies of
outside agencies, both for-and non-profit.  Here again the outcomes
may
be on the mark or less than desirable.  I have seen both good and poor
results.  But testing is merely part of the equation, and only
initiates
years of work ahead.  Sometimes parents can proceed on their own
successfully, and sometimes not; it depends on their work schedules,
attitudes, other demands, personal problems and health, for example. 
			
			Hiring individual help may be a good idea, if,
and I emphasize the "if," a qualified educational consultant and
advocate can be found.  Both of these characteristics must be present:
the person you select should be an experienced and educated
professional, one who has worked extensively in the school system, and
knows how the system really works.  In addition to knowing and
providing
the precise method of approach to the schools to obtain the desired
goal, the consultant must also have in their heart the ability to
champion the rights of the student.  I say this out of my own
experience
over many years, as I witnessed both good and bad consultants and
advocates hired by concerned, often desperate parents seeking help for
their children.  The good ones worked wonders.  They were
knowledgeable,
articulate, analytical, and prepared.  The bad ones caused havoc and
pain.  They were short-sighted, lacked enough education and
preparation,
and let the school system run rampant over the case.  
			
			What should you look for in a good educational
consultant and advocate?  As I began above, both the ability to
perceive
the real problems in each case, and not just the ones provided by the
school system and family, and the real solutions to each case, that
is,
what in realistic terms can be done within and without the system to
help each child.  Each case is as varied as the colors of the rainbow,
a
good consultant knows, and each case requires full concentration,
adequate education and preparation, professional manner, adequate
time,
and a firm, fixed agenda.  
			
			In terms of fees, I have seen perfectly decent
people working for as little as $50 an hour, and I have seen people
who
should never have been allowed near the case charging $400 an hour and
more.  There seems to be no rhyme or reason to the pricing, and often
it
is what the community will bear.  Here in the Washington, DC metro
area
most consultants and/or advocates charge from $100 to almost $1000 per
session, with more for special services, depending on what they
advertise they can do for you and your youngster.  Amazing but true. 
			
			What you want to look for is someone you like
and trust, first, so that the time you and your child spend with them
will be production.  You also want someone who is educated in the
field
and can prove it, and someone who will spend time with you as a
parent,
your child as a student, you and your child as a team, the student's
school, the school's administration, the school system administration,
the many meetings that are inevitable, available resources and
alternatives, available treatments and options, and access to
potentially necessary extended help.  It is also a good idea to know
if
the person works with any lawyers who specialized in education law,
"just in case."  While you may or may not need, ultimately, to seek
counsel, it is always a good idea to have "on tap" a name or two of
law
firms that you have already checked out.  
			
			I would recommend that you explore all of this
before deciding anything.  I would also suggest that you try to work
out
an agreement on an hourly basis, with a letter of contract that lets
you
out of the relationship if you find out that the person is not working
out.  If they insist on a retainer larger than 5 hours of their time
on
an hourly basis, or if they ask for all the money up front, or any
other
large money arrangement, after deciding whether their reasons were
sound, I would perhaps look elsewhere.  There are many very good
educational consultants and advocates who do have fair rates and who
are
more than happy to assist you.  
			
			I hope this information is of value to you, and
that you will contact me with any questions you might have.  
			
			All best, 
			
			Dr. Judith Peyton Sinclair 
			
			
			Contact information: 
			
			Judith Peyton Sinclair, PhD 
			Cognitive Psychologist and Educator 
			Life and Career Management Services Consultant 
			Telephone 202-364-3893 
			www.sinclairsystem.com 
			j-p-sinclair at worldnet.att.net 
			

	
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