[LearningDisabilities 790] Re: research on transfer of decoding to reading.Andrea Wilder andreawilder at comcast.netThu Nov 30 13:31:10 EST 2006
Susan-- How do you know that the researcher didn't test the transfer to reading? As I recall, use of nonsense words is an excellent way for testing decoding skills. No? Andrea On Nov 30, 2006, at 12:00 PM, Susan Jones wrote: > 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 > > > > ---------------------------------------------------- > National Institute for Literacy > Learning Disabilities mailing list > LearningDisabilities at nifl.gov > To unsubscribe or change your subscription > settings, please go to > http://www.nifl.gov/mailman/listinfo/learningdisabilities > Message sent to > mlavallee at charter.net.------------------------------------------------- > - > > -- > > National Institute for Literacy > Learning Disabilities mailing list > LearningDisabilities at nifl.gov > To unsubscribe or change your subscription settings, please go > to http://www.nifl.gov/mailman/listinfo/learningdisabilities > Message sent to andreawilder at comcast.net. > > ---------------------------------------------------- > National Institute for Literacy > Learning Disabilities mailing list > LearningDisabilities at nifl.gov > To unsubscribe or change your subscription settings, please go to > http://www.nifl.gov/mailman/listinfo/learningdisabilities > Message sent to andreawilder at comcast.net. >
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