Hi KC and Andrea,
 
I think this is so interesting and relevant as it came out just shortly  
after we had some discussion about research priorities.  This certainly  takes a 
real "hot topic" in the field and narrows it down to the least common  
denominators.  The results of scholarly research affect practice.   There were some 
interesting suggestions in the article that related to how it  could affect 
instruction.  Even though most research is done with  children and has to be 
adapted for our adult population, it is still  noteworthy.
 
What do others think?
 
Thanks,
 
Rochelle
 
 
 
Rochelle Kenyon
Moderator, LINCS Learning Disabilities Discussion  List
Center for Literacy Studies at the University of Tennessee
_RKenyon721 at aol.com_ (mailto:RKenyon721 at aol.com)  

To  post a message: 
_Learningdisabilities at nifl.gov_ (mailto:Learningdisabilities at nifl.gov)  






Rochelle--thanks for the calibre of this!  I rely on you  to give us the 
best, fast, this is worth looking   into.

Thanks!

Andrea
 
 
 
Hi Rochelle - I thought it was a fascinating premise (I saw is  in  Schwab 
Learning) and it confirmed some of my informal observations  of  how dyslexic 
people approach reading.  However, I suspect that  there may be room for both 
schools of thought (and probably more!) and what is  causal for one dyslexic 
reader may not be true of all of them.

KC  Andrew
Washington State Board for Community and Technical Colleges
Adult  Basic Education - Professional Development Services
360/485-2338
_kandrew at sbctc.ctc.edu_ (mailto:kandrew at sbctc.ctc.edu)   
<mailto:kandrew at sbctc.ctc.edu>  


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