Our program bought several whisperphones for our students.  Our ESL teacher uses them when she wants students to read aloud to themselves.  They can only hear themselves, so it's less distracting for everyone and they are able to hear their own pronunciations.  I also use them in our GED class to mask the background noise when the students are doing timed readings aloud with a partner.  Some students dislike them because they are self-conscious wearing them....not the most attractive piece of head gear... but I think they are helpful.
 
Lora Allen
ABE/GED Instructor
WABERS Data Support
LDQI-Point of Contact
CASAS Training
Big Bend Community College
7662 Chanute St.
Moses Lake, WA 98837
509-793-2048
http://www.whisperphone.com/

________________________________

From: learningdisabilities-bounces at nifl.gov on behalf of Bonnita Solberg
Sent: Thu 1/11/2007 8:34 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 854] Re: New Dyslexia Theory Blames 'Noise'


I was also thinking to experiment with students learning English as a Second Language, to ascertain if they could hear what they are saying better in this way.  May give it a try.  Bonnita

Andrea Wilder <andreawilder at comcast.net> wrote: 

	Well, if this isn't a clever idea. Anybody else tried this??
	
	Andrea
	
	On Jan 11, 2007, at 10:23 AM, Grace Temple wrote:
	
	>
	>
	>> I also have often thought of dislexia this way.  From my own 
	>> experience with my child who struggled with dislexia, I found that 
	>> when teaching him phonics and phonemic awareness we were able to 
	>> achieve a greater amount of sucess when we used a 'talk back'.  It is 
	>> an old method used in special ed.  It's a half tube bent to go from 
	>> the mouth to the ear.  When the student speaks or makes the letter 
	>> sound, it is immediately sent round the tube to their own ear.  I 
	>> have seen great progress with this.   I guess I just never tied it to 
	>> deslexia.  I just thought that my inattentive resistive child needed 
	>> something to keep him from being distracted.    It certainly deserves 
	>> further study. 
	>>
	>> Grace Temple, Executive Director
	>> Sanilac Literacy Council
	>> templege at hotmail.com
	>>
	>> 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 
	>>  
	>> To post a message:
	>> 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 
	>>  
	>>
	>>
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	>> >Message sent to templege at hotmail.com.
	>>
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