Right approach?   Debate still rages?   How to teach, and when to start, and
what to do has been settled.

May I suggest OVERCOMING DYSLEXIA,     Sally Shaywitz
PROUST & THE SQUID, Maryanne Wolf

These books provide a foundation for answering the question of what to do,
and why to do it.

And of course, the information available from the International Dyslexia
Association.

Definitely the debate is over.  In the States, the NCLB (No Child Left
Behind) rests on scientific findings of how to teach literacy skills.
Phonological skills are basic.

Lucille Cuttler
  -----Original Message-----
  From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of
RKenyon721 at aol.com
  Sent: Thursday, April 17, 2008 7:47 AM
  To: learningdisabilities at nifl.gov
  Subject: [LearningDisabilities 1951] Question on Using Phonics


  Hi,

  Here is an interesting message from the Technology List.  Does anyone have
a response for Anthony in the UK?

  Hi

  The use of phonics for the teaching of early grapheme recognition and
production has now been mandated for children in the UK. The debate still
rages as to whether this is the right approach. One of the problems we have
is the lack of experience in the technique - this is made even more
difficult if one were to think of extending its use to the adult
language/literacy learning environment. Does anyone have any experience of
using phonics with adult ESOL/EAL learners and, if so, with what results and
what materials were used. To my mind, it would seem logical to utilize a
tried and tested method.

  As ever - thanks for your help.

  From the other side of the pond.


  Anthony


  Thanks,

  Rochelle



  Rochelle Kenyon
  Moderator, NIFL/LINCS Learning Disabilities Discussion List
  Center for Literacy Studies at the University of Tennessee
  RKenyon721 at aol.com

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