I'm just catching up on this strand and appreciate the suggestions, but one question nags me: Given what Shaywitz and others have learned about the phonological basis of dyslexia, can anyone explain the b/d discrimination problem in that context? Obviously, many of our students struggle with it, but it seems to support the notion that dyslexia is a visual, or directional orientation problem, instead of a phonological one. Or is it a case of co-morbidity?
Christy Breihan


>>> "Betsy" <bsg36 at comcast.net> 08/30/08 11:13 AM >>>

Lucille, I like that one!  Thanks!   Betsy

 

  _____  

From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Lucille Cuttler
Sent: Friday, August 29, 2008 10:57 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 2210] Re: Fwd: Whole Language, Phonics,Adult
Reading Instruction

 

And consider "belly" and "derriere" for instant signals - you got it! Hand
on belly and hand on derriere.  Don't be shy. It works.  Lucille 

-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Betsy
Sent: Friday, August 29, 2008 2:17 PM
To: 'The Learning Disabilities Discussion List'
Subject: [LearningDisabilities 2207] Re: Fwd: Whole Language, Phonics,Adult
Reading Instruction

Jo Ann, have you heard about the " b e d" explanation to distinguish the "b"
from the "d"?  That has worked the best for me.  Print   b  e  d  out on a
piece of paper. The "b" is the head of the bed and the "d" is the foot of
the bed.  Place your hands, palms up  - left hand on the "b" and the right
hand on the "d" with finger tips of each hand facing each other.  Then close
them to make fists with thumbs pointing up.  The left hand replicates the
shape of the "b" and the right hand, the shape of the "d".  After that
explanation, I find my students making the fists (getting out their bed)
when needing to determine which is which.  I don't think that is called a
mnemonic, but it works for me and most of my students with that problem.

 

Betsy Gauss

 


  _____  


From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Jo Ann Fishburn
Sent: Friday, August 29, 2008 4:51 PM
To: The Learning Disabilities Discussion List
Subject: [LearningDisabilities 2206] Re: Fwd: Whole Language, Phonics,Adult
Reading Instruction

 

Thanks, Tom, for the explanation. I understand what you're saying. The main
situation where I try to use mnemonics is with b/d confusion. ABeCeDarian
suggests keywords for students who benefit from them. If they can't remember
the sound associated with a particular spelling, they may be able to access
the key word and figure it out. Would that be a kind of mnemonic? 

I also was trained in what was by then called LiPS. Although I don't think
it's necessary to take the time to teach most students awareness of the
articulation to produce various sounds, I have often used little bits of
what I've learned, especially with students with speech difficulties. It
also helps understand some confusions that come up. A student the other day
thought /dr/ sounded like /jr/ and I could understand that the tongue
placement was similar. I found the whole method fascinating when I was being
trained because I had never had any exposure to linguistics before.

Jo Ann

 

 

----- Original Message ----
From: "tsticht at znet.com" <tsticht at znet.com>
To: learningdisabilities at nifl.gov
Sent: Friday, August 29, 2008 1:41:21 PM
Subject: [LearningDisabilities 2201] Re: Fwd: Whole Language, Phonics, Adult
Reading Instruction

Re: Fwd: Whole Language, Phonics,    Adult Reading Instruction

Jo Ann: Thank for looking at Teaching Reading With Adults. You asked, "Could
you explain what you mean by using "mnemonics to learn sight-sound
associations"?

By this I mean using knowledge that will help learners learn what are
essentially arbitrary graphic signs associated with speech sounds. One of
the best mnemonics systems I have used was Pat Lindamood?s early A.D.D
program in which she taught decoding by first teaching about the place and
manner of articulation that produced different sounds. For instance, for
teaching about bilabial unvoiced plosives she had pictures of big lips
together in what she called the "lip poppers." Teaching people how sounds
are made provides a conceptual understanding of sounds that has a more
"concrete" aspect than merely discussing words and constituent sounds.

Another earlier mnemonic system was Frank Laubach?s use of pictures that
looked like alphabet letters, such as using the letter b, and saying this
looks like a bird, with a picture of a bird with the letter b superimposed
over the birds head and neck to look like the letter b.

Hope this is useful.

Tom Sticht




I

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