I think that the b d confusion would be greatly decreased if they were not taught at the same time. This is the kindergarten or first grade teacher's area.  As a remedial teacher I have simply done a lot of work on one letter (b).  If they really understand how a "b" looks, the other one is a "d".  Recently I had a first grader who had them confused at all times. She had to read words with both letters so I showed her the word "bed". Then I had her make a "b" with her left forefinger and thumb and a "d" with her right forefinger and thumb. It work! She can create a "bed" by putting the two hands together. She always has that memory peg with her and knows which is which. We spent a lesson period really getting that straight.
Sharon

--- On Thu, 9/18/08, Andrea Wilder <andreawilder at comcast.net> wrote:

From: Andrea Wilder <andreawilder at comcast.net>
Subject: [LearningDisabilities 2299] Re: [SPAM?] Re: Fwd: Whole Language, Phonics, Adult Reading Instruction
To: "The Learning Disabilities Discussion List" <learningdisabilities at nifl.gov>
Date: Thursday, September 18, 2008, 5:59 PM

It maybe another problem, "visual neglect."  Has to do with  
malfunctions in magno and parvo cells.

Andrea:)

On Sep 15, 2008, at 12:37 PM, Christy Breihan wrote:


> 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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