Kelli,
I think you make some very good points.  Research has done a good job of 
showing us what works - in an ideal setting.  Then we get to the real 
work of practice where students and tutors have limited time and 
resources.  In addition, with adult learners in particular there is a 
great deal of variability.  How do we bridge the gap? 
Megan Bakan

Sandman-Hurley, Kelli wrote:

> Hello. I am so pleased to be a part of this discussion and I look 

> forward to helping to answer your questions, dispel 

> myths/misconceptions and help inform your practice. As someone who has 

> worked in adult literacy for the past ten years I am very aware of the 

> challenges we face when teaching or training volunteers to teach these 

> 'hardest to teach' learners. The previous comment about the gap 

> between the research and tutor training is a major problem in adult 

> literacy and I hope this discussion can close that gap ever so slightly.

>  

> There is old research and new research that supports the use of an 

> Orton-Gillingham based program for those who have dyslexia. The old 

> research based their opinion on test score improvements and general 

> reading improvement and developed the theory that it also 'changed' 

> the brain.

>  

> The new research (fMRI, MEG) has actually now begun to show that the 

> use of an Orton-Gillingham based program actually might change the 

> brain and the neural networks used to read, which has supported the 

> earlier research. One caveat is that it is much easier to change the 

> brain of a yung person than say, someone like our adult learners, but 

> it is still possible. Also new and I saw was brought up briefly is the 

> genetic or familial factor of dyslexia. So, how could this impact how 

> we approach our Family Literacy programs?

>  

> In order for this change to take place, the intervention needs to 

> be: implemented by a trained individual, consistent over a period of 

> time (no less then 80 hours), and the tutor/teacher needs to follow 

> the program exactly as it is laid out. All of which can be very 

> challenging in any adult literacy setting. If money and time were not 

> an issue, it would be best if all of us who work with most challenging 

> students there are (adults with dyslexia) to be thoroughly trained in 

> one or more of these programs. Of course we must be aware that not one 

> of learners if like another, so how do we deal with that? Also, there 

> are various degrees of dyslexia and each program needs to be 

> individualize, which is difficult in an adult literacy setting, but it 

> is possible.

>  

> I look forward to your thoughts and questions,

>  

> Kelli

>  

>  

>  

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-- 
Megan M. Bakan Ph.D.
Florida State University
Department of Psychology
Room 418B
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The Dyslexia Research Registry
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