Hi Kelli,
Yes, I agree.
Thanks for the input.
Megan

Sandman-Hurley, Kelli wrote:

> Megan:

>

> Oh yes, the complicated nature of adult literacy. We have a far from ideal setting. But again, I wonder how much of an effect the lack of an appropriate intervention for someone with dyslexia has on persistence. It is a valid question that probably does not have a neat answer. I am inclined to advocate for really good training up-front for our tutors so that no matter what 'type' of learner they teach, it is a sound intervention.

>

> In terms of the variability of levels, that is where a good assessment comes into play. Every program should be using an assessment that includes phonemic awareness, phonics, spelling, reading comprehension (Silent and aloud) and miscue analysis. This type of information in the assessment would allow tutors to start at an appropriate place in the curriculum.

>

> I think it is important at this point in the discussion to clarify that I am referring to those adults with dyslexia who are English speakers and were never able to read. Also, you have to rule out brain injury, lack of educational opportunity and developmental delay. Having said that, an O-G program will work for just about anyone in need of reading help.

>

> I think it may all come down to training for all in the areas of reading and assessment in dyslexia.

>

> -----Original Message-----

> From: learningdisabilities-bounces at nifl.gov [mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Megan Bakan

> Sent: Thursday, September 25, 2008 8:44 AM

> To: The Learning Disabilities Discussion List

> Subject: [LearningDisabilities 2343] Re: Dyslexia and Curriculum

>

> 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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>>

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>

> --

> Megan M. Bakan Ph.D.

> Florida State University

> Department of Psychology

> Room 418B

> 1107 W. Call Street

> Tallahassee, FL 32306-4301

> FSU Office (850)644-4563

> Toll Free: 1-866-290-2456

> Home Office (850)216-0510

>

> The Dyslexia Research Registry

> Improving Reading, Improving Learning, Improving Lives

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>

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>   


-- 
Megan M. Bakan Ph.D.
Florida State University
Department of Psychology
Room 418B
1107 W. Call Street
Tallahassee, FL 32306-4301
FSU Office (850)644-4563
Toll Free: 1-866-290-2456
Home Office (850)216-0510

The Dyslexia Research Registry
Improving Reading, Improving Learning, Improving Lives
www.fsuld.org