"My point is that adults with LD do not learn using just any method.
They need more than readiness to learn, although that is an enormous
part of it.  They also need appropriate methods that take their
underlying processing problems into account."

 

Mary so true!!!!!!

 

 

Ms. Gary Bartolina, Program Manager
Adult Education Basics
NYS & CSEA  Partnership for Education & Training
Corporate Plaza East - Suite 502
240 Washington Avenue Extension
Albany, NY 12203
Phone: 518-473-4990
Fax: 518-473-9457
bartolinag at nyscseapartnership.org
<mailto:bartolinag at nyscseapartnership.org> 
www.nyscseapartnership.org <http://www.nyscseapartnership.org/> 
"A love affair with knowledge will never end in heartbreak."
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-----Original Message-----
From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov] On Behalf Of Mary Kelly
Sent: Thursday, October 09, 2008 11:12 AM
To: bcarmel at rocketmail.com; The Learning Disabilities Discussion List
Subject: [LearningDisabilities 2446] Re: O-G research with adults

 

I resisted commenting on this, but there is one line that I have to
address.  "When people decide they are ready to learn, they can learn
with just about any approach."

In my experience, this is not true.  I have data on almost 2,000 adults
who have come to our program for evaluations.  Without question, the
vast majority of these adults were ready and eager to learn for many
years.  Most of them wanted to learn when they were in school.  25% of
them were enrolled in adult literacy or adult education programs before
coming to us.  The reason they came to us was that, despite wanting to
learn and attending programs for adult  learners, they were not making
progress.  They could not learn with "any approach."

Our program depends on two methods for helping adults with LD learn to
read.  We try to use the Wilson System with everyone.  This is a
systematic approach to learning to decode that includes a great deal of
practice and repetition, cornerstones of learning for people with LD.
It is not as simple as Bruce implies, because it requires the person
doing the teaching to have an understanding of the phonemic building
blocks of language.  I train people to use this approach, they cannot
just get it out of a cookbook.  And planning is required, as each
student will respond in different ways and need different amounts and
types of practice.

Clearly there are individuals who might not be successful learning to
read using multisensory phonics instruction (i.e, O-G).  We use a series
called New Beginnings in Reading to work with these individuals.  This
series is out of print.  I was told by the publisher (then New Readers
Press) that there was limited call for this series.  We use it to teach
sight words in a systematic manner.  Again, some training is needed
because the teacher needs to be sensitive to the responses of the
individual student and know how much practice is needed for the
individual to achieve mastery.  New Beginnings is structured to provide
a wonderful amount of practice in a lively and interesting way.  It is
too bad that we have to use xerox copies.  And if this doesn't work, we
try other things.

My point is that adults with LD do not learn using just any method. They
need more than readiness to learn, although that is an enormous part of
it.  They also need appropriate methods that take their underlying
processing problems into account.

Mary S. Kelly, PhD
Director, Fisher Landau Center for the Treatment of LD
Albert Einstein College of Medicine
1165 Morris Park Ave.
Bronx, NY 10463


At 03:28 PM 10/6/2008, you wrote:



I would think there is some research out there that shows that people
learned something with O-G. When people decide they are ready to learn,
they can learn with just about any approach. 
 
I was curious about why some people in our field were so passionate
about Orton-Gillingham. It wasn't the way I taught, and I wanted to be
open to it. If it was a better way, I was ready to convert. So I did
some informal asking around. I did not do a formal  "study," just
comments and thoughts from teachers, volunteers and students in
California, Illinois, and New York: 
 
--Teachers and (especially) volunteer tutors with little training or
support are very comfortable with O-G. It is very structured and
organized. It tells them what to do next. You don't have to plan
lessons. You just follow O-G. 
--Some students think it's fine but no better than any other approach to
instruction. 
--Other students were very excited about the phonics approach as it
taught them phonics, but frustrated as they were still unable to read.
They learned the O-G fragments, but not how to read a real-life text.
 
That's what I heard, folks....
 

>From Bruce Carmel

Brooklyn NY 


--- On Sun, 10/5/08, tsticht at znet.com <tsticht at znet.com> wrote:

From: tsticht at znet.com <tsticht at znet.com>

Subject: [LearningDisabilities 2424] O-G research with adults

To: learningdisabilities at nifl.gov

Date: Sunday, October 5, 2008, 10:05 PM



LD colleagues: I came across the following information Wikipedia
and
 
wondered if anyone knows of experimental research using O-G with
adults?
 
Thanks, Tom Sticht
 
 
Following is a quote from Wikipedia:
 
 
Begin quote: "Despite the long-term and widely established use
of
 
Orton-Gillingham techniques, the Florida Center for Reading Research
 
reported in 2006 that it was unable to identify any empirical
studies
 
examining the efficacy of the approach specifically as described in
 
Orton-Gillingham training materials. Thus there was no direct
research
 
evidence to determine its effectiveness, although there are a variety
of
 
studies of derivative methods that incorporate aspects of
Orton-Gillingham
 
in combination with other techniques.[2]
 
 
An overview of all reported studies of Orton-Gillingham derivative
methods,
 
such as Alphabetic Phonics or Project Read, revealed only a dozen
studies
 
with inconsistent results and a variety of methodological flaws. In
a
 
detailed report in the Journal of Special Education, the authors
reported
 
that despite widespread use in a variety of settings for more than 5
 
decades, "OG instruction has yet to be comprehensively studied and
reported
 
in peer-reviewed journals." They concluded, "the research is
currently
 
inadequate, both in number of studies and in the quality of the
research
 
methodology, to support that OG interventions are scientifically
based."
 
Despite these conclusions, the article does provide a detailed
overview of
 
the available research, which viewed most favorably would show some
 
evidence of benefit from classroom use of OG methods with first
graders,
 
and use in special education or resource settings with older children
with
 
learning disabilities.[3]
 
 
 
[edit] References
 
^ Sherman, Gordon. Can Neuroscience Help to Demystify Dyslexia?
Schwab
 
Learning. Retrieved from
<http://www.schwablearning.org/articles.aspx?r=430> 
http://www.schwablearning.org/articles.aspx?r=430
 
October 8, 2007.
 
 
^ . "Orton-Gillingham Approach". Florida Center for Reading
Research.
 
Retrieved on 2007-05-23.
 
 
^ Ritchey, K.D.; Goeke, J.L. (2006). "Orton-Gillingham and
 
Orton-Gillingham
 
Based Reading Instruction: A Review of the Literature". The
Journal of
 
Special Education 40 (3): 171-183
 
 
<http://www.ingentaconnect.com/content/proedcw/jse/2006/00000040/0000000
3/art00005> 
http://www.ingentaconnect.com/content/proedcw/jse/2006/00000040/00000003
/art00005
.
 
Retrieved on 2007-06-01." end quote
 
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