[AAACE-NLA] Advocacy and the CBO
l_kaae at yahoo.com
Tue Nov 2 19:54:03 EST 2004
I just listened to this woman speak at a conference.
You might want to check out her website and contact
her for more information on dyslexia.
--- AWilder106 at aol.com wrote:
> I am trying to reconcile different points of view,
> professional opinions, and neuroscience. I haven't
> come up with this reconciliation yet, but here is
> where I have gotten to.
> I think (not believe) that most schools and most
> teachers (k12) in the lives of the current adult lit
> population taught to the vast middle--those maybe
> 97% who can learn to read and write without the
> teacher doing back flips. Some of those 97% of
> students ran into serious roadblocks in school in
> the manner of untrained teachers, large classrooms,
> bad family situations, and so on. Maybe that
> knocked the number back to 85%. Reid Lyon thinks
> it's lower than this, so I will have to check.
> So the people who land in adult literacy programs
> are those who have been poorly taught using
> conventional methods, and those who learn
> differently--Shaywitz's dyslexics. The dyslexics
> mostly (not all)have a phonological deficit, they
> learn differently, and they can be retrained, as can
> the conventionally "taught" adult students who never
> caught on to something or other in the learning to
> read progression.
> This puts the onus on the teacher of adult students
> who through teacher training and the use of good
> computer programs can retrain their students. The
> teachers themselves must be able through their own
> training to assess the students' needs.
> Part of the students' need is strengthening of
> self-concept. They already have some confidence or
> they wouldn't have shown up at the program.
> A person's emotional needs must be met if they
> impede learning. One way of doing this is through
> effective teaching, meaning rapid learning.
> Effective teaching comes through teachers who have
> excellent training and ideally computers at hand.
> Can't get around the excellent training. Excellent
> training must include the latest learning that can
> be gained through neuroscience.
> Let's suppose Sally Shaywitz has identified neural
> patterns characteristic of poor readers. She then
> searches around for ways to change the neural
> patterns. She (and others) test a variety of
> teaching techniques. She looks for the neural
> patterns to change to those characteristic of good
> If you've read this far, you have noticed the
> medical model at work. Sally Shaywitz is a medical
> doctor, as is her husband and fellow researcher.
> So what tools and techniques do adult teachers have
> at hand, if not fMRI's? If they are trained and
> experienced they can probably figure out some of
> what is going on with their students through
> informal assessments which should if it is possible,
> include a writing sample, and might also include
> list reading, color naming, and listening to a story
> and telling what happened. List members have
> mentioned other informal techniques, like newspaper
> reading and golden books. Heide Wrigley had some
> good input here.
> The reading material can be designed to retrain the
> If there is anybody out there who disagrees with
> what I have said for reasons I have not already
> covered, I would be very interested in hearing from
> them, so please write.
> Art uses the TABE to measure progress. The major
> problem with the TABE seems to be that it is a timed
> test. There may be some other technical
> construction problems, too. The biggest difficulty
> with the TABE, though, for those who rail against
> it, is the format--it looks standardized, as in fact
> it is. Can't get around that.
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