Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f9S3Tv010672; Sat, 27 Oct 2001 23:29:57 -0400 (EDT) Date: Sat, 27 Oct 2001 23:29:57 -0400 (EDT) Message-Id: <015c01c15f5f$dbd53740$7fae35d8@-denton> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: "Denton Kurtz" <dkurtz@learningdisabilities.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3673] re: Cliff Willard's letter X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 4.72.3155.0 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5805 Lines: 134 Dear Patricia, We www.learningdisabilities.com have used the Auditory Discrimination in Depth-ADD (newly titled Lindamood Phoneme Sequencing Program for Reading Spelling and Speech, 3rd Ed., LiPS) for 11 years. It is distinguished by using extensive oral-motor or "training the articulatory gestures", within its complete multisensory program. We have never failed to train someone to gain phonological awareness, phonemic awareness and phonetic work attack skills with this program, no matter how severe. Most reading disordered individuals have a need for this training and training in developing rapid naming. Some need training suggested by Cliff Willard in combination with the above. Once in a blue moon phonological awareness training isn't necessary because it is already intact. Our sample as with most researchers is a few thousand, not from my own singular experience or from just a few people we have talked to. Pat Lindamood who originated the ADD program with her husband in 1969, along with her organization www.lblp.com , will tell you the same thing and she/they have remediated many thousands -----Original Message----- From: Patricia Rosen <trmay@hotmail.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Date: Saturday, October 27, 2001 8:31 AM Subject: [NIFL-LD:3666] re: Cliff Willard's letter >Cliff, > >Are you saying that you do not agree with the idea that work in phonological >awareness can benefit those with learning disabilities? > >I have often thought the same myself. Yes, I agree that phonological >awareness is an indicator of reading ability - but can it effectively be >'taught' to those who have learning disabilities? After only 3 years of >research and practice I am starting to have my doubts. I am beginning to >realize that what I am actually teaching my students with learning >disabilities are 'tricks' in how to locate and organize the information that >they need in order to be successfull at whatever task they are undertaking. > >The teaching of phonological awareness skills does have an important role. >It quickly distinguishes between those students who are simply taking longer >to learn how to read with those who have learning disabilities. > >That's my opinion, and I will be researching this very issue during the next >few years through the University of Toronto and at my place of work in >Montreal, Quebec where I work as a resource teacher with middle school >students. > >I'd be interested in knowing your thoughts. > >Patricia Rosen >prosen@oise.utoronto.ca > > > > > > > > >>From: Clifton Willard <clifwillard@home.com> >>Reply-To: nifl-ld@nifl.gov >>To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> >>Subject: [NIFL-LD:3625] No support for Phonetic awareness as cause of >>reading >>Date: Fri, 19 Oct 2001 23:28:34 -0400 (EDT) >>MIME-Version: 1.0 >>Received: from [192.188.111.2] by hotmail.com (3.2) with ESMTP id >>MHotMailBD9A3A65003A40043222C0BC6F02A5DE0; Fri, 19 Oct 2001 20:28:54 -0700 >>Received: from literacy (localhost [127.0.0.1])by literacy.nifl.gov >>(8.10.2/8.10.2) with SMTP id f9K3SY020045;Fri, 19 Oct 2001 23:28:34 -0400 >>(EDT) >>From nifl-ld@literacy.nifl.gov Fri, 19 Oct 2001 20:28:57 -0700 >>Message-Id: <5.1.0.14.2.20011020101832.00a00080@mail> >>Errors-To: listowner@nifl.gov >>Originator: nifl-ld@literacy.nifl.gov >>Sender: nifl-ld@nifl.gov >>Precedence: bulk >>X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas >>X-Mailer: QUALCOMM Windows Eudora Version 5.1 >> >>As an introduction, My name is Clif Willard and I am a Licensed >>Professional Mental Health Service Provider in Tennessee. I have a masters >>degree in communications and a second masters degree in educational and >>counseling psychology. I also spent 2 years in a graduate program for >>special education, multiple disabilities. I read on a third grade level and >>have ADHD myself. I attended thirteen different elementary schools and >>dropped out of high school after six weeks in the ninth grade. I am an >>adjunct assistant professor and teach a graduate class in ADHD and Language >>Based Disabilities. I am in private practice and concentrate on young adult >>and adult clients with language based disabilities and >>Attention-Deficit/Hyperactivity Disorder. Most clients participate in >>counseling on a weekly basis for several years rather then short term >>therapy. Several years ago I participated in this list. At that time I felt >>that there was no real support for the idea that a lack of phonetic >>awareness was the cause of a reading disability. Over the last 10 years I >>have not found any research that supports this theory. >> >>My clinical experience does however support the notion that a reading >>disability is caused by a perceptual deficit and that this perceptual >>deficit is caused by a timing problem of one of the processors being out of >>sync with the other processors in the system. It is a timing problem and >>dynamic. Because it is dynamic, people with a reading disability can appear >>to "do it" one minute but can't ten minutes later. It is part of the >>disability, not an indication that they are "getting it." A broken clock >>tells the correct time twice a day. >> >>I am aware that 98 percent of the research supports phonetic awareness as >>does Sally Shaywits at Yale. I have looked at much of the research and find >>that it makes all kinds of assumptions that are not supported in the >>experience of those with the disabilities. Dr. Shaywits' research seems to >>epitomize the folly of the research on reading disabilities/dyslexia. I was >>wondering what you think?? >> >>Clif >> > > >_________________________________________________________________ >Get your FREE download of MSN Explorer at http://explorer.msn.com/intl.asp > > >
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