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From: Lucille Cuttler <Lu@projectliteracy.org>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:4268] Re: Help for James
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Dear Barbara, Thank you so much for sharing information that can only come
from those with the experience of using O-G. Wilson, Traub, Aylette Cox -
all of these disciples and others of Dr. Samuel Orton have shown the way.
There's a way to teach that works. You know it. I know it. We do it and
see results. Project Literacy/Outreach trains volunteer tutors in O-G and
have been helping to make a difference since 1986. All services are free.
I founded the program on the premise that if you used a method appropriate
for a diagnosed dyslexic, you had a way to help anyone that needed help,
with or without a diagnosis.
It's time that the colleges preparing teachers gave them the tools to do the
job. Clearly all teachers want to see their students succeed. It's time for
all teachers to demand at least six credits in O-G to satisfy certification
requirements. Knowledge of this method continues to be the missing item in
the tool box.
The illiterate adult was once a kid who started school expecting to become
literate. The teacher, not the student, failed if he didn't learn literacy
skills. And the teacher was betrayed by not being taught how to deliver
appropriate methods. The number of illiterate adults should shrink when we
all master reading skills by third grade, as the NCLB law asks. Lucille
Cuttler
visit www.projectliteracy.org
-----Original Message-----
From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov]On Behalf Of Guyer,
Barbara
Sent: Thursday, May 06, 2004 10:57 AM
To: Multiple recipients of list
Subject: [NIFL-LD:4266] Re: Help for James
To Deborah Yoho and others
Dear Deborah,
I have had exactly the same experience you describe. I was so
frustrated that I was almost ready to look for another profession. Then
we got a person in our building who was trained as an Orton-Gillingham
tutor. I began to notice that the students she saw were beginning to
learn to read. These were children and teenagers who had had many
teachers. One day I went to her and asked what she did that was
different.Why was she successful? I was using a linguistic approach,
even a multi-sensory linguistic approach), but it didn't work.
She came to my class and taught every day for an hour, and I
began to see why I had failed. Some of my students needed to go beyond
word families. If we were to look at a House of Language, we would
notice that there were cracks in the plaster. We try to patch them with
the linguistic approach, but the foundation is flawed. Until we fix
that, the plaster will continue to crack. We need to spend time each
day on individual letters and combinations of letters (tr, sl, ch, wh,
-tion, pre-), etc. We need to have them look at the letter(s), say the
name of the letter, then the concrete key word that begins with the
sound of that letter, say the sound of the letter, and repeat the name
of the letter. Then they write the letter.
When they know enough consonants to form words, usually about
10, we teach them to blend those sounds into words. With severely
handicapped students, I use only pictures that represent the sounds in
the word. For example, for "hat" I would have a picture of "hand"
"apple" "turtle". The student would look at those and say the first
sound of each one (h-a-t). I would have the student close his eyes and
visualize the objects -- and blend the sounds together while
visualizing. Then he would write the word "hat".
This is only the beginning, but when students have learned to
blend 3 letter words, I would teach them the first syllable division
rule: When you have a vowel, consonant, consonant and another vowel,
you usually divide the syllable between the two consonants. Example: c
v c c v c
c a t n i
p
____________
_________
The Phonetic Hierarchy is so wise because each thing you teach is
based on the skill before. No longer do we have words presented because
they fit into a story. I couldn't be more enthusiastic about
You can get much more information through the Wilson Reading
System (www.wilsonlanguagesystem.com)
Recipe for Reading by Traub is available through Educators Publishing
Service. I have a book available through amazon.com or
barnesandnoble.com entitled "The Pretenders: Gifted People Who Have
Difficulty Learning". It is about 8 people with whom I have worked who
had serious reading problems. The stories are a blend of living
experiences combined with teaching techniques. I don't mind mentioning
the book because I give all the proceeds to a program that I founded and
direct called H.E.L.P. (Higher Education for Learning Problems), located
at Marshall University. If you try one of these programs, I think you
will be very pleased. If you work more with adolescents or young
adults, I believe that the Wilson Reading System would be more helpful
for your students.
Good luck to you. If you have questions, I'll be very glad to
try to answer or tell you where you can find an answer.
Barbara Guyer
-----Original Message-----
From: nifl-ld@nifl.gov [mailto:nifl-ld@nifl.gov] On Behalf Of Harry
Irizarry Seda
Sent: Tuesday, May 04, 2004 9:04 PM
To: Multiple recipients of list
Subject: [NIFL-LD:4252] Re: Help for James
Debbie Yoho wrote:
> I routinely use word families when I teach word attack skills. If I
> give him the word "map" and then ask him to either write or orally
> spell the word "lap", he can do it. But if for some reason he needs
> to write the word "lap" or "map" without the cues, he can't. If I
> give him "map" and he writes "lap" immediately, he can cover "lap" and
> re-write either map or lap immediately, but if I move on to even one
> additional word, then backtrack and ask him to write "lap" again
> without a cue, he can't do it. It is as though the new learning in
> between has erased his previous knowledge. Keep in mind that he could
> READ both words already before I even taught them, but he would not be
> able to retrieve the words without the cue. To illustrate the problem:
>
> Here is the word "map". Copy the word. (no problem) Now how would
> you spell "lap"? (no problem. He will spell aloud l-a-p.) Now write
> "lap". (no problem) Here are some letters. Can you take the word
> "lap" and substitute s or t and make new words? (no problem. He
> writes sap and tap, looking at his paper where he just wrote "map".)
> Can you name some other words that rhyme with "lap". (no problem. He
> says gap and rap.) Can you write gap and rap. (no problem).
>
> So, I assume he understands the connections in this word family. I
> move to a new family.
>
> Here is the word "bed". Copy the word. (no problem.) Now, can you
> right the word "lap" again. (NO! Just that quickly "lap" is
> gone!)
> Do you think you can spell it orally? (No. He gets the l, but can't
> recall what is next.)
>
> So, we go back to "map" and "lap" and I reteach.
> Here is "map" (showing the written word.) He interrupts. "I know all
> this. You want me to write lap and sap and tap. We just did that."
> (he writes map-lap-tap with no trouble. My conclusion: if he has a
> visual cue, he can retrieve. But without the cue, his mind aimlessly
> searches and he can't pull up the word from his memory.
>
> Does anyone recognize this problem?
>
> By the way, I talked further with James just today about the
> possibility of a head injury. He said he recalls almost drowning. I
> asked him to tell me about it, and he said "All I remember is being in
> the water and the next thing I remember I woke up in the hospital." He
> remembers being small, but not how small or at what age. I have asked
> him to talk with his siblings to see if he can get more information
> about this incident. I also gently opened the idea of possible brain
> damage. I was surprised at how well he accepted this possiblity. He
didn't even wince.
>
> Deborah W. Yoho
> Co-moderator, NIFL-Health Listserv
> Past President, SC Adult Literacy Educators Executive Director,
> Greater Columbia Literacy Council
> 2728 Devine Street, Columbia, SC 29205
> 803-765-2555 Fax 803-779-8417 dwyoho@earthlink.net
>
>
>
>
Hi James and Debbie:
I read your posting and what you shared with "map" and "lap" and other
similar words. Is very common with word retrieval problems and TBI. For
example, I am looking at the word like "program". I needed to place it
in a sentence. By the time I took to letters to copy to my sentence I
forgot them. The repetition of sentencing building using words in my
word list helped me remember. It is a long process but in time, it can
help retain some words and there spelling.
I hope this can help James. James you are not alone, any kind of brain
injury can the overcome within time.
--
Harry I. Seda
u1025668@warwick.net
845-856-4098
Post Office 75,
Westtown, New York, 10998
"IN GOD WE TRUST."
To All My Friends and Family, Please Send An E-Mail
First If My Telephone Line Is Busy! Thanks
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