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Archive of the Special Education Message Board Folder:
READING DIFFICULTIES
September 15, 1996 - November 28, 1997
FILE NAME:  reading.txt
457 message - 104 Pages

SUBJECT:    Re:Need help-adult student Date:   96-09-15 13:45:01 EST
From:  MENNEL

I have used the Adult Dyslexia program from TX Scottish Rite Hosp, Dallas TX
also available through Educators Publishing Service, Cambridge, Mass.
Program uses tape support and follows Orton -Gillingham methods.  Contact me
for add'n'lk info if necessary

SUBJECT:    Spalding Writing Rd. to Rding     Date:   96-09-15 20:19:03 EST
From:  Katheri267

Is there anyone near Philadelphia using this program who could advise me on
how well it works and how it is implemented?  Thanks.  Please e-mail reply to
Katheri267@AOL

SUBJECT:    Re:Attn:  High School Councel.     Date:   96-09-15 23:31:25 EST
From:  SusanS29

Talking Books comes to mind immediately.

Any student who can't read also can't write, so reports will have to be done
orally.

Everything must be done to support these approaches. The student will need a
note-taker. Obviously someone at home will still have to review the notes,
but there's no way this student can take notes.

SUBJECT:    Re:Attn:  High School
Councel.     Date:   96-09-15 23:31:59 EST
From:  SusanS29

PS all tests except reading tests must be read to this student -- in a
non-distracting environment. That includes all achievement tests.

SUBJECT:
Help:Processing and Retain'g     Date:   96-09-17 15:02:26 EST
From:  RNL718

I have a 9 year old, third grader. He is reading at an 1.5 grade level. His
ability to retain words on sight is bad, and learning spelling words for
weekly test is a big challenge in this home. I paste the words weekly on
doors and walls in the house, he writes them approximately 30 each to to get
the sound and understand what they look like. He has been called dyslexic.
However the childs math skills are okay and he speaks very well for his age.
His verbal vocabulary is better than the average child his age. Learning is
restricted to auto. What else can anyone suggest I do to help this
child?

SUBJECT:    Re:Help:Processing and Retai     Date:   96-09-17 17:50:48 EST
From:  Ratatat

<< He has been called dyslexic. However the childs math skills are okay and
he speaks very well for his age. His verbal vocabulary is better than the
average child his age. Learning is restricted to auto. What else can anyone
suggest I do to help this child?>>

Have he had a comprehensive evaluation by the school so they can uncover the
nature of his reading problems.  It's pretty hard to address a problem until
you know as specifically as possible what is causing it.  Is he eligible for
services under IDEA?  DOes he have an individualized education plan?  If not,
maybe it is something that needs to be pursued.  If he is dyslexic, then he
should be allowed access to books on tape (they do text books too!).

SUBJECT:
Re:Help:Processing and Retai     Date:   96-09-18 16:55:32 EST
From:  SusanS29

I would like to back track a little. I think nine is a little young for
"books on tape" except for required extra literature. It's too young to give
up on teaching the child to read.

Sight word involves memory, and memory (for specific tasks, not globally)
often can be improved with systematic work.

It would require choosing specific sight words, combining them with known
words (60% known, 40% not known, even if some of the known words have to be
as simple as "I" and "a"). Then methodical drill and practice on the words.

Keep a list; as new words are added the old ones still have to be reviewed.

Often the children start learning the sight words very slowly, but as they
develop the skill (learning sight words is partly a skill, and practice does
help if done systematically)... they begin to pick up speed.

*At that point* it's *extremely important* to maintain systematic and
*frequent* review of the words previously known.

In my experience, when such a child has *solidly* learned about 200 words
they're in a much better position to master phonics skills. They know enough
words that phonics makes more sense to them. For instance, maybe they have
learned "cat" by sight. If they *truly* know "cat" by sight, they can connect
the hard /c/ sound to "cat" and then see that they also saw it in "can."

Later that understanding will help them with /ck/ at the end of a word.

It takes detailed, methodical instruction but it can be done. It might well
take a tutor, but since tutors can't come every day (unless your name is
Rockefeller) the parents and the tutor will have to agree on review methods,
etc.

I can send you some info from my book on it if you wish.

susan

SUBJECT:    To SusanS29     Date:   96-09-18 22:51:52 EST
From:  LorBis

I read all of your responses which I find very interesting.  I appreciate all
of your expertise in your field.  I teach LD students, k-4.  I would like
your opinion on reading instruction for these children.  What do you use and
recommend?  I would also like to know if you are familiar with Stevenson
Language Skills, and if so, what do you think of it?  I am trying to
reconcile some nagging thoughts about some of the programs that I use, and
I'd love to hear what some of your feelings are.  Thanks a lot.
Laurie

SUBJECT:    Re:To SusanS29     Date:   96-09-19 23:36:33 EST
From:  SusanS29

"I read all of your responses which I find very interesting.  I appreciate
all of your expertise in your field.  I teach LD students, k-4.  I would like
your opinion on reading instruction for these children.  What do you use and
recommend?'"

I had the luxury of having reading students one to three at a time. I only
had students for whom all other efforts had failed, and I was given a free
hand... but no funds to buy special programs. So I had to make and scrounge
everything I could. As a result I haven't used things like Stevenson.

I had two students who had had such terrible times in reading that they were
turned off by *all* formal reading programs. But they both loved science and
were interested in it. So we read science. All year. I took the phonics from
these simple science books, and the sight vocabulary drill (as I say I think
these difficult students need specific sight vocabulary drill; I think it
helps in all areas of reading including phonics). Written expression spun off
of it.

I doubt ever of them will be fantastic readers, but they did learn to read.
If I'd pulled out *any* published reading program I would have lost them.
They were "used up."

SUBJECT:    Re:The Phonics Game     Date:   96-09-21 01:58:02 EST
From:  POOH1012

I also saw the infomercial for The Phonics Game.  My 8 year old nephew has
been having reading difficulties.  I considered purchasing the game, but $200
is a lot to pay for something you know nothing about.  I wondered if you
found out anything more about the program.  Please let me know if so.
Thanks

SUBJECT:    help-rdg disabil & language     Date:   96-09-23 09:12:16 EST
From:  Beanzie25

I need any help anyone can give me.  I am doing a project for my masters
degree on how reading ability and reading disability is affected by language
and dialect.  If anyone has sources or information that I could use, please
e-mail me directly at [e-mail].  I would really appreciate anything
that anyone can give so that I do not have to reinvent the wheel.  Thank
you.

SUBJECT:    Re:Dyslexia or as they put i     Date:   96-09-28 19:20:09 EST
From:  MCuret

Dont give up on your fight for your child because that is what it is "a
fight", you will be fighting the school ,and your child at times, and even
your self, but these things can be over come in time , with love and a lot of
time out to relax.  I am sorry that I don't have the information for you but
if I do I will be sure to send it your way :-)   But I am giving you this
advice because I have DYSLEXIA  and have had it for 25 years but no one
really knew about it when I was in school they just said I would never learn
any thing in my life and one teacher even told me that I should marry a rich
man because I was to STUPID to live on my own !!!   Well fat lot she knows!!!
I have a Masters Degree in Business and I am also a computer
specialist..(stick that in your ear Miss Butts) and these where the bigest
fights in my life but , even now I have an even bigger fight on my hands and
that is my  oldest daughter, she has ADD/AD/HD  and now I have to fight with
the school and doctors and and school staff  for the rest of my life because
that is the only way that they will do anything for her ..

 I hope that my story helps to show you and any one that we the CHILDREN WITH
DYSLEXIA CAN BE ANY THING WE HOPE OR DREAM TO BE NO MATTER WHAT THEY
SAY!!!!!!!

                                             JUST ONE OF THE CHILDREN...
Michelle..  MCuret :-)

SUBJECT:    Re:Help:Processing and Retai     Date:   96-09-30 10:48:12 EST
From:  PRulifson

susan,
 I'm interested.
 My daughter is receiving little help at school. (Lack of help at school is a
long story.) We are using a tutor.  I'm concerned because reading methods, at
my daughter's school,  are whole language and (get this) Lindamood together
in the classroom.  I have some background in reading methods and know my
daughter is not receiving consistent instruction. I'm interested in your
book.    thanks.


SUBJECT:    Re:Help:Processing and Retai     Date:   96-09-30 20:03:05 EST
From:  SusanS29

Honestly I can't think of anything wrong with using both Whole Language and
Lindamood. Good whole language includes phonics. If it doesn't, a
supplementary program is even more important.

Can you tell us more about the dissatisfaction you find with the school? Most
schools aren't willing to go to the expense of Lindamood...

SUBJECT:    math     Date:   96-10-06 14:13:12 EST
From:  Weavepeace

Anyone has experience with MathLand?? Thanks

SUBJECT:    Success For All In Spec Ed     Date:   96-10-06 14:53:43 EST
From:  Unlmtd 28

I would like to hear from other teachers  who are using the SFA program in
Spec. Ed. classes. My district is forcing us to use a program that was
designed for regular ed., not ESE. They allow for NO adaptations and expect
us to teach reading to students in grades k-6 all at one level.My class size
has jumped to 19 varying exceptionalities students! I am at my wits end. Any
help or information would be greatly appreciated! : )
                                    UNLMTD 28

SUBJECT:    Help Please I"m Begging     Date:   96-10-08 14:09:10 EST
From:  J Sineni

My Husband is 33 years old and can only read on a 2nd grade reading level.
We have had him to more specialist than people can imagine, and yet no one
can diagnois him.  He has no short term memory at all.  And the long term is
starting to go.  He was born premature.  He was in Special Ed classes his
whole life.  Back then they labeled him Dyslexic.  We need to find a Doctor
to help us with this.  The ones we have seen are baffled and dont have any
answers..
We are located in Chicago Illinois, but are willing to go anywhere.  His
communication skills are excellent.  He holds down a job of middle class
income.  But he is at the end of his rope and I dont know where else to
turn..  He gets lost driving and cant find his way home.  Where do we find
help. The orton didnt do much for us.. And the chapter here, the woman in
charge didnt even return my phone calls.. If anyone  can help please Email me
JSineni.  Thank you

SUBJECT:    re:  Herman Method     Date:   96-10-08 23:06:13 EST
From:  Hurrymom

My 13 yo daughter began using the Herman Method at age 7.  She has a profound
LD.  Her sound-symbol association is 3yrs,2mos.  After using the Herman
Method for 2 yrs., she was functioning at grade level.  Now that she is in
middle school, she is in the honors class making a's and b's. Every child is
different just as every disability is different.  We just lucked out that the
method her teachers tried first was the jack pot.

SUBJECT:    Re:Help please!!     Date:   96-10-09 00:26:19 EST
From:  APSIL

There is a special conference on October 19th for educators and parents
featuring Dr. Fred Baughman Jr., M.D. who will speak about the cause of
A.D.D., Dyslexia, and other labels and dispel any myths regarding them.  For
more information on the conference, call 1-213-962-2907 (Applied Scholastics
International).

SUBJECT:    Re:re: reading methods     Date:   96-10-09 23:06:06 EST
From:  SPeter9366

I have seen great success with the Stevenson and Wilson methods.  However it
depends on the teacher and how well trained he or she is.  One of the best
programs for Reading  I have seen, using the computer, is The Reading Lesson
by Mountcastle.  It is for children ages 4-8, children love it, they retain
the letters and letter sounds better than I have seen with any other
program.It is a complete program, not just fluff.  I have three children who
are LD, I found the program for my youngest-age 6 so we can try to avoid some
of the heartbreak my oldest have gone through.

SUBJECT:    hyperlexia     Date:   96-10-13 10:56:30 EST
From:  Robyck

I am an aide in a skills classroom.  I believe I am working with a child with
hyperlexia.  What is the best way to try to help this child?  He is very
frustrated and has a tendency to shut down when challenged?

SUBJECT:
Re:hyperlexia     Date:   96-10-13 19:06:58 EST
From:  SusanS29

What is this child's diagnosis?

SUBJECT:    Dysgraphia     Date:   96-10-14 17:11:50 EST
From:  Poco42

I am working with a bright child, reading level at seventh grade, but
dysgraphic.  Does anyone have information of a good  program available that
addresses this issue.  We alread use the computer, spellcheck etc.  Thanks


SUBJECT:    Re:re: reading methods     Date:   96-10-16 22:03:53 EST
From:  AlecChroma

Our daughter is almost 9 and is in thrid grade.  We were very fortunate to
have found a wonderful private teacher to work with her.  He teaches Orton at
a local university, but uses Wilson with our daughter.  She is make slow but
great visible progress as well.  But you need to remember what ever system
you choose, make sure there is an open line of communication between the
teacher and the private teacher working with your child.  It makes the world
of difference when the private teacher can give some concrete suggestions to
assist our daughter during school

SUBJECT:    help:rdg disabil and lang     Date:   96-10-20 15:14:35 EST
From:  Beanzie25

I am a student and I am doing a paper on language and how it affects reading
ability and reading disability.  I would love it if anyone could email me
(directly to Beanzie25) any information that they have on language processing
disorders and language reading disabilities.  I will take anything on line or
library-related.  Thank you so much

SUBJECT:    Speed reading programs for s     Date:   96-10-23 19:51:18 EST
From:  Jiimmm

Have daughter, 19, very bright (130 IQ), top 5% of class.  Reads very slow,
low vocab (7-8 grade)
Tested for Learning Dis--close but not low enought.   Reads things over and
over, has to spend
inordinate amount of time on homework.  Problem did not surface until end of
11th grade.  Now
going to college part-time.   Can a speed reading program help? She does not
like to read and really never has.   Any specific suggestions.

SUBJECT:    Re:Speed
reading programs fo     Date:   96-10-25 21:20:13 EST
From:  HolyFlower

So many important books are on audiotape now. The tapes are usually read by
actors so the expression is often better the "voice in one's own head" in
normal reading.  I cannot sit and listen to a book on tape without falling
asleep but I find it very relaxing to walk quiet residential streets while
listening to a book (or well-abridged two or one-cassette version of a
book).

SUBJECT:    dysnomia     Date:   96-10-27 12:52:02 EST
From:  Pow8er

My son has a form of dyslexia called dysnomia. Can anyone tell me anything
about it? I can find lots of information on dyslexia but not on dysnomia.
Also, do alot of children with dyslexia also have ADD? I could really use
some information. Thank you.

SUBJECT:    Re:dysnomia     Date:   96-10-28 11:36:02 EST
From:  SusanS29

POW a fair number of children with ADD have some sort of learning disability
-- not always in the area of reading.

"Dyslexia" is a difficult term to use because it means different things to
different people. When it gets broken down further (dysnomia) sometimes that
just complicates it more.

Can you tell us what *you* were told "dysnomia" is? That would be a good
starting point.

SUBJECT:    Re:dysnomia     Date:   96-10-28 13:00:34 EST
From:  Pow8er

Thanks for answering. My son had very slow visual to verbal processing when
he was tested but his visual to motor was normal.  His testing scores were
above or at grade level in most everything except reading.  He has frequent
reversals of letters and has had a difficult time learning his alphabet. He
is being taught by the Lindemood method of reading and that seems to be
helping although his spelling is still a disaster. He can't seem to put the
sounds with the letters consistantly.  His memory for names is also below
normal.  He knows what the object is but can't come up with the name of it.
I have a 4 year old also having a similar problem. It is scarey that they
both seem to have so much trouble retrieving information.  The school does
not label him as dyslexic (they don't use that label) but have him labeled as
LD/ADD. I think his attentional problems are due to his inability to read at
grade level.  Which came first the chicken or the egg? It gets so confusing
sometimes. The school wants him on Ritalin although he is not hyper at all.
I appreciate you listening to these problems and responding so promptly.  It
is nice to know there are understanding people out there. Thanks.

SUBJECT:
Re:dysnomia     Date:   96-10-28 21:11:37 EST
From:  SusanS29

Thank you. Was a language evaluation included in this evaluation?

SUBJECT:
Re:dysnomia     Date:   96-10-29 18:54:01 EST
From:  Pow8er

He was given the WISC-III , sentence completions,LAC,Rey-Osterichs Drawing,
Pegboard tests,and sentence completion tests among other smaller tests.
Language tests were included in the WISC I believe. I'm not very good at
understanding all the test lingo.

SUBJECT:    Wilson Reading Program     Date:   96-10-30 05:49:21 EST
From:  BHutchi734

I'm interested in finding information about the Wilson Reading Program.  Can
anyone help me?

SUBJECT:    Re:Wilson Reading Program     Date:   96-10-30 09:25:00 EST
From:  Lmazzola

I believe the Wilson program was developed here in Boston. I've heard that it
is an adaptation of the Orton-Gillingham method, but designed for the older
student/adult. Perhaps the Learning Disabilities Association in your area
could point you in the right direction. Also, you might try calling the
Educators Publishing Service, Inc. in Cambridge, MA at 1-800-225-5750.

Lisa

SUBJECT:    Re:Wilson Reading Program     Date:   96-10-30 11:34:04 EST
From:  MPWinstead

The Wilson Reading Program is a multisensory, systematic, structured program
that teaches encoding and decoding. It is based on Orton-Gillingham.
You may reach them at 1-800-899-8454
Address: Wilson Language Training Corp.
162 West Main Street
Millbury, MA 01527-1943
Hope this helps.

SUBJECT:    Re:dysnomia     Date:   96-10-30 18:09:09 EST
From:  SusanS29

Pow8er, none of those are tests for language disabilities.

However, what you say about him is pretty consistent with a language
disability, and a language disability often interferes (sometimes severely)
with reading progress.

If I were you I would request (in writing) that the school test him for
language disabilities.

SUBJECT:    dyslexia     Date:   96-11-01 16:50:24 EST
From:  MIZVICLYN

My 11 year old daughter has dyslexia.  I found it very discouraging reading
the posted notes from other parents with children who have dyslexia also.
Some of the notes were dated a couple of years ago, and I was wondering if
anyone out there has any new ideas or words of wisdom, encouragement, or
help.  I also am very frustrated with my daughters school district, but I
just do not know where to turn.  Help!!

SUBJECT:    Re:Help Me Too!     Date:   96-11-01 21:23:23 EST
From:  GGeary8684

I am a master's student at the University of Oregon, and our school currently
uses the Reading Mastery program, and it is so incredibly effective!  It is
very easy to use and the teaching is scripted, so anyone can use it if you
understand how important direct instruction is.  The public schools in Orgeon
rely on this for lower performing readers through middle school, check it
out!

SUBJECT:    Re:dyslexia     Date:   96-11-01 21:39:32 EST
From:  AlecG53836

mizviclyn,
My daughter was diagnosis with dyslexia when she was seven.  We started with
someone trained in Orton approach.  We have since moved and now have a wonder
person who uses the Wilson method.  She is doing wonderful.  Now back to your
original question.  I would look for an educational psychologist/ advocate
whom can assess then work with the school district and you on your child's
needs.  Often children with dyslexia are also very bright and continue to
need the stimulation at grade level or above, but require assistance with the
reading aspect.  If all else fails find an attorny whom specializes in
learning disabilities and suits agains school districts.  Talk to other
parents with learning disabled children to find the best in your area.  Good
luck

SUBJECT:    Re:dysnomia     Date:   96-11-03 19:37:29 EST
From:  Chilart

I have a 9 year old. He too has been labeled LD/ADD. There are three members
of my husbands side of the family
who have Dyslexia.  After attending numerous IEP meetings I feel my questions
on the posibilities of him having
Dyslexia has been ignored. It has been highly expressed to us to medicate
him with Ritlin, although he rarely has had
discipline problems in school. His biggest problem is reading. He seems to
have a hard time processing information.
His spelling is a disaster. Alot of times he reads context out of order, he
has difficulty sounding letters out, a B
could be a P etc etc. He is a very thoughtful young boy.  He seems most
frustrated  when reading and writing,
he suffers a low self esteem in these areas. I am a very frustrated parent, I
have asked if he can be tested for this
and have been told he is too young or that if this is what he has he will get
the help he needs in his LD class.
If he has Dyslexia I  just want him to get the help he needs. His teachers
have never complained that he  has
a behavior problem in school. He is not disruptive in class.  An example of
something that frustrates him is at
homework time when he has to write ten sentences using his spelling words.
Left on his own as instructed by
his teacher his sentences look like jibberish. If I help him some times I
will actually guide his hand in the proper
formation of his letters. Some examples of his reading are that he may read
sentences from the wrong direction.
His Teacher wants his penmanship to improve but this is so difficult when he
struggles so hard to write things
down right to begin with. Please help!!

SUBJECT:    Re:dysnomia     Date:   96-11-05 13:21:58 EST
From:  Pow8er

What type of language test would you suggest? What would this type of test
tell us that the other tests did not? I have a meeting with the principal of
the school tomorrow because he is in the regular classroom for spelling even
though this is his worst subject because the resource teacher does not have
time for him during spelling. I would rather he work on a phonetic computer
program than sit in the classroom trying to spell words he can't read.

SUBJECT:
Re:dysnomia     Date:   96-11-05 19:53:52 EST
From:  MarRigby

This is what I do for some of my students who have difficulty with spelling.
You can do this at home for your child.
1.  Fold a piece of lined paper into fourths, and write in magic marker one
word in each fourth, making capital and tall letters three lines high, and
lower-case letters two lines high.
2.  Say and spell word with child, while tracing each letter with his/her
finger as you say the word. Eventually this could be done independently.
3.  Cover word, and have child say and then trace and spell word in the air.
If he/she can do this, have child write the word on paper. If he/she cannot
remember, do Step 2 again, until it is memorized.
4. Continue Steps 2 and 3 for each word. Hopefully, the teacher has allowed a
reduction in the amount of words he/she is responsible for. Start with 5 a
week, and gradually add throughout the year.
5. After procedure has been done with each individual word, give written quiz
on whole list.
6. On Tuesday, do whole procedure again.
7. On Wednesday start with quiz, and use procedure on words that were spelled
wrong.
8. Do the same on Thursday.

I have not found a good phonics program for the computer. Most games are very
randomized, and do not have any type of scope and sequence to them. That's
just me. Maybe some others out there may have suggestions of a good computer
phonics program.

Marilyn



SUBJECT:    To: Chilart     Date:   96-11-05 21:05:55 EST
From:  ShelleyHL

Why can't your child use a computer to do writing assignments?  You say his
writing looks like jibberish and you need to guide his hand.  There are many
good word processing programs which can be used by children.  See what is
used at your child's school or try the Writing Center or Children's Writing
Center (depending on whether you have a Mac or PC).  Sometime just taking the
laborious job of "writing" the letters away makes a difference.
ShelleyHL

SUBJECT:    Re:dysnomia     Date:   96-11-06 09:43:53 EST
From:  SusanS29

"What type of language test would you suggest?"

That's up to the language clinician, and would probably involve a battery of
tests. What it would tell you is whether this child has a language impairment
or not.

"I have a meeting with the principal of the school tomorrow because he is in
the regular classroom for spelling even though this is his worst subject
because the resource teacher does not have time for him during spelling."

Spelling is considered a "secondary" subject by the federal law governing
special education. By federal law primary emphasis must be on reading, math,
and/or written expression.

In addition unless your child has a spelling goal on his IEP the resource
teacher can't touch it. However, if your child *does* have a spelling goal it
must be addressed. However, that can be done in a variety of ways.

Look at it from the Resource Teacher's situation: maybe she has three reading
students for all their reading instruction during your son's spelling time.
Maybe coming to the resource room for spelling isn't the only solution.

That said, I absolutely agree with you that asking him to spell words he
can't read is not sensible teaching. If that's the case, address this issue
in the "adaptations and modifications" section of his IEP if he doesn't have
a spelling goal. However, a spelling goal would be appropriate in this case.

If you want, print this out. I'm including my name, etc. not to show off but
in the hope that it will give you some "clout."

Susan Setley
Author of
TAMING THE DRAGONS: REAL HELP FOR REAL SCHOOL PROBLEMS

SUBJECT:    Re:dysnomia     Date:   96-11-06 09:47:27 EST
From:  SusanS29

Other ways to practice spelling (of course, *appropriate* words):

(Dress him in old clothes)

Use bleach and Q-tips on colored paper.

Write each word on a 3 x 5 card. The child studies the word, flips the card
over, walks to the front door and back (forces him to *retain* the word in
his head for a few seconds) and writes the word in bleach on the paper.

It's *lots* of fun to see them appear.

VERY IMPORTANT THAT HE FLIP THE CARD BACK OVER AND CHECK TO SEE IF HE WAS
RIGHT OR NOT. The CHILD should be the one to check, because self-checking
greatly increases learning. Checking by someone else can actually interfere
with learning.


Use the 3 x 5 card for study.

On another card, write the card on a strip. Cut it into separate letters and
mix them up.

Child studies the word, flips the card, walks to the door and back and
re-arranges the letters.

SELF-CHECK.
When he can do that easily, add an extra letter.

SUBJECT:    TEACHING TECHNIQUE     Date:   96-11-06 11:57:22 EST
From:  SBBYRD

I AM LOOKING FOR INFORMATION ON A TEACHING TECHNIQUE CALLED "CORRECTIVE
READING COMPREHENSION".  THANKS

SUBJECT:    to shellyHL     Date:   96-11-06 22:27:17 EST
From:  Chilart

Thanks for your reply.

SUBJECT:    visualprocessing/memory     Date:   96-11-07 17:03:03 EST
From:  COOLOBIE

My son is 8 years old and was diagnosed with visual processing/memory
problems. He is in second grade and is reading at a primer level. He has been
in special ed since first grade and nothing seems to be working. I need help
and guidance. He has no decoding skills and the school keeps working with
sight words. What should I do?

SUBJECT:    Re:phonological awareness6     Date:   96-11-08 00:27:38 EST
From:  MMcgl52370

I have a 17 yr. old son who has a reading disability in reading. They say he
doesn't comprehend what he reads. He has a lot of trouble with spelling also.
He does well in math, but when it comes to reading, forget it. He is at his
end because he feels dumb, and he's not. He gets poor grades in
English,Spelling and Civics. I don't know what to do. I talked to his LD
teacher which he has one period a day. I don't feel that they are helping him
like they should. I asked for one on one help. THe school can;t afford it. As
a parent I have the right to get help. But where. PLease any info would help
me. E-Mail me at [e-mail]

SUBJECT:    Re:phonological awareness6     Date:   96-11-08 08:34:07 EST
From:  SusanS29

Your son has the right to help, but not *one-on-one* help. That's been pretty
solidly demonstrated in previous court cases.

However if your son hasn't progressed over the years, it's also been
established by court cases that the school must either come up with at
program that does help him reach his potential or -- pay for one that can.
That might mean tutoring, or even a private school more suited to meeting
individual needs.

I can't tell you where to start researching this but If you contact the
Learning Disabilities association in Pittsburgh, PA they might be able to
guide you.

Understand that it takes pretty severe lack of progress to be eligible for
this but it might be worth exploring.

SUBJECT:    Re:phonological awareness6     Date:   96-11-08 09:17:12 EST
From:  MMcgl52370

IS THERE ANYTHING THAT I CAN DO AT HOME TO HELP MY 17 YR. OLD SON. I WOULD
LIKE INFO ON SPELLING. WHAT CAN I DO TO HELP HIM WITH THAT? ALSO HE HAS A
PROBLEM WITH PUTTING HIS THOUGHTS DOWN ON PAPER. WHEN HE PUTS IT DOWN ON
PAPER, IT DOESN'T MAKE ANY SENSE, HE MISSES WORDS. I WOULD LIKE INFO ON WHAT
I CAN DO AT HOME FOR HIM.

SUBJECT:    Re:phonological awareness6     Date:   96-11-08 09:25:04 EST
From:  MMcgl52370

I WOULD JUST LIKE TO AD THAT HIS NOTE TAKING IS TERRIBLE ALSO. I'M A PARENT
WHO LOVES THERE CHILD DEARLY AND IS DESPERATELY SEEKING INFO ON WHAT I CAN
DO, TO HELP HIM BECOME A PRODUCTIVE PERSON IN EVERYTHING THAT HE DOES.

SUBJECT:
Re:phonological awareness6     Date:   96-11-08 10:11:46 EST
From:  MMcgl52370

SUSANS29 COULD I HAVE YOUR E-MAIL ADDRESS

          THANKS, MINE IS MMcgl152370

SUBJECT:    Re:moved Re:phonological awa     Date:   96-11-08 10:14:24 EST
From:  MMcgl52370

to lindap1040  what is your e-mail address. mine is [e-mail]

SUBJECT:
Re:phonological awareness6     Date:   96-11-09 00:12:12 EST
From:  SusanS29

MMcg I hope you find the information you seek, but please use both upper and
lower case in the future when posting. ALL CAPS is hard to read.

Thanks.

SusanS29, Host

SUBJECT:    e-mail addresses     Date:   96-11-09 00:13:35 EST
From:  SusanS29

To find a person's e-mail addresss, simply look at the top of any message
they've posted, like this:



SUBJECT:    Re:phonological awareness6     Date:   96-11-09 00:12:12 EST
From:  SusanS29
Posted on:  America Online

At the "from" line is the person's e-mail address.

SUBJECT:    What Works With
Problem Rder     Date:   96-11-15 00:17:09 EST
From:  DR CARLILE

Research shows:
Not all children learn to read with large group, literature based
instruction. They need direct instruction of reading skills taught within a
small group setting where they can receive immediate feedback on their
performance. Once children are behind in reading, a diagnostic and
prescriptive approach is the key to "finding and correcting" their reading
deficits. Hands-on, multisensory activities work best with these children.
For those interested in teaching ideas and strategies that reflect this
philosophy of reading instruction, there is a reading newsletter being
published in January '97. The teaching practices shared in this publication
are those used in university reading clinics in working with reading disabled
readers. Those interested in receiving the premier copy, please send your
name and postal address to Dr. Carlile via E-mail. Be sure to specify what
level you want sent (k-3 or 4-6).

SUBJECT:    Dyslexia test?     Date:   96-11-16 21:04:12 EST
From:  LALENA23

I have a child in 4th grade. He has always been a slow reader and I would
like to have him tested for dyslexia. He struggles in almost every subject
primarily because of reading difficulties. He attends a Catholic school and
his teacher is very supportive but my child needs more. Two years of "chapter
one" have not been very helpful.
What do I do next? Who tests for dyslexia? I live in New York State. Thanks
for your help!!

SUBJECT:    STUDY SKILLS     Date:   96-11-17 00:42:23 EST
From:  SWEET34636

Does anyone teach a class just in study skills?  I am applying for a position
at a Middle School that would require me to teach a class in study skills.  I
have always taught reading and/or Language Arts.  I would be most interested
in knowing how and what people are teaching in their Study Skills programs.
Please email me or post on this board.  Thanks for your time.

SUBJECT:
Re:phonetic literature     Date:   96-11-17 08:44:47 EST
From:  MSer714

Please e-mail a list of books for use when using word families to teach
reading.  I've been using the Merrill Linguistics and would love
supplementary reading materials.  Thank you in advance!

SUBJECT:    Re:What Works
With Problem R     Date:   96-11-17 09:25:18 EST
From:  MSer714

Please send me a copy of your newsletter.  My address is M.Serine  1000 Olde
Weatherstone Way, Cary, NC 27513              Thank you

SUBJECT:    Re:Dyslexia
test?     Date:   96-11-18 07:48:30 EST
From:  Ratatat

<<Two years of "chapter one" have not been very helpful.
What do I do next? Who tests for dyslexia? I live in New York State. Thanks
for your help!!>>

Even though your child is in a religious school your local public school
district has an obligation to provide evaluative support for you, a local
taxpayer.  Call the district's office of special education and find out how
to get the ball rolling, then make sure you put your request IN WRITING
requesting the evaluation.

Also, contact NICHY (Nationa Information Center for Children and Youth with
Disabilities) and request information on reading disabilities, and
information regarding the local district's legal obligations to evaluate your
child. 1-800-695-0285.  Just in case the "balk" at this request it will help
you to know your rights set down by the federal government.

Once you have your child evaluated and hopefully have some diagnositc answers
you can better help and support your child.

BTW, dyslexia is really a general term which discribes a wide range of
reading difficulties.

SUBJECT:    spelling problems help!!!!!!!     Date:   96-11-18 15:49:43 EST
From:  TScudder

Both my 14 yr daughter and 12 yr son have auditory discrimatory problems.
Their father had dyslexia.  One person suggested the LindaMood-Bell? method.
I heard it is exptremly expensive.  They are now reading at grade level.
Word vocabulary is low but comprehension is in the 86 percentile.  The 12 yr
old is in GATE.  What other methods are available?

SUBJECT:    Re:New Dyslexia
Resource Ass     Date:   96-11-20 22:41:44 EST
From:  RUEBOO6225

I would like to get as much information as I can on working with dyslexia
Adults
 I am dyslexia myself have two teen age daughters who are also.I know how
hard it is, I am currently administrator of an EMS training program . I need
to know how to help my adult students with reading and short term memory
problems this is a college level coure but at an 8th grade reading level  it
a very intense class and lots of meorization and reading they are willing and
very able to be good EMT's they can pass all of the practical skill areas but
are having a very hard time with the written tests and the state will not
bend on reading the state written exam to them they can take longer but thats
all the state will allow,how do I get them through it and still want to be
responders.

SUBJECT:    Re:dyslexia     Date:   96-11-20 22:56:21 EST
From:  JMimpy

I have a friend who is dyslexia, and wants to attend college. Trying to find
a college in Northern NJ who will have special services to help her. Does
anyone know of any please contact me via e-mail
[e-mail]

SUBJECT:    Dyslexia or not?     Date:   96-11-22 09:25:38 EST
From:  Owls 261

I've had a very frustrating conversation with a parent who says her child has
an older brother with dyslexia.  (I am a reading specialist, special ed
teacher, and special ed supervisor.)  The mother wants her second son in a
remedial reading classroom just in case he starts exhibiting some of the same
signs of dyslexia.  The child is in fifth grade now.  Last May (in forth
grade), the student performed at the fifth-sixth grade instructional reading
level.  He does well in his daily class work and his teachers wonder why he
was even recommended for remedial instruction.  What might be going on here?
Does a diagnosis mean $$$ for mom?

SUBJECT:    Re:Dyslexia or not?     Date:   96-11-22 18:24:40 EST
From:  Jesskoot

I'm not sure where you are located but doesn' you system have eligibility
requirements that must be met prior to placing a student in any type of
"special" class; doesn't sound like this child would be considered if his
reported abilities are accurate and documented. ?

SUBJECT:    Nov. Sci American
Article     Date:   96-11-23 18:11:07 EST
From:  TLTeach

Has anyone seen the incredible and informative article in the November issure
of Scientific Amereican?

Should be required reading----CHECK IT OUT!

SUBJECT:    I Need Help Reading!     Date:   96-11-23 18:31:58 EST
From:  THECATMIKE

I am 35 years old and I am a slow learner.  I need help to learn to read.  I
would like to get some information on programs or teachers/tutors that can
help with my situation.  Any help you can offer would be greatly appreciated.
This message is being typed with help from a friend.  My E-mail address is:
[e-mail]
Thank you.
Michael Judson (Carlsbad, California)

SUBJECT:    HELP!ILLITERATE 17 YEAR OLD     Date:   96-11-24 21:00:38 EST
From:  HUTTONJ186

I am the mother of a boy that is 17 1/2 years old and illiterate.  He has
been in special education since 1st grade.  We have had this boy tested
inside and out over the years.  He is not an ADD, ADHD or dyslexic according
to the many professionals we have seen.  We have been to classes for behavior
modification and spent many $ for counseling.  We have tried hooked on
phonics and other programs.
To say the very least this is and has been extremely frustrating.   11 months
ago his reading level was 2nd grade.  I am told that it has increased some
but obviously his abilities are far from where they should be.  At last
testing his I.Q. was 120.  He is terrific at hands on learning. I firmly
believe that my son is now (and has been) a victim of the Special Education
system and it appears that no one wants to work with him.  I would appreciate
and welcome any suggestions or help.  I want my child to be a viable link in
society and at this rate it will never happen.  Hands on learning alone won't
get him a diploma or a job.  Please e-mail me at [e-mail]

SUBJECT:
Re:HELP!ILLITERATE 17 YEAR OLD     Date:   96-11-25 11:10:17 EST
From:  SusanS29

Hutton you need to hire an advocate. You may find that even at this late date
something can be done, and that the school district may be liable to pay for
it.

It's possible.

SUBJECT:    Re:Dyslexia or as they put i     Date:   96-11-25 13:29:20 EST
From:  BBour6081

I have a third grader who has been diagnosed as dyslexic.  The school told us
the same thing last year.  We took him to a neuropsychologist.  He now
finally has an IEP and is using the Orton-Gillingham Approach to learn to
read and write.  I am in Rhode Island.  I would love to hear back from you.
I have AOL for just a few hours left.  I can be e-mailed at Betsy.B
@Juno.com

SUBJECT:    Re:dyslexia     Date:   96-11-25 13:36:53 EST
From:  BBour6081

I am in Rhode Island and I too have fought the special edu. system for the 2
years that our child has been in school.  We now have a tutor paid for by the
special edu. dept come to his school 3 times a week for 2 hours.  She is
using Orton-Gillingham with him.  It is very funny how since October when she
first began to work with our son he has made such strides.  I feel it is the
way he will be graded in order for them to discontinue her services.  The
school will say he no longer needs help and we all know that the problem will
never go away.  You are right on the money issue. My greatest concern right
now is our sons attitude toward life as it has taken so.... long for all the
help to finally begin.  We do have a good therapist as he also has ADHD.  I
just wonder what the future holds for these children.

SUBJECT:    Reading
Disability     Date:   96-11-26 19:30:31 EST
From:  RK921

Looking for School or Resource for Orton Gillingham instruction in Nassau
County (Plainview), New York - Please E-mail RK921 aol

SUBJECT:    S.S.S.     Date:   96-11-26 22:56:09 EST
From:  Twilght905

 My son is seven years old and has been labeled learning disabled.  He is
very bright, but is having significant problems with his reading and writing.
At this time, he attends a year round school, but if he isn't able to be
mainstreamed by second grade(next school year), he will have to change
schools. They have also told me that he will test out next year, and will
probably be classified as a slow learner. To me, this means he's falling
through the cracks.  I have taken him to a knew eye doctor, and he has
determined that kyle is having some definite perceptual problems, and his
glasses were to strong. They de-centered his lenses to hopefully help him.
His interest has improved a great deal, he gets less frustrated, and is
willing to study longer.  He memorizes the story after reading it one time,
so if you're not paying attention, he'll fool you!
   Tinight on abc, they had a special on something called SSS. It has to do
with colors, and what LD kids see and how their brain processes the
information. They were using different colored page protectors, and the
childrens reading skills were improving tremendously.  I would like any
information that I can get on this. We are in Raleigh, NC. Pleas email me at
Twilght905 aol.com.
Thanks!

SUBJECT:    Re:HELP!ILLITERATE 17 YEAR O     Date:   96-11-27 08:03:37 EST
From:  Ratatat

<<Hutton you need to hire an advocate. You may find that even at this late
date something can be done, and that the school district may be liable to pay
for it.>>

Look into what is called "compensatory education".  This means that they have
to make up for what they *didn't* teach by providing the extra supports until
your child achieves as he should have.

SUBJECT:    Re:S.S.S.     Date:   96-11-27 16:38:41 EST
From:  MarRigby

Twilght:

"My son is seven years old and has been labeled learning disabled.  He is
very bright, but is having significant problems with his reading and
writing."

If your son is bright and tests within the average range, intellectually, how
can he possibly be labeled a slow learner? A slow learner has an achievement
level that is commensurate with his IQ. For instance, if his full-scale is
say between 80 and 90, and that's where his standard scores are on his
achievement tests, then, we can say he/she is a slow learner. However, if his
IQ is about 100, and standard scores on any of the academic areas is a
standard deviation and a half below that, then he can be labeled L.D. It
sounds like someone is not familiar with federal, state, and local criteria.

Marilyn

SUBJECT:    want to tutor     Date:   96-11-29 13:58:08 EST
From:  Jamie97735

I have a degree in elementary education, although I am not currently working
in the school systems.  I just had a baby and am looking to earn some extra
money and was wondering about tutoring.  I thought I would post here because
there might be someone out there whose child has a tutor, or a teacher who
might know about tutoring.  Can anyone tell me what the going rate for a
tutor is?  Like I said, I'm certified K-8 and could tutor in all subjects.Any
info would be appreciated!

kelly

SUBJECT:    Re:want to tutor     Date:   96-11-29 23:47:38 EST
From:  LorBis

I'm sure the going rate depends on where you live, but  where I live it is
$30.00-$40.00 per hour.

SUBJECT:    Re:HELP!ILLITERATE 17 YEAR OLD     Date:   96-11-30 15:29:41 EST
From:  Socadream

If your child is in Spec. Ed, at 17 he should of had a transition plan in
place by 16 yrs. old. (suggested at 14). The ITP is a plan on how the child
will transition from one level to the next (like school to work or higher
education and how he will get there and what services does he need to get
there). In CA it's the law that one be in place for Spec. Ed kids. Get
yourself a good book (Negotiating the Special Ed maze or something like it)
and educate yourself on the options available.  All is not lost.  If
necessary, gather all your sons records together and go to an attorney that
speacilizes in educational issues.  Los Angels Unified had a major class
action law suit brought against it recently (called "Shaundra Smith vs. LAUSD
Case") and it resulted in the complete overhaul of Special Ed.  (It was about
a girl who went through the school system and didn't learn to read or write
due to a learning disability)  First thing though is to get an accurate
diagnosis and then address it.  Also go to your local Community Advisory
Committee on Special Education (every district is required by law to have
one), there should be parents there that will help guide you in the right
direction.   Also, if a child with  average potential can't meet the
requirements for a diploma he/she can continue thier education till the age
of 21 or so, depending on their birth date.  You should also request (from
your state dept. of Ed.) a copy of your states special ed. code book. It
spells out every thing. and is FREE.  Good luck!

SUBJECT:    dyslexia     Date:   96-12-01 13:19:01 EST
From:  Jenn MacI

My 11 year old nephew (6th grade) has always been home schooled.  He does
excellent in math and science but struggles greatly with reading.  In fact,
when he took the end of the year test last year, he was only at a 3rd grade
reading level.  His mother has justed admitted to me in a conversation at
Thanksgiving dinner, that she believed that he is dyslexic, but that she does
not know what to do.  He has worked through the Hooked on Phonics program
twice, but with little or no improvement.  He can memorize a word but within
about 2 weeks if he hasn't come across it during that time, the next time he
does he has no idea what it is, nor can he figure it out.  I've tried my best
to point out the possiblity of a learning disability to his parents, but they
didn't want to hear it.  Finally, they have accepted that there is probably
some problem and are looking for help.  I just hope it's not to late.  Anyone
with any suggestions, please contact me.  Thank you.

SUBJECT:    Re:Language
Acquisition     Date:   96-12-01 14:10:40 EST
From:  DDKC1881

I need information on how children in first grade acquire language

SUBJECT:
Dylexia/LD-Same?     Date:   96-12-02 21:35:52 EST
From:  GailFeld

Communities, other than the education community, seem to use the terms
dyslexia and learning disability synonomously. Are they the same? As an LD
teacher, I never get a straight answer from anyone in education. I belong to
the Orton Gillingham Association and would like to use the term dyslexic, as
they do, when speaking to parents.. It seems that it would make it easier for
the child and parent to hang their hats on the dylexia label. Their are
children's books that make use of the term dyslexia and explain it as a "no
fault" situation.

SUBJECT:    Re:Dylexia/LD-Same?     Date:   96-12-02 23:34:33 EST
From:  SusanS29

"Communities, other than the education community, seem to use the terms
dyslexia and learning disability synonomously. Are they the same?"

Not to an educator they aren't.

For instance, I have a daughter who is learning disabled in the area of math.
She's a marvelous reader and always was, and read Shakespeare *for fun* in
seventh grade.

"It seems that it would make it easier for the child and parent to hang their
hats on the dylexia label."

The problem with the "dyslexia" term is that it means something different to
just about everyone. Some would have called my daughter "dyslexic" because
she made her letters backwards... but "dysgraphic" described her difficulties
with far more precision, and pointed toward what she needed educationally.

Likewise, I have heard people describe "LD In math" as "dyslexia," but
"dyscalculia" is far more accurate and clearly indicates that the problem is
in *math,* not reading.

"Their are children's books that make use of the term dyslexia and explain it
as a "no fault" situation. "

Sure... but I think a label has to "pull its load." A label, unless it gains
the child something, is nothing more than high-fallutin' name-calling.

A label that points the way toward a solution stands a chance of doing good
for the child, not bad.

I've taught LD students since 1969, and I really don't know what "dyslexic"
means because I've heard *so many* different definitions. I prefer more
precise language.

SUBJECT:    DYSLEXIA     Date:   96-12-10 22:53:29 EST
From:  Bpm7

I WOULD LIKE TO KNOW A DOWN TO EARTH DEFINITION
OF DYSLEXIA.  THE ABSTRACT WORDS ARE HARD TO
GRASP.  CAN YOU GIVE SITUATION????? - CAN'T TALK ON THE PHONE, CAN'T READ OUT
LOUD------ANYTHING

SUBJECT:    Re:DYSLEXIA     Date:   96-12-11 02:16:35 EST
From:  SusanS29

I'm sure there are several people who would like to help you with this.

Now you help us out by using both capitals and lower case, OK? ALL CAPS
messages are too hard to read, so a lot of people will pass them over and
just ignore them. That is not what you want.  ;)

SusanS29, Host

SUBJECT:    Re:DYSLEXIA     Date:   96-12-11 02:17:53 EST
From:  SusanS29

Dyslexia means "unusual difficulty learning to read." It doesn't say *why*
the child is having trouble learning to read.

To help the child, you have to figure out exactly what's going wrong. Then
you teach toward the child's strengths while building up the weaker
areas.

SUBJECT:    Re:DYSLEXIA     Date:   96-12-12 17:06:04 EST
From:  Dr oz

dyslexia is a medical term to describe a educational concern -  - if you
learn to read you are not dyslexia

SUBJECT:    Re:DYSLEXIA     Date:   96-12-13 14:39:42 EST
From:  Kalg7

For general information the following is a definition of dyslexia according
to Boder an Jarrico;
"A dyslexic reader has a characteristic pattern of cognitive strengths and
weaknesses in two distinct components of the reading process: the visual
gestalt function and the auditory analytic function.  The visual function
underlies the ability to develop sight vocabulary through visual perception
and memory for whole words; the auditory function underlies the ability to
develop phonics word-analysis skills.  Skills most affected are the
acquisition of correct sight vocabulary, correct sounding out of words,
spelling, and reversal patterns."

My son is 8 years old, he is dyslexic, and he can read.  He does not read or
spell within his grade
level,  however through a multisensory learning approach we have high
hopes.

SUBJECT:    Direct Instruction     Date:   96-12-14 23:47:54 EST
From:  PLJWin

I would like to hear from other teachers who are using direct instruction
materials and methods intheir classroom.   PLJWin

SUBJECT:    Re:Direct Instruction     Date:   96-12-15 21:55:35 EST
From:  MarRigby

PLJFWinf:
I am waiting for my SRA Corrective Reading (Decoding) program to arrive. My
next door neighbor, who is also a Sp. Ed. teacher has been using it for a
couple of years with some favorable results.

I would also like to know if anyone out there is using Siegfried Englemann's
Direct Teaching Reading Comprehension program, and how it is working.

Marilyn

SUBJECT:    Re:Direct Instruction     Date:   96-12-19 17:21:56 EST
From:  Dr oz

i try to use D. from SRA but my kids keep falling asleep - do they start to
tenjoy it once they start to tlear from it

SUBJECT:    Non-Readers at Jr. High     Date:   96-12-24 23:18:26 EST
From:  VB BB CCH

I need some help working with a student who is in the seventh grade.  He came
to me as a non-reader.  At this point I do not see more skill and drill
benefiting this child.  I am looking for any ideas as to what to do with this
student.  He will never be a person who will sit down and read novels, but he
will need to be functional.  Please help!!!

SUBJECT:    Re:Non-Readers at Jr. High     Date:   96-12-26 14:24:00 EST
From:  MarRigby

Why isn't he reading? What has been done in the past? What is his label--LD,
MR, SED? Is lack of motivation a primary issue? That will help you decide
whether to switch to a vocational or independent living-type education. If
this is a severely LD student who wants to learn how to read, there are
programs available such as the Wilson Reading Program (which I have only
heard is excellent) and SRA Corrective Reading, which I'm planning to use.

One of the problems in public school teaching is a lack of funding to
purchase highly recommended reading programs for the severely LD student that
are said to work very well...such as the Lindamond Bell (sp.?) for younger
students, the Wilson Reading Program for older students, and other reputable
programs.

Marilyn

SUBJECT:    Re:Non-Readers at Jr. High     Date:   96-12-28 14:18:41 EST
From:  Lmazzola

<<One of the problems in public school teaching is a lack of funding to
purchase highly recommended reading programs...>>

Marilyn:

This is so true. Two things come to mind though. The long-range cost of these
students, if not helped, to society when they become drop-outs and possibly
delinquents and the fact that not all "good" programs are costly if viewed as
a "long-term", multi-student committment. By that I mean, will the program be
cost effective for just one child? Probably not and may be difficult to
justify. Or, more realistically, will it be cost effective if you take into
consideration the number of students it will help in the long-run?

It's that ever-present mind-set of the school systems that blocks the
way..."We don't want to set a precedent".

Supreme Court Justice, Sandra Day O'Connor wrote in one of her opinions
regarding a "special ed" case, (the quote is not verbatim) ...if school
systems only did what the law instructs them to do, take each individual
child's needs into consideration, then they wouldn't have to worry about
setting a precedent because no two children's needs are going to be exactly
the same.

I just got the high school to provide my 9th grade daughter with 1:1 phonics
instruction (our schools have used the "whole language" method). Up until
they finally agreed, the reason for their refusal had been, "we don't teach
phonics to high school age kids". I told them that I didn't care what they
normally do or don't do, my child's learning disability necessitated
instruction in phonics, the breakdown in her language skills could be
directly correlated to the lack of decoding skills. When we first discussed
providing phonics instruction, I was told that the school had on staff a
person trained in the "Wilson Method" and they would beg, borrow or steal her
for my daughter.

Needless to say, now that I have the IEP, no where is the method or the name
of the instructor provided. I won't sign the IEP until they commit, in
writing, to a specific method and ONE teacher.
I will not give them free reign to "bait and switch" as they have been known
to do in the past.

My, my, how I digress.. Feeling a bit frustrated over the whole mess, as you
might have guessed.

Lisa

SUBJECT:    Re:Non-Readers at Jr. High     Date:   96-12-29 12:50:53 EST
From:  MarRigby

"Needless to say, now that I have the IEP, no where is the method or the name
of the instructor provided. I won't sign the IEP until they commit, in
writing, to a specific method and ONE teacher.
I will not give them free reign to "bait and switch" as they have been known
to do in the past."

I do not believe an IEP can specify a specific method or one specific
teacher. The reason for that is that IEPs are transferable from one school,
community, state to another. The new school may not have a specific teacher
trained in the Wilson method, nor may they have the finances to purchase the
program. As a Sp. Ed. teacher, I usually write under the strategies column,
the name of the program I may be using and add "or other similar
group/individual program such as. . ."

And believe it or not, you wouldn't believe how few severely LD students are
really in Special Ed. programs. For so long, it has become a dumping ground
for a mixture of slow learners, discipline problems (and I don't mean
behavior problems resulting from a specific diagnosis), and some LD kids.
These problems are being remediated in some communities as budget constraints
have finally made them realize that they are paying out too much money for
Special Education. Maybe as the numbers decrease, communities can start
laying out some money for reading programs that are sorely needed for
children like your daughter who really need the help.

Marilyn

SUBJECT:    Re:Wilson Method?     Date:   96-12-29 20:44:23 EST
From:  KWatk32411

Could someone who is familiar with "The Wilson Method" please explain what it
is?

Thanks
Kathy

SUBJECT:    Re:Non-Readers at Jr. High     Date:   96-12-30 01:09:47 EST
From:  SusanS29

"And believe it or not, you wouldn't believe how few severely LD students are
really in Special Ed. programs. For so long, it has become a dumping ground
for a mixture of slow learners, discipline problems (and I don't mean
behavior problems resulting from a specific diagnosis), and some LD kids"

Depending on where you are. Where I am they really do do a pretty good job.
:)

SUBJECT:    Re:Non-Readers at Jr. High     Date:   96-12-30 17:54:38 EST
From:  MarRigby

Susan:

"Depending on where you are. Where I am they really do do a pretty good job.
:)"

You are right! And my school does a good job, I am happy to say. However, I
also have a very knowledgeable principal on our team who has a degree in Sp.
Ed. and knows the laws! However, many administrators are ignorant of the
laws, and pretty much decides that if the student is either very slow or
causes lots of trouble in the classroom, h/she is Sp. Ed.  So much for it
being a team decision. Also, some classroom teachers are often very much at
fault. If they have a choice of getting rid of a behavior problem, vs. a
struggling, but well-behaved LD student, who are they going to refer???  In
more economically deprived areas of the city, there are more Sp. Ed.
children, and of the ones I've received in my school, most turn out to be
slow learners, and I can't figure out what criteria was used to determine
that these children are learning disabled.

Marilyn

SUBJECT:    Re:Wilson Method?     Date:   96-12-31 17:23:16 EST
From:  MPWinstead

The Wilson Method is a systematic, structured, multi-sensory phonics approach
to reading, writing, and spelling and is based on Orton-Gillingham. Hope this
helps.

SUBJECT:    Direct instruction     Date:   97-01-01 00:02:33 EST
From:  TPRebman

I received my Master's degree under Dr. Craig Darch at Auburn University who
studied under Sigfried Engelman(leader behind Direct Instruction movement and
author of SRA materials) at the University of Oregon.  The focus of my
graduate program was direct instruction methods, the theory behind the
method, and how to effectively use direct instruction methods.  I feel very
comfortable with the subject and am an advocate of the program.  Having had a
whole language background from my undergraduate program, I was skeptical of
DI.  I am now an true advocate for Direct Instruction methods and materials
WHEN USED CORRECTLY!  I would love to discuss DI with teachers who are using
these materials and struggling with student motivation.  I have ideas I would
love to share.  I have seen great success!!  Contact me please!

SUBJECT:
Re:project read     Date:   97-01-01 23:24:58 EST
From:  JReed16294

I would love information on  any Project Read workshops. I go to school in
Richmond, Ky which is near Lexington, Ky.

SUBJECT:    Direct Instruction     Date:   97-01-02 20:13:15 EST
From:  Scott VanZ

I am also a Direct Instruction advocate.  However, I have no support within
my district.  I would welcome chatting with others who know DI in and out.  I
am in the Kansas City area and would like to hear from others both in this
area and across the US.  If anyone knows of additional training in DI or
university programs, please inform me.  I believe that through DI illiteracy
can be beaten!  Please let me hear from you.  Feel free to e-mail me
directly.  [e-mail].....     HAPPY NEW YEAR.

SUBJECT:    Re:Direct
Instruction     Date:   97-01-04 14:34:24 EST
From:  MarRigby

Scott:
As you read a few posts back, I am just about to begin DI with the SRA
Corrective Reading program. What really floored me was when my principal read
my objective, and said, "This is excellent! I really think this is going to
help!" What I've been told by many people is that DI will not work all by
itself. Somehow, there also has to be time for literature. Even if your
students can't read the stories themself, they can listen to others read, and
participate in the class discussions. In my school the students are using the
HBJ Literature program--in other words, whole language. So, what I'm hoping
will happen is that my students will do the Corrective Reading series with
me, and participate in the HBJ reading in their classrooms. I can always
dream, can't I???

Who in your district doesn't support DI--the special ed. dept. or reg. ed.
administrators?

Marilyn

SUBJECT:    Re:Direct Instruction     Date:   97-01-05 15:09:40 EST
From:  Niborl

Last year I was trained to use direct instruction with my special education
self-contained students.
I used Reading Mastery Rapid cycle because of the ages of my students.  I had
several students who were communication handicapped as well as other
disabilities.  My students became enthusiastic readers.  There reading scores
jumped about nine months to one year in about six
months.  I was transferred to another school in my district this year and I
am teaching in-class
support I have several students who are not doing well in reading I started
using Corrective Reading and the students are really starting to develop
their reading skills.
     I had two of my students from last year  transfer to my building.  These
students were unable to read last year.  When I ran into them in the
cafeteria they were READING letters that first grade students had written to
the cafeteria staff.  I could not believe that they had such a high level of
retention of reading skills.
     I also find that the more I work with the reading program and students
start to experience success they become more cooperative and participate
more.  The teachers who I work with have also seen the progress and are
requesting that I add more students to the program.
     Keep working with the program I stongly believe that it will help the
students, especially those who have not learned to read through whole
language.  I do not advocate throwing our whole language, but I strongly
advacate adding Direct Instruction to the curriculum.
     I have Just ordered the Direct Instruction materials for corrective
math.  I hope that my students are as successful with the math program as
they were with the reading.  I would like to
hear from anyone who has used the corrective math program.

SUBJECT:    Re:Direct
Instruction     Date:   97-01-05 16:23:50 EST
From:  MarRigby

Niborl:

Could you please explain "Reading Mastery Rapid cycle" to me? I haven't heard
of that. I am glad that you had such success with the Corrective Reading
program though. I am really looking forward to using it.

Marilyn

SUBJECT:    Re:Teens     Date:   97-01-06 23:48:13 EST
From:  KChambe971

I have a 16yr (10th grade) hearing impaired, LD Son, who ranges from 2nd to
5th grade in various subjects/abilities.  He has been in special ed since
four, private schools until 5th grade for LD kids, only a little behind when
entering public education, since that time has regressed.  Last three years
we have been able to deal with emotional issues.

Question is how does a student at this age and stage get the desire to learn
again when what is being offered is not interesting, rewarding, etc.

I am ready to home school him again, we were somewhat successful when we did
so in 7th/8th grade.  I am very interested in suggestions

SUBJECT:    DI-math     Date:   97-01-07 23:14:25 EST
From:  TPRebman

I have used DI math materials...Connecting Math series and the SRA math
modules (addition, subtraction, mutiplication, and division)  I have found
huge success with these programs and would recommend their use.  My fourth
grade LD students last year were working on (and finding success with) higher
math skills than the regular ed. students!  Good luck!

SUBJECT:    Re:Teens     Date:   97-01-08 00:25:45 EST
From:  MarRigby

KChambe971:

I have a couple of questions: What is the severity of your son's hearing
loss? Is your son aural-oral, or does he use Total Communication? Does he
have either a sign language interpreter or, an oral interpreter? If not,
maybe he needs one. He may be entitled to one.  Another possibility that may
be hindering his progress is social isolation. He may be happier and more
willing to participate and learn with his hearing impaired peers. What are
the possibilities of a vocational school education? How do his peers treat
him? Ask for a new PPT to brainstorm, and perhaps ask for the above services
if they are appropriate.
By the way I am a certified teacher of the hearing impaired, but due to
program cuts, I have been teaching Sp. Ed. Resource for the past 13 years. I
also have one mildly hearing impaired student in my LD resource room. Please
keep us posted. I am very interested.

Marilyn

SUBJECT:    Re:direct instruction     Date:   97-01-08 22:20:35 EST
From:  Niborl

The SRA Rapid cycle is for Direct Instruction for students who are not yet in
3rd grade and therefore not eligable for Corrective Reading.  SRA has a whole
series for regular ed students.
I am having a great deal of success with the corrective reading this year.

I have a student who is in 5th grade and was not reading we are about 1/2 way
through Corrective
Reading Level A and he was telling me yestereday that he wants to participate
when his class does shared oral reading.  Before he would sit and suck his
thumb and not pay attention to the class lesson.  To me that is a quantum
leap.  So there is hope for our Special Education Students
we just need to remember that they may need alternative methods to learn.
That's why we have special education.

SUBJECT:    Labels     Date:   97-01-09 21:51:30 EST
From:  Lizbeth SR

I have just been browsing through this folder and have a concern.  I feel it
is REALLY important that when we refer to our children and their learning  or
other disabilities that we "name" the child FIRST and then the disability.
IE:  A child with LD or ADHD or Dyslexia NOT a LD/ADHD/Dyslexic child.  These
children are PEOPLE first NOT their disability!!!

We do need to label the disorder but not the child.  Please think about this
when writing and talking about our children and the children we work
with.

SUBJECT:    Using sign to teach reading     Date:   97-01-09 22:01:33 EST
From:  Lizbeth SR

I have an 11year old daughter with severe reading and language disabilities.
(5th grade struggling at the 1st grade level in most acedemic areas)  She has
multible medical conditions that effect her learning.  (Epilepsy, ADHD, OCD,
Apraxia, and possibly SAD)
I have wondered if teaching her reading incorporating sign language if she
would be more successful.  I think that the "doing something physical" could
reinforce the letter sounds and the memory of words...sight, sound, and
physical action.  Our IEP team does not support this idea.  Does anyone have
any experience with this?  Does it work?  I'd appreciate any input anyone
might have.  Thanks, Liz

SUBJECT:    Re:Labels     Date:   97-01-09 23:24:48 EST
From:  SusanS29

Lizbeth I sympathize with your view, but in reality people post as fast as
they can. They have limited amounts of time on line. Most people don't have
time to proof-read and edit their messages.

In spite of the tact that I agree with you I'm sure that at some time I've
said "LD child" instead of "child with LD" -- and I'm a writer.

In this forum I ask that people do *not* criticize others' posts for grammar,
language or spelling. We all do the best we can, usually going through
messages as fast as we can.

Thanks.

SusanS29, Host

SUBJECT:    Re:Using sign to teach reading     Date:   97-01-09 23:26:06 EST
From:  SusanS29

Liz I think the problem you'd have is -- do you even have any resource
teachers that know sign language?

I think you'd find research supporting this approach in the educational
journals but I don't see how a resource teacher would have time to learn sign
language for this purpose.

SUBJECT:    Re:Using sign to teach readi     Date:   97-01-10 08:28:02 EST
From:  MPWinstead

Liz-
Teaching sign language to children with VERBAL apraxia is common practice.
Like Susan, I'm not sure how realistic it is to ask a teacher to
'incorporate' signing into the teaching of reading. But all of the
neurologists and speech people in my area most always recommend teaching a
child with severe speech difficulties to sign.

SUBJECT:    Re: Herman Method     Date:   97-01-12 20:52:09 EST
From:  Pnj13

What is Herman Method? Please tell me more about it,I am a PI teacher and I
am Always looking for new Method. E-mail at PNJ13

SUBJECT:    Re:Help Me Too!     Date:   97-01-12 21:02:18 EST
From:  Pnj13

What is the Wilson Reading Approach?Thanks,PNJ13

SUBJECT:    Wilson Approach     Date:   97-01-13 07:50:42 EST
From:  MPWinstead

The Wilson approach is a multi-sensory, systematic, structured phonic-based
way to teach reading, writing, and spelling. It is based on Orton-gillingham.
Call 508-865-5699 for more info.

SUBJECT:    Finger spelling     Date:   97-01-13 09:02:46 EST
From:  Y75

Hi, I have very bad reading dificulties. And I do not spell very weell to. In
order to improve a speshiol ed teacher is offering to do finger spelling wiht
me to hope that dooing something fiscal with my hands will be better. I am
looking forward to it. I have learned the sine alphabet in ten minutes! It
did not take me long at all. I practice all the time. Has anyone done this
before? Or can give me any advice?

Please e mail me!
[e-mail]
or Y75 (but I don't check my aol account often)
thanks!


SUBJECT:    Low reading level books?     Date:   97-01-14 08:31:16 EST
From:  DBauer7871

Does anyone know a source for high interest, low level reading books for
kids. My son is in 6th grade but his reading level is 3rd to 4th. The books
written for his reading level are too babyish for him. Any suggestions or
sources for books that he would be able to read on his own, yet hold his
interest?
Please Email me
Thanks
Denise

SUBJECT:    Re:Low reading level books?     Date:   97-01-14 17:01:25 EST
From:  Ratatat

<< Any suggestions or sources for books that he would be able to read on his
own, yet hold his interest?>.

See if you can find Encylcopedia Brown books or One Minute Mysteries.  My son
loved these when he was in grades 3-6.

Also, there are some chapter books written just for 4-5 grade boys by the
same guy who wrote "The True Story of the Three Little Pigs."

SUBJECT:    Re:Low
reading level books?     Date:   97-01-16 00:53:12 EST
From:  DLRSM

Try "Ghost Witch" by Betty Ren-Wright ( I think that's how her name is
spelled) and Bruce Coville's books, especially "Monster Ring".  My sons, ages
7 & 9 , still vote those two books as their favorites .

SUBJECT:    An American
Dyslexic in Mex.     Date:   97-01-16 19:18:26 EST
From:  ANNKK

We are living in Mexico City and my 7 year old dyslexic daughter is making no
progress in reading.  She spent 4 weeks last summer at Lindamood Bell in
Sacramento Calif.  Does anybody have ideas for dyslexic summer camp or
tutoring in California for the summer.  I dont even know how to find an Orton
tutor in Sacramento (where my parents live).  We will stick the year out in
Special Ed at the American School of Mexico City but any ideas would be
really appreciated.  You can reach me at ANNKK here at AOL.  Thanks!

SUBJECT:
Re:An American Dyslexic in M     Date:   97-01-17 08:20:11 EST
From:  GypsyinPal

Call the National Orton Office 1-800-ABCD123 and ask them for referral to
local branch in Calif who should then be able to recommend some names of
Orton-trained teachers. Long sentence but hope it helps!

SUBJECT:    Aud. Proc.
Deficit 16y/o     Date:   97-01-17 15:33:06 EST
From:  BJDowning

My 16y/o son has a severe auditory processing deficit.  Has been in sp. ed.
since first grade.  We originally had him tested at 2 1/2 because he could
not repeat words with 2 or more syllables.  Reading (and consequently writing
and spelling) are the areas of greatest weakness.  Math has been a strength.
Auditory short term memory is poor.  He made slow but consistent progress in
grade school.  Junior high brought a change in program (and school district)
where he was in a special ed classroom that included children with behavioral
as well as learning disabilities.  (Not a particularly successful school
year)  Ninth grade brought him back to home district placed in special ed
room for "communication handicapped."  He is mainstreamed for only elective
type classes (PE, shop, etc).  He is now in tenth grade, reads at
approximately 5-6th grade level.  At the beginning of this year the education
consultants thought it a grand idea to try him in a mainstreamed tenth grade
biology class.  Needless to say this has been a disaster not so much
academically but his self esteem has plummeted.  He hates school but gets
himself up each day to go. (Somewhere there is alittle motivation left).  I
have several questions.  We are looking for a skilled tutor, where do we
start? (school personnel not helpful here).  Does anyone know any career
planning resources for the LD student?  Are there any chat rooms online for
teenagers with learning disabilities?  (Going on-line has been a great way
for him to interact and practice reading and writing)
     One of our main goals for our son has been to get him through school
with his self esteem intact.  Well it's getting increasingly difficult.
Being a bright "special ed" kid in high school is taking it's toll.  Looking
for advice in this area as well.    Thanks!



SUBJECT:    Reading and Self-Esteem Prob     Date:   97-01-17 17:22:20 EST
From:  NJPickle

I Have a 13 yr. old son that has had reading problems since 3rd grade.
Before that he seemed to develop reading readiness skills on target or even
some what early.  By age 4 he new all letters and letter sounds.  He did well
in K-5 and 1st grade.  I noticed by 2nd grade his reading skills were not
improving.  Mentioning this to his 2nd grade teacher , she did not seem to
think there was a problem.  By 3rd grade, his teacher realized there was a
problem.  Sometimes he would know a certain word and the next paragraph he
would not recognize it.  He also was mis-calling words like on and no , form
and from etc...  He was tested and his verbal ability far exceeded his
non-verbal ability.  He was not eligable for any LD classes , but did have an
IEP done for him that really did not help.  He complains of headaches when he
reads more than a few minutes at a time and really is starting to fail some
of his subjects.  We have already tried tutoring for a year in reading and he
has had a year of Visual Therapy.  Nothing we do seems to have any lasting
effect. His I.Q. score showed him being of normal intel. with a I.Q. of 112
If anyone out there has encountered this problem with a child and has any
ideas that would help him , please let me know.  My son will be entering the
9th grade and I'm afraid it will only get worse.
                                                   Thanks, NJPickle.

SUBJECT:
Re:Reading and Self-Esteem P     Date:   97-01-17 17:35:02 EST
From:  R u Niz

If his verbal abilities far exeed his non-verbal on the IQ test and he is
failing classes, and there is a past history of educational referral, why was
he denied LD services?  What are his reading and Math levels?  This sounds a
lot like a learning disability.

SUBJECT:    Re:Reading and Self-Esteem P     Date:   97-01-17 17:52:10 EST
From:  R u Niz

Where did the IEP come from.  Was he identified as learning disabled ?  If he
did not receive pull out services, was he being served in the regular
classroom with a Sp-ed teacher present or in consultation with the regular ed
teacher?

SUBJECT:    Re:Reading and Self-Esteem P     Date:   97-01-18 14:30:11 EST
From:  BJDowning

This sounds so familiar.  My son also has complained of headaches after
several minutes of reading.  I've often thought it frustration related or the
effort of what for him is intense concentration.  As a toddler and young
child he used to fall asleep when we read to him.  He has also exhibited a
sensitivity to "noise."  He often uses phrases like "can't everyone be
quiet," "why do you (or my teachers) have to use so many words?"  It's been
explained to us that he percieves language as just so much noise after a few
minutes of listening concentration.

SUBJECT:    Orton-G Computer Program     Date:   97-01-18 21:53:03 EST
From:  Merye

There is a reading program available on CD-ROM which is based on
Orton-Gillingham.  The school version is rather costly.  However, there is an
"at home" version which I found on the Web.  The name of the program is the
Language Tune-Up Kit.  It appears to be a great program, although I have yet
to explore it thoroughly.  For you parents out there who have children with
reading difficulties, I highly recommend that you check this program out.
The at home version is $200.

SUBJECT:    Re:Orton-G Computer Program     Date:   97-01-18 22:32:46 EST
From:  Merye

Here is the Web address:  http://[e-mail]/

The program is on sale for $149 through January 20.

Hope this helps someone.

SUBJECT:    Re:Orton-G Computer Program     Date:   97-01-19 07:07:02 EST
From:  JJForbes

Here is the Web address:  http://[e-mail]/

The program is on sale for $149 through January 20.

Hope this helps someone.

I couldn't find this, based upon the above address.  I did a search, and
here's the address I found:
     http://www/jwor.com

JJForbes

SUBJECT:    Re:Orton-G Computer Program     Date:   97-01-23 22:06:54 EST
From:  Merye

A couple of people have notified me that they couldn't connect using the Web
address I posted. Notice that there's no "www" in the address.   Sometimes I
just copy and paste the address I see into Keyword and click Go.  You might
try that.  It's a lot easier than typing out the address!

SUBJECT:    Re:Orton-G
Computer Program     Date:   97-01-23 22:17:47 EST
From:  Merye

For a free demonstration CD-ROM, send an E-mail to [e-mail] or call
[phone], 9AM-5PM, Eastern time.  (I just copied this from their
site.)

SUBJECT:    Re:Help Me Too!     Date:   97-01-24 13:16:06 EST
From:  JBF5

Dear help me too,
My son is 11 and has a low IQ and reading problems, language problems
concept.....you name it he has got a form of it ....or did. The school has
not haelped my son, they feel slowing the program down for him is the answer.
In Oct. of 96 I brought my son to a Lindamood-Bell clinic, it was the best
thing I have ever done. For the first time in 5 years someone has been able
to teach my son. He learns differently then most kids in his class, and
Lindamood Bell showed him how to use his brain. Multi-sensory based, the
school won't do this.They are based out ofSan Luis Obisipo CA they have an
800 number I don't have it on me now. This method will work. They are setting
up a clinic in the Chicagoland are in March, in Feb. they are having an
overview meeting on there program in Elmhurst Illinois. If I can help you
with any of this please let me [e-mail].

SUBJECT:    Re:Lindamood Bell
Reading S     Date:   97-01-25 22:31:35 EST
From:  RSJNCAMP

I  would like more information on both of the systems you refer to -
Lindamood Bell and Wilson. I teach 3rd and 4th grade students with learning
disabilities that definitely could use a hands-on approach.. Do you have the
800 numbers?  Please e-mail me at:  [e-mail]
THANKS!

SUBJECT:    Help me please!!!     Date:   97-01-25 23:51:08 EST
From:  SPEDTeachr

I'm a new SDC teacher this year (8 years in reg. ed before this).  I have a
4th grader who has some severe learning problems:  She only knows how to read
a couple of words, her math skills are at very basic addition facts, and she
will go into nonsense writing (just a bunch of letters all over her paper) if
she is not prompted to concentrate...if she is, she does much better.  Her
parents are understandibly very frustrated as they have not seen "any"
progress in the past year for her.  I've started the Lindamood-Bell Auditory
Discrimination in Depth program with her - she's picking it up slowly, but I
have hope...

Her parents are wondering if there are any "dyslexia specific" programs out
there...I'm looking for any resources I can find that could help me teach her
in a different way.  I've scanned some messages and saw the book "Taming the
Dragons..." mentioned quite a few times - I'll try that...

Can anyone help me with other suggestions?   Please e-mail me at
[e-mail]
MEGATHANKS!!!!

SUBJECT:    Re:phonological awareness     Date:   97-01-26 14:07:43 EST
From:  RSJNCAMP

Dear LindaP1040,
I read and printed your info on Phonological awareness. I am a teacher of 3rd
and 4th graders with learning disabilities in reading and writing.  In your
opinion, what are the best reading programs for these type of students? They
are performing 1-2 years below grade level. I am currently using the
Benchmark program which also uses word families and am going to begin using
Ron Davis' approach to Symbol Mastery .  I would love your opinion on any of
these programs, what you think is best.  I would also like further detailed
information on the Lindamood method if you could tell me where I could get
more information.
Thanks!  Please e-mail me at:   [e-mail]


SUBJECT:    Re:Lindamood     Date:   97-02-01 12:32:07 EST
From:  PirateSmil

I was involved in a situation last year w/ a dyslexic student whose parents
wanted the school to pay for Lindamood-Bell tutoring ($54 hour, 4 hours a
day, 5 days a week, 4 weeks). The advocate insisted that this was the only
thing that would work for this child. The previous year she had insisted that
alphabet phonics was the only thing that would work for this child. She was
also a Lindamood-Bell tutor (bet you could have guessed that one). Bottom
line - we said no way. Parents took the child to Lindamood over the summer
anyway. She came back with a strong knowledge of phonics rules. Can she apply
them? No but she can spit out the rules. She doesn't read any more fluently
or spell better. If I sit with him and remind/ask him of the rules he can
spit it out and usually can apply it. The problem is he doesn't automatically
apply the rules as he reads or spells. This is a "true" dyslexic, not an
"apparent" dyslexic who just missed the phonics somewhere. Lindamood-Bell
does not have the research to back it up. Be careful about this one. I'm not
saying it can't work for some kids. But it is definitly not the "cure" for
dyslexia.
      By the way, the parent told me early this year that the advocate was
disappointed with her child's progress and couldn't understand why the
student hadn't done better. This same advocate wanted me to guarantee that I
could increase the students reading level by 2 years in 1 school year. When I
asked her if she could she said she didn't have to guarantee anything.
       My biggest gripe with this advocate is that they were charging so
much. If you truly believe  this method can work so well why make it so
impossible for the majority of kids to have access to it.
             The student is doing great - loves to read and is a happy kid! A
big improvement over telling me he used to be afraid of words.

SUBJECT:    Re:Aud.
Proc. Deficit 16y/o     Date:   97-02-01 19:57:09 EST
From:  Maupin

I'm assuming that you do not live in CA, since vocataional ed is a major
focus for our high school LD kids. If the school is not helpful with a tutor,
how about contacting the education department of a local university or junior
college?

As for career planning, there are several sources available.  The Beach
Center on Families and Disability publishes a quarterly newsletter that often
focuses on transition. (c/o Institute of Life Span Studies, 3111 Haworth
Hall, The University of Kansas, Lawrence, KS 66045) Other sources include:
Association for Children and Adults with Learning Disabilities - 412-341-1515
President's Committee for employment of the handicapped 202-653-5010
Parent Information Center 603-224-7005Pierce County Vocational & Special
Education Cooperative 206-589-5746

These are just a few of the resources out there. Feel free to email me if
you'd like more info:)

C. Maupin

SUBJECT:    Direct Instruction/Whole lg      Date:   97-02-02 14:47:56 EST
From:  DickASUNYA

Whole language basal is oxymoronish.  There can be no WL basals for the same
reason there can be no DI basals (SRA notwithstanding).  In both
philosophies, teachers have to be expert enough to make good judgements about
what to teach to who and how.  You cannot put such stuff in a basal tecaher
manual - I know I've tried creating manuals for both types of programs.  A
manual writer can put some ideas in a manual but w/o direct information on
the kids to be taught, lessons are a crap shoot.  Good WL teachers are expert
and offer direct instruction.  Good DI teachers are expert and offer
contextualized DI (vs lots of isolated drill and simplistic worksheets) and
provide kids with lots of opportunities to engage in real and writing.  I 've
observed teachers through the auspices ofr a half dozen federal research
projects and centers.  The best teachers look a lot like each other in that
they use no one else's curriculum or goals or objectives.  These Ts create
effective instruction based on what kids need, not what is in some manual or
scope and sequence plan.  But our profession seems to find it easier to blame
curriculum than teachers for failures to learn to read.  Curriculum failure
is always someone else's fault and can be "remedied" by changing the
curriculum rather than changing teachers (or improving their instruction).
So we swing back and forth from one curriculum plan to another always blaming
whatever is in wide use for the current problems - this allows us to go on
without assuming any responsibility for the failure to teach children.  Very
convenient for us - very damaging for kids.  Dick Allington

SUBJECT:    Re:Labels     Date:   97-02-02 14:58:31 EST
From:  DickASUNYA

The problem is, as I have pointed out to several PC editors, that using the
term "child witha learning disability" suggests that someone has actually
verified the disability. Of course this just is not the case in the US.  We
classify kids as LD with absolutley NO evidence of any sort of disabling
condition.  We use a lag in achievement as the diagnostic benchmark not
physiological, neurological, intellectual, or any other sort of disability
evidence (same is true with diagnosis of ADHD).  When we use the PC
terminology of kids first, we perpetuate the mythology that a disability
exists.  This then means that everyone knows the kid CANNOT achieve as do
peers w/o "disability" and we get IEPs wih enormously reduced expectations
and instruction that no one could argue is either appropriate or intensive.
As a parent who fought successfully to keep my son from such egregiously
unprofession/unethical labelling and second-class studentship, I would argue
that use of the term "LD labelled student" or "ADHD labelled child" are far
more appropriate than the currently obnoxious and unsubstantiated arguments
for "person first" phrasing.  Woory less about the phrasing and more about
the quality and intensity of the interventions offered to children who find
school learning difficult.  Dick

SUBJECT:    Re:Labels     Date:   97-02-03 05:07:25 EST
From:  Ratatat

<<We use a lag in achievement as the diagnostic benchmark not physiological,
neurological, intellectual, or any other sort of disability evidence (same is
true with diagnosis of ADHD).>>

Every child deserves a comprehensive evaluation that will specifically define
(as much as is possible) the *reason* for their struggles.  My daughter and
my son both had complete evaluations that included all aspects that you
mention above.  I can't imagine depending on a diagnosis unless it included
all aspects of learning and development.

Sadly, today, teaching seems to have become "prescriptive."  It seems that
whenever a child is not learning within the mainstream of their grade that
schools needs a "prescription" with which to teach.  The only way to get the
right prescription is to know whay you are treating.  To do that a
comprehensive evaluation is demanded.

SUBJECT:    Re:Using sign to teach reading     Date:   97-02-05 11:39:48 EST
From:  TLVAIL

The school I work in uses the SRA reading program in small groups each
morning from 8:30-9:30.  This time is never interrupted for any purpose!!
(K-2 school).  Some of my students were having difficulty learning the sounds
so we used finger cues, like those used to teach Apraxic kids when the
teacher was teaching the sounds.  It was an extra, visual/motor cue that
helped some of them remember the sounds.  Remember though, your child may
have a great deal of difficulty using a phonetic approach to reading due to
her disabilities.  I think it's important that she learn the sounds, since it
helps with word attack skills but she may not have the ability to blend
sounds into words to decode them.  There are other approaches that may be
more successful in teaching her to read.

SUBJECT:    Colored Overlays in Reading     Date:   97-02-05 18:06:36 EST
From:  CGALE2B

Hello!

I am looking for research/information which discusses and/or supports the use
of colored overlays in reading.  I have just received a catalog (NRSI) which
promotes the use of colored overlays to assist students who may have visual
perception and tracking problems.  Although I have heard of these being used
some time ago, I have not read any recent research or articles which have
discussed successful experiences for students who have used them.  I would be
grateful for any information.

Thank you.

Lauren

SUBJECT:    Re:An American Dyslexic in M     Date:   97-02-06 12:01:43 EST
From:  Kalg7

I have an 8 year old Dyslexic child.  I found many different tutoring centers
in the area with different
teaching styles.  However, the best advice I was given was to call my childs
school, and ask if
they new of any current or retired teachers who would be willing to tutor my
child.  I found a wonderful teacher who was willing to learn the best
teaching styles for my child.  We feel blessed to have her.  Good luck to you
and your child.

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-06 18:18:12 EST
From:  RSJNCAMP

I just went to a NRSI conference and they talked about the colored overlays.
Apparently when they work they work very well and usually the children know
right away what color is best for them.  They told us stories about how kids
said the letters didn't run off the page, or float, etc.  The book that NRSI
has is by Helen Irlen who has done a lot of research on this and has clinics
throughout the US.  It's so easy but if it works it has changed the lives of
children who just were not able to read before.  The book is called Reading
by the Colors - Understandng Dyslexia and the Miracle of Colored Overlays
($9.95)   However, they did say it does not work for ALL children - some have
success with these and some do not.

SUBJECT:    looking for program for LD     Date:   97-02-07 00:18:52 EST
From:  TKelton

I have a 10yr. old son with several LDs. visual,memory,short term,
sequencial. Comprehension is good. Reading about 2grade level. He needs a
good program that will bring him up to grade level. Also rapid word decay.
He's been in self-contained for 3yrs. I found out about laws and put him back
in reg. ed. his reading pace and sight word ability has doubled. He still
needs a program. Any suggestions? Would lindamoodbell work? Need some expert
advice. Thanks.

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-07 08:18:27 EST
From:  Ratatat

<<The book that NRSI has is by Helen Irlen who has done a lot of research on
this and has clinics throughout the US. >>

Careful with this one.  None of her research has been able to be
independently replicated by any researchers.  It's really just*her*
theory.

SUBJECT:    Need your ideas and help     Date:   97-02-07 09:46:42 EST
From:  TEnatoli

My husband and I are just getting started in forming a plan for my 8 year old
son.  He is dyslexic--pre-primer reading ability, limited sight attack, can
decode but with much anxiety.  I have seen mention on this board many
different approaches to teaching dyslexics.  My school system doean't even
aknowledge  the "word" dyslexia as a diability because it doesn't have a code
for it!!!  We need concrete programs and methodology to bring to PPT's and
and to make the system aware of other teaching programs.  We are so
frustrated and my son is just now starting to feel like he doesn't fit.  We
do all his reading for him and have pushed for oral exams in school,  and
modified home work.
Please offer any suggestions, societies we should look into, programs we or
the school could go to , anything we can do at home.
We live in Connecticut, but would travel to any worthwhile venture to help
him.
Thanks

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-07 10:51:30 EST
From:  Sewmed2

RSJ where can I find this book about colored overlays?
Diane

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-07 20:11:33 EST
From:  RSJNCAMP

You can find the book about colored overlays in the NRSI catalog.  Call
1-800-331-3117 and they can get it for you - that's the number for NRSI
(National Reading Styles Institute).

SUBJECT:    Re:Orton-G Computer Program     Date:   97-02-08 19:23:49 EST
From:  PAJEHA

another O-G program is Climing Higher.   It's a great program too!!!!  For
eye problems I have found a great doctor in Omaha,Ne at the  Omaha Eye
Institute.  Her name is Vicky Vandervort.  I'm a teacher, and my students
have had great success with her.

SUBJECT:    Re:phonological awareness4     Date:   97-02-09 21:38:53 EST
From:  Teachhumor

to Lindap1040 - I couldn't find you on AOL - where can I get more info and
where can I get the materials on torgesen bryant and the lindamood dis.

SUBJECT:
Benchmark program     Date:   97-02-10 23:17:32 EST
From:  MCSELD

I have been told the benchmark program does wonders for dyslexic readers,
does anyone have any information or experience with it?

SUBJECT:    NEEDED: READING
TUTOR-ATLANT     Date:   97-02-11 14:41:11 EST
From:  E91054

MY 1ST GRADE (7 YEAR OLD) DAUGHTER  NEEDS TO BE TUTORED IN READING.
HOPING TO FIND SOMEONE SPECIALIZING IN READING DISABILITIES.
MY ELEM.. SCHOOL IS WILLING TO DO ZIP FOR US...SO WE NEED TO FIND OUTSIDE
HELP.  WE LIVE 40 MILES NORTH OF ATLANTA..  WILL CONSIDER GRAD. STUDENT.

E-MAIL - E91054 @ AOL.COM

SUBJECT:    Re:Benchmark program     Date:   97-02-11 21:01:52 EST
From:  RSJNCAMP

I am using the Benchmark program with my 3rd graders that read on a first and
second grade level.  It is fairly inexpensive and easy to use once you get
the hang of it.  It revolves around the spelling pattern of a word (ie. word
families) and teaches the kids to  use the spelling patterns they have
learned to decode unknown words.  I do see the kids making progress and
connections but I wouldn't say it is doing wonders for my learning disabled
students.  It   only works on word identification/vocabulary and it would be
nice if it had more comprehension activities (actual reading) in which the
students could apply their newly learned skills.  My district does not have a
lot of money to spend on special ed, so I take what I can get and make do.
So far Benchmark is fulfilling that need and I feel pretty good about
it.

SUBJECT:    Re:Reading and Self-Esteem Pro     Date:   97-02-11 21:30:53 EST
From:  Bonniejh

You mention that your son c/o headaches after reading briefly.  I would
suggest looking into the colored overlays mentioned in earlier posts.  They
help cut the harsh glare of black on white text making it easier/more
comfortiable to read for some students.  Other thoughts include using large
print books or books on tape.  If your son has been identified with a reading
disability you can receive his text books on tape from Recordings from the
Blind.  (I am the parent of an eighth grader who is dyslexic-trying to
maintain self esteem while coping with school demands is a never ending
challenge.)

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-13 19:44:28 EST
From:  RRTeach

I have looked for over 2 years for HARD DATA - not testimonial data to back
up some of the claims made.  If any one knows of any valid studies, please
contact me
e-mail - [e-mail], [e-mail]

SUBJECT:    Re:Colored Overlays in
Readi     Date:   97-02-13 19:46:14 EST
From:  RRTeach

<<The book that NRSI has is by Helen Irlen who has done a lot of research>>

I have this book -- it does not contain the results of any valid studies --
just a lot of testimonial.

SUBJECT:    Re:Colored Overlays in Readi     Date:   97-02-13 22:41:31 EST
From:  Ratatat

<<If any one knows of any valid studies, please contact me>>

Me too!  I haven't found anything I'd call better than a testimonial.

SUBJECT:
Re: Herman Method     Date:   97-02-20 21:17:57 EST
From:  Pnj13

I am a Special Education Teacher for Students who are PI, and I have been
looking around for new reading methods. Where can I get information on the
Herman Method? Please e-mail me. Thanks, PNJ13

SUBJECT:    Re:Wilson Reading
Program     Date:   97-02-20 21:25:54 EST
From:  Pnj13

I am interested in learning about the Wilson Reading Program,PNJ13

SUBJECT:
Re:Tallal     Date:   97-02-21 04:47:20 EST
From:  Vintage500

Need information about Tallal software developed by Rutgers University for
small private school for children with learning differences.  Does anyone
have address for the Scientific Learning Co. in CA.?

SUBJECT:    Re:Tallal     Date:   97-02-22 10:28:56 EST
From:  Bre5

I can't find the world wide web address for the Scientific Learning Co. right
now, because I don't use the AOL web browser-it's too slow- but they do have
their own site and you may be able to get to it through their original web
site:

http://www.ld.ucsf.edu/

Eileen


SUBJECT:    should school tutor?     Date:   97-02-22 10:48:44 EST
From:  Bre5

My 3rd grade son just got his DRP (a test- Degrees of Reading Power) results
and it is 28, below even minumim competency for 3rd grade. He is actually
doing well in school in spite of ADD, CAPD, speech/language disorders. The
goal for 3rd graders is DRP 42 (minimum competency is 32), but they put in
his report that his goal would be 33. Nothing special is planned to help him
reach this goal, other that the regular reading group time, in a group of 15
students, with a book that is always too hard for him and I have to re-read
it at night to him. He can actually "read" almost all the words OK, if you
can tell what he is saying because of his speech, but he can't answer any
questions about what he just read, unless you re-read it to him and
practically spell it out. (The students write out answers to questions in a
notebook -about 6 questions per chapter.) When a student has problems like
this, what is it reasonable to ask the school to do about it? I think he
needs tutoring or remedation, but there isn't any offered in our school. The
most that will happen, I think, is that his special ed teacher will pull him
out sometimes to "help" him answer the questions in writing about the book
his group is reading. I haven't met with anyone yet, and he has excellent
teachers, but I'm just not sure if they plan to do anything in the way of
remediation to help him reach the goal. I would like to ask for this, but I'm
not sure what is reasonable or what he should normally be legally entitled
to. It also doesn't seem fair that his goal should not be the same as the
average 3rd grade goal. How will he ever catch up?

SUBJECT:    Re:should school
tutor?     Date:   97-02-22 16:12:33 EST
From:  MarRigby

We just had a PPT on one of my 7th grade Sp. Ed. resource students. This
student is severely learning disabled--can only read on a 2nd grade level,
but is also a very angry, oppositional and defiant. We came up with a
possible combo. individual tutoring and mainstream program. I mentioned the
Wilson Reading program, which I have heard is geared for the middle school
student. My Sp. Ed. coordinator was open to this suggestion, but I would like
some testimonial from those of you who have been using the program, before
she purchases it for our school, and possibly other schools in the system.
Also, is training required before using the program? I am in a major rush for
this information.

Thank you.

Marilyn

SUBJECT:    Re:Moved from another folder     Date:   97-02-23 08:26:04 EST
From:  Nlove39414

I teach in an alternative middle and high school for expelled ESE students.
I am very interested in the program you mention.  Pleases send me info on
this.

Nancy Gil
Excel Alternatives, Inc.
520 W. Lake Mary Blvd., suite 301
Sanford, Fl 32771
407-321-2918 lx168

SUBJECT:    Re:Lindamood Bell  Reading S     Date:   97-02-23 08:30:59 EST
From:  Nlove39414

I also would like info.  My prof. address is:

Nancy Gill
Excel Alternatives, Inc.
520 W. Lake Mary Blvd., Suite 301
Sanford, FL  32771
407-321-2918 x168

SUBJECT:    Re: Herman Method     Date:   97-02-23 08:33:31 EST
From:  Nlove39414

Please send info:

Nancy Gill
Excel Alternatives, Inc.
520 Lake Mary Blvd.,Suite 301
Sanford, FL 32771
407-321-2918  x168

SUBJECT:    Diagnostic materials     Date:   97-02-23 15:20:34 EST
From:  Jlocts

As an ed diagnostician, would someone address measures used for post
secondary students you prefer-for written language, for math, for reading
and does anyone know. Please present standard measures that ceilings at adult
level.  Thank you

How do you feel about  DATA-2 as well?

SUBJECT:    Benchmark Word Identifi     Date:   97-02-23 16:51:15 EST
From:  PKVAU

I have been using Benchmark this year w/ LD/ED/MR students 2-5. I like using
this as part of my reading/writing  program. I have seen progress but the
trouble is with remembering all of the KEY words. The students don't remember
them all without looking at word wall. Irene Gaskins (founder of Benchmark
school) had an article in Reading Teacher Jan. 97 addressing this problem and
they have some new stuff. The article is well worth reading. You can also
email her at [e-mail]. The new programs are called Word Detectives -
Extended Benchmark Wrd Identification... The complete program is $500
(includes 6 videos) I'm trying to get my district to get in for us now. I
have the "old" version but really want this. Irene Gaskins also wrote 42
little books to go along with the spelling patterns taught. They are $150.
        They can be reached at:             Benchmark School
                                                        2107 N. Providence
Rd.
                                                        Media, PA  19063
                        Phone:[phone]                  Fax:
610-565-3872

I highly recommend this to ANY teacher of students who have reading/writing
difficulties.

SUBJECT:    Re:Lindamood     Date:   97-02-23 20:05:23 EST
From:  SusanS29

"       My biggest gripe with this advocate is that they were charging so
much."

An advocate who has a financial interest in the solutions she recommends is
no advocate. An advocate is supposed to have the interests of the child
foremost.

SUBJECT:    The Wilson Reading Program     Date:   97-02-25 10:55:32 EST
From:  HOMEYJACK

I am looking for any information on this reading program.  Please, tell me
about the 12 steps in this program.  What are they and how do they work?


SUBJECT:    Re:The Wilson Reading Progra     Date:   97-02-26 21:16:44 EST
From:  RSJNCAMP

I wanted information on Wilson also. I contacted them and they sent
information explaining their program which is easy to follow and understand.
They can be reached at:
   Wilson Language Training
175 West Main St.
Millbury, MA.  01527-1441
Phone:  [phone]
Fax:  [phone]
P.S.
Ask for the information packet and price sheet for the programs.  Also there
is training involved, but they also offer video tapes in lieu of the
training.

SUBJECT:    Re:The Wilson Reading Progra     Date:   97-02-27 00:23:16 EST
From:  MarRigby

I also called today, and they are sending their catalogue. However, are there
any of you teachers on this board who have successfully used this program? I
sure would like to tell my Special Ed. coordinator that it IS a an effective
program. So far, I don't have any testimonials to back it up with.

Marilyn

SUBJECT:    Re:The Wilson Reading Progra     Date:   97-02-27 11:14:28 EST
From:  SusanS29

Thank you RSJN!

SUBJECT:    Re:The Wilson Reading Progra     Date:   97-02-27 11:15:49 EST
From:  SusanS29

Marilyn from what I've heard of it I've done some very similar things with
great success.

Things like writing words on cards -- then cut them into syllables, and have
the students read the words syllable by syllable. I've also done that by
writing the word syllable by syllable (say in red), with a large blue dot
between each syllable.)

SUBJECT:    Re:The Wilson Reading Progra     Date:   97-02-28 00:43:56 EST
From:  SandiGill

The Wilson Reading Program is used extensively by The Churchill School, a
private school for kids with learning disabilities in St. Louis, MO.  You can
contact them for endorsement.  1-314-997-4343

SUBJECT:    Colored overlay Research     Date:   97-02-28 13:02:17 EST
From:  DBlad1

I found this web site with information re: colored lenses.  "Selected
Research Findings"  http://box.argonet.co.uk/users/ben.carr/treat.html    I
also found one of my old research articles.  It was published in the New York
Times-Sunday, Sept 15, 1991 and is titled: Study Ties Dyslexia to Brain Flaw
Affecting Vision and other Senses.

SUBJECT:    Re:Colored overlay Research     Date:   97-02-28 18:56:07 EST
From:  Ratatat

<< I also found one of my old research articles.  It was published in the New
York Times-Sunday, Sept 15, 1991 and is titled: Study Ties Dyslexia to Brain
Flaw Affecting Vision and other Senses.>>

I'll check out the web site.  But the above is not research.  It's archive.
It's an article from a newspaper.  But, it's not scientific, relicable,
criteria based reseach.

SUBJECT:    Reading Hotline     Date:   97-03-01 13:24:10 EST
From:  Read97

The Western Arkansas Reading Council will answer questions you may have about
teaching reading.  Email address is [e-mail].  Questions are answered
by education professionals. One of the WARC members answering questions is a
specialist who teaches teachers who are majoring in special education.
Specify that your question concern a child who has special education needs,
and your question will be sent to this person.  Visit our homepage at
http://members.aol.com/read97/index.html

Email can be sent directly from our homepage.

SUBJECT:    reading hotline     Date:   97-03-01 13:25:41 EST
From:  Read97

For answers to questions visit the homepage of the Western Arkansas Reading
Council
http://members.aol.com/read97/index.html

SUBJECT:    Re:Help Me Too!     Date:   97-03-01 13:43:23 EST
From:  Read97

Visit the homepage of the Western Arkansas Reading Council.
http://members.aol.com/read97/index.html
You will be able to email questions from our homepage.

SUBJECT:    Re:Help Me Too!     Date:   97-03-01 22:41:28 EST
From:  JBWerman

Are you're insisting that he learn to read by recognizing whole words?  Give
him the skill to read words phonetically by using the self-teaching video
program, "Reading English Is Easy"  It was written for adults but we're using
it for remedial reading   Send $39.00 to P.O.Box 521, Boston, MA.,02194  and
teach him to read, to write and to use each letter. He can rewind the tape
repeatedly, himself

SUBJECT:    Re:Wilson Method?     Date:   97-03-03 01:35:33 EST
From:  PPear31329

You are compleatly right about what the wilson program is, but you didn't
explain what a long drawn out process it is.  My son began using it in 4th
grade, and had to go back to the very basic  of the phonics......he became a
behavior problem, and refused to go to school, because he said he was not a
baby....The sentence structure is terrible, as they are isolated sentences
that don't build onto one another.  Besides the fact they are just terrible
sentences for children with low self esteem....(The cop did cease the bag of
pot)  (Vin is in the shed with a gun)  Simply stated no explenation of what
is wrong.  My son is now in 6th grade and his reading has not progressed much
at all.  I finally pulled him out of reasourse room and he is main streamed.
He is still having alot of trouble.  But as his mother,  I find it necessary
to become the big "B"  and reject all they are doing for him, which is
nothing, and look for someother form of education,  Unfortunetly alot of
people still think of them as haveing low intellegence.  And scream and
belittle them all the time.
His self esteem has been the lowest these past 3 years than ever before, he
even told me that Wilson didn't work for him.... And I have to believe
him.

SUBJECT:    Re:phonological awareness1     Date:   97-03-04 15:48:23 EST
From:  Harris4

I am interested in knowing more about AVKO.  My son went through the ADD
program (Lindamood Bell) when he was 9.  Now ll, he (and we) need to augment
the skills he has learned.  Where can I find out more?

SUBJECT:    Re:Help please
READING  AND     Date:   97-03-04 22:17:37 EST
From:  NUPNUBE

READING IS DISABILITIES FOR ME.   SPELLING IS TOO.
HELP ME.

SUBJECT:    Re:phonological awareness8     Date:   97-03-04 22:49:39 EST
From:  NUPNUBE

I HAVE DISABILITIES IN READING AND SPELLING .
SO CAN YOU HELP ME.

SUBJECT:    Re:phonological awareness10     Date:   97-03-04 23:08:37 EST
From:  NUPNUBE

I'AM            THE PARENT AN HAVING PROBLEM READING AND SPELLING,SO WHAT CAN


I DO FOR MYSELF.

SUBJECT:    Re:phonological awareness10     Date:   97-03-10 22:00:49 EST
From:  JPirtle347

To:NUPNUBE
YOu may want to get in touch with your local Literacy Council.  They can help
you, or put you in contact with someone who can.  Good luck.

SUBJECT:    special ed
reading programs     Date:   97-03-14 11:46:51 EST
From:  HABES4506

I teach 11 students in my self contained classroom(K-4) and have had fabulous
success
with a program out of California.  It is called Zoo Phonics.  My Kdg.
students are some
of the highest readers in their mainstreamed classroom because they know all
of the
sounds for all 26 letters (consonants and short vowels).  Furthermore, they
mastered them
in 3 weeks!!  I have taught for 20 years, have a masters in reading, and have
never had this
type of success with my impaired students.  Is anyone else using this
program?

SUBJECT:    Multisensory Rdng. Techniques     Date:   97-03-14 20:01:21 EST
From:  MikeBero

I am looking for information on multisensory reading techniques.  Saw a local
news story about a teacher using it.  Are there other programs besides the
Wilson method?  If there are, I would like the information.  Also, are there
any books or journals that have multisensory reading info in them?

SUBJECT:
Re:Zoo Phonics     Date:   97-03-15 17:11:44 EST
From:  RSJNCAMP

I am a special ed Resource teacher of children with learning disabilities in
an elementary school.  I am ALWAYS looking for decoding/phonics programs that
really work.  Sound like you have had wonderful success with this program.  I
have taught for 15 years in special ed and there is so much out there it's
hard to know who to trust.  Please tell me more about the program - the
skills it teaches (just the sounds, or decoding as well.  Does it teach
blends, digraphs, etc??) and a number or address I can reach for more
information.  Thanks so much.  Please e-mail me at [e-mail].

SUBJECT:
Re:special ed reading programs     Date:   97-03-16 22:01:29 EST
From:  Katheri267

Please could we have more info on zoo phonics, ie.e publisher, format,
authors, etc.?  I've never heard of it.

SUBJECT:    Re:Zoo Phonics     Date:   97-03-22 19:22:16 EST
From:  Parsons4U

Try "Sing, Spell, Read, and Write".  The kids love it and it works!

SUBJECT:
Re:Multisensory Rdng. Techni     Date:   97-03-22 19:23:36 EST
From:  Parsons4U

There are lots of multi-sensory approaches out there.  Project
Read--Phonology works.  So does "Sing, Spell, Read, and Write".  Incorporate
the two and BINGO for many kids!

SUBJECT:    Re:The Wilson Reading Progra     Date:   97-03-23 09:02:17 EST
From:  MEKC

I have been using the Wilson Reading System since I was certified three years
ago.  The program is based on the six syllable types that make up the English
language along with the exceptions to these syllable types.  The methods used
are multimodal.  The student is brought back to "ground zero".  By this I
mean that they begin by learning the short vowel sounds and tapping sounds to
segment them in closed (vc) syllables.  The student then progresses through
the next steps.  Each step has substeps and progress is charted.  Students do
not move to the next substep until they have mastered the current one.  The
rules of syllabication are also applied to encoding and the same
tapping/segmenting strategies are used.  This is a VERY brief explanation of
the program.  It was originally developed for dyslexic adults.  I have used
it with kids as low as the second grade.  Vocabulary can be a problem, but
Barbara Wilson has recently published a revised edition with more age
appropriate vocabulary.  I have had EXCELLENT results using the program.

SUBJECT:
Informal reading assessment     Date:   97-03-30 14:17:38 EST
From:  MGoldb7129

I am currently working on my master's degree in special education.  For my
assessment class, we have to make an assessment notebook with 3 formal
reading assessments and 5 informal reading assessments.  Does anybody have
any fantastic informal tools that they would want to share?  I promise you it
is for a good cause.  Thanks a lot!    MGold7129

SUBJECT:    Dyslexia     Date:   97-04-01 00:30:54 EST
From:  WMehnert

I am currently working with a 1st grader with "diagnosed" severe dyslexia by
a doctor who specializes with children with dyslexia.  I have made an initial
contact with the doctor to help parellel my teaching with hers.  I have been
using the DISTAR rading program for about three months and made progress.  It
is an old program that teaches "sounds", but reached a stop point with the
sound/letter "e".  It helped when I used a mirror for my student to "read".
Has anyone heard of Mirror reading.  I have seen/heard of multiple therapies
for dyslexia on theses message boards, but I don't have the resources to use
anything but what I am using--DISTAR reading.  Has anyone heard of this
program and what has been you experience/success with it?

SUBJECT:    Re:DYSLEXIA     Date:   97-04-01 01:06:48 EST
From:  WMehnert

Why are doctors still calling dyslexia a medical term?  As far as I am
concerned it is an Educational term because it cannot be attended to
medically ONLY educationally.  I think if doctors would stop saying it is
ONLY a medical term there would have been much more help for educators long
before this to help students/parents.  I think when doctors tell parents it
is only a medical term parents do not connect education to the problem their
child is having and that it is a REAL issue that can only be dealt with
EDUCATIONALLY.

SUBJECT:    Re:DYSLEXIA     Date:   97-04-01 09:01:40 EST
From:  Mars000210

Dyslexia is a medical term. The schools will never use dyslexia in the IEP
because it is a medical term. This is confusing to say the least since
dyslexia is used by both medical type persons and school persone when
discribing a child with reading difficultiesl. Schools have an approved list
of terms they are legally allowed to use in the IEP, none of the terms use
medical termenology. There is a reason for this if the schools started using
medical terms to describe a child disability they would infact be legally be
giving a medical diagnosis. Only doctors can give a medical diagnosis. I am a
nurse and we deal with this issue all the time there are nursing diagnosis
and doctor diagnosis, nurses can't use certain terminolgy for the same
reasons. This protects the child from being given a diagnosis that is
incorrect.

SUBJECT:    Re:Dyslexia     Date:   97-04-01 20:53:09 EST
From:  Scott VanZ

Hang in there with DISTAR.  It is an old program and has been updated to
READING MASTERY.  BUT, don't stop!  DISTAR is the most effective program
based on research study after research study.  If I can be of any further
assistance, please e-mail.

[e-mail]

SUBJECT:    Re:Informal reading assessment     Date:   97-04-02 00:09:49 EST
From:  SusanS29

Look for the "Silvaroli" Informal Reading Inventory. I have found it very
useful.

SUBJECT:    Re:DYSLEXIA     Date:   97-04-02 00:12:43 EST
From:  SusanS29

"The schools will never use dyslexia in the IEP because it is a medical
term."

Schools are required by federal law to talk about how a learning disability
affects the child's school progress in specific major subject areas.

So the child can be learning disabled in the area orf reading, math, or
written expression. Some of those are broken down into sub-sections, but
those are the main ones.

There are many problems with the term "dyslexia." Some mean any child behind
in reading for any reason. Some mean the three children in 1,000 who have
*extreme* difficulty learning to read, even with the best instruction
possible.

To me, to label a child "severely dyslexic" in first grade is ludicrous.
Many, many children who have difficulty with reading in first grade get
caught up by second or third.

SUBJECT:    Re:Informal reading assessme     Date:   97-04-02 20:43:37 EST
From:  RSMama01

Cloze tests are informal and also help.  You can use a running record but
that is somewhat limited.  There are several Informal Reading Inventories
available.  Some of the various reading assessments can be found in the
Reading Assessment Handbooks.

SUBJECT:    i can read but can't spell     Date:   97-04-03 23:09:27 EST
From:  Tiynew922

  i don't know what i'am doing but i will give it my best if some one read
this i hope that you can help me be couse  i am 32years old and this is my
first time here in special education. and my boyfrand side that i sourd come
in here to see if some one can help me whit  my porplame. is that i can read
but i can't spell at all and i need help so i can be sometine in life for my
kids i have two boys and one girl and all of my kids are A suodiets in
schooll and i can't help them if they ask me to so can you help me  plies.  E
MAIL  TIYNEW922

SUBJECT:    Re:DYSLEXIA     Date:   97-04-06 00:28:10 EST
From:  Spike1Oreo

When I was in college, our professors told us that the term dyslexia merely
means "an inability to read." So, a child with a learning disability in
reading who subsequently learns to read would not be considered dyslexic but
would still have a learning disability or difficulty. Does this  terminology
confuse anyone? We never use dyslexic on IEPs because it doesn't tell us
anything as far as what the child can do and still needs to accomplish.

SUBJECT:
Re:Zoo Phonics     Date:   97-04-06 00:31:10 EST
From:  Spike1Oreo

Anyone knowing where to get sing, spell, read, and write, please contact me
at Spike1Oreo. thanks!!!

SUBJECT:    Re:DYSLEXIA     Date:   97-04-06 11:35:43 EST
From:  SusanS29

"When I was in college, our professors told us that the term dyslexia merely
means "an inability to read." So, a child with a learning disability in
reading who subsequently learns to read would not be considered dyslexic but
would still have a learning disability or difficulty. Does this  terminology
confuse anyone?"

Spike it is what the "experts" mean when they say dyslexia, but many people
don't mean that at all. I try to avoid the word whenever possible because I
never know what the reader/listener will translate it as.

SUBJECT:    Re:Dyslexia
or as they put i     Date:   97-04-06 12:29:18 EST
From:  ShermNW

I teach special Ed.  I've had success with a modified Stevenson method.  It
uses  a lot of "right Brain"-pictorial clues for learnoing phonemes.  Also,
I've started doing Brain Gym with my students.  They are achieving more this
year than I've ever experienced.  You can get more info on Brain Gym :
the educational kinesiology FOundation
P.O. Box 3396, Ventura, CA 93006
[phone]

Stevenson Learning Skills, Inc.  They've moved- I think to Attleboro Falls(?)
Their old address was in Attleboro, MA

Good luck, ShermNw @AOL.com

SUBJECT:    Re:Dyslexia or as they put i     Date:   97-04-06 12:36:22 EST
From:  ShermNW

Check out Brain Gym-  Get info at Edu-kinesthetics, inc.  P.O. Box 3396,
Ventura, CA 93006-3396   805-650-3303.
It's a series of movements that help integrate the brain.  My SpEd students
have never accomplished as much as they're doing now, with doing the
exercises 2-3 Xs per day==15 minutes total.
good luck

SUBJECT:    Re:Stevenson Language Skills     Date:   97-04-06 13:08:58 EST
From:  ShermNW

I've been using the Stevenson program for 7 years.  I tooka course with Jan
Semple.  Getting direct instruction really helps.  However, I change the
order of presentation.  I teach some long vowel words and techniques, then
switch to the short vowels.  I use the Wilson technique for "tapping" sounds.
Also, daily recitation of the short vowel sounds-a Apple a(sound of short a)
e Ed e    i igloo i   o octopus 0 and u up u.  I teach the children to first
locate their vowel pattern ( 2 letters-Stevenson) , read the pattern, then
read the word.  Tapping helps children who reverse letter order.  I find the
straight orton- Gil.  and /or the Wilson too tedious.  I like interspersing
the right brain Stevenson techniques.

I also just started doing Brain Gym with my students (3rd & 4th grade
self-contained) and find  it to help with academics, behavior, positive
energy.  It's remarkable.  -The Educational Kinesiology Foundation    P.O.
Box 3396,  Ventura, CA 93006    (800)  356-2109.

Good luck.SHermNW @ aol.com

SUBJECT:    Re:Dyslexia to Susan     Date:   97-04-06 22:53:06 EST
From:  WMehnert

Ludicrous--have you ever worked with children in first grade with severe
"reading" disabilities?I did not term him having severe dyslexia a DOCTOR
did. Ryan will get not "get cought up" by second or third grade.  It is very
harmful to make general comments on something you don't seem to know what you
are talking about.  And if you do know what you are talking about that is
even more dangerous making a general statement about a student's progress
based on the little information you have on the student.

SUBJECT:    Re:Dyslexia
to Susan     Date:   97-04-06 23:36:55 EST
From:  WMehnert

Well, from your brief bio which I just read I see you have worked with
children. I'm sorry if I sounded a bit harsh, but I still stand by my first
statement that your's was too general and to be cautious about
generalizations in such a specific field.

SUBJECT:    Re:Dyslexia to Susan     Date:   97-04-07 01:14:09 EST
From:  SusanS29

"Ludicrous--have you ever worked with children in first grade with severe
"reading" disabilities?"

I *never* consider any first grader as having severe reading disabilities. In
some countries (Finland and Switzerland) they don't even teach children to
read until they're eight years old. They have few severe reading problems.

To me, to label a child "severely dyslexic" in first grade is ludicrous.
Many, many children who have difficulty with reading in first grade get
caught up by second or third.

Dyslexia is an educational difficulty, not a medical one, and the doctor who
can diagnose it, much less predict the outcome, is rare.

On the other hand, I have taught many children who had a lot of trouble with
reading in first grade but who were at or near grade level by third. As it
happens I'm raising one of those -- total non-reader in first grade; on level
by end of third; loves reading now (ninth grade) and is a good writer.

Where I am, it happens all the time. By fourth grade we're moving these kids
off all special education caseloads.

"I still stand by my first statement that your's was too general and to be
cautious about generalizations in such a specific field."

And I stand by my *personal experience* as well as my professional training.
Where I am we intervene aggressively and early, and the child who can't read
later on is the marked exception.

I think you would be wise to be cautious about attacking people in public
posts. Check the rules at keyword TOS.

SUBJECT:    Re:Dyslexia to Susan     Date:   97-04-07 18:01:19 EST
From:  R u Niz

I would like to see the term dyslexia erased from Sp-Ed vocabulary.  It's not
that I don't believe that it exists, I just have never come across such a
misused word.  Remember the Cosby Show episode when Theo discovered he was
"dyslexic"?  Although I liked the fact that the writers were introducing
Learning Disabilities in such a positive way to such a large audience, the
college clinic where I was training was inundated with calls from people who
claimed to be dyslexic or have dyslexic children.  We spent weeks trying to
calm people down and explain what a learning disability is.

SUBJECT:    Re:Dyslexia
to Susan     Date:   97-04-07 18:21:23 EST
From:  Mithue

How wonderful that students can be dismissed from services by 4th grade. In
my school, that's usually when the caseload starts blooming!  Generally, the
teachers refer students for reading comprehension that is assessed through
writing. The prompts (I remember them being called essay questions when I was
in school) are almost half a page long. We have state performance testing in
Md. that is driving the curriculum in all grades. For instance,
kindergartners are required to WRITE two connected thoughts with invented
spelling even when they aren't "taught" how to form letters. Unless students
are with a reading teacher or resource teacher in second grade, they will be
reading a second grade anthology, no if...ands...or buts. Drives us in
special ed. crazy when students are expected to work at levels above their
development levels.

SUBJECT:    Training-teachers/parents     Date:   97-04-07 20:17:57 EST
From:  JPETORCH

I have taken some excellent training for teachers and parents of those with
learning disorders.  It was taught by Caryn Edwards of the Erickson Learning
Center, 2043 Hamilton Rd., Okemos, Mich, 48864.  They have seveal workshops
that range from one day to five days.  She also trains in the schools and at
outside locations.  For a schedule, you can write or call at 517-347-0122.  I
have been able to use the techniques that she taught and now am taking the
advanced course this summer.

Jim
e-mail: [e-mail]


SUBJECT:    Re:Dyslexia to Susan     Date:   97-04-07 23:35:06 EST
From:  SusanS29

"I would like to see the term dyslexia erased from Sp-Ed vocabulary.  It's
not that I don't believe that it exists, I just have never come across such a
misused word. "

R u I agree with you.

SUBJECT:    Re:Dyslexia to Susan     Date:   97-04-07 23:35:56 EST
From:  SusanS29

"Drives us in special ed. crazy when students are expected to work at levels
above their development levels."

Yikes. I just bet it does... :/

SUBJECT:    learning disabilities networ     Date:   97-04-10 11:17:03 EST
From:  MCSELD

I live in Massachusetts, and have been given a phone number for a Learning
Disabilities Network by two different people, that seems to have been
disconnected. Does anyone know wether there is such a Network in Ma or
anywhere else in the country? You can e-mail it to me at mcseld@aol

SUBJECT:
Re:learning disabilities net     Date:   97-04-12 06:58:30 EST
From:  C Blatt

           The   Headquarters   for  the   National  LDA  which is the sole
netowrk for people with  LD is located in    Pittsbugh PA.  There phone
number is 412-341-1515.  If you call there then they  can tell you  the
number for teh Chapter in your state or area if there is one.  However there
is another type of  network and   that can't be developed so I am told unless
we are  heard   from as identifying with a LD as opposed to any other
disabilty.  Many  other groups do  that  and the louder they  are heard the
message these people  bring about is we need to have  a   people to  people
network and through AOL that  is called  Chat we can make that  a reality so
please go to the  Developmental  Disabilty  Board through the  Better Health
and  Disabilt netowrk and then go to teh new Folder on Ld  Mutual  support
please read welcome and if we are heard as saying we want the same support
as other groups that  is  Chat groups then it cna  becoema reailty.

SUBJECT:
Re:DYSLEXIA     Date:   97-04-12 23:21:00 EST
From:  Spike1Oreo

Yes, I agree. I have one child whose family keeps asking me if he is
dyslexic. I never know how to answer them. He is already labeled as LD and I
think they are so I'm never sure what they mean.

SUBJECT:    Re:DYSLEXIA     Date:   97-04-16 23:25:40 EST
From:  PPear31329

Personally I was glad when they told me my son was dyslexic, not because he
was dyslexic, but that I could now understand his problems.  Many people
think dyslexia means word blind or un able to read it doesn't it just visual
and audatory prossesing.  My son still reverses some letters, but less and
less often.  Because his L.D. problem finally had a name I could do some
reasearch my self, and help him at home. My son is reading better every day,
(practice makes perfect) but his spelling is still terrible.. But I know many
teachers and people with out learning differences who can't spell.  So that
doesn't concern me.  Don't be so harsh because these people are looking for a
lable, they are really just looking for answers......

SUBJECT:    Re:DYSLEXIA     Date:   97-04-17 16:44:15 EST
From:  SusanS29

Who's being harsh? We're just saying the vocabulary isn't clear. That isn't
harsh. I'm glad you know what's going on with your son also...

SUBJECT:    Come To     Date:   97-04-17 17:53:16 EST
From:  C Blatt

    Friday Night    April 18th at   9:00    NYC  time  come to  private room
marked LD CHat

SUBJECT:    phonics/decoding instruction     Date:   97-04-18 18:53:33 EST
From:  Bre5

My son (3rd grade) is a poor reader, especially in the areas of decoding and
comprehension. He also has auditory procesing disorder, ADD. speech language
problems, and scored really low on phonemic skills. He is doing well
academically in math and other subjects if someone helps him read (he even
gets lost with simple math word problems.) I want him to get more direct
phonics instruction, and have been pressuring and giving articles to the
teachers at his school, where I also work, to work on phonics/decoding with a
group of students, including my son. The teachers debated this in a meeting
today, and the reading teacher, who has recently decided that phonics-type
instruction works (after the articles I gave her and her after success with a
Reading Recovery pilot program), said that until now her belief was that if a
student did not have phonological knowledge by 3rd grade, there was nothing
that could be done about it. Now she is willing to concede that this type of
instruction might help a 3rd grader, but no one older than that! I feel that
this must be wrong, and a student could benefit at any age! I felt terrble
about that statement, because it means they may have already  decided to
accept my son's level of reading ability as is! Where could I get info about
phonics instruction helping older students, and please give your
opinions!

SUBJECT:    Re:phonics/decoding instruct     Date:   97-04-18 20:32:28 EST
From:  Lmazzola

You might want to look into the Wilson Method, it is based upon
Orton-Gillingham, but geared fort he older student. My daughter (whose
history sounds very much like your child's) is currently using it (finally,
after 4 years of fighting the system that believed "whole language" was the
only way to go) she's in 9th grade AND making progress!

Lisa

SUBJECT:    Re:phonics/decoding instructio     Date:   97-04-19 08:50:39 EST
From:  SusanS29

"He also has auditory procesing disorder, ADD. speech language problems, and
scored really low on phonemic skills."

All those things would lead me to expect him to score low on phonemic skills.

"I want him to get more direct phonics instruction."

Talk to the speech teacher. If he has the same types of phonetic problems
that he does wtih speech, you make a stronger case.

However I would urge you not to expect him to rely on phonics alone for
building reading skills. ADD interferes with the *use*  of phonics, so even
children with ADD who have phonics skills often use them badly.

If they're used slowly or inefficiently, they *actively interfere* with
comprehension, so it's very important that he have other strategies --
syllabication, building up sight vocabulary (including words that can be
"sounded out," since he's not good at it.)

I'm not saying ditch the phonics. I'm saying don't rely on phonics
alone.

SUBJECT:    Re:phonics/decoding instructio     Date:   97-04-19 09:38:27 EST
From:  Bre5

Please go to the following web site,
(http://www.cftl.org/30years/30years.html)
it is the best research article I have seen about what works in teaching
reading. It's called "30 Years of Research: What We Now Know About How
Children Learn to Read." It quotes and summarizes all the major studies, has
several charts, and lists all current reading research projects. I gave this
article to the principal and reading teacher yesterday, and as a result of
that article and the other meeting I mentioned in my last post, we are having
a special faculty meeting Monday to discuss the implications of that report
and how our reading program might be improved for at risk students. Right now
there is no direct phonics instruction, and all reading instruction is done
using "authentic literature" and "response logs" where students answer
written questions about the book and react to the book and do predictions
about the next chapter, etc. This works well for some students, but my son
was always lost, never could read the books without lots of help, and had no
idea how to answer the questions (I think another student usually dictated
answers for him to write down.) Here is one quote from the article: (all the
rest of this message is one quote from the study:

"Prediction From Context is not a Useful Strategy for Word Recognition
Research quite clearly shows that overemphasizing prediction from
context for word recognition can be counterproductive, possibly delaying
reading acquisition. Stanovich and Stanovich (1995) recently summarized
the research findings regarding the predictability of authentic text: "
...It is often incorrectly assumed that predicting upcoming words in
sentences is a relatively easy and highly accurate activity. Actually,
many different empirical studies have indicated that naturalistic text
is not that predictable. Alford (1980) found that for a set of
moderately long expository passages of text, subjects needed an average
of more than four guesses to correctly anticipate upcoming words in the
passage (the method of scoring actually makes this a considerable
underestimate). Across a variety of subject populations and texts, a
reader's probability of predicting the next word in a passage is usually
between .20 and .35 (Aborn, Rubenstein, & Sterling, 1959; Gough, 1983;
Miller & Coleman, 1967; Perfetti, Goldman, & Hogaboam, 1979; Rubenstein
& Aborn, 1958). Indeed, as Gough (1983) has shown, the figure is highest
for function words, and is often quite low for the very words in the
passage that carry the most information content.(p. 90)
Stanovich and Stanovich (1995) also summarize the findings regarding the
role of context in reading acquisition. Of the three cueing systems
frequently mentioned in reading (semantic, syntactic, and graphophonemic
cues), the semantic and syntactic cueing systems seem to play a minor
role. Recent eye movement research indicates that good readers do not
sample the text and predict to recognize words efficiently, but rather
see every single letter on the page.
"...the word recognition skills of the good reader are so rapid,
automatic, and efficient that the skilled reader need not rely on
contextual information. In fact, it is poor readers who guess from
context--out of necessity because their decoding skills are so weak."
(p. 92)
In the NICHD interventions studies (Foorman, et al., in press; Torgesen
et al., in press) teaching children to use context and prediction as
strategies for word recognition resulted in greater numbers of reading
disabilities than instruction that taught children to use their
sound-spelling knowledge as the primary strategy for word recognition."




SUBJECT:    Re:phonics/decoding instructio     Date:   97-04-19 17:32:23 EST
From:  SusanS29

"... clearly shows that overemphasizing prediction from
context for word recognition can be counterproductive, possibly delaying
reading acquisition."

I'm not surprised. Over-reliance on any one approach is a bad idea. Research
shows that the best readers use a wide variety of approaches to unknown words
and that they shift easily from approach to approach. That won't happen if
any one approach is emphasized to the detriment of others.

SUBJECT:    apraxia and
dispraxia?????     Date:   97-04-23 13:03:41 EST
From:  U9797

what are they??? should a child with "mild apraxia" be classified? any info
will be cherished!!!!!!!!!!

SUBJECT:    Re:phonics/decoding instruct     Date:   97-04-23 18:33:32 EST
From:  Mdmk19

I printed the article and wanted to thank you for such valuable
information.Speech language pathologists also do phonemic awareness with
their students. So this article would be very interesting to our profession .
Mdmk19- Speech Pathologist

SUBJECT:    SUCCESS     Date:   97-04-26 18:38:11 EST
From:  Marasloan

I am considering using SUCCESS language arts program next year in my LD
self-contained 4/5th grade class.  Has anyone used this or heard anything
about how well (or not so well) it works?  Thanks!

Mara

SUBJECT:    High/College for Dyslexics     Date:   97-04-27 17:13:35 EST
From:  LTLMAMMA

Looking for a high school or college for dyslexics in the San Gabriel Valley,
California.  17 year old doing well in school, but was held back 2 years
because of learning disability, wants to graduate before he turns 19.  Any
help?

SUBJECT:    Re:High/College for Dyslexic     Date:   97-04-27 18:48:55 EST
From:  Lmazzola

There is a very well-known school here in Massachusetts, The Landmark School,
which has a satellite school in California, but I'm not sure where. I believe
it is middle-high school. They also have a college in Vermont.

SUBJECT:
Re:SUCCESS     Date:   97-04-27 19:22:51 EST
From:  RSMama01

It's good stuff.  But don't overlook Project Read--Written Expression--Report
Form--and Story Form.  It takes you away from the worksheets and into the
nitty gritty.  It's fun to teach and the kids love the stories (as well as
the writing part).

SUBJECT:    Re: Bre's posting     Date:   97-04-28 20:55:27 EST
From:  C1R2MEYER

Dear Bre,
     Thank you for that wonderful web site  (30 years of reading research)!
I've shared it with many people in our district and they are impressed with
the way all of this info was validated and/or replicated.
Connected to this same site, I also found another good link on a well
researched article that Louisa Cook wrote  (something about what teacher
preparation programs are lacking).
Thanks Again For the Wonderful Info!!!!!!!!!!!!!!!!!!

SUBJECT:
Re:phonics/decoding instruct     Date:   97-04-29 18:49:59 EST
From:  RSJNCAMP

These articles are awesome!!!  I think every principal and teacher should
have these as required reading. Once you get to the web site, there are three
other articles of equal value.  Thank you so much for sharing - I needed this
information now for my school.  I would highly recommend these as important
reading.

SUBJECT:    Re:phonics/decoding instruct     Date:   97-04-29 18:52:03 EST
From:  RSJNCAMP

The previous message is in  response to the 30 years of reading research
article.  After I posted I realized I didn't make reference to it.  Don't
miss checking it out.

SUBJECT:    Re:working w/ adolescent dys     Date:   97-05-07 19:58:30 EST
From:  BGray48121

I am a teacher, although I am not certified in SpEd.  I have agreed to work
with one of my kids- a 15 year old boy who I have become very close to- over
the summer.  He has been tested and labeled dyslexic.  Not only do I have no
idea how to best help him, there is no parental involvement or support.  He
is a true "wild child." He is really trying to straighten himself out and is
doing it on his own. The school system has basically pushed him through,
although he is considered a SpEd. kid.  He has tested at a 4th grade reading
level and has severe writing difficulties.  My question is, how can I best
make use of the limited time I have with him?  He has basically become a part
of my family and I expect our relationship to continue, but he needs as much
help as I can give him right now!  Any suggestions will be welcome!
Thanks!

SUBJECT:    Re: Herman Method     Date:   97-05-11 12:56:35 EST
From:  Ur2rude

i'd like info on teaching herman.  please help.

SUBJECT:    Re: Herman Method (&
others)     Date:   97-05-12 10:45:15 EST
From:  Bre5

 For more info on the Herman Method:
I found a good web site from the Orton society that describes all the various
reading programs that help dyslexia (and could be used to teach reading),
such as Alphabetic Phonics, Lindamood-Bell, the Herman Method, Project Read,
Slingerland method, Spalding method, Wilson Reading, and Orton-Gillingham. It
also has a long section at the end of the article that tells how to prepare
for an IEP, and what to do during the meeting, etc. It's a long web page to
load, so you will have a wait to get it, but I found it worthwhile. It's:
http://ods.org/parents_.stm

SUBJECT:    Re: Herman Method (& others)     Date:   97-05-13 23:00:33 EST
From:  Willsons

Thanks!!

SUBJECT:    Orton-Gillingham     Date:   97-05-20 00:37:17 EST
From:  Pjc011

I have been asked to tutor a 5th grade student with severe decoding problems
and language (primarily expressive) delays.  The student is being considered
by the school district for admission to an intensive summer program utilizing
the Orton-Gillingham approach.  If anyone has any information on the program
and/or  if there is specific training for spec.ed teachers and parents, I
would appreciate it. Please E-mail me at [e-mail].  Thanks in advance.


SUBJECT:    Books on tape     Date:   97-05-21 18:00:57 EST
From:  Robinskis

Does anyone out there know of a place where you can get text books on tape.
I am looking for a place that puts text books on regular cassette tapes.  The
places that I have found all use those four sided tapes that you need to have
a special machine for and a masters degree just to find the chapter you are
looking for.  Thanks

SUBJECT:    Re:Books on tape     Date:   97-05-21 20:13:45 EST
From:  Ratatat

<Does anyone out there know of a place where you can get text books on tape.
>

The National Library for the Blind through the Library of Congress and it's
regional centers has textbooks on tape, free.

SUBJECT:    Re:Books on tape     Date:   97-05-23 15:30:36 EST
From:  Robinskis

Ratatat,
Thanks, but I think the Library for the Blind uses those special four sided
tapes that are very hard to fast foward and rewind through.  I have found
that my students are too young and easily frustrated to use their system.


SUBJECT:    home remedial reading     Date:   97-05-25 09:58:42 EST
From:  Bre5

I am still looking for a good remedial reading program to buy so I can work
with my son over the summer before he enters 4th grade. He is reading on a
low 2nd grade level, and has severe CAPD and speech/language disorders, and
ADHD. He is currently in a Phonemic Synthesis therapy/program with a PhD
audiologist and I want to follow it up. Although I am a certified teacher, I
have only taught in a computer lab, and because of my lack of experience in
teaching reading I would like a program where all the materials and
directions are included. I have read things about the Wilson reading program,
the Phonics Game, Touch Phonics, and others. I'm still confused about how to
proceed. Because my son has severe CAPD and speech/language disorders, he
spends a lot of time in the summer getting speech therapy, so I hate to make
him also attend a formal reading tutoring program. I'm hoping we could do it
at home (or would outside tutoring be better?) I want to make a decision
soon. (He is especially weak in reading comprehension as tested using "cloze"
type exercises -fill in the blanks from several possibly appropriate words-,
which is how New York State tests all 3rd graders.)

SUBJECT:    Re:home remedial
reading     Date:   97-05-26 12:50:17 EST
From:  Peggy 620

Midnight Rescue is a good computer program which emphasizes comprehension but
the reading level may be a bit high for your child.  Simon Sounds it Out is a
great phonics/reading program which works on individual words and sounds.  Is
the problem with reading words or comprehension or both?

My child sounds a lot like yours except mine has severe dyslexia instead of
ADHD.  I've found that a program which reads the words outloud as my child
follows along with the text is very helpful.  You can even scan or type in
text and use a computer speech program to "talk" the words.

SUBJECT:    Re:Dyslexia     Date:   97-05-30 20:38:34 EST
From:  U9797

Contact the dyslexia society in your area

SUBJECT:    Re:Dyslexia     Date:   97-05-30 22:37:43 EST
From:  KDarl97194

there is dyslexia foundation. there is method's for dyslexia. they can over
come . it a medical
problem. but education solution

SUBJECT:    Re:Dyslexia definitions     Date:   97-05-30 22:39:05 EST
From:  KDarl97194

what method do you use with a child is auditory processing.

SUBJECT:    top web
site=www.ods.org     Date:   97-06-05 13:02:26 EST
From:  Momthebest

For in depth information on Dyslexia plus hyper links to most of the major
learning disabilities national organizations, contact the Orton Dyslexia
Society home page at www.ods.org.  You could spend weeks on line just
following the needs of your own child, let alone the others like him or her.
( hyperlinks to Learning Disabilities Association, ChADD, PERC= Charles
Schwabe organization, NICHY, NCLD and many more)  Book lists, definitions of
remdial methods, research papers on line, bookstore, definitions of
disabilities, IEP info, 504 info, and on and on and on.....

SUBJECT:
Re:Dyslexia, Teaching Method     Date:   97-06-06 22:08:43 EST
From:  JPETORCH

I thought that you might me interested in our new homepage for learning
disabilities.  The address is http://www.erickson-learning.org.

Jim

SUBJECT:    Re:looking for program for L     Date:   97-06-06 22:13:19 EST
From:  JPETORCH

I found this great homepage for those with learning disabilities and the
address is http://www.erickson-learning.org.

Jim

SUBJECT:    Slingerman Method     Date:   97-06-09 19:47:45 EST
From:  DESERT1Z

I would appreciate any information/comments about the Slingerman Reading
method.  I recently had a parent specifically request this instructional
method for his son.
Thanks...

SUBJECT:    Re:Slingerman Method     Date:   97-06-09 21:26:30 EST
From:  MarRigby

Are you referring to the Slingerland method, perhaps?

Marilyn

SUBJECT:    Re:Slingerman Method     Date:   97-06-10 01:23:56 EST
From:  Momthebest

go to Orton Dyslexia Society home page     www.ods.org
Their parents page has information on Slingerland, the classroom adaptation
of the Orton-Gillingham multisensory method reading instruction  for dyslexic
kids.  The page also gives the address and phone for Slingerland Institute in
Renton, WA.  The Slingerland Institute offers summer teacher instruction in
their methods.
I have often heard it called "Slingerman" by parents of LD kids....as LD is
often inherited, the parents may also have problems  in  accurate language
processing...thus "Slingerman."

SUBJECT:    Stevenson and Semple      Date:   97-06-10 19:31:19 EST
From:  HOPENMINDS

Teachers or parents with success stories with reading and mathematics grades
K-8 using the Semple mathematics and Stevenson reading programs send stories
to Open Minds Inc. P.O. Box 21325, Columbus, Ohio 43221-0325 or email to
http://www.openmindsinc.com

SUBJECT:    What should we do     Date:   97-06-14 23:28:56 EST
From:  Feijo

I have a bright son (now 24 ) that has always had reading problems . In the
1st grade the teacher said (on the last day of school) We can't seem to
motivate your son. He wants to listen but not to read. I said test him. She
said IT IS THE LAST OF SCHOOL ,Isaid over the summer test him. Had I not
Pushed he would not have been tested so ladies push for testing push for
help. They are your children and they need your help. He had dyslexia and was
sent to a private  school.
Feijo@aol

SUBJECT:    Re:phonological awareness8       Date:   97-06-15 17:41:07 EST
From:  U9797

any info you can give me re; materials etc will be greatly appreciated. your
posting gives me great promise for one of my students,

SUBJECT:    Re:phonological
awareness5       Date:   97-06-15 17:48:38 EST
From:  U9797

i am an elementary teacher and i loved your success story, where can i find
materials used to help your daughter meet success/

SUBJECT:    Re:dyslexia     Date:   97-06-17 16:34:23 EST
From:  WolfHawk46

Jenn Macl please e-mail me to discuss reading disability further.  Youre
e-mail is coming up as "not and aol user"

[e-mail]

SUBJECT:    Re:Dylexia/LD-Same?     Date:   97-06-17 16:36:58 EST
From:  WolfHawk46

Dyslexia is a form of LD as it is a "Disability" and curtails the learning
process.  These terms are NOT however, interchangeable as there are other
types of LD that have nothing to do with Dyslexia.  Whomever screened the
children in question should be able to accurately pinpoint the form of
disability and come up with plans for remediation.


SUBJECT:    Re:Non-Readers at Jr. High     Date:   97-06-17 16:42:11 EST
From:  WolfHawk46

you did not provide enough information about this student or the diagnosis (
I HOPE there IS a diagnosis!)  There are many possibilities and I would love
to discuss further and help you out.  I am a remedial reading specialist
currently woking in a high school setting although most of my experience is
in middle school.

e-mail me [e-mail]

SUBJECT:    Re:Labels     Date:   97-06-17 16:47:45 EST
From:  WolfHawk46

point well taken however, it is a question of symantics for most in this
country and NOT an intended insult.  I say this as an ADHD/LD adult as well
as a professional in the field and the parent od an "LD child".  We do not
say or write for example:
"A cat that is orange".  It is An orange cat.

Of course we must always remain aware of and sensative to the feelings of
others
:-)

SUBJECT:    Re:Aud. Proc. Deficit 16y/o     Date:   97-06-17 16:59:57 EST
From:  WolfHawk46

check into registering with Recordings for the Blind in Princton NJ.  This
service is available to LD individuals (with a diagnosis) includidg ADHD.
You pay a one time reg. fee and can then borrow all textbooks on tape for the
current school year.  Many local agencies for Sped. also lend the special
tape players out free (our county library system does it here)  It has proven
very successful because it reduces the stress level of the kids and also
allows them to stay current with their peers.  If they visually "READ" along
it will also improve recognition and rate.

SUBJECT:    Re:should school tutor?     Date:   97-06-17 17:07:27 EST
From:  WolfHawk46

what state are you in?  We use DRPs here in NY and if you are in NY there
most definitely IS a mandate for extra help for students who do NOT make the
reference point set by the state (that is what I do for a living as the TITLE
1 reading specialist)

SUBJECT:    Re:Help please  READING  AND     Date:   97-06-17 17:11:31 EST
From:  WolfHawk46

How old are you and what kind of problems do you have?

SUBJECT:
Re:phonics/decoding instruct     Date:   97-06-17 17:22:51 EST
From:  WolfHawk46

If the child (or adult) has reading difficulties due to an AUDITORY
processing deficit, PHONICS is definitely NOT the answer!  You can do phonics
repeatedly and it will never stick in this case; it WILL work well with those
who have a deficit in the visual realm.  Not only do I work with these
students, but I am an LD adult who suffered greatly all throughout school as
far as spelling went because of the phonetic approaches being used.  Since we
used "Dick and Jane" back then, ny reading was not as severe (sight based
basal).

SUBJECT:    Re:High/College for Dyslexic     Date:   97-06-17 17:24:37 EST
From:  WolfHawk46

I have also heard of Landmark.  Very good reputation

SUBJECT:    Re:working w/
adolescent dys     Date:   97-06-17 17:26:36 EST
From:  WolfHawk46

"Wild child" perhaps this kid is also ADHD?  Short time periods of focused
attention with built in movement  e-mail me for further info.  As well as
working with these kids, I am both LD and ADHD myself

SUBJECT:    Re:Books on tape     Date:   97-06-17 17:28:48 EST
From:  WolfHawk46

The 4 sided tapes are necessary due to the volume of info on them.  The
special players have counters on them to locate chapters and you should be
able to borrow one for the school year through your county library system if
the child/adult is diagnosed Reading disabled.  Recorder books for the blind
in Princton NJ is the best as texts go through college level

SUBJECT:    Re:home
remedial reading     Date:   97-06-17 17:30:56 EST
From:  WolfHawk46

e-mail me through aol about your concerns.  I am in NY State and am a
Remedial Reading Specialist.  I also HAVE ADHD and am LD.  There are lots of
things you can do to help but much depends on his specific diagnosis etc.

Ellen

SUBJECT:    Re:Slingerman Method     Date:   97-06-17 17:31:58 EST
From:  WolfHawk46

that would be SLINGERLAND

SUBJECT:    XXX SYNDROME OR TRIPLE X     Date:   97-06-18 14:41:21 EST
From:  Ptotwo

I HAVE AN ELEVEN YEAR OLD DAUGHTER THAT WAS DIAGNOSED AT AGE 5 WITH HAVING AN
EXTRA CHROMOSOME.  I AM LOOKING FOR RECENT INFORMATION ON THIS DISORDER AND
WOULD LIKE TO TALK TO ANYMORE WITH DAUGHTER WITH SIMILAR DISORDER.

SUBJECT:  Re:phonics/decoding instruct     Date:   97-06-19 21:19:45 EST
From:  CZ Sissy

Wolfhawk, you seem to have a great concern for your students, however, you
seem to be strongly opposed to phonics instruction for students with central
auditory processing problems.  I would urge you to review the research and
remediation strategies for strengthening phonological processing skills in
areas of 1.) awareness of sounds and segments of sounds in speech, 2.)  the
skills for manipulating speech sounds in conscious memory, 3.) automacticity,
and 4.) rapid retrieval of verbal images.  These skills are often covered
under the topic of phonological awareness.  Where phonics instruction failed
in the past, we were too quick to assume these children should be considered
visual learners.  Reading problems are not visual problems, even for the
blind.  Reading problems are language problems.  We can train children to
become phonologically aware, and when we do, the tried and true phonics
strategies are a great help to CAPD, LD, ADHD, ADD, dylexic and the garden
variety poor readers.  Good Luck.  I have enjoyed reading your responses.
Thanks!


SUBJECT:    Re:phonics/decoding instruct     Date:   97-06-21 13:24:26 EST
From:  MarRigby

I've been using the SRA Corrective Reading DECODING STRATEGIES B1 and B2.
Most are learning the skills that the series teach. However, following this
program I will need some type of reading program appropriate to middle school
students that will give them more practice with blending and reading
multisyllable words. Most of my students are on a 3rd to 4th grade reading
level. I've ordered the Rainbow Reading Mastery series by SRA for Grade 4.
Does anyone have positive or negative opinions on this series?

Marilyn

SUBJECT:    Re:phonological awareness2     Date:   97-06-22 11:51:47 EST
From:  EstelGC

In August I'll be taking the Lindamood Bell program to enhance comprehension
skills. I'm psyched!

SUBJECT:    Re:Help Me Too!     Date:   97-06-22 11:53:28 EST
From:  EstelGC

What do you mean, "What a word is?" Do you mean, your child has difficulties
in how to read words?

SUBJECT:    Scientific Reading system     Date:   97-06-22 18:20:25 EST
From:  SPOOSTEP

I am looking for information on a reading instruction method called either
the Scientific Reading system or the Scientific Reading Method.  If anyone
can help, please e mail me.  thanks.

SUBJECT:    Re:home remedial reading     Date:   97-06-26 00:07:29 EST
From:  PPear31329

To WolfHawk.
   You are so right about everything you said I have a 12 year old son with
auditory processing.  He has been phonics to death and can only spell at 2
grade level.  He went into full inclusion by the 3rd term.  He marks range
from A's B's and C's His conduct ranges from 1's to 3's but the average is
2's (good).  I enrolled him in the institute for the blind this year, and
sent them a copy of all his text books.  The institute sent him the tape
player (free on loan) and all the tapes he needed.  This cut his homework
down tremendously.  His reading comprehention has gone up to 7.6 this year
from 4.7 in one short year.  His reading itself is 4.6 up from 3. last year.
I think this is a combination of the books on tape and inclusion.  Though I
encourage him to read 15 min a night, as I feel practice makes perfect.  But
we have come to the conclusion that after years of phonics it is now
beginning to get in the way.  He is too phonitic.  And it slows down his
decoding skills.  He will be tutered this summer to build up a sight
vocabulary... and he will be reading short stories that train him in visual
memory and audotory memory.  The lady who will be tutoring him is a retired
L.D. teacher who feel that you cannot rely on one skill.  She also feels  I
should teach him to write cursive, as it eliminates them seeing words in
seperate letters, but allows them to see the word as a whole word.

SUBJECT:
Re:home remedial reading     Date:   97-06-26 00:15:52 EST
From:  PPear31329

To WolfHawk:
   I forgot to mention that my son is also ADHD.  and dyslexic.  He has had
Wilson, Stevenson, and I myself used Hooked on Phonics for the first two
years, Grade K. to grade 1.  I myself have an L.D. problem and tell everyone
from experience that all the spelling rules do not mean didly to anyone until
they can read, and spell.  I remember saying oh yeah that rule applys hear,
but I was in high school when that happened.  I personally relied on sight
words, now as an adult I am finally learning how to spell better, but still
not great.  But atleast I learned to read fairly early.  I use to practice
under the bed covers with a flash light.  But now I understand why that
worked for me.  I made a much better visual picture highlighting one specific
word at a time.........

SUBJECT:    DISTAR LANG     Date:   97-06-26 13:15:58 EST
From:  Ratatat

Moved from another folder:



SUBJECT:    DISTAR LANG     Date:   97-06-26 10:10:27 EDT
From:  Scott VanZ

I am a spec ed resource teacher... I am currently looking for a copy of the
DISTAR LANGUAGE I kit published by SRA.  If anyone has a used copy they are
no longer using, please email me!  I need a copy by Aug 1, 97

Thanks
Scott
[e-mail]

SUBJECT:    Teacher Network     Date:   97-06-26 13:17:00 EST
From:  Ratatat

Moved from another folder:



SUBJECT:    Teacher Network     Date:   97-06-26 10:12:54 EDT
From:  Scott VanZ

I teach elem spec ed in the Kansas City area.  I would like to network with
other teachers who use Direct Instruction - SRA materials.  Please post a
message or email me directly!

Say it fast...
Scott
[e-mail]

SUBJECT:    Re:Direct Instruction     Date:   97-06-28 14:01:14 EST
From:  MSilver783

Please e mail me if you have experience with direct instruction:
[e-mail]

SUBJECT:    Tutoring with Direct Instruc     Date:   97-06-29 15:00:52 EST
From:  Ratatat

Moved from another folder:



SUBJECT:    Tutoring WIth Direct Instruc     Date:   97-06-28 14:48:43 EDT
From:  MSilver783

Does anyone have experience using SRA's direct instruction methods.  We are
setting up a tutoring center.  I am trying to determine which components of
the program to purchase for 1:1 tutoring.  Please e-mail me if you have
experience with these materials. [e-mail]

SUBJECT:    Re:Help Me Too!     Date:   97-06-30 20:14:59 EST
From:  Rjmaul

Can someone tell me more about this Wilson Reading Program? Is it phonics
based? I am a special ed resource teacher in AZ. I am currently looking for a
phonetic based reading program for my K-3 students. I am not impressed with
Reading Mastery.

SUBJECT:    Re:Reading Recovery     Date:   97-06-30 20:17:06 EST
From:  Rjmaul

I am also interested in finding out more about Reading Recovery. Any info
would be greatly appreciated. Jan

SUBJECT:    Re:Stevenson Language Skills     Date:   97-06-30 20:26:04 EST
From:  Rjmaul

Lyne-?? Hope I got it right. What are your mixed feelings about Stevenson.
Care to elaborate? I am looking for a good reading program for my resource LD
K-3 students. Jan

SUBJECT:    Re:Help Me Too!     Date:   97-06-30 23:16:51 EST
From:  PPear31329

Wilson is a multisensory reading program that insists on mastery before
moving on.  It was not very susful with my son who had Wilson for 3 years....
But..... my son is actually to phonetic, he is so phonetic that it gets in
the way of his reading, because he sounds out every little thing in such
detail, he looses track of what he is doing (or reading)  We have (the team)
decided it is time to work on visual memory with my son.  We will begin this
summer with building a bank of words that he will recognise on sight... I
have heard many people say that Wilson is a wonderful program, just remember
no program is the answer for everyone, and we can't keep changing program
every year, we need consistency....I think we need to make long term plans
for these kids.  starting in grade K. and use that program throughout school.
Unfortunatly my son had Stevenson for grade K. and 1.  then whole language
grade 2 and 3, Then Wilson grade 4, 5, and 6.  Is it any wonder he spelling
at 2.5 grade level.  Each time the program was changed he had to go back to
square 1. never getting beyond 3rd grade level in any program....

SUBJECT:
Re:Help Me Too!     Date:   97-07-01 12:56:01 EST
From:  MarRigby

Rjmaul:

I just ordered the SRA Reading Mastery--Grade 4. Could you please tell me the
pros and cons of the program? I've heard that the program's strength was in
teaching blending once decoding skills were mastered. I have a few severely
LD students who are able to sound out words, but are still unable to
automatically blend the sounds together to make words with any speed.

Marilyn

SUBJECT:    Sharing Ideas     Date:   97-07-01 16:23:52 EST
From:  Ratatat

Moved message:



SUBJECT:    Sharing Ideas     Date:   97-07-01 15:08:16 EDT
From:  JScott3335

I am a NYC junior high school resource room teacher.  During the last 5 years
I have begun to learn about Orton/Gillingham techniques and am now using the
Wison Language System.  I'd love to share ideas with other teachers who are
using a multisensory  technique.  One new idea might just work with one kid
and that would be great!

SUBJECT:    Tutor & Mentor needed?     Date:   97-07-01 21:11:34 EST
From:  LYNNE43926

Hi, I am a retired social worker who is looking to make a difference for
today's youth; specifically, children with physical disabilities. I have had
cerebral palsy since birth and therefore feel as if I could relate, not only
to the needs of disabled children in the classroom (I specialized in the
Americans with Disabilities Act and how it effects the responsibility of our
public schools to provide reasonable accomodations); but also as a mentor. I
remember so well the days of my youth and the feelings of self consciousness
and the fears and anxieties that were so much a part of my life.
   Now that I am a retired mother of two children and one grandchild, I am
considering going into this on a part time basis. I would appreciate any
imput from parents as towhether or not this need exist? What is needed and
basically how much you think the average parent could afford to pay for
this.I'm not looking to get rich, but I do need the extra income it might
provide while still being of service. I was considering $10. per hr. or less.
   Some people go to Silva Learning Center. Where do parents go with the
disabled child who needs a little extra time and someone who might understand
where they are coming from?

SUBJECT:    New to LD-need help     Date:   97-07-06 21:27:51 EST
From:  Kdoso

My 7 year old daughter was just tested for a learning disorder.  We were told
she has a specific LD, that she is slow processing.  She is reading at a
beginer first grade level and writing at the same level.  She reads only by
site and writes sni or nij for words instead of trying to sound out and
spell.  We now have her with a tutor for the summer and she is also attending
summer school.  We are new to all this and don't really understand all we've
been told.  Could someone explain exactly what they are saying is wrong with
her?  And will she ever be able to read?  Would it help to teach her using
phonics?  What can we do at home besides reading and having her memorize the
books?
My Email address is [e-mail]
thanks

SUBJECT:    special program     Date:   97-07-07 16:13:13 EST
From:  Deardra894

I am looking for information on any programs that have connected successful
LD adults with LD high school students to share career opportunites and
successes.  If you ahve any info please E-mail me.  Thanks!

SUBJECT:    Re:Orton
Guillingham     Date:   97-07-08 11:48:30 EST
From:  INYMINYMO

Our District is sending us for training in this program.  It seems like an
excellant program for remedial reading.  It is a multisensory program
designed to help children with reading difficulties.

SUBJECT:    Re:Project Read     Date:   97-07-09 09:31:09 EST
From:  RMore12921

I am interested in getting information on the Project Read program.  Please
e-mail me at RMore12921.  Thank you!

SUBJECT:    child w/reading diff.     Date:   97-07-20 14:35:14 EST
From:  Toni W1106

I have a child that will be entereing 2nd grade in the fall and she can not
read.  At the beginning of the school year she was screened for Reading
Recovery and did not qualify b/c she was "to low".  We then had her tested
for L.D and she did not qualify.  Recently she was again retested and she
qualified but in Math.  We now need to make a decision.  We had her tested by
a licenced psych and he has recommended that we retain her.  My question is
the resource room at our school uses a reading approach using Merril books.
Does anyone know of these and what do you think of this approach?  My
instinct is to request the school to provide Reading Recovery or Orton
Gillium to her and not retain her.  We have been told that intense one-one
program would do her more good than to be in a resource room with 20 other
students. We have a tutor for the summer providing O-G but she still can't
read.  She definitly will fall hard in 2nd. If anyone has any insight or info
you can e-mail at ToniW1106

SUBJECT:    Re:Reading Disabilities     Date:   97-07-21 00:20:21 EST
From:  MEvans5266

Retired School Teacher is interested in where she can take classes concerning
teaching students with reading disabilities.  I would prefer to learn about
this subject via the internet, but I am also willing to take classes at a
local college.  I live in Santa Maria, CA.

SUBJECT:    Re:child w/reading diff.     Date:   97-07-21 12:06:00 EST
From:  MarRigby

Toni:

My colleague uses the Merrill Linguistic series in his K-4 Sp. Ed. Resource
program and swears by them. He usually uses them in combination with other
methods.  Don't discount these books. Also, my principal recommends their use
at many of the team meetings at that grade level.

Marilyn



SUBJECT:    Re:child w/reading diff.     Date:   97-07-21 18:52:44 EST
From:  DESERT1Z

Where can I obtain information/catalogue on the Merrill Linguistic series?
Thanks!

SUBJECT:    Re:child w/reading diff.     Date:   97-07-22 10:11:23 EST
From:  MarRigby

The Merrill Linguistic Series is included in the SRA/McGraw Hill catalogue.
I'm sorry that I don't have the address on hand--all my catalogues are at
school.

Marilyn

SUBJECT:    Re:child w/reading diff.     Date:   97-07-23 07:36:33 EST
From:  ShelleyHL

I guess I feel we need more information regarding this child before assuming
that Merrill would be the best fix.  For example, if this child has good oral
language skills, whereby context could assist in reading, Merrill might not
be the best choice as the "language" content is not too great (e.g. The cat
sat on the mat).  There are no pictures at all.  For some students, this
program has been a godsend.  It is very good for teaching patterns, rhyming,
but the comprehension piece is suspect, in my opinion.  Of course it could be
argued that until you can read there isn't much to comprehend.  Anyway, what
are the child's strengths and weaknesses?  If language is a strength, I would
find something that has more language substance than Merrill provides, at
least as a supplement to the Merrill program, if that is what you choose.


SUBJECT:    Re:child w/reading diff.     Date:   97-07-23 10:37:23 EST
From:  MarRigby

Shelley:
Current research greatly discourages the idea of reading from context. This
skill will only serve the student for a short time before it starts becoming
counterproductive (to the point when there are too many words in the passage
that the student doesn't know).

I agreed with you about the comprehension piece being suspect for a very long
time, and have never really used the program, myself, especially for the age
group that I teach. However, after reading "30 Years of Research: What We Now
Know About How Children Learn to Read", and having my principal scoff at any
reference to reading from context, I've learned the error of my ways.

Marilyn

SUBJECT:    Re:child w/reading diff.     Date:   97-07-23 14:41:04 EST
From:  Toni W1106

More info to add about child and Merril program.  when reading she tends to
use the pictures to understand the words she is reading.  Her breakdown is in
the abstract (symbols and matching the phonems to the symbols).  Her
discimination is excellent and her ability to rhyme is excellent. If she is
read to she understands what is being read to her (she can retell story and
answer questions)  If the reading is easy enough for her to read, she
understands what she is reading.  Her ability to write is slow and spelling
is poor.  We have had her test by licensed psych and she is dyslexic with
ADD. At the present time she is being tutored using O-Gill. techniques and
the arm taps seem to be helping her remember.  STM is poor for the abstract.
Has difficulty remembering address and phone number.  My greatest fear is
that she is not going to learn to read.

SUBJECT:    Re:child w/reading diff.     Date:   97-07-23 17:20:28 EST
From:  PKVAU

First - how can a child be "too low" for Reading Recovery? In my district we
take the lowest of the first graders and start with them. Did they mean her
ability (IQ) was too low? If so, how was this assessed? I have a real problem
with a true Reading Recovery program saying that a child is "too low". That
is what the program is supposed to be - an intervention for the "lowest"
first graders. I was going to suggest looking into having a trained Reading
Recovery teacher tutor your child. If she has the same training and outlook
as our RR teachers she will be able to make progress with your child. It
might not be as speedy as you would like, but I'll bet she can find
strengths to work with so your daughter feels good about reading. Although I
am not a trained RR teacher, I do teach special ed and have used the same
techniques on my Dyslexic children. I do see progress and the children see
themselves as part of the "Reading World". Don't give up - your daughter IS a
reader!
   Marilyn - What research discourages reading from context? Is this in the
Emergent or Fluent reader? I am currently working on a Reading Specialist
certificate and am reading stacks of research. I would love to read from the
research you are talking about..

SUBJECT:    Re:child w/reading diff.     Date:   97-07-24 08:01:21 EST
From:  ShelleyHL

I need to clarify my posting.  I agree that using context as the only
strategy for learning to read is not adequate.  However, when the element of
context is removed, an important reading strategy is removed as well.
Especially for a child with good intact language skills, this can be an
important piece to learning to read.  It is also critical that a child have
some way of figuring out what an unknown word is.  This is where other
strategies need to be very much taught and used as well.  I am a strong fan
of an approach that can combine the strategies used to learn to read.  But,
you also need to know the child's strengths and weaknesses.  If auditory is
weak, sound blending might not be the way to go.  If visual is weak, sight
words shouldn't be the only strategy taught.  The Merrill books are very good
for what they do.  I would simply state that they need to be supplemented
with something meaningful...that's the speech pathologist in me talking.  We
don't speak in nonsense stories, why would we read more easily that way?
Also, if all we wanted was word decoding, and comprehension and context were
not important, we would never present a story.  We would simply teach reading
through word lists.  I think we would agree that ultimately comprehension is
the key ingredient to reading.  I have known youngsters who were terrific
word callers who couldn't tell anyone anything about what they had read.  As
a teacher, I feel that that is as much a problem (maybe more) than the child
who can't call the words.

SUBJECT:    Re:child w/reading diff.     Date:   97-07-24 08:36:13 EST
From:  MarRigby

 PKVAU:

I downloaded the "30 Years of Research:..." from the internet. I don't have
the address in my notebook anymore, because some family member erased it, but
I think that if you go to past posts in this BB, I mention it elsewhere. It's
a wonderful piece of reporting.

Marilyn

SUBJECT:    Re:child w/reading diff.     Date:   97-07-27 12:40:30 EST
From:  Toni W1106

PKVAU  Thank you for your insight.  I feel the same way.  How can a child be
to low for RR.  That was my argument with the school.  The RR teacher is in
her last year of training and I think we are going to have a struggle on our
hands.  I almost feel as if she has already given up on our daughter.  My
husband and I are going to request that RR be an option for our daughter even
though she will be in 2nd grade.  Her IQ is average to Above Avg.  Her
primary problem is attending but she is not hyper is is passive ADD.  We'll
have to wait and see.  Thanks again for your insight.

SUBJECT:    Project Read     Date:   97-07-27 18:39:10 EST
From:  Jodyenne

Does anyone know when training services for Project Read will be held in
Ohio?  Any information on this reading program would be appreciated.
Thanks Jodi
Jodyenne

SUBJECT:    Re:Research     Date:   97-07-28 00:37:14 EST
From:  C1R2MEYER

After having finished a class on the latest developments in reading
instruction(primarily phonemic awareness--which is different than phonics)
for children with severe reading disabilities, I thought it would be helpful
to post sites where some of the latest info can be found.
30 years of reading research (http://www.cftl.org/30years/30years.html )
Phonemic Awareness  (http://www.indiana.edu/~eric.rec/leo/digests/d119.html
)
Research Base for SRA Reading Mastery
(http://darkwing.uoregon.edu/~adiep/rdgtxt.htm   )

****One area that we really discussed in this class is that typically the
biggest obstacle for these children is segmenting, manipulating, and blending
different sounds together.
Activities involving blending different sounds, prefixes, suffixes, medials,
etc. is very helpful  (esp. when it is done on an abstract level--such as
using plain blocks for each sound and manipulating the blocks when one change
is made at a time  --e.g., oosh to  swoosh  etc.,


SUBJECT:    Re:child w/reading diff.     Date:   97-07-28 10:06:48 EST
From:  Jim Worby

If you are interested in a review of the Reading Recovery program, take a
look at this Web site for an assessment of it's results:
http://www.jwor.com/nrrf/rdgrecov.htm

Jim Worby


SUBJECT:    Re:Project Read     Date:   97-07-28 10:39:03 EST
From:  RMore12921

I am interested in Project Read as well.  Can manuals be purchased if you
can't go to a workshop? I am specifically interested in the phonology strand.
I am also looking for workshops in the New Hampshire/Massachusetts area.
E-mail me at Rmore12921.  Thanks!

SUBJECT:    Re:Project Read     Date:   97-07-28 20:49:47 EST
From:  RSMama01

Project Read:  Language Circle Enterprises   P.O. Box 20631    Bloomington,
MN  55420   [phone]    Toll-Free:  1-800-450-0343    Fax:
612-884-6787

SUBJECT:    Re:Project Read     Date:   97-07-28 23:50:25 EST
From:  LorBis

I once did a web search on Project Read and found their site that lists their
training schedule.  I don't have the address but you will probably find it by
typing Project Read into Netfind.

Laurie

SUBJECT:    Re:child w/reading diff.     Date:   97-08-01 14:01:41 EST
From:  AtlntisCtr

There is a wonderful program that works with comprehension, called
"Visualizing and Verbalizing for Language Comprehension".  Author is Nanci
Bell.  The belief being that, those with good comprehension image as they
read -- they can see the characters, the action, etc. It is as if they create
a movie in their head.  Images are what allows the brain to retain the
information, and helps in dealing with HOTS...Higher Order Thinking Skills,
such as main idea, inference, predicting, etc.

Students CAN be taught to visualize as they read.  If you would like more
information on how to obtain material on this learning process, please
contact me.

SUBJECT:    Re:child w/reading diff.     Date:   97-08-01 14:03:49 EST
From:  AtlntisCtr

The symptoms you describe regarding some children's reading problems/reading
style sounds like thet could have an Auditory Conceptualization problem.
Auditory Conceptualization (AC) is a skill that teachers assume is in place
by the time children enter Kindergarten.  It has nothing to do with hearing,
but DOES have to do with the way their brains processes information about
sounds.  For example, does s/he know how many sounds are in the word, are
they the same or different, what order do they come in?  If s/he has an AC
weakness, you will see errors such as shifting sounds in words, omitting
sounds, adding in sounds, etc.

This is not an impossible situation.

There is a program that was developed over 30 years ago by a couple - a
speech pathologist and a linguist - that is a multisensory approach to
reading.  Through the approach, students with an AC problem can use
oral-motor feedback to check their "sounding out" ability, and it is a very
concrete way for them to read and spell.

If you would like to discuss it further, please e-mail me.  It is a very
specific learning process, but there are people all over the country who have
been trained in this, and the numbers are growing.

I hope this helps,
Therese

SUBJECT:    Re:Research     Date:   97-08-01 14:05:31 EST
From:  AtlntisCtr

Hallelujah!!!

Thanks for helping get the information out there....metaphonology is a
terrific concept.  It works! Been teaching children-adults for 11 years, and
have seen non-readers become readers.

SUBJECT:    Re:child w/reading diff.     Date:   97-08-01 18:00:29 EST
From:  Ratatat

<If you would like to discuss it further, please e-mail me.  It is a very
specific learning process, but there are people all over the country who have
been trained in this, and the numbers are growing.  >

It would be great if you could share right here and participate in the board
discussion.

Otherwise, I'm sorry to say, if *feels* like you've just come in here to
harvest a few customers.  That's an uneasy feeling.

SUBJECT:    Re:child w/reading
diff.     Date:   97-08-02 07:53:04 EST
From:  ShelleyHL

Thank you Ratatat... I wondered why there was a shroud of secrecy about these
wonderful programs...

SUBJECT:    Re:Jim's post on Rdg Recov.     Date:   97-08-04 00:50:35 EST
From:  C1R2MEYER

Thanks for sharing that wonderful web site.  It answered a lot of questions I
had about Reading Recovery.  Many of the special education children I teach
have benefitted very little from the Reading Recovery approach (prior to
being referred to special education).  That article highlighted the "wash
out"/long term negligible effects.  As recent research has pointed out,
children with reading disabilities need explicit instruction in phonemic
awareness and tend to make only limited gains with embedded phonics.
If you have any other postings on longitudinal Reading Recovery results, I'd
be interested in viewing them.  The Title 1 teachers that I work with are
heavily involved in Reading Recovery instruction and I need to get more info
to show them that it would be beneficial to add systematic phonemic awareness
components into their program.
Thanks again Jim!!!!!!!!!!!!!!

SUBJECT:    HELP FOR LITTLE ONES     Date:   97-08-04 14:37:51 EST
From:  HNYPooh

Please help me to teach others,I need ideas on
Inclusion/Co-teaching,especially for reading levels 1-4 and grades 4-6.I need
to help these children and I want to bring any ideas into my classroom.Please
help me to help others.Send all ideas to HNYPooh.
PLEASE HELP :) :)

THANKS :) :)

SUBJECT:    Re:child w/reading diff.     Date:   97-08-05 23:03:31 EST
From:  MrD007

I have a child with reading difficulies and would like any info you can give
me on this - actually I have three children with LD and two with reading
difficulties - please e-mail

SUBJECT:    Re:child w/reading diff.     Date:   97-08-06 07:34:30 EST
From:  ShelleyHL

Reading difficulties present themselves in many different ways and for many
different reasons.  That is why a comprehensive evaluation is often carried
out with children who have reading problems.  If you want to receive more
information, please provide some more information so that the information you
receive will be helpful to you.

SUBJECT:    LI,NY tutor available     Date:   97-08-06 16:21:09 EST
From:  NONBONZ

Hello!  I am available to tutor your child - up to fifth grade.  My fee is a
very reasonable $35 an hour.  I am willing to meet at your home or the local
library.  I have my resume and references available if necessary.  Please
contact me at NONBONZ@aol if you're interested.  Hope to meet you soon!

SUBJECT:
seeking advice     Date:   97-08-06 17:25:47 EST
From:  Whithog

Parent of 13 year old dyslexic. Diagnosed ADD,LD(central auditory
processing,visual motor and short term memory weaknesses). He has just
completed first year of Orton-Gillingham through public school/6th grade and
made some progress(too little,too late!!) I am considering Lindamood-Bell
evaluation and services for him independently.
I am also an elementary/middle school teacher in an alternative program
offering behavioral/clinical academic alternative to serious BD/ED students.
Many have 'secondary' diagnosis of ADD and LD. There are many,many
similarities between my son and these students.    We are a new program,
growing rapidly. I would really like to offer these students opportunities to
improve language/reading skills while they are with us. 90% are non-readers
functioning 3+ years below grade level.
Any advice on appropriate and effective instruction for this population? I
would like to train but want to make the best choice. Thanks in advance.
E-mail at [e-mail]


SUBJECT:    ADD/LD/Dyslexia     Date:   97-08-06 17:29:33 EST
From:  Whithog

I thought this might draw more accurate attention to "seeking
advice"message.

SUBJECT:    Re:  Ur2rude post on Herman      Date:   97-08-07 08:06:55 EST
From:  JGreene571

I have been a special ed. teacher for 20 years and one of the most successful
programs I have instituted in my classroom is the Herman Program.  It is an
Orton-based program for kids having great difficulty learning to read and
write. It utilizes multisensory techniques such as writing with large chalk
on the chalkboard, foot spelling, reading words lists to the pace of a
metronome(based on Ray Barsch techniques) and others.  The systematic,
structured instruction of the sounds paired with the written component just
seems to make sense to the kids.  They use mirrors in the early stages to
watch themselves produce the sounds correctly.  It takes a committment by the
school district and the teacher to deliver this program as it can take up to
three years.  Basically the program is not flashy or pretty.  It requires the
teacher's creativity to keep up the student's motivation.

SUBJECT:
Re:ADD/LD/Dyslexia     Date:   97-08-07 09:09:38 EST
From:  Don McCabe

If you live in Michigan, you might want to check out the AVKO Educational
Research Foundation.  We do free daily tutoring and free training at our
clinic.  We're a non-profit, 100% volunteer membership organization.  You can
e-mail me, snail mail me at AVKO, 3084 W. Willard Rd, Suite L, Clio, MI
48420, or call at [phone].

Don McCabe

SUBJECT:    Re:ADD/LD/Dyslexia     Date:   97-08-07 14:07:01 EST
From:  Mithue

Has anyone experienced Fastforward? It's a computer program based on Rutger's
research about sound processing difficulties and needs Internet hookups.
Sue

SUBJECT:    Re:ADD/LD/Dyslexia     Date:   97-08-09 17:53:12 EST
From:  Bre5

My son (9) is in his 5th week of Fast ForWord. I will be hopeful and
interested to see if his post-testing shows any improvements in his speech,
auditory, or reading skills. I'l keep you informed.

SUBJECT:    Rain Forest     Date:   97-08-10 18:04:11 EST
From:  Johnmatt

I am going to use a Rain Forest theme in my 7/8th grade Sped class. I am
looking for info and activities to use with my students about the Rain
Forest. The are academically on the 3-5 grade level.I would appreciate info
or directions to info.
Thanks,
Johnmatt@AOL

SUBJECT:    Writing Programs     Date:   97-08-13 07:21:47 EST
From:  RPaul36548

 I teach LD in a K-3 setting.  We are looking for appropriate writing
programs for this age.  Has anyone used the" Reasoning & Writing"  approach
to go along with "Open Court" ?
Please email me on your suggestions.
                                                              Kris

SUBJECT:
Auditory Phonics Program     Date:   97-08-13 07:21:59 EST
From:  Concepts1

The Earobics and Earobics PRO Auditory Development & Phonics C-ROM programs
use sophisticated computer-training techniques, including acoustic
enhancement of the speech signal and adaptive training, to facilitate
development of the auditory phonics skills that are critical for speech and
language development and academic success.

Multiple levels of difficulty, as many as 114 levels per game, deliver
extensive practice and comprehensive training of a variety of auditory and
phonological processing skills including auditory attention, auditory
discrimination, auditory figure-ground discrimination, auditory memory,
phonemic synthesis, sound segmentation, auditory and phonemic identification,
sound-symbol correspondence, rhyming and phonological awareness.

Earobics is the only scientifically-based program of its kind. The program is
ideal for children who require more phonics training than what is provided by
most schools. Earobics is critical for children with speech and language
delays, auditory processing and attention deficits, language-based learning
disabilities, and reading difficulties. Earobics PRO is used by
speech-language pathologists, audiologists, educational clinical
psychologists, and reading specialists in private practice, schools, and
hospitals throughout the United States and around world. Now, this
professional-grade CD-ROM program is available directly to parents in an
affordable and easy to use home version.

Visit www.cogcon.com for more information.


SUBJECT:    Re:Dyslexia definitions     Date:   97-08-13 14:50:51 EST
From:  MBesso

there is a reading approach to teaching dyslexic students called the
orton/gillingham method.  it is multisensory approach method utilizing
visual, auditory and kinesthetic modes.

I learned it in a 15day intensive workshop.

it works!

[e-mail]

SUBJECT:    Interview ????     Date:   97-08-14 19:34:47 EST
From:  Yasmina27

My husband and I both teach in a middle school.  For some unknown reason, the
principal asked my husband today if he would sit in on the interviews for a
remedial reading position (he teaches instrumental music) on Tues.  He's at a
loss as to what kind of questions to ask.

We would really appreciate any input you could provide.  What questions were
you asked/would you ask in an interview?  Please provide answers also!

Many thanks in advance,
Karen

SUBJECT:    Re:Low Readers in RR     Date:   97-08-15 23:42:06 EST
From:  MSorenso

Hello!
If you teach older elementary kids who struggle with reading, you might be
interested in knowing about my 12 hi-lo books pub by Perfection Learning
Corp's "Cover-to-Cover" imprint for grades 4-8 that are written at the SECOND
grade level -- 10 fiction, two informational -- one of them even has an Am.
Lib. Ass. nomination for YALSA (Young Adult Library Services Ass'n) Quick
Pick List for Reluctant Young Adult Readers, 1997. I taught middle school and
6th English for eight years....!
Being released in September and January are five more hi-lo's -- these are
semi-fictional "adventure biographies" of Cesar Chavez, Langston Hughes,
Queen Lili'uokalani, Einstein, and Socrates -- where my two characters from
TIME TRAP, Kenneth and Aleesa, (they try to prevent the assassaination of Dr.
Martin Luther King, JR. in TT), time travel back and help get the characters
out of serious trouble.
 If you're interested in more info on these books (everything from sports to
adventure to humor and historical fiction) -- and they include comprehensive
teacher/student support materials like language arts exercises, hands-on
student activity journals and even Accelerated Reader software, email me at
MSorenso with the subject line "hi-lo info" and I'll email you back with my
publisher's (Perfection Learning Corp) toll free number for one of their free
catalogs and will be happy to answer any add'l questions.  There are also
great hi-lo's for grade 1-3 and for high schoolers in their catalogs.  Thanks
for your interest!
 :)





SUBJECT:    Re:project read     Date:   97-08-18 15:50:31 EST
From:  JmfCa

I would love to have the list of upcoming trainings for this program.
Thanks

SUBJECT:    Re:project read     Date:   97-08-19 08:23:03 EST
From:  ShelleyHL

We had a youngster transfer to our school after three years using Project
Read.  He was entering fifth grade...and he could not read.  I understand
that this is an excellent program, but it is not the cure for everyone.


SUBJECT:    Re: Fast Forward     Date:   97-08-19 13:40:45 EST
From:  Peggy 620

Anyone interested in this program can get more information at
www.scilearn.com

Please be warned that although it is a good program, it is a HUGE committment
financially and in terms of time.  The CD costs $850, you need Internet
access (NOT by way of AOL), the program is administered by a SLP who will
charge a total of $1000-4000 (depending on the length of time in the program
and other factors).  The program takes almost 2 hours per day, 5 days a week
for 6 - 12 weeks.  If you do it at home, a parent may have to sit with the
child for most of the sessions, at least at first.  Also, although there are
points at which the child can stop and take a break, the computer can't be
used by anyone else until the entire session is completed.  I just thought
you should have this info up front.

SUBJECT:    Re:project read     Date:   97-08-19 23:09:56 EST
From:  LorBis

I think a lot of the reading programs that are designed for children with
reading disabilities are introduced to schools without giving the teachers
time for the appropriate training that is necessary to teach the program
effectively.

Sometimes we see children who have been in a particular program for several
years but still have made no progress.  Sometimes it's because it's not the
right program for that child, but other times I think it might be due to the
fact that it is not being taught correctly.  Many of these programs are very
specific and must be taught in sequence, without skipping things.

I also see children who have been the victims of what I like to call "The
Method of the Month Club", where they have been exposed to so many different
programs from year to year that they've learned very little from any of them.
It really is a hard thing to determine the right program and its
effectiveness-we really are being presented with a challenge to get these
children reading.

Laurie

SUBJECT:    Wilson Language Program     Date:   97-08-20 00:30:54 EST
From:  DESERT1Z

I am looking for detailed  information on the Wilson Language program. If you
have had experience with this program please let me know.  Information about
the cost/training needed would also be appreciated.

SUBJECT:    Re:Wilson Language
Program     Date:   97-08-20 04:08:29 EST
From:  BLevine794

I am a reading specialist and just attended a wilson seminar over the weekend
in New Jersey. What do you want to know, thank you: Dr. Levine

SUBJECT:
Re:Wilson Language Program     Date:   97-08-20 09:32:45 EST
From:  DESERT1Z

Thank you for your reply Dr. Levine.  As a Resource Specialist in So. Ca., I
am looking for a  program that has been successful with youngsters reading at
a grade 1-4 ability level.  My limitations however, are that I work for a
Distrist that doesn't tend to fund specialized training for its staff.  I am
wondering if the Wilson Program/training is affordable if I were to pick up
the costs myself?  As a reading specialist, do you have confidence in this
particular program (or others perhaps)?

SUBJECT:    Davis Reading Program     Date:   97-08-20 13:25:53 EST
From:  TFP5090

Does anyone have information about a reading program written by Davis?  I was
contacted by a parent that wants me to use this system with her L.D.
daughter.  She said she has researched "Dyslexia" and feels this is the only
program that will help her child.  Although I have heard the name Davis, I
can't recall the program.  Has anyone used it?  Any opinions?  Thanks in
advance.

SUBJECT:    Re:Davis Reading Program     Date:   97-08-20 13:36:29 EST
From:  LorBis

It's called Davis Dyslexia Association and it's based on a book called "The
Gift of Dyslexia" by Ron Davis.  They have a web site so maybe you can do a
search and you'll find it.  Also, you can write an email to Bergmom (aol
screen name).  She is associated with them and will give you more info.

Laurie

SUBJECT:    Re:Davis Reading Program     Date:   97-08-20 19:50:11 EST
From:  TFP5090

Thanks, Laurie!  I found the Davis web site, and I'm sure it will be provide
me with some good information.  I'd also welcome information from anyone who
has used this system.  I'm sure I'd find the feedback helpful.  E mail if
you'd rather not post an opinion.  Thanks again.

SUBJECT:    Re:Reading Recovery     Date:   97-08-20 20:46:35 EST
From:  S1Snickers

I am currently a teacher in training for my school district.  It is an
intensive one year training while implementing reading recovery.  It is for
the bottom 20% of first graders.  It is a program of accelerated learning.
Students will reach average levels of reading within their classroom
parameters within 12-20 weeks of daily one on one instruction.  Marie Clay
developed the program and there is a heavy emphasis on both reading and
writing.  I am trying to locate a web site to dialogue with other reading
recovery instructors.

SUBJECT:    Re:Reading Recovery     Date:   97-08-22 13:51:16 EST
From:  Limkefam

My daughter had Reading Recovery in 1st grade.  It did allow her to became a
reader.  She was so frightened of making any mistakes during reading
instruction in class and obviously not making any progress.  The program does
not address one of the underlying causes for reading disability and that is
Phonemic awareness.  By the 4th grade it was obvious that she was not able to
sound out new words and when she read to me outloud I noticed that she
guessed or skipped over words she didn't know.  Her ability to get the
meaning out of what she could read gave the impression that her reading
ability was fine.  Her spelling was horrible and she was not able to express
herself in writing very well.  The beginning of 5th grade we had an
independent psycolinguistic evaluation done.  We struggled with the school
most of the year and finally have an IEP with tutorial help for her.  This
summer she has been in the Lindamood-Bell ADD (auditory discrimination in
depth) program.  She goes 4 hours a day, 5 days a week for a total of 6
weeks.  We only have one week remaining.  For the first time she can decode
and not guess at the sounds in words.  She can actually see and hear the
sounds and reading is not such a struggle.  I think Reading Recovery gave her
the strength to comprehend enough from reading but it did not address the
cause of her problem.  Sometimes more is needed.

SUBJECT:    Re:Reading Recovery     Date:   97-08-22 22:55:08 EST
From:  C1R2MEYER

According to what research I've located, RR is not explicit enough for many
children with learning disabilities.
Please see this web site:http://www.jwor.com/nrrf/rdgrecov.htm
where the following quote was taken:

..."several disinterested, independent critics of RR (Center, et al., 1995;
Glynn, et al., 1989; Groff, 1994;Ohio Department of Education, 1995; Shanahan
& Barr, 1995; Wasik & Slavin, 1993) have
pointed out that most of the reading improvement gains brought on by RR are
temporary; the
"wash-out" over time. This finding is underscored by the fact that students
from RR, as
remediated, often read so poorly that they qualify for inclusion in other
remedial reading
programs (Groff, 1994)."
Other studies also show similar, wash-out effects.
Based upon all that I've read as well as my experience using a multisensory
reading program (Lindamood), children with severe reading problems need more
explicit programs than RR.  I think it's always wise to consult the research
based programs endorsed by the Orton Dyslexic Society.

.


SUBJECT:    Re:dyslexia/jr hi     Date:   97-08-24 07:30:25 EST
From:  SuzeQ55

My son is currently enrolled in a 3 year specialized school for dyslexia.It
teaches Alphabet Phonics.After 6th grade they mainstream them into our school
district. His reading level has improved,but I don't feel as though our
school district will be able to provide him with the help he needs. He has an
aud.proscessing problem also.Anyone with suggestions for me would be greatly
appreciated. As I don't have time to go online readily,please send me email
at SuzeQ55@aol  . I would love to hear from educators and parents. There are
no other specialized schools in our area. I am scared everything this school
has done for him will be quickly undone in Jr.Hi. thanks

SUBJECT:    Re:Wilson
Reading Program     Date:   97-08-24 09:38:20 EST
From:  Whithog

I am following this recent exchange very closely and hope you don't mind if I
jump in and tag along.
I am the parent of a 13 year old dyslexic boy. He is presently redaing at 3.5
grade level after finally making good progress this past year. He received
resource reading instruction with a teacher who recently trained in Orton
Gillingham. The O-G is only part of the instruction this teacher uses. After
progressing 2 grade levels from K-5, he jumped from grade 2 to 3.5 this past
year.
I am also a teacher. I was working as a substitute in the same district while
my son was fighting for and finally provided with special education services.
I am now starting my second year in an alternative program for adolescents
with severe behavior and emotional diagnosis. I have noticed many(too many to
ignore!) similarities between these students and my son. Similar behaviors,
attitude, oppositional, non-readers, poor spellers, poor writers/dysgraphia
...... At this point in time the two have converged and I am again on the
research/information gathering trail to find  appropriate and effective
instruction to help remediate and improve these students and my son.
I have basically narrowed my search to Orton-Gillingham, Wilson, Lindamood
and SRA Corrective Reading. At this point in time I am leaning toward
Corrective Reading for students I work with due to cost, time and training
issues but am I giving up on the valuable multisensory strengths of the other
programs? I too would be willing to personally pay for training in another
program if it is surely more beneficial. I am hesitant from investing in
something that won't be of the best benefit to the students I have.
Any info/advice is thanked in advance. Please E-mail me if you'd like.

SUBJECT:
Re:Reading Recov/Lindamoo     Date:   97-08-24 18:38:20 EST
From:  PKVAU

Limkefam... Your daughter sounded so much like a former student of mine. She
had gone through RR with some success but it was not enough. She went through
Alphabet Phonics. Didn't really help. Her parents sent her to Lindamood for
the same intense time as your daughter is going. It didn't help much
either.... except she could quote every phonics rule ever written. The
problem with her was that knowing rules in isolation didn't help her read.
She was not able to internalize the rules and transfer them to "real"
reading.   Lindamood ignores the comprehension part of reading... be
careful.... make sure your daughter uses ALL the strategies of reading. She
was taught some good strategies in RR that she can use ALONG WITH sounding
out. We must always remember why we read- to get meaning - not to say the
words correctly. Make sure your daughter doesn't forget this. Good luck!

SUBJECT:
LD, Teen Interest Books     Date:   97-08-28 15:14:09 EST
From:  EGAhome

     I am looking for low level, high interest books for middle and high
school students who are learning disabled and/or mildly retarded. Our reading
levels range from kindergarten to about 4th grade.
     Also, I am searching for some information about improving reading
comprehension among this type of population of students.
     My e-mail address is [e-mail]


SUBJECT:    [e-mail]     Date:   97-08-28 15:55:37 EST
From:  RAttianese

Did you ever get info on the zoo sounds. My son is dyslexic and I want to
know if this
worked with you. Can you give me some info on it. Email me
     [e-mail]     (00) are the #0

SUBJECT:    bilingual resource room     Date:   97-09-02 23:36:51 EST
From:  Brybev

i'm currently setting up a bilingual resource room at my school for students
who speak mostly Spanish and have also been identified as l.d.    If you have
any thoughts, ideas, materials, articles on this topic, or are doing the
same, I could use the support.  e-mail me at:  [e-mail]

SUBJECT:    Re:should
school tutor?     Date:   97-09-03 01:52:49 EST
From:  Swickey123

I'll tell you exactly what happens...they begin the process for him to soon
be labled "Learning Disabled", when really the child just needs to be taught
to read with the method that works: systematic phonics!
Don't let them do this...Learning Disabilities is a growth industry in public
education.  Find a good tutor, one that will teach him how to read words
(phonics), not teach him Hyroglyphics (look-say)...good luck to you and your
son!!!!

SUBJECT:    Re:should school tutor?     Date:   97-09-03 07:38:50 EST
From:  Mars000210

Hello, In responce to your post:

    " Don't let them do this...Learning Disabilities is a growth industry in
public education"

     I personally have never felt that way about the school system. No one
including the parents is trying to hang a label on a child for the sake of
pepetuating an industry.
       I worry when reading your post that it may cause others to continue to
have an attitude that being learning disabled to mean something bad. That
some parents may actually not seek help for their child in school because
they may view dysgraphia, dyslexia or ADD, to name a few, to be  something to
be ashamed of.
       It's just my thoughts listed here. There not meant to offend you, but
rather to give everyone pause to think how do we view our children. If we are
not proud of our learning disabiled child, diagnosis and all, then how can we
expect others to realise it's not a label but rather  just words to describe
how to help a child who needs alternative way of learning.
 Take Care Barb




SUBJECT:    Re:should school tutor?     Date:   97-09-03 18:00:26 EST
From:  MarRigby

Swickey123:

"I'll tell you exactly what happens...they begin the process for him to soon
be lab led "Learning Disabled", when really the child just needs to be taught
to read with the method that works: systematic phonics!"

You are partially correct. Many educators are becoming convinced of the fact
that phonemic awareness must begin in kindergarten, followed by a logically
sequenced direct instruction phonics program. This may cut down on Sp. Ed.
referrals in the future.

".Learning Disabilities is a growth industry in public education. " A bit of
a stretch here. Many of the students in Special Ed. have been labeled LD in
order to qualify for services, even though they are really slow learners.
"Slow Learner" is not an exceptionality.  The reason for the growth in many
areas of the country has been the limited  or complete lack of remedial
education for the reg. ed. student.  Special Ed. has become a dumping ground
for all children who p;erform poorly in school, because no help has been
available elsewhere in the school system. Since Special Ed. is a mandated
service, it couldn't be cut the way other areas have been cut.

However, a learning disability is real. And the ones who actually satisfy the
criterion for the label need a great deal of direct instruction and/or
support from the Special Ed. teacher.

Our Special Ed. director has emphasized that one of our system goals is to
reduce the number of students in Special Education. If other communities
follow suit, I think you will see a change. It may take awhile.

Marilyn

SUBJECT:    vision therapy     Date:   97-09-04 00:49:49 EST
From:  BDaybr88k

Does anyone have information about this?  Diag. is convergenge difficulties
and insufficient binoc. focus--this child does not pass the cover test.
Hates to read at 13.  Please post and/or E-Mail and thank you in advance.


SUBJECT:    Earobics at CAPD conference     Date:   97-09-04 08:26:09 EST
From:  Concepts1

Cognitive Concepts, Inc. invites everyone to stop by the Earobics exhibit
booth at the upcoming "Symposium on the Assessment & Management of CAPD"
October 17-18, 1997 at the Ramada Plaza Hotel in Greenville, NC.

The conference, sponsored by the Department of Communication Sciences &
Disorders at East Carolina University, will feature several outstanding guest
faculty who will discuss the scientific foundations of CAPD, intervention
strategies, and the scientific basis of clinical approaches.

All in attendance at the conference will have the opportunity to view and
experience "hands-on" the Earobics Auditory Development & Phonics programs.
Dr. Jan Wasowicz, the program's creator, will be present to answer questions
about the theoretical and scientific basis of the Earobics programs.

Please stop by and say hello.
For registration information contact the Office of Allied Health Education at
[phone].
For more information about Earobics visit www.cogcon.com


SUBJECT:    Re:vision therapy     Date:   97-09-05 16:02:48 EST
From:  Lynnebl

I know of two sources for information regarding this:
     Parent Advocates for Vision Education (PAVE)
     1-800-PAVE-988   Fax [phone]
     This group promotes public awareness of the relationship between vision
and achievement.

     Taylor & Associates  produces a computerized reading program that
exercises the eyes and
     promotes eye movement control and eye teaming ability.  This program is
called the Guided
     Reading Program and I have personal knowledge of this program.  It is
very successful.
     Taylor & Associates            phone# [phone]
     200-2 E. 2nd St.
     Huntington Station, NY   11746

I was unable to find e-mail addresses for these.  Hope this helped.
Lynne

SUBJECT:    Hardman Program     Date:   97-09-06 20:47:30 EST
From:  Lady Bert

Does anyone have any information about the Hardman program?  It is used in a
school inTallahasse, Fl.  It is supposedly a multisensory approach to
reading. Thanks

SUBJECT:    Re:should school tutor?     Date:   97-09-07 17:44:55 EST
From:  TLVAIL

There are as many different ways to teach children to read as there are
different children.  I work at an excellent school who starts direct phonetic
instruction using the SRA program at the kindergarten level. Children are
tested and placed in small groups where they get reading instruction on their
level for 1 hr. each day.  This is undisturbed time, first thing in the
morning.  However, we have some children who are not successful with this
method of instruction.  Specifically, children with Central Auditory
Processing Disorders have become frustrated as they see other children
catching on to things that they find very difficult. Children, especially
very bright children, can learn to hate reading quickly if they associate it
with discomfort or struggle.  It's important to intervene with these children
to keep the love of reading while teaching the way they need to learn.  One
child in particular had great language skills- he could tell beautiful
stories and had a large voabulary.  Sound/symbol skills- reading and writing
were difficulty and tedious for him by second grade.  The child remained in
the SRA program with one-one additional help in phonemic awareness for 20
minutes daily.  In addition, he began dictating his stories into the tape
recoder and his mom typed them for him daily.  Eventualy, he began typing his
own stories with the "kids WorKS' program and drew beautiful pictures to go
with each page.  He enjoyed sharing these stories with the kindergarten and
preschool classes.  All written work was cut in half.  By the end of the
year, his skills had improved, but most importantly, his love of language and
stories had improved along with his self concept.  I think we need to focus
on the child, not the program, when determining how to teach a child to read.
No one program will work for all.

SUBJECT:    Re:should school tutor?     Date:   97-09-08 19:48:38 EST
From:  CZ Sissy

Tracy, you are a speech pathologist after my own heart.  Reading problems are
not vision problems.  They are language problems.  I hope more speech
therapists in the public schools will begin to see the value of screening
preschool children whose language deficits are going to cause them difficulty
in learning to read.  Phonological awareness training not only helps children
learn to read, but phonolgical processing fluency (including awareness, rapid
retrieval and manipulation of sound segments in conscious memory) affects the
childs expansion of oral language competencies.

Your note thrilled me no end, because where I am working I sometimes feel
like the odd on out.  I can bear it because the kids and their teachers like
the results.  Keep it up, you have a wonderful future.

SUBJECT:    Re:Reading
Recovery     Date:   97-09-08 22:24:36 EST
From:  DLRSM

Just want ot add my two cents about reading recovery.   I hired a reading
recovery trained tutor for my son who had completed first grade.  He had zero
success .  The gains that the tutor thought he was  making were nothing more
than his ability to cope by memorizing each of the books she thoght he was
mastering. I do not believe that Reading Recovery is a good program for
dyslexic studnets. It is valid  forchildren who have not been read to
frequently at home or that a day care setting. it can introduce them to the
world of reading.  Within a group you will find that 60 % of the students
will catch on to reading...but the other 40%  will require something like the
Wilson Reading Program to get them going. Make sure theyaren't  just
memorizing!!!

SUBJECT:    direct instruction     Date:   97-09-10 18:20:05 EST
From:  TWitt2290

I work with LD resource students and am interested in finding the address for
the Reading Mastery or Corrective Reading Programs.  Are these still
available to purchase?  We are thinking of trying some form of Direct
Instruction with these students.  What are some other direct instruction
programs that have been successful?

SUBJECT:    Dyslexia     Date:   97-09-10 21:53:59 EST
From:  KSRBaye

Can anyone give me some strategies for teaching a dyslexic child to read?
The mother says she is dyslesic, but I've found several parents using this
term without a diagnosis.  I read through the messages here, wrote down a
couple addresses, but wondered if there is anyone working with children with
dyslexia and can give me some methods to work with them.  Not necessarily a
program, but ideas of teaching methods that would be more sucessful with a
child with dyslexia.  Thanks
KSRBaye

SUBJECT:    Re:Dyslexia     Date:   97-09-11 19:49:46 EST
From:  ShelleyHL

Look for the web site for the Orton Dyslexia Association.  There should be
information about strategies for teaching children with dyslexia.

SUBJECT:
Re:Dyslexia     Date:   97-09-11 22:34:17 EST
From:  PPear31329

My son is dyslexic, and though his reading isn't up to grade level, he is
improving especially in the reading comprehention.  He has had too many
teaching methods in his short 7 years of schooling.  He began in first grade
with Stevenson, then they used whole language, then they began to use wilson.
Thankfully in forth grade we had a wonderful assistant principle, who took
about four of these kids under her wings, when she realized all methods had
failed.  When she took him into her reading group he was reading at 1 st.
grade level.  I don't know the name of the system she used but, the stories
were short, and had very predictable events.  At the end of the story there
was a question page, instead of making the kids write the answers, they
discussed it as a group. His reading level went up a full grade that year.
The teacher he had in 5 th grade continued the same proceedure, and his
reading level went up another full grade.  Last year they put him into one of
the old methods, and he became lost and frustrated.  He gained !/2 a year in
reading.  and reading comprehention.  I don't think there is a particular
method for all children, I think you have to find the right one for the right
child. Good Luck.............

SUBJECT:    Re:Dyslexia     Date:   97-09-11 23:59:15 EST
From:  CHSMom

Many children who are truly dyslexic learn best by the sight word method,
rather than phonics.  There are several lists of these words Dolch & Fry are
the most popular.  Also, some students learn better auditorily.  I have
recorded books on tape and had the student listen to is with earphones while
reading the book.  There is a whole follow-up program to ensure that the
student isn't just memorizing the book.  Let me know if you want more
info.

SUBJECT:    Re:Dyslexia     Date:   97-09-12 00:00:20 EST
From:  CHSMom

Can you find out the name of the method she used?

SUBJECT:    Re:Dyslexia     Date:   97-09-12 19:44:52 EST
From:  CZ Sissy

Try out the following websites
http://www.interdys.org/
http://darkwing.uoregon.edu/~adiep/rdgtxt.htm
http://www.cftl.org/30years/30years.html

SUBJECT:    Re:Dyslexia     Date:   97-09-12 19:51:11 EST
From:  CZ Sissy

Dear CHSMom, there is too much research to refute what you have said about
dyslexic children learning to read using the look-say method.  Please read
the materials provided by the websites I have listed recently.  There is so
much being learned about reading right now.  Let's not hold on to old
traditions and opinions.  There is some good research.  The rationale for
Reading Mastery is a good summary.  What We've Learned in 30 Years is also
good. I think you'll find these very interesting and informative.

SUBJECT:
Re:Dyslexia     Date:   97-09-13 15:48:53 EST
From:  MarRigby

CZSissy:

"The rationale for Reading Mastery is a good summary."

I don't question the merits of the Reading Mastery program by Engelmann et
al. However, I believe one or more of the professors are protogees of
Engelmann. I question how objective the study truly is.

Marilyn

SUBJECT:    Re:direct instruction     Date:   97-09-14 14:16:59 EST
From:  Scott VanZ

DIRECT INSTRUCTION is beginning to become well known again across the
country.  I use DI with my LD students and find it tremendously successful.

There are many programs available (for all curricular areas:  reading, math,
writing, spelling).

Call SRA at 1-888-SRA-4KID to get their 1998 General Catalog.  They have a
section in that catalog on Direct Instruction.

If I can be of further assistance, please e-mail:  [e-mail]

SUBJECT:
Re:direct instruction     Date:   97-09-14 15:44:26 EST
From:  MarRigby

Scott:

We've talked before. I'm totally in favor of DI, too. But, I'm getting
stressed out over the length of the lessons.  Sometimes, it is necessary to
have other students in the resource room that are not part of the program,
and it's hard to spend time with both groups.  For instance I can divide the
time in half, but I surely don't want to have my Corrective Reading groups in
those books all year!  Yet, I have other students in there to get help with
content area subjects. Of course I need to give them my time and attention as
well.

Marilyn

SUBJECT:    O-G vs. SRA Corrective     Date:   97-09-14 16:45:50 EST
From:  GypsyinPal

Can someone tell me the difference between an Orton-Gillingham based reading
program and an SRA Corrective Reading Program?
Our school system is offering SRA instead.
Thanks for any insight.

SUBJECT:    Re:direct instruction     Date:   97-09-20 21:20:29 EST
From:  BA FREEMAN

Direct Instruction materials are available through SRA. If you can find a
catalogue in your system, they have an 800 number and are extremely helpful.
I am a I have used nearly all of the DI materials for the past 15 years.
Simply put, it works.

SUBJECT:    Re:O-G vs. SRA Corrective     Date:   97-09-20 21:29:09 EST
From:  BA FREEMAN

O-G starts from letters to sounds and progresses far more slowly than most of
the SRA materials. Teacher critical to O-G. The SRA DI programs are not as
detailed as the O-G program. SRA does provide some teacher training and is
helpful. What grade levels are you concerned with? I have used almost all of
the DI material and have found they consistently provide great results. I
have been teaching LD students 25 years. I consistently see 1 to 3 years
growth when using these programs. These results are consistent with LD
students with average to above average ability.

SUBJECT:    Re:O-G vs. SRA
Corrective     Date:   97-09-21 21:16:32 EST
From:  MarRigby

BA:
Have you used the DI math materials? I'm about to order, but before I do, I
want to know how well they work.

Marilyn

SUBJECT:    Re:Dyslexia     Date:   97-09-24 18:50:07 EST
From:  Don McCabe

I can't help but recommend reading the book TO TEACH A DYSLEXIC.  It's
available from the AVKO Educational Research Foundation, 3084 W. Willard
Road, Clio, MI, 48420.  The book tells the story of how a dyslexic learned
how to teach dyslexics.  It's a good read.  You'll enjoy it and learn from
it.

SUBJECT:    Dyslexia     Date:   97-09-24 21:53:50 EST
From:  GSzot

Much has been learned re: dyslexia and the topic has received more media
exposure lately.  People magazine has an article on dyslexia this month that
does a good job of summarizing the research.  The underpinnings of dyslexia
are believed to be language related in that children often have trouble with
phonological processing skills, like phonemic awareness, serial naming, and
phonological coding.  Phonological processing skills are a prerequisite to
learning how to read and spell.  There is a great product on the market
called Earobics that directley and systematically addresses these skills.  It
is scientifically based, easy to use, and affordable.  They have a web site
at www.cogcon.com.  I think you'll find it very helpful.

Gina

SUBJECT:    Re:Short Term Activework.mem     Date:   97-09-25 15:32:22 EST
From:  RRicha9223

Help! My son has a learning disability in his short term active working
memory. He has trouble in Math, and all the core subjects. Studies but has
trouble remembering. The school will not give him a keyboard even tho the
specialist said he needed it. He learned to read by whole lang. It's a
horrible way to learn.He is in special ed,. this year. He's in 7th grade. I'm
afraid the school doesn't know how to teach him.20% of our entire school
population is labeled. If you can help I'd be very grateful. Have read books
by Dr. Mel Levine. They have been very helpful.

SUBJECT:    Re:Short Term Activework.mem     Date:   97-09-25 16:43:03 EST
From:  Lynnebl

< The school will not give him a keyboard even tho the specialist said he
needed it. He learned to read by whole lang. It's a horrible way to learn. He
is in special ed,. this year.>

Is the recommendation of a keyboard in written formal assessment or did the
specialist say this verbally?  Pushing for something your child needs is much
easier if there is a professional that will back up what you are asking for.
If you have it as a recommendation in a report, that's great.  I suggest you
not take "no" for an answer.  Keep asking for it in IEP meetings and make
sure your request is written down in the paperwork as well as the answer and
any disagreements.  Tape record the meetings also.

Another very important thing I have learned from experience is that you have
the right to question the method in which your child is being taught.  The
method must be appropriate.  You are moving in the right direction.  It is
not enough to get your child in the right class, but to have an appropriate
program in place.  Again good testing and recommendations will certainly
help; however, the parent can always advocate for methods they have
investigated and believe would be appropriate.  I have also found that whole
language is not appropriate for LD children.  Hope this helped.   Lynne

SUBJECT:   informal assessment info ?     Date:   97-09-25 17:59:29 EST
From:  AliCattzz

anyone have any ideas on an informal assessment device to assess reading. I'd
appreciate any help. Also, any ideas on teaching reading in a whole language
classroom when the kids are on varying levels.
email me at [e-mail] or [e-mail]

thanks a lot.

SUBJECT:    RE: Need help with disciplin     Date:   97-09-25 20:51:21 EST
From:  GTolmasoff

I am currently in search of articles on how to deal with students who like to
manipulate others. Articles on effective discipline strategies etc....Would
bvery helpful.

SUBJECT:    Re:Short Term Activework.mem     Date:   97-09-25 22:52:38 EST
From:  Mars000210

Hello, you wrote:

   <The school will not give him a keyboard even tho the specialist said he
needed it.>

Many district will not even think about giving a keyboard unless you request
that he be EVALUATED for this piece of equipment for his personal use only
durring the school day.. That's how it works in my district. It was not
enough to  have the intervention:  access to a keyboard in class ( they
interpeted that as long as my child had any time on the keyboard it complied
with the special education plan).

My suggestion to you beside writing the above letter is to call your STATE
office of special education (protection and advocacy agency) usually located
in the govenors office. Tell them that the school will not give your son a
keyboard as recomended as an intervention, after his testing and tell them
how do you get the school to comply with this.

Take Care Barb

SUBJECT:    Re: Need Help     Date:   97-09-28 10:57:20 EST
From:  Donnylle

I am a CDC teacher in Memphis.  I am doing a special project for my Master's
Degree on teaching reading comprehension skills in cooperative learning
groups. I am somewhat new to using cooperative learning groups, as well as to
teaching reading comprehension skills.  I would love some suggestions.  If
you have any ideas, email me at: [e-mail]. Thank you very much.
P.S. I teach at a school that does not value students with special needs so I
do not have the money to order expensive kits.  Please keep the suggestions
within my grasp.

SUBJECT:    im not really a teacher     Date:   97-09-28 17:03:02 EST
From:  RandmPrson

im actually a 14 y/o kid.  but im tutoring my neighbor.  shes 9 y/o, in 4th
grade, and has a learning disability.  she mainly has problems reading.  does
anyone have any ideas for helping her?  i want to make it interesting.  i
tutor a lot but its usually in a specific subject e.g. math and german, which
is just a matter of explaining things well, and then making them practice it.
it was also with kids more closer to my age.  i dont really know whats
appropriate for a helping a 4th grader read, because i learned to read so
long ago, and it was always my strongest point.  also if anyone knows of any
interesting books that are easy to read, but fairly interesting for a 9 y/o,
suggestions on that are welcome too.  any advice, ideas or comments email me
(i probably wont check the board so posting isnt to great).  thanks so much,
i appreciate all your help!
-laura

SUBJECT:    Re:im not really a teacher     Date:   97-09-29 11:11:59 EST
From:  Mars000210

Hello you wrote:

< im actually a 14 y/o kid.  but im tutoring my neighbor.>

  Aren't you wonderfull !  What will you be tutoring this child in? Will it
be helping her with her subjects that she must learn in school such as math
or social studies? Are you just suppose to help her practice to read?  I'm
sure we can give you some hints here.

   It is just a thought, but instead of adding another reading assignment for
this child, could you help her using the books that are provided for him/her
from school. This way the child will practice reading skills and will learn
the subject that is being courrently be taught to him/her in school.  Since I
don't know what you are being asked to tutor this child for it makes it hard
to help you.

Write and let us know>
Take Care Barb



SUBJECT:    Re:im not really a teacher     Date:   97-09-29 19:36:20 EST
From:  RandmPrson

<<What will you be tutoring this child in? Will it be helping her with her
subjects that she must learn in school such as math or social studies? Are
you just suppose to help her practice to read?  I'm sure we can give you some
hints here. >>

thanks a lot for responding!!!  im not exactly sure yet, because my mom
talked to her mom, and my mom was a little vague, and im going to talk with
her mom tomorrow or wednesday.  but im pretty sure its going to be mostly
reading, and probably some other things because when one has problems
reading, then that generally also leads to problems with subjects that
involove lots of reading (eg social studies and science).  how could i help
her with the books shes reading?  what are some good things to do with her?
i want her to be interested, and i want her to learn a lot.  tomorrow im
going to sit in the library for a while and read some books on reading and
teaching and stuff.  ill post again also when i know in more detail what
exactly im going to be doing.  but thanks a lot for any help/ideas/advice!!
-laura

SUBJECT:    Re:im not really a teacher     Date:   97-09-30 08:00:11 EST
From:  Mars000210

Hello your wrote:

<    how could i help her with the books shes reading?  what are some good
things to do with her? >

   I'm not a teacher either, so some brain storming is needed here. Ask her
mom what her goal is for you, is it to sit with this child and let her read
to you or you could each read a page that way this child enjoys the story.
That is a big help in itself. If the goal is to learn more of the words she
needs to recognize for the work in school then find out if this child is
being taught sight reading or phonetic word recognition. Then you could make
flash cards to help her learn words for spelling tests or words she doesn't
know as well in her books from school. Make the flash cards in the style she
is leaning by in school.

Take Care Barb


SUBJECT:    Re:The Phonics Game     Date:   97-10-01 20:26:48 EST
From:  C2da

well I need help in reading I hate it

SUBJECT:    Re:im not really a teacher     Date:   97-10-02 01:12:08 EST
From:  PPear31329

I'm not a teacher eighter, but my son has a reading problem.  What I do with
him is to read a page then have him read a page.  He gets less discouraged,
and gets more involved in the book.
When he was younger I made this little window out of cardboard and blue
transparent paper.  The window was just wide enough to show one line at a
time, it worked great for a while since it was another gadget....  Then I
suggested making a tent and using a small flash light, he though that was
great, but got sick of that to... what I'm trying to say is even if something
turns them on to reading just for a short time,, its worth the effort.
Because the more they read the better they get....

SUBJECT:    See Earobics at
Conferences     Date:   97-10-03 15:41:38 EST
From:  Concepts1

Hello!
A number of parents & professionals have been asking about conferences at
which Cognitive Concepts, Inc. will be exhibiting the Earobics Auditory
Development & Phonics CD-ROM programs. Here's a list of the conferences we
will be attending in October and November 1997. We hope to see you there!

Symposium on the Assessment & Management of Central Auditory Processing
Disorders, October 17-18 at the Ramada Plaza Hotel in Greenville, NC.
Sponsored by East Carolina University, 919-816-5205.

The International Dyslexia Association 48th Annual Conference, November 12-15
at the Hyatt Regency Hotel in Minneapolis, MN. Booth #119. Sponsored by the
Orton Dyslexia Association, 410-296-0232.

The American Speech-Language-Hearing Association 1997 Annual Convention,
November 20-23 in Boston, MA. Booth #229. Sponsored by the American
Speech-Language-Hearing Association, 301-897-5700.

For more information about Earobics, please visit our website at
www.cogcon.com.

SUBJECT:    Earobics     Date:   97-10-08 23:21:25 EST
From:  K for 5

Looking for any info (positive/negative) from parents/educators who have used
either the Earobics or Earobics/Pro with their children.  I'm a
speech-pathologist with an 8yr old 3rd grader with dyslexia.  She continues
to exhibit significant "phonemic awareness" problems.  She gets considerable
"help" at school but I'm interested in doing something more "formal" at home.
I'm somewhat familiar with the FastForward program but have not been able to
find any comments about the Earobics program.  (I've seen their Web page. .
.)  Post here or e-mail me.

SUBJECT:    Re:I'm not really a teacher     Date:   97-10-10 18:17:09 EST
From:  EGAhome

Laura,

Bravo, young lady! It sounds like you would someday make a great teacher.Here
are some ideas and books that you may find helpful. I'm almost a teacher.  :)

Repeated reading: In a nut shell, this technique is used to develop fluency
and familiarity with words.(ou will need a stop watch or a wrist watch with a
second hand.) Select a block of text (a paragraph or two) and time your
student reading the text, uninterupted. Record the time.  Make note of any
mistakes and talk them through afterwards. Repeat the timed reading and mark
each session's time and number of mistakes. This should provide your student
some needed positive feedback.

Taped readings: Your local library should have books on tape for elementary
students, but if not, don't fear. You can do it yourself. Choose stories or
the student's text material and tape these for him/her. Read slowly and
clearly, so that when your students reads along it will be easier to follow.
This is a good at home reinforcer.

Have your student do some writing. Small "homework" tasks such as having
him/her write about a favorite character in a story, write the president a
letter (or anyone else), choose a few words that he/she doesn't understand to
bring back to you so that you both can look them up and discuss them, etc.
I'm sure you could come up with some good ideas, too. Also, ask him/her to
bring you some of her writing from class to look over. Be supportive and
correct with care.

K-W-L Technique: Prereading - ask student to tell or list what he/she already
Knows about a story,topic, etc. Then, have him/her tell or list what he/she
Wants to know about the story. After reading, have the student tell or list
what he/she Learned from reading the story. Good for comprehension and
content reading (for science, social studies).

Do a search for children's web sites. There are tons that are interactive and
fun. Nickaloden(sp?), PBS, ABC Kids, and much more.

Some good and interesting books - Dr. Seuss (if he/she doesn't consider them
"baby books"), books by Jon Scieszka, Fred Gynne, THE CHILDREN'S BOOK OF
VIRTUES by William Bennett, JOYFUL NOISE: POEMS FOR TWO VOICES by P.
Fleischman, IF I WERE IN CHARGE OF THE WORLD by J. Viorst.

Ask your librarian or a teacher at school to help you find some books on
teaching reading. They will be glad to help and will be very impressed with
your dedication.

Good Luck!





SUBJECT:    Re:Dyslexia     Date:   97-10-10 19:23:45 EST
From:  SAMSON4SPT

Another text that is very helpful in understanding dylsexia and reviews
numerous structured reading programs is "Dyslexia: Theory & Practice of
Remedial Instruction Second Edition". Some of the programs it reviews are
Orton-Gillingham, Wilson, Alphabet Phonics, Slingerland, Recipe for Reading,
Project Read, Distar, and Writing to Read. The copyright is 1995, so the
research is fairly recent. Authors are Diana Brewster Clark and Joanna
Kellogg Uhry, York Press. Hope this info can help

SUBJECT:    help     Date:   97-10-10 19:54:46 EST
From:  Kbob911

I am currently tutoring a student who is 2 years behind grade level in
reading.  He can read words in isolation fairly well.  In context, however,
his decoding skills really faulter.  He's 11 years old, and receives sp. ed.
services as an LD student.   I have no idea what his cognitive scores look
like, but it seems he has some short term mem. and processing speed problems.
Reading fluency is low.  Really low.  Any ideas for helpful strategies?
E-mail: [e-mail]

SUBJECT:    Starting Over     Date:   97-10-11 07:27:54 EST
From:  Whithog

I've recently found a reading program called Starting Over by Joan Knight.
It is being adressed along with several other multisensory reading approaches
at the upcoming Orton Dyslexia Society conference in November.   It is geared
toward older students and adults who would like to "start over" in learning
how to read.  I've previewed the manual which is a student workbook and
teacher manual all in one.  In alot of ways it looks to good to be true.  Any
info regarding this program would be appreciated. Specific questions: Can it
be used with elementary students?, Appropriateness for ranges of IQ and
ability? Please post or E-mail. Thanks

SUBJECT:    Dyslexia      Date:   97-10-11 11:20:09 EST
From:  Madeline30

I am currently teaching a homebound student in reading who is dyslexic.  He
is 21 and on about  2/3 grade level.  I would GREATLY appreciate any
help/advice on strategies to help him.

SUBJECT:    Re:Starting Over     Date:   97-10-11 13:53:48 EST
From:  Willsons

Re: Starting Over by Joan Knight
Where did you find this? I'd like to see it.

SUBJECT:    Glass Analysis?     Date:   97-10-14 21:37:11 EST
From:  DLRSM

Hi there...has anyone heard of a program called the Glass Analysis? i don't
even know if I am anywhere near the correct spelling....it really sounds like
"glasnost' to me everytime my 8 year odl's spec. ed. teacher talks to me
about it.  But anyway... my son is in third grade and is dyslexic..as is his
older brother.  My older boy has had great success with theWilson Reading
Method...I want the same program for my second child also.  Today I met with
his teacher and she told me she didn't think the Wilson was right for my guy
and that he was being given this Glass Analysis.  I am a member of the Orton
Gillingham Society..for about 7 months now...and I don't recalll reading
anything about this program.  My third grader is reading on the first grade
level...he's had an IEP for close to 18 months now.
Thanks for any info


SUBJECT:    Re:Glass Analysis?     Date:   97-10-16 21:00:38 EST
From:  SAMSON4SPT

This is in response to the inquiry about the Glass Analysis approach.
This method is primarily used to build decoding skills and the goal of the
approach is to help the student develop the habits of successful readers at
al developmental levels. The method does not teach students how to identify
specific words, but instead develops ability to identify, generalize, and
produce an automatic response to common letter clusters and sounds.The
following are general steps to the process:

1.

SUBJECT:    Re:Glass Analysis?     Date:   97-10-16 21:10:32 EST
From:  SAMSON4SPT

Whoops! I accidentally hit the POST button.....sorry
To continue, the following are general steps to the Glass Analysis Method:
1. To begin, a word is written on an index card and shown to the student.
2. Identify the whole word and ask the student to repeat the word.
(carpenter)
3. Give the sounds and ask for the letter(s). For example, say: What letters
make the "car" sound? What letters make the "pen" sound?, etc.
4. Give the letter or letter names and ask for the sound(s). ie. "What sound
does 'ar' make? What sound does 'ter' make?, etc.
5. Take away the letters auditorially, not visually, and ask for the
remaining sound. ie. "If I took off the 'car' sound, what would be left?",
"If I took off the 'ter' sound, what would be left?", etc.
6. Finish by asking: "What is the whole word?"

Hope this is helpful
Lisa

SUBJECT:    Re:Glass Analysis?     Date:   97-10-18 07:35:38 EST
From:  DLRSM

Dear Lisa,
Thanks so much for the info.  Two more questions....1.Is the use of  Glass
Analysis as effective a method fot helping a dylexic student as the Wilson
Method or other Orton Gillingham based programs and 2. Is there a web sight I
can visit to learn more? Thanks, again...Debbie

SUBJECT:    Re:Dyslexia      Date:   97-10-18 15:06:54 EST
From:  GMcdon9766

     I have used the Herman Method with adult students who are in our high
school's continuing education program.  It was very effective.  I have also
talked to many adult "dyslexics" who learned to read using the
Orton-Gillingham program.  They have rated this method as being very
successful.

SUBJECT:    HI dyslexia     Date:   97-10-19 10:42:26 EST
From:  LGrider422

I am a teacher for Hearing-imparied children with Learning, Behavior, and
Social-Emotional disorders.  Anyone heard of a way to test and/or treat
dyslexic kids who are hearing-impaired??  Everything I have found so far
deals with phonetics, books on tape, etc.. that can not be applied to kids
who can not hear.  Any help or suggestions I could get would be greatly
appreciated.

SUBJECT:    Re:Glass Analysis?     Date:   97-10-19 20:41:46 EST
From:  SAMSON4SPT

Debbie, your very welcome!
To anwer your first question, I really cannot say if the Glass Analysis
Method is more effective than Wilson or OG, but seeing that all children
learn differently, this method may very well prove successful for your child.
I would keep in close contact with the teacher to assess your child's
progress. One characteristic of this method that may be beneficial is that it
can be adapted to classroom reading and is more flexible than Wilson or OG.
To answer your second question, the only information I have is that the
method was created by G.G. Glass. I bet if you surfed the web using the title
"Glass Analysis Method for Decoding" something might come up.

Best of Luck!
Lisa

SUBJECT:    Re:Need help-adult student     Date:   97-10-20 14:16:35 EST
From:  HONCHO2

I'm a 45 yr. old with a reading problems--I have add and learning disability
as well--short term retention is my major problem as well as the ADD.  Were
can I get the Scottish Rite video tapes and is there any thing else I can
use.
[e-mail]

SUBJECT:    Speed Reading?     Date:   97-10-20 21:59:46 EST
From:  SAMSON4SPT

Dear members,
I have a situation at my workplace that I could use some advice on. I teach
developmental reading skills to incoming freshmen at a state college. The
Reading Center is open to all students and I had a junior student come to me
very frustrated the other day.  Here was his problem: He is taking three
advanced courses (MBA) and is having a very hard time keeping up with his
peers during silent reading periods. All assignemnts are done in class,
usually a 4-5 page reading assignment (usually a case study) which is
followed with a group discussion. He says that oftentimes he is not finished
reading when the discussion begins and finds this quite embarassing and
frustrating. He says that he has never really experienced this problem before
because most classes assign out of class readings and he never felt pressured
to complete the readings within a short time frame. He is an international
student, however has a good grasp of the English language both expressively
and receptively.. Also, he is worried about taking the GMAT's due to the fact
that there are numerous timed readings. He wants to participate in a speed
reading course which the Center offers, however I have never actually used it
seeing the majority of the students who use the Reading Center need to build
upon more basic skills. Has anyone out there ever used a speed reading
program? We have the Sack-Yourman program, but like I said, I cannot really
comment on it seeing I've never used it.. Any ideas or suggestions i could
give this student would also be helpful

Thanks for your help!
Lisa

SUBJECT:    Re:Speed Reading?     Date:   97-10-20 23:41:01 EST
From:  Mars000210

Hello, your wrote:

<  All assignemnts are done in class, usually a 4-5 page reading assignment
(usually a case study) which is followed with a group discussion. He says
that oftentimes he is not finished reading when the discussion begins and
finds this quite embarassing and frustrating. >

Could he go this professor and ask if he could be allowed to come in a little
earlier to class so he will be able to read the material before the
discussion begins in class?

Take CAre Barb

SUBJECT:    Re:Speed Reading?     Date:   97-10-21 07:25:04 EST
From:  Ratatat

< Has anyone out there ever used a speed reading program?>

I took a speed reding program in high school.  The way it was taught was that
it worked on comrehension and speed together.  Speed was not at the expense
of comprehension.  My reading AND comprehension rates both improved.  I've
held onto much of that speed to this day too.  (25 years later).  Of course,
I don't remember the name of the program they used... maybe Evelyn Wood?

SUBJECT:
Re:Need help-adult student     Date:   97-10-21 23:07:06 EST
From:  Lynnebl

My local Learning Disabilities Association (LDA) provides free reading
classes to adults.  Another route would be to see if your city's community
college offers remedial reading classes.  Hope this helped.    Lynne

SUBJECT:
Re:Need help-adult student     Date:   97-10-22 19:08:21 EST
From:  MarRigby

If anyone can recommend a high quality Reading program for the hearing
impaired, I'd surely appreciate it! Thanks

Marilyn

SUBJECT:    Exceptional Student Educatio     Date:   97-10-24 16:52:05 EST
From:  Chaggiag

need help from a specialist of exceptional student education for an
assignment. Please Email Chaggiag.

SUBJECT:    Re: Teacher needs help     Date:   97-10-29 08:18:32 EST
From:  AMartonosi

I have a child in my class who is able to read but at an extremely slow pace.
Given time, he can successfully read just about anything, but cannot read
even the simplest words or phrases without a long processing time.  Because
the child has such a high degree of general knowledge, once he decodes a
word, he is generally familiar with what he is trying to read and this aids
his comprehension.  Is there a teaching approach that I can try to boost his
reading speed.  The child is 18 years old and testing has shown no
improvement in reading for about 8 years.  I have heard of Orton-Gillingham
and Spalding methods, are these methods something I should look into and can
I implement them without specialized training?  To my knowledge none of these
methods has ever been attempted with this student.

SUBJECT:    Re: Teacher needs
help     Date:   97-10-29 20:29:44 EST
From:  SAMSON4SPT

 Dear AMartonosi,

If you were to use the Orton-Gillingham reading program you would need
specialized training, especially if the student is 18. The further you go in
the program, the more complicated it gets (spelling rules, syllabication,
accents, etc.). However, knowing these rules and principles of the English
language might be beneficial to this student....

In the meantime maybe you could use a T-scope with familiar words to build
his automaticity. I use T-scopes to do the review part of OG lessons - it
works well.

Hope this helps. Lisa

SUBJECT:    Re: Teacher needs help     Date:   97-11-02 11:16:47 EST
From:  PKVAU

When you say he can read just about anything - at what reading level? If
speed (processing) is his biggest weakness, try using recorded books before
he reads them.The recorded text should be somewhat slower pace than most
commercial tapes but not so slow as to bore him. Good phrasing and good
expression in oral reading should be the guiding force when recording these
tapes for him.  If he knows the material ahead of time this should help him
decode more easily. He will have the background knowledge to bring to the
text. When he stumbles on a word ask him what would make sense. It sounds
like he views reading as decoding and not as something that gives information
and therefore must make sense. I teach LD students K-5 in Texas.  Many of my
older students have learned bad habits in reading and don't realize how much
they can rely on their own background knowledge and knowledge of how language
works to help them decode. This is an eye opener to many of my kids when they
can predict what a word is by the rest of the sentence or by just knowing the
initial sound along with what would make sense. The most important thing
(IMHO) is that kids need to see reading as something that has meaning - that
it has to make sense. When their attention is drawn over and over again to
the fact that they can decode words by paying attention to the meaning of the
text their risk taking increases. The phrase you hear most often in my
classroom during reading  is "Does that make sense?" and "What have you
tried?" (what strategies).

SUBJECT:    Lindamoot-Bell     Date:   97-11-03 18:19:31 EST
From:  SJDalton

Has anyone had experience with this teaching method?

SUBJECT:    Re:Reading
Recovery     Date:   97-11-04 02:01:28 EST
From:  RITSUKO

I am a RR teacher and surprised by this. We teach the kids not to memorize
texts but to look to certain strategies and cues using meaning, structure,
and visual cues. Recently, I've observed a fellow teacher in trouble (having
difficulty in making progress with a student) and sometimes the teacher
trained is not following the procedures taught. Obviously I can't tell from
your situation I would need to see what your child was doing and what the
teacher was doing.

SUBJECT:    Re:Reading Recovery     Date:   97-11-04 08:33:28 EST
From:  Mars000210

Hello everyone, In our local newspaper there is a series that is being
currently runon reading and the whole language vs. phonics approach. As I
think it is well written I am putting the www site here for those who would
like to read it.

www.sunspot.net/news/.

Go to search and type in Reading by 9 and the series is being listed there.

Take Care Barb

SUBJECT:    Re:Reading Recovery     Date:   97-11-04 19:14:30 EST
From:  MarRigby

I am also a RR teacher, and at PPTs, our principal, who has a PH.D in Sp.
Ed., will not even let her teachers utter the phrase that a student is a good
context reader.

If he/she can't decode, he/she can't read.  There comes a time when the
vocabulary becomes more difficult; there are too many words in a sentence
that the student can't recognize. Meaning is lost while struggling. It is
then that books need to be put on tape, or the child needs to be read to.
There is no way a poor reader is going to catch up with no strategies in word
attack.

Marilyn

SUBJECT:    Re:Reading Disabilities     Date:   97-11-05 17:50:13 EST
From:  JShum1908

check with other children who love to read in other classes what they read,
in my day it was the mysteries. hardy boys and dana andrews. goosebumps books
are everywhere and the babysitters club. but, kids are so fickle, here today
and gone tomorrow. have you ever watched reading rainbow on television. i
love it and they give suggested reading.

SUBJECT:    Re:HELP!!!! NEW TEACHER!     Date:   97-11-05 17:55:51 EST
From:  JShum1908

building a vocabulary is the most important thing you can do. reading is
easy, but no fun if you don't get it. when i went to school, many years ago,
we had spelling, vocabulary and comprehension all from the same story.(three
different test from the same story) it was very satisfying to understand
something you read and to get a 100 on your test because it all came
together.

SUBJECT:    Re:HELP!!!! NEW TEACHER!     Date:   97-11-05 22:56:34 EST
From:  DOMINIC5

Does your district provide special ed. reading curriculum  or are you on your
own, as has been my
experience in the three districts where I've taught?  I've been using a
kinesthetic approach/method.  Most reading methods/programs are designed for
the visual &/or auditory learner (65% and 25% of population.)   About 15% of
the pop. need to use a muscle in order to make a pattern in the brain.
The method I learned is all delivered through games = the kids love it!  It
is not the end all answer for every child but it works with many and doesn't
hurt anyone.  You teach hand signals  for the sounds in our language (single
letter, partners ((th, sh...) and teams (tion..)  The system was designed
originally for adult nonreaders but I know it is being used with general ed.
kinders also.  Obviously I'm pretty excited about it.  I took a 3 sat. course
a few years ago to get started but am still learning/expanding the methods.
Contact the Active Reading Cllinic (non-profit) 510-938-7163
or 510-944-5559 Judy Kranzler.  Good luck to you and your students!!!!

SUBJECT:
Lindamood-Bell     Date:   97-11-06 11:04:36 EST
From:  SPOOSTEP

My dyslexic son has made wonderful progress with Lindamood's Auditory
Discrimination in Depth program, jumping several grade levels.  I'd be happy
to share our experiences with any interested teachers or parents, so feel
free to e mail me.  Lindamood also has a separate program for readers with
comprehension difficulties, Visualizing and Verbalizing, and for spelling and
math.

SUBJECT:    Re:HI dyslexia     Date:   97-11-09 18:12:00 EST
From:  MPbamberg

   I use Wilson at school but there are times that the Lindamood Auditory
Discrimination Technique is needed. It is a good program for those who don't
know where the sounds come from and have a good memory. As anything, the
whole program doesn't always work but parts of it do.
    Good luck. MPBamberg


SUBJECT:    Color Overlays     Date:   97-11-10 21:14:46 EST
From:  Pnj13

Does anyone use coloroverlays and if you do how is it working? Please e-mail
me at PNJ13

SUBJECT:    Re:Reading Disabilities     Date:   97-11-10 23:04:46 EST
From:  MLitwin

I am having the same problem in finding high interest and low readability
level books.  I've found that kids enjoy Junie B. Jones books and Cam Jansen
as well.  Also, some of the Boxcar Children books are low level.

SUBJECT:
request for greater insight     Date:   97-11-11 14:15:09 EST
From:  JAGWOOD3

I have just graduated with a masters in reading . I want to read some
scientific explanations for reading difficulties to better understand it .  I
would like to understand what is scientifically wrong  & what causes it .
Thanks . Jagwood3 @ aol .

SUBJECT:    Project READ - need info     Date:   97-11-15 21:04:18 EST
From:  SAMSON4SPT

I am doing a presentation on Project READ and am having a difficult time
finding information. I specifically need to address how this approach
addresses teaching written expression to students with learning disabilities.
I know this appraoch is used exclusively at the Carroll School, however they
were not able to give me any specific information. If anyone knows of any
resources, it would be greatly appreciated if you could post me a message.
THANKS. Lisa

SUBJECT:    Re:Project READ - need info     Date:   97-11-15 21:41:11 EST
From:  RSMama01

Have you contacted the two ladies who authored the program?  They're in
Appleton Wisconsin--I believe.  The writing program is fantastic.  I used it
for regular ed classes as well as my Resource Students.  The program is
multi-sensory.  It's step-by-step--Easy to use--Fun to teach!  I don't have
the contact address for Project Read at home this week-end.  If you need it,
I'll be happy to E Mail it to you on Monday or Tuesday.

SUBJECT:    Re:Project READ
- need info     Date:   97-11-17 21:33:21 EST
From:  SAMSON4SPT

 Dear RSMama01,

Thanks for your response to my plead for Project Read info. A collegue of
mine has provided me with the 'written expression' packet she received
through a workshop she attended. Thank you anyway! If you have the address
you could post it - It would be good to have for future reference.

SUBJECT:    New
Reading Program     Date:   97-11-18 21:47:40 EST
From:  JWISNIA

We have just released our "Reading by the Rules" program which works
extremely well for children with language learning disabilities.  We've
developed this program over the past seven years and have achieved very good
results with over 1500 students. If interested, see our website:

www.tiac.net/users/wkrp

We will be introducing this program at our exhibit at the ASHA Annual Meeting
in Boston November 20-22.

Thanks,

J. Wisnia
Wisnia-Kapp Reading Programs, Inc.



SUBJECT:    Cross Age Tutoring     Date:   97-11-22 21:01:38 EST
From:  TOPEKAONE

Does anyone have any information about cross age tutoring programs or know of
any books or magazine articles which would provide some information about
this?  Thank you.

SUBJECT:    Re:dyslexia     Date:   97-11-24 22:54:51 EST
From:  CALLCHRSTA

How many methods are there for teaching a person with dyslexia? How do you
determine which method is best? My son is in college and we desperately need
help. If you have any information that would be useful please contact me
direct at : [e-mail]
thank you so very very much.

SUBJECT:    DYSLEXIA--ARD MEETINGS     Date:   97-11-26 01:16:16 EST
From:  ABITROS

Help!
I am a student teacher and I have to attend an ARD meeting in a couple of
weeks.
What kind of information do I need to have with me going into this meeting?
What kinds of questions will be asked?
Who will be attending the meeting besides myself?
If anyone has attended an ARD meeting or knows some information on this
please help me out.

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-26 11:44:07 EST
From:  Mars000210

Hello,

What you will expect at this meeting depends on which area the team is
concentrating on. If the ARD is the first for this child it will be a meeting
to discuss what difficulty the child is having and what testing is needed to
access the childs difficulty in school. If it is an annual review the foucus
is  on the goals and accomedations, are they effective, if not what needs to
be changed in in this childs plan. Some ARD meetings are to access if the
plan is still vialble, such as the three year review ( required by federal
law). The type of meeting to be held will be listed on the rquest paper work
for the ARD meeting, such as, the purpose is to access for for diagnostic
evaluation for LD's.

Let us know what type of meeting this will be. Then post again.

Take Care Barb

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-26 15:50:57 EST
From:  ShelleyHL

What does ARD stand for?

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-26 21:42:14 EST
From:  Lynnebl

<<What does ARD stand for?>>

Admission, Review, and Dismissal Meeting....... the words Texas uses for an
IEP Meeting.
     Lynne

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-27 09:47:35 EST
From:  Ratatat

<Admission, Review, and Dismissal Meeting....... the words Texas uses for an
IEP Meeting.>

I though ARD would be the same as a multi-disciplinary team meeing - Pre-IEP.
Like a Child Study Team.

By the way, IDEA 97 has now specifically named the IEP committee, the IEP
TEAM.  Official terminology.

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-27 11:12:19 EST
From:  ShelleyHL

It's amazing to me that these same kinds of meetings (ARD, IEP, PPT, etc.)
are called so many different things in different places.  No wonder parents
(and professionals!) are confused sometimes.

SUBJECT:    Re:dyslexia     Date:   97-11-27 19:48:05 EST
From:  SAMSON4SPT

You should contact the college and talk to someone in the Disabilities
Services office. It might not be called this at your sons college, but there
should be some type of student support services. At the college that I work
at some of the accomodations that are used for students with dyslexia are
notetakers, readers, books on tape, and various assistive technology
programs. Your sons college should have these resources available as well.
Hope this helps!

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-28 01:15:39 EST
From:  Lynnebl

<<I though ARD would be the same as a multi-disciplinary team meeing -
Pre-IEP.  Like a Child Study Team.>>

In Texas, it is all called the same thing.  In my area, some schools have a
"pre-IEP" and some don't.  Specifically in my district, an ARD meeting isn't
held until all the testing is finished.  We don't have a "pre-IEP."  Parents
are contacted for their permission and to fill out a questionaire but they
usually don't get to talk to the assessment team until the testing is
finished.      Lynne



SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-28 01:47:00 EST
From:  ABITROS

This meeting is going to be the first for this child.  Through my assessment
and other teachers in my school, it has come to our conclusion that this
child is dyslexic.
The school counselor, the diagnostician, other teachers, the principal, and
the students' parents are going to be at this meeting.
I am supposed to get together a packet of information concerning the testing
for learning disabilities as well as the legal guidelines that my district
follows.
I am totally at a loss.  I feel like I am the only one doing anything for
this child.  I have no idea what to expect, what information to have, how to
get this packet of information, etc.
I feel like I am the only one who wants to take time to assess this child.
Please help.

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-28 08:19:39 EST
From:  Ratatat

<Parents are contacted for their permission and to fill out a questionaire
but they usually don't get to talk to the assessment team until the testing
is finished.>

This will change with the new IDEA 97.  The parents are considered a part of
the Team that help determine the assessments that will be used and what areas
of learning will be investigated.

SUBJECT:    Re:DYSLEXIA--ARD MEETINGS     Date:   97-11-28 08:22:42 EST
From:  Ratatat

<I am supposed to get together a packet of information concerning the testing
for learning disabilities as well as the legal guidelines that my district
follows.
I am totally at a loss.  I feel like I am the only one doing anything for
this child.  I have no idea what to expect, what information to have, how to
get this packet of information, etc.>

The legal guidelines: Policies, Procedures and Safeguards are to be on file
and available for any person who asks at the district offices.  This is where
get your copy.

The information about what the assessments are that were used and what the
results were of the evaluations are the responsibility of the person who
conducted the tests, usually a school educational psychologist.  You need to
touch base with whoever the person is who actually did the testing.  Its that
person's JOB per federal regulations to provide the results of the
evaluation.