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+--- Thread: Dyslexia row (/Thread-Dyslexia-row)
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Dyslexia row - Christina - 18-05-2006
Dyslexia and learning in science and mathematics:
http://gseacademic.harvard.edu/~hintonch/index.html
Cheers,
Christina
Dyslexia row - SusanG - 26-05-2006
Hi!
This is my first posting.
I'm an independent remedial reading tutor and very interested in the subject of dyslexia. I watched the programme 'The myth of dyslexia', the subject of this thread.
Prof. Elliott was mostly correct IMO; that there is no way of differentiating 'dyslexics' from other poor readers -hence the title, but he still subscribes to the view that there is something wrong with the brains of the most badly affected 'poor readers'.
I subscribe to the challenging view :eek: first put forward by Prof. Diane McGuinness that 'dyslexia' results from a combination of an opaque alphabetic code combined with whole-word/language teaching methods.
In some European countries e.g. Austria, THERE IS NO DYSLEXIA, simply because they have a transparent alphabet spelling code and the teaching is by synthetic phonics.
Please see my website http://www.dyslexics.org.uk for more about dyslexia and teaching reading with synthetic phonics.
Dyslexia row - John Nicholson - 26-05-2006
sense at last
every child that can teach itself to speak, is gifted, ever chid that fails to be taught a low case alphabet and make simple words, is being failed by its parents its schoolteachers and its country.
every so called dyslexic child can be taught to read by first being taught maths on an abacus, and then being taught the alphabet.
every village school managed this sixty years ago.
http://abacusone.net/
Dyslexia row - Christina - 26-05-2006
Hi Susan,
Welcome to the forum!
You bring up an important topic. Some argue for orthographic reform of deep languages so that the letter-sound correspondence is more consistent. This has been done in the past.
Does anyone have opinions on this?
All best wishes,
Christina
Dyslexia row - SusanG - 26-05-2006
Christina wrote:
Quote:Some argue for orthographic reform of deep languages so that the letter-sound correspondence is more consistent. This has been done in the past.
We can't afford to wait for this faint possibility -every year that passes 100,000's of English speaking children leave school functionally illiterate.
Initially, a synthetic phonic programme teaches a basic, artificially transparent alphabet code to beginning readers -that is one version of each of the 44 sounds of English. Once they are 'on-board' and confidently decoding then the rest of the code is introduced.
Schools in the UK which already use synthetic phonics, first, fast and exclusively have all their children reading and writing within a term -and no 'dyslexics'!!
This method was recently been mandated by the UK government after a long and thorough investigation of reading methods, but is being blocked by the government officials who have to implement it and the professors of Education who have supported whole-word methods since the 1920s :mad:
Another website which may be of interest to forum users is http://www.syntheticphonics.com
Dyslexia row - Christina - 30-05-2006
Thanks very much for this information on synthetic phonics. I could see how this could be a very effective approach for many children.
Have any teachers on the forum used this approach?
All the best,
Christina
Dyslexia row - Christina - 05-06-2006
Breaking Dyslexia's Cryptic Code, an article in Ed. Magazine:
http://gseweb.harvard.edu/news/features/katzir11012003.html
Cheers,
Christina
Dyslexia row - tearszsz - 06-06-2006
The article is very informative, and it has encompassed every area of the topic. Per se,psychiatry and emotional disorders are interconnected and I know a teacher who has used that approach, but duno any1 on this forum though!Hope you gonna find someone who can give you more information soon! :p
Dyslexia row - imported_ldtchr - 15-06-2006
[Professor Elliot] said, contrary to talk of 'miracle cures', there was no sound, widely-accepted body of scientific work that had shown that any particular teaching approach was more appropriate for 'dyslexic' children than for other poor readers".
I was glad to see that some other remedial reading teachers have responded to this thread because I am quite surprised that in this day and age a scientist would make this claim. Orton (and others) have been providing methods that do work for dyslexic children - not ALL, but a huge percentage. And, dyslexia is not necessarily specific to difficulties with reading coding; it does make an impact for many in their math coding. Interestingly (back to Prof Elliot), there may not be as many approaches that have been proven to help dyslexic children more[I][/I] than other poor readers, but there is research to support what sometimes works for other poor readers but not those with dyslexia. Systematic, phonologically-based programs are[I] more successful for those considered to have dyslexia and within the variety of individuals, there are still some characteristics (both educational and behaviorial) that are similar throughout the groups.
(Okay, I'm not entirely sure if all of that made sense. It is getting rather late here and I'm getting a lot of tired - hopefully I will not read this tomorrow and be embarrassed to have shared it with other people :o ).