Here is an on-going discussion with a lady who is very knowledgeable and open to discussion.
Cynthia Shevel CALT /TCRS Therapy
Cynthia:
As a Certified Academic Language Therapist, Wilson Practitioner, and Intervention Specialist, I’ve been reflecting a lot lately on how dyslexia is identified and supported here in Ohio—and what families actually experience through the process.
For clarity, the International Dyslexia Association (IDA) defines dyslexia as a specific learning disability that is neurobiological in origin. It is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language and are often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction.
My thoughts:
I have written several articles based on the definition by the IDA. I don’t deny that dyslexia exists and that it is neurobiological in origin. However, I disagree that it affects their reading unless we are talking about 3% of the population.
A majority of these kids shut down and disengage from learning to read due to confusion. They can’t blend “buhahtuh” to form “bat” or “luhahmuhbuh” to form “lamb.” Fortunately, many confused kids—about 60% of those affected—figure out how to read by the time they are in grades 4 to 6, or even later. However, about 20% of them disengage from learning and are wrongly classified as dyslexic. These 20% are those who leave schools as illiterates. Tom Cruise is one of them.
Dyslexia that exists in China should not affect kids learning Pinyin. However, the number of kids who can’t read in Pinyin has increased in recent years because many teachers are teaching pinyin with Bopomofo initials. This is similar to kids learning to read English when letters are taught with extraneous sounds. LINK
Cynthia:
On the question of orthographic mapping, I would also note that this is not simply a social media concept—it is well established in reading science (Ehri’s work, for example) describing how written words become stored in long-term memory through the connection of phonology, orthography, and meaning. The degree to which students develop this automaticity varies widely, which is why some learners continue to struggle with fluency even after instruction.
My thoughts:
Thank you, I have read Ehri’s work too. You may also note that my name is on the acknowledgment pages of both of Dr. David Kilpatrick’s books. I read his chapters on orthographic mapping several times including proof reading his books. If the students learn their letter sounds correctly and memorized the Dolch words they would be able to read fluently as I have noticed among my former students.
Cynthia:
I also appreciate your emphasis on phoneme–grapheme correspondence. That is absolutely foundational. However, in structured literacy practice, effective intervention typically involves not only accurate sound–symbol instruction, but also cumulative practice, controlled text, error analysis, and repeated exposure over time to support automaticity and generalization.
My thoughts:
Well said. Yes! If there had been correct letter sounds taught from the initial stage there will be hardly any need for intervention. There are many matters that need to be done but none of them is of use when a kid has disengaged from learning to read due to confusion.This is why the percentage of kids leaving school as illiterates has remained the same for decades. Cumulative practice, gaining vocabulary, fluency etc come after being able to decode.
Cynthia:
Regarding the claim that students improve within a very short time frame (e.g., 3 months at 2 hours/week), outcomes can certainly be positive and sometimes rapid in certain cases. However, research and clinical practice also show that progress varies significantly depending on:
severity of the reading profile
underlying phonological and orthographic processing skills
language demands of the orthography
consistency and duration of instruction
I have a psychological report here. LINK.
Please read and let us know how severe it was. When the father came with his son and the psychology report I assured him that I could get the boy to read within 4 months. I weaned him off in 3 months.
Cynthia:
So while some students make fast gains, others require longer-term, systematic support to achieve durable fluency and comprehension.
My thoughts:
You may like to read a ‘testimonials’ and perhaps ask me further questions so others may better understand. LINK
Alanna Maurin (name available on Google) is an accomplished teacher in Australia.
No comments:
Post a Comment