Joe Torgesen, Barbara Foorman, and Richard Wagner of the Florida Center for Reading Research published an excellent overview of dyslexia that is readily available for public download. Although the title, “Dyslexia: A Brief for Educators, Parents, and Legislators in Florida,” makes it sound as if it is only applicable to people in a specific geographical area bounded by arbitrary marks on maps, this paper will be useful to millions of people.
In the document, Torgesen and his eminent colleagues address questions such as these: What is Dyslexia? What type of instruction is most effective for students with dyslexia? and Can reading difficulties in dyslexic students be prevented? How effective is remedial instruction for older students with dyslexia? The writing is clear as well as clearly well-informed.
This document will be valuable to people in PreK-12 schools, students studying education and the professors who should be teaching them the contents of the document; parents who are seeking straight talk with the authority of firm scientific underpinnings; and advocates who can benefit by distributing a tightly reasoned and written document to help explain concepts to constituents.
Snag a free copy from the Florida Center for Reading Research.
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Adrienne Edwards of Dyslexia Tutor: News-Resources posted an entry about the potential influence of head trauma on learning and behavior.
According to an article in the Wall Street Journal, by Thomas M Burton, researchers at Mt. Sinai School of Medicine in New York believe they have found a common thread running through many cases of seemingly unrelated social problems: a long- forgotten blow to the head.
The US Centers for Disease Control and Prevention estimates 5.3 million Americans suffer from mental or physical disability due to brain injury.
But what is new in this research is the contention that there are many other cases where a severe past blow to the head, resulting in unconsciousness or confusion, is the unrecognized source of such problems.
Link to Ms. Edwards’ post.
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The National Center for Learning Disabilities (NCLD) has scheduled a panel discussion about prevention of Learning Disabilities. Entitled “RTI Goes to Pre-K: A Comprehensive System for Early Intervention to Promote School Readiness,” the discussion is slated for 11-noon on Wed. 30 January 2008 in HC-6 U.S. Capitol Building, Washington (DC, US).
Participants will discuss the most recent data that supports [sic] the need for universal early literacy screening and supportive services before children enter kindergarten and will specifically discuss the impact of a new program — Recognition and Response — on students in preschool and will highlight key policy recommendations.
Continue reading ‘NCLD panel on early early intervening services’
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Consistent with the recent burst of interest about successful folks with dyslexia, Time magazine has an interview with Sir Richard Branson, the entrepreneur behind the Virgin brand of brand of businesses. Mr. Branson responded to questions submitted by readers, one of whom asked about dyslexia.
Has your dyslexia hindered you in the business world? —Skye O’Brien, Dartmouth, Mass.
[Branson]: Strangely, I think my dyslexia has helped. When I launch a new company, I need to understand the advertising. If I can understand it, then I believe anybody can. Virgin speaks in normal language instead of using phrases that nobody understands, like “financial-service industry.”
Link to the interview (available as an MP3, too). This is also a good opportunity to plug Liz Ditz’s compilation of
stories about individuals with dyslexia who, though they may not be as famous as Mr. Branson, have achieved highly.
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Brain Gym (Skeptic’s Dictionary)
Wheeeheee! Over on the Skeptic’s Dictionary, Robert T. Carroll has a take-down and pin of Brain Gym. The contemporary incarnation of some ideas that were thoroughly discredited in Learning Disabilities in the 1970s, Brain Gym is making something of a splash. Shoot, it even appeared in one of my Curry School colleague’s classes for a while, as I understand.
Professor Carroll’s indictment of Brain Gym presents a good opportunity to make an important point. The problem with Brain Gym and many of its siblings is not that the activities might not be worthwhile, it’s that the advocates over-reach so substantially. Shoot, I’m glad to advocate that we teach kids who might fit the clumsy category how to walk, move, dance, play basketball, and etc. I just don’t want people to be sold a bill of goods about how doing so will improve those children’s reading, etc.
Read Professor Carroll’s analysis. Need info on the research about the benefits of perceptual-motor training? Here’s a link to a meta-analysis.
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