News, commentary, and resources about Learning Disabilities
Pete and Pam Wright recently launched a blog, so let’s welcome them to the neighborhood. Their contributions via the rapidly changing form of blogs promise to be helpful. You can read the blog on the Web or, of course, subscribe to it with your favorite RSS reader.
Flash of the electrons to Christina Samuels of On Special Education for alerting me to this.
Joanne Jacobs has a post entitled “The illiterate teacher” about author John Corcoran who reports in a book that he “taught high school social studies, bookkeeping and P.E. for 17 years despite being illiterate.” Ms. Jacobs reported that Mr. Corcoran, who’s book is The Teacher Who Couldn’t Read, also funds a foundation that promotes reading instruction. According to the John Corcoran Foundation Web site, Mr. Corcoran has also written another book, Bridge to Literacy: No Child - or Adult Left Behind.
Link to Ms. Jacob’s post. See also the John Corcoran Foundation Web site.
The current issue of the New England Journal of Medicine includes a review of Maryanne Wolf ’s new book, Proust and the Squid: The Story and Science of the Reading Brain. Professor Bradley L. Schlaggar, M.D., Ph.D., of the Washington University School of Medicine briefly comments on Professor Wolf’s book and raises a particularly important point.
Professor Wolf is a widely known cognitive neuroscientist and scholar who has studied reading and dyslexia extensively. In her book, she traces the relatively recent history of reading—alphabets are only about 5000 years old, so reading can be no older—and argues that the phylogenic development of reading has changed the human brain. Using contemporary research about dyslexia, she explains what happens in learners’ brains when they have difficulty with the fundamental decoding of print.
Dr. Schlaggar’s review recounts some of these features of Professor Wolf’s book. He also challenges a couple of points in the book. One is a seemingly contradictory idea Professor Wolf presents and the other is the omission of a idea that loyal readers will recognize as a theme of LD Blog.
One puzzling theme in the book involves the story that Socrates expressed tremendous reticence with regard to communication of thought via reading and writing. He believed, we are told, that reading and writing would denigrate the intellect. Wolf simultaneously presents a clear argument for why Socrates was wrong — that the written word has facilitated intellectual development in a literate society — and an opinion that his perspective ought to be heeded as we delve deeper into the era of digital information. This theme is puzzling because the Internet is, in this context, another cultural invention. Great opportunities await us in the digital age, including access to a larger number of virtual texts than any single physical library could contain. Is there peril in the enormity and simultaneity of information, as Wolf suggests? Perhaps, but the same arguments regarding the remarkable capacity of our brains to take on the formidable task of learning to read apply here.
One topic that deserved attention but did not receive it in this otherwise impressively complete account is the importance of identifying evidence-based interventions for reading impairment. Few dyslexia remediation products are in existence today, and those that are available show uneven efficacy when they are tested rigorously. The growing scientific literature on reading, described so effectively in this book, suggests that there should be better ways to treat the disorder, and Wolf’s thoughts on this topic would have rounded out the discussion.
I admire Professor Wolf’s scholarship. I’m very glad that Dr. Schlagger raised the concern about evidence-based reading instruction; it’s a key one in my view. Anyone who has read Proust and the Squid should drop a comment about it or about Dr. Schlagger’s review (or both) or about my biases about reading, for that matter.
Link to first 100 words of Dr. Schlagger’s review. (If you’re a subscriber or browsing from an IP address within the range of a subscribing institution, you can get the full text.)
Wolf, M. M. (2007). Proust and the squid: The story and science of the reading brain. New York: Harper.
In an article entitled “NZ ‘failing kids who struggle to learn,’” Lane Nichols of the Dominion Post reported about a critical evaluation of New Zealand schooling. It seems that NZ schools have been failing to address the problems of students with Learning Disabilities and some parents of those students have complained. Shades of Eli Tash in Milwaukee (WI, US) in the 1960s!
Continue reading ‘NZ gets started’
Thanks to Nancy Mamlin, I learned that the National Center on Learning Disabilities (NCLD; the well-financed, not-for-profit, lobbying group based in New York, NY, US; see earlier entry about Carrie Rozell’s valuable contributions) has a presence of Facebook. I joined.
It’s good to see that this cause has a presence in that venue. Though I haven’t taken the time to sift through them all and there may be some clunkers among them, I found some encouraging comments there.
I’m on FB as myself, not some pseudonym, by the way. Feel free to send me a notice, if you’re there. Of course, if you’re already on FB, you can join the cause using this invitation. Note that there is a link to NCLD in the sidebar.
Nancy, I may have joined directly, so I’m not sure whether it will show up as coming through your invitation. I fear you won’t get credit for recruiting me. Sorry.
Dyscalculia videos
Under the title “Famous Dyscalculics!” on YouTube, readers can find a video composed of images of famous people who are said to have dyscalculia. There’s lots of repetitive music and text bubbles to help explain the pictures. Here’s the link. That’s one of several on YouTube; the others are called “Dyscalculia” and “Dyscalculia - Not Only Troubles with Math.”
Flash of the electrons to long-time blogger Maria Angala of Special Education Teacher in Washington DC for tipping me to the video.