Although perceptual explanations for reading problems were common in the early discussions of Learning Disabilities, educators now mostly agree that the language factors have far greater influence on reading problems. A recent study by Nicole Halaar and colleagues underscores this idea and, especially importantly, points to the importance of early childhood language development in later reading competence. In fact, although genetic factors play a role in later reading competence, environmental exert substantial influence.
Of course, given the extensive work on them over the past 20 years, educators understand the importance of phonemic awareness and decoding in reading. But these factors do not completely explain the variation in outcomes for children learning to read. The contributions of semantic and syntactic factors must be included to move closer to explaining why children differ in their reading outcomes, especially when the outcome of concern is facility in comprehending what one has read.
Continue reading ‘Preschool language factors affecting reading achievement’
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Under the headline, “Schools turn to intervention: Program aims to prevent kids from being rushed into special education,” Lisa Singleton-Rickman of the Times Daily (of northwestern Alabama, US) reported about local schools’ use of response-to-intervention procedures.
School districts across the country are adopting early intervention programs in hopes of steering some children away from expensive special education classes.
While it’s a cost savings to the system, the payoff comes mainly for the student who, through intervention from the school, won’t be among those identified as in need of special education.
The adoption of such programs, known as Response to Intervention, is catching on across the country as school districts are trying to cut down on over-identification - too many children being shunted off to special education who don’t need to be there. This year, there were 84,772 special education students in Alabama schools. The cost to educate a student through a special education program can be twice as much as a general education student, up to $12,000 a year.
Continue reading ‘AL local RtI coverage’
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In “Action needed for dyslexics,” Rebecca Gardiner of the Howick and Pakuranga (NZ) Times reported about requests that the New Zealand Ministry of Education honor a committment to provide services for students with dyslexia and Learning Disabilities. In an article dated 19 May 2008, Ms. Gardiner has multiple quotations from a teacher on the topic.
A year after the Ministry of Education officially recognised the condition, Cockle Bay Primary teacher Jayne de Groot says “Nothing has changed whatsoever.
“There’s been no ministry funding for anything as yet, even though it’s been out of the closet for a year,” says Mrs de Groot, who is dean of the middle school.
“There’s been no training, even though we were promised that as teachers.”
Continue reading ‘Whither dyslexia in NZ?’
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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.
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Parents who are members of the Mashpee (MA, US) Mashpee Special Education Parents’ Advisory Council (SEPAC) have created an extensive Web site with extensive resources at Mashpee SEPAC. Are there other similar sites created by parent groups? Please add links to any that exist by posting them in comments.
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Graduation stories
It is the season of graduations from high schools and colleges, and with them will come a rash of stories about individuals with Learning Disabilities reaching those milestones in education. I came upon one of them in John Schumacher’s story, “Payne’s basketball dream now a reality:The former Sac State player will graduate today, against some tall odds,” that appeared in the Sacramento (CA) Bee. This graduation story, however, raises questions about the competence of educators.
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