[Simtrainer-l] Simtrainer-l Digest, Vol 28, Issue 1
Mandy Horton Walker
aahortonwalker at gmail.com
Sun Nov 20 16:13:54 CST 2016
HI,
I'm just now getting around to reading this thread and want to add my two
cents.
My specialty is teaching reading to students with dyslexia through Wilson
Reading System and SIM, with WRS Level II certification as a multi-sensory
structured-language therapist. The IDA definition of Dyslexia is
universally recognized by the feds and the scientific community which
includes the neuro-scientists who use fMRI and other high-tech resources to
research what is happening in the cognitive processes of readers who are
able and those who show characteristics of dyslexia. Ken Pugh at Haskins
Lab, at Yale is sharpening the saw (as Covey would say) at the cutting edge
of this research. Anyways, Ken told us during a conference in April, 2016
that only a very small percentage of people with characteristics of
dyslexia have a visual component to their disability. He confirms that 1
in 5 students have characteristics of dyslexia and that like ASD, the
severity of characteristics of dyslexia are seen along a continuum of
..shall we say...severity. 1 in 5. That's a much higher ratio than that
of ASD. Change is afoot for good reason.
There are a few "treatment resisters" which is an area that Ken Pugh is
exploring right now...that research will probably be published in a couple
of years, he said. So, Ken says, and other neuroscientists say, dyslexia
is a language-based disorder or difference that is it is
phonologically-based and is bound in the whole system of language and the
abstract symbol system that we use to represent our language. Ken
explained that we are hard-wired in the womb for oral language so that
babies can cry, moms can hear that cry, communication ensues, baby gets
fed, etc. We are social beings who are hard-wired for that system of oral
communication and the pragmatics that accompany it. BUT, we are NOT
hard-wired neurologically for a system of abstract symbols that represent
our oral language. Our alphabet or the Chinese characters or other systems
are artifices---created to represent what we wish to communicate to others
or that we wish to receive as communication of language. Am I making sense
here? He explains is so elegantly... If you ever get the chance to hear
him present his research, I highly recommend that you do! He really is one
of the most prominent and active researchers.
Glasses, font, color overlays, elknonin boxes, etc speak to the assumption
that dyslexia is a visual disorder, which it very very very rarely may be.
I think Ken said only 1% or 2% of people with diagnoses of dyslexia MAY
have a visual component involved in their dyslexia diagnosis. That would
be 1% or 2% of the 20% of all students. Am I making sense?
So, as an ESE teacher and structured language therapist, I understand and
accept that sometimes in great frustration and eagerness to help, we may
try these other ways to support students who struggle to read. I get it.
I've agreed to use color overlays when asked. I've accepted and not
criticized the use of elkonin boxes, even though I do not use them. I'm
not God. I do not know everything there is to know. However, I also have
seen well-intentioned, desperate parents and colleagues steer students
towards spurious interventions rather than address the fundamental need to
engage fully in multi-sensory, structured language therapy with fidelity
and sufficient intensity to serve the student properly. That is sad. I've
seen some students miss out due to that misdirection.
The focus and the goal has to always be on doing what is most effective for
the student with fidelity to the research to best practice evidence-based
model in mind at all times. For that reason, I find WRS (fused with LiPS,
Spalding, O-G) and SIM to be the perfect marriage of instructional
approaches and strategies/routines for most of my students.
Respectfully submitted,
Mandy
Mandy Horton Walker, M.Ed.
850-766-9490 C/V/T
aahortonwalker at gmail.com
P.O. Box 1687, Hobe Sound, FL 33475
"Take good care of yourself and each other."
The Rev. M.D. Reed, Sr.,
my Grandfather.
On Tue, Nov 15, 2016 at 12:36 PM, <simtrainer-l-request at lists.ku.edu> wrote:
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> Today's Topics:
>
> 1. Re: Lexie or Dyslexie fonts (Kathy Gast)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Tue, 15 Nov 2016 12:36:34 -0500
> From: Kathy Gast <kbgast at earthlink.net>
> To: Kathy Spielman <spielmankathy at gmail.com>
> Cc: "Pollitt, Daniel Thomas" <dpollitt at ku.edu>, SIMTRAINER-L
> <simtrainer-l at lists.ku.edu>
> Subject: Re: [Simtrainer-l] Lexie or Dyslexie fonts
> Message-ID: <37C2C46A-FB48-410A-B951-3CA4863699BC at earthlink.net>
> Content-Type: text/plain; charset="windows-1252"
>
> Thanks very much for this information, Kathy ?It really is true that what
> goes around comes around if you live long enough. I that any term
> (dyslexia or some other) cannot in and of itself provide assurance that
> student needs are effectively met, although I am aware that groups of
> parents of kids with dyslexia are following the strategy of those of kids
> with autism and becoming more vocal, which can definitely work to get
> services in place. However, I am mindful that it still comes down to
> whether the researched, outcome-supported instructional methods and
> clinically established best practices (including environmental design,
> principles of soundly applied behavior analysis etc. which in some
> instances can transcend labels) are in place and being implemented with
> fidelity. Sometimes distractors cause the the focus to get skewed.
>
> Over the years I have seen terms and definitions (all arguably important
> to the logistics of conducting research and managing service delivery
> systems for our kids) and decisions as to what area of disability gets
> ?chosen? for emphasis can at times be even politically manipulated (whether
> by a school board, a university faculty curriculum plan for teacher
> preparation or in the DOE, to the degree that other areas are put on a back
> burner.
>
> Gotta love life-long learning and cycles of knowledge!
>
> Kathy
>
> Kathy Boyle-Gast,
> Educational Consultant, LLC
> Strategic Instruction Model?
> Professional Developer
>
> kbgast at earthlink.net
> kbgast at uga.edu
>
> "Promise me you'll always remember: You're braver than you believe, and
> stronger than you seem, and smarter than you think." ~ Christopher Robin
> to Pooh
>
>
>
>
>
> > On Nov 14, 2016, at 2:24 PM, Kathy Spielman via Simtrainer-l <
> simtrainer-l at lists.ku.edu> wrote:
> >
> > Hi Kathy,
> > The term "Dyslexia" as defined by the International Dyslexia Association
> -
> > ?Dyslexia is 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 that is often unexpected in relation to other cognitive
> abilities and the provision of effective classroom instruction. Secondary
> consequences may include problems in reading comprehension and reduced
> reading experience that can impede growth of vocabulary and background
> knowledge.?
> > - is indeed making a comeback in order to ensure that student needs are
> being accurately and effectively addressed.
> > You might find the attached article by Nancy Mather and Martha Youman
> helpful.
> > Kathy Spielman
> > Learning Strategies Professional Developer
> >
> > Kathy Spielman
> > Teaching Beyond Limits
> > 818-314-9389
> > spielmankathy at gmail.com <mailto:spielmankathy at gmail.com>
> > On Tue, Oct 4, 2016 at 3:16 PM, Kathy Gast via Simtrainer-l <
> simtrainer-l at lists.ku.edu <mailto:simtrainer-l at lists.ku.edu>> wrote:
> > This is all really intriguing? I appreciate information and wish there
> could be more empirical research of efficacy of the use of these fonts
> compared to the more typical fonts in texts etc. Not on my to do list at
> the moment, but if anyone finds other quantitative research on these (or
> other?) fonts successfully used with individuals with dyslexia, that would
> be great to share. I am mindful that some techniques gain popularity but
> not sustainability (or sometimes not even real utility) and some even seem
> to be nearly miraculous until solid empirical research proves otherwise
> (facilitated communication comes to mind, used in the field of autism in
> the 90?s until empirical research debunked it). So, yes, my age is showing!
> >
> > If you have lived long enough, you will notice that dyslexia, a term
> much more in favor in the late 60?s and 70?s (along with "minimal brain
> dysfunction?, which was the precursor for LD that then went ?out? when the
> "specific learning disabilities" ?umbrella? term encompassed the more
> specific diagnoses like dyslexia, dysgraphia, etc.) Now dyslexia (which
> diagnostically never really left the building) seems to be the preferred
> buzz word getting focus in some settings, including teacher prep programs
> at some universities??.crazy.
> >
> > K
> >
> > Kathy Boyle-Gast,
> > Educational Consultant, LLC
> > Strategic Instruction Model?
> > Professional Developer
> >
> > kbgast at earthlink.net <mailto:kbgast at earthlink.net>
> > kbgast at uga.edu <mailto:kbgast at uga.edu>
> >
> > "Promise me you'll always remember: You're braver than you believe, and
> stronger than you seem, and smarter than you think." ~ Christopher Robin
> to Pooh
> >
> >
> >
> >
> >
> >> On Oct 4, 2016, at 2:51 PM, SIMTRAINER-L <simtrainer-l at lists.ku.edu
> <mailto:simtrainer-l at lists.ku.edu>> wrote:
> >>
> >> Sounds like a great study.
> >>
> >> Mike
> >>
> >> From: Simtrainer-l <simtrainer-l-bounces at lists.ku.edu <mailto:
> simtrainer-l-bounces at lists.ku.edu>> on behalf of "Daniel T. Pollitt via
> Simtrainer-l" <simtrainer-l at lists.ku.edu <mailto:simtrainer-l at lists.ku.edu
> >>
> >> Reply-To: "Pollitt, Daniel Thomas" <dpollitt at ku.edu <mailto:
> dpollitt at ku.edu>>
> >> Date: Tuesday, October 4, 2016 at 12:45 PM
> >> To: Susan Woodruff <swoodruf at me.com <mailto:swoodruf at me.com>>
> >> Cc: SIMTRAINER-L <simtrainer-l at lists.ku.edu <mailto:
> simtrainer-l at lists.ku.edu>>
> >> Subject: Re: [Simtrainer-l] Lexie or Dyslexie fonts
> >>
> >> Hi Group,
> >>
> >> Don Deshler and I briefly considered my dissertation research
> investigating the effects of dyslexic-specific fonts. Around that time
> (2010-2011) I was not able to find much empirical research in this small
> field. It was thought that the difference in weighing letters--such as
> giving the lowercase b a thicker, flared base would help distinguish it
> from letters like a lowercase h or d, and spacing the letters and words
> differently--would aid those with dyslexia read more effectively.
> >>
> >> Well our research idea never came to fruition but earlier this summer a
> study was published on the effects of the font Dyslexie. In a sample size
> of 39 students grades 2-6, students were asked to read four different
> passages in four different treatments comparing the Dyslexie and Arieal
> fonts. Results suggest that the unequal weighting of letters mattered less
> than the letter and word spacing. I did not come away from this article
> feeling as if the font was especially good or bad, but in this singular
> study, appeared to somewhat help those with dyslexia.
> >>
> >> Anecdotally, when I was completing my doctoral work and teaching middle
> school, I first stumbled across a different font, Open Dyslexic. Here is
> the link <http://opendyslexic.org/>. I spoke with the author of this font
> and really enjoyed using it. I used it in visual presentations with my
> middle school students and find that it is simply very pleasing and easy to
> read when on a computer or in a presentation. I am familiar with both
> Dyxlexie and Open Dyslexic but cannot speak to the design or research
> differences. Here is a visual example the Open Dyslexic website provides of
> some font differences:
> >>
> >>
> >>
> >>
> >> I have attached the article from summer 2016.
> >>
> >> Sincerely,
> >>
> >> Dan Pollitt
> >>
> >>
> >>
> >> --
> >> Daniel T. Pollitt, PhD
> >> University of Kansas
> >> Department of Special Education
> >> 608.332.7155 <tel:608.332.7155>
> >>
> >> "The riches of the game are in the thrills, not the money."
> >>
> >> --Ernie Banks
> >>
> >> On Tue, Oct 4, 2016 at 12:25 PM, Susan Woodruff via Simtrainer-l <
> simtrainer-l at lists.ku.edu <mailto:simtrainer-l at lists.ku.edu>> wrote:
> >>> In case you can?t see the font in your email, I took a picture of the
> post, so you can see how I posted it originally. Patty responded and said
> she couldn?t see any difference in the fonts. Hope this helps anyone who
> didn?t see the difference.
> >>>
> >>> <image001.jpg>
> >>>
> >>>
> >>>
> >>>> On Oct 4, 2016, at 1:19 PM, SIMTRAINER-L <simtrainer-l at lists.ku.edu
> <mailto:simtrainer-l at lists.ku.edu>> wrote:
> >>>>
> >>>> Interesting. Various approaches work for various individuals. Since
> the font is free, it could be worth trying as long as the person with
> dyslexia understands that it may not work for them and other approaches can
> be tried. Here is an interesting article from Guinevere Eden of Georgetown
> University Medical Center. https://www.understood.org/en/
> learning-attention-issues/child-learning-disabilities/
> dyslexia/is-there-a-certain-font-that-works-best-for-kids-with-dyslexia <
> https://www.understood.org/en/learning-attention-issues/
> child-learning-disabilities/dyslexia/is-there-a-certain-
> font-that-works-best-for-kids-with-dyslexia>
> >>>>
> >>>> BTW, I don?t think the font was different in my email, and I had it
> set for HTML.
> >>>> Patty
> >>>> --
> >>>> Patricia Sampson Graner, PhD
> >>>> University of Kansas Center for Research on Learning
> >>>> Director of Professional Development
> >>>> SIM? Professional Developer
> >>>> 1122 West Campus Rd :: JRP, 708
> >>>> Lawrence, KS 66045
> >>>> pgraner at ku.edu <mailto:pgraner at ku.edu>
> >>>> O: 785.864.0622 <tel:785.864.0622> :: F: 785.864.5728 <tel:
> 785.864.5728>
> >>>> "Teachers make every other profession?
> >>>> Start here to find The SIM Page <http://sim.kucrl.org/>
> >>>> SIM? is on Facebook <https://www.facebook.com/kucrl.sim>
> >>>> KUCRL's Mission: Our work centers on solving the problems that limit
> individuals? quality of life and their ability to learn and perform in
> school, work, home, or the community.
> >>>>
> >>>> From: Simtrainer-l <simtrainer-l-bounces at lists.ku.edu <mailto:
> simtrainer-l-bounces at lists.ku.edu>> on behalf of SIM Listserv <
> simtrainer-l at lists.ku.edu <mailto:simtrainer-l at lists.ku.edu>>
> >>>> Reply-To: Susan Woodruff <swoodruf at me.com <mailto:swoodruf at me.com>>
> >>>> Date: Tuesday, October 4, 2016 at 11:00 AM
> >>>> To: SIM Listserv <simtrainer-l at lists.ku.edu <mailto:
> simtrainer-l at lists.ku.edu>>
> >>>> Subject: [Simtrainer-l] Lexie or Dyslexie fonts
> >>>>
> >>>> Hello SIM PDers ?
> >>>> I am doing some informal coaching with an educational therapist. I
> had a call yesterday with him, and he shared a very interesting
> experience. He does strategic tutoring with generally fairly high
> performing students with disabilities, or high performing parents who have
> students with disabilities. LOL Anyway, he was working with a young man
> (10th grade) this fall, who excels in math and science but was ?diagnosed?
> dyslexic. He shared that this student is very motivated to learn to read
> better. My colleague with whom I am coaching had heard about a font for
> students with dyslexia called dyslexie. He bought it, and tried it with
> the young man. The 10th grade student looked at his tutor, and said ?Oh,
> my gosh, I understand this sentence!? It was alike a lightbulb turned on
> in his head by just reading something with this particular font.
> >>>>
> >>>> As wel talked, I thought that probably he should explore this some
> more. Comprehension could arise for a variety of reasons, but I wondered
> if anyone else had used or heard about the applications of a particular
> font.
> >>>>
> >>>> As I have explored on the internet, I?ve found that a font called
> lexie can be downloaded for free. The font has wider spaces and looks more
> like printing.
> >>>>
> >>>> In fact, I downloaded it and added it to my font file. This is lexie
> font that I downloaded for free.
> >>>>
> >>>> You can also download dyslexie for free or buy a package that you can
> install and use with e-readers, websites, etc. You can see it is similar,
> but quite a bit larger. The small q looks like this: q, and the capital q
> looks like this: Q. This is the font that my colleague is using. You can
> check it out here:
> >>>> https://www.dyslexiefont.com/ <https://www.dyslexiefont.com/>
> >>>>
> >>>> Anyway, I was wondering what your thoughts are on this or if anyone
> has experiences or insights they would like to share.
> >>>>
> >>>> Jean Schumaker - Very curious how this might impact writing and if it
> is actually legitimate. Anyone know how dyslexia is actually diagnosed??
> In several states there are separate categories for dyslexics. In my work
> in Texas, there is a separate certifications and guidelines that are
> different from special ed. Just looking to learn and expand my knowledge
> in this area.
> >>>>
> >>>> I know this is long, and I thank everyone who hung with me. :-) or
> in dyslexie: :-)
> >>>> Thanks everyone?
> >>>> Sue
> >>>> _______________________________________________
> >>>> Simtrainer-l mailing list
> >>>> Simtrainer-l at lists.ku.edu <mailto:Simtrainer-l at lists.ku.edu>
> >>>> https://lists.ku.edu/listinfo/simtrainer-l <https://lists.ku.edu/
> listinfo/simtrainer-l>
> >>>
> >>>
> >>> _______________________________________________
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> >>
> >>
> >>
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> > <DyslexiaLawsAnUpdateYoumanMather2015.pdf>___________________
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