[Simtrainer-l] Simtrainer-l Digest, Vol 38, Issue 1

Mon Jan 16 12:35:31 CST 2017

If I may add to the great info provided in the  previous posts, the IDA (International  Dyslexia Association) www.dyslexia.org has taken the lead in accrediting Colleges of Education and other programs who properly prepare for certification through IDA teachers to serve multi-sensory Structured Language Approach to students with characteristics of dyslexia and other language-based reading dynamics.  This approach works for most people, especially ELL/LEP/ESOL and students with attention issues.  To become certified, the teacher/tutor must complete an accredited course of study which include at least one closely supervised Practicum, pass the CERI exam.  There are various levels of certification for educators.   As y'all know, 1 in 5 of all students have dyslexia or are on what we regard as a spectrum or range or continuum of characteristics of dyslexia.  This rate of prevalence is higher than that of  ASD!  

I and our colleagues have used the multi-sensory structured language approach with people from age 5 through adulthood.  Currently, I am serving a gentleman in his mid 30s for example.  It is never too late to learn to read and spell.  Literacy is an ever-growing phenomenon that we can effectively teach to most people. 

Ken Pugh, of Yale' Haskins Lab, tells us that of that 20% who have characteristics if dyslexia, only a very small percentage (I think he said 2 or 3%) are what he calls "treatment resisters"   His current research which he hopes to complete on a couple of years seeks to begin identifying those students so that researchers can explore ways to better serve literacy to them.  We wait on baited breath for this new quest.  

Meanwhile, when researching programs that are accredited by IDA, we are wise to go to the IDA website and rely on their lists which are updated periodically as more colleges and programs undergo  the accreditation evaluation process. 

I use LiPS (Lindamood Phoneme Sequencing) to reteach sound-symbol relationships, and reinforce or support any articulation things, (in consult with the SLP of course)then fold into WRS  (Wilson Reading System) which I infuse with Spaulding (mostly for R controlled syllables) and O-G (Orton-Gillingham). It's sort of a fusion of the best programs, but I rely on the WRS lesson plan, scope and sequence, marking system, data collection and documentation procedures.  SIM provides the perfect marriage for vocabulary, morphology, comprehension, and writing at various points along the way.  In 18 years of doing this, I've only met one student for whom this has not worked as well as hoped but his profile was extremely complex and includes organic neurological issues.  Sigh. Still he found this was the best approach available to him, so he gave  it his all.  I've also used this with students characterized as academically gifted. They just required differentiation for pacing and intensity.  

PS: Stanford has a new study out showing how much effort is expended by those who have characteristics of dyslexia versus those who are able readers.  In a nutshell: they are using 5 times the energy levels---tell that to the next person who says the struggling reader is "lazy"!

I hope this helps as you consider how to help older students.  My advice is to dive in and serve as much if this approach as setting demands allow and never give up. It is never too late!

Respectfully,

Mandy

Mandy Horton Walker
aahortonwalker at gmail.com
850-766-9490 C/V/T
P. O. Box 1687
Hobe Sound, FL 33475

"Take good care of yourself and each other." 
The Rev. M.D. Reed, Sr.,
my Grandfather.

Sent from my iPhone

> On Jan 16, 2017, at 10:42 AM, <simtrainer-l-request at lists.ku.edu> <simtrainer-l-request at lists.ku.edu> wrote:
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> Today's Topics:
> 
>   1. Re: Non-readers (Martha Mcadams)
>   2. Fund. In the Theme Writing Strategy Scoring    Activities
>      (janet atallah)
> 
> 
> ----------------------------------------------------------------------
> 
> Message: 1
> Date: Sun, 15 Jan 2017 15:21:35 -0500
> From: Martha Mcadams <drmartha19 at gmail.com>
> To: Kathy Gast <kbgast at earthlink.net>
> Cc: "simtrainer-l at lists.ku.edu" <simtrainer-l at lists.ku.edu>
> Subject: Re: [Simtrainer-l] Non-readers
> Message-ID:
>    <CA+Zg-7S__JNvHc_9dsRGAvnqxNB3kJ154=wzMYpGn5+Hj7kDTQ at mail.gmail.com>
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> 
> i AGREE  with Kathy about sensible educational reform.  Charter schools can
> offer the needed alternative with more flexibility with curriculum. We have
> had great success by utilizing SIM Learning Strategies and Content
> Enhancement school wide at our charter middle school.
> Martha
> Martha L. McAdams
> Educational Consultant/Retired Principal
> drmartha19 at gmail.com
> 772-569-7739
> 
> On Sat, Jan 14, 2017 at 11:46 PM, Kathy Gast via Simtrainer-l <
> simtrainer-l at lists.ku.edu> wrote:
> 
>> I can easily say ?Ditto? to what both Cyndi and Bev have shared; the only
>> other possible program that may be useful is the LindaMood Phoneme
>> Sequencing Program to augment others mentioned (again, depending on the
>> student?s instructional history as well as strength in basic phonemic
>> awareness on which to build.
>> 
>> The bigger issue is often time available, willingness on not only the
>> student?s part but that of the school?s in order to provide the needed
>> remediation instead of continuing to drive towards meeting the standards
>> and credits demanded for graduation.  We know programs that work ? and
>> while motivation is the ignition,  it?s often strangled when teachers are
>> not allowed to provide what is truly needed for students to be able to
>> leave secondary education well-equipped.  At least that is what I am seeing
>> in my neck of the woods??Sensible education reform, anyone?
>> 
>> 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 Jan 14, 2017, at 1:23 PM, Cynthia Martin via Simtrainer-l <
>> simtrainer-l at lists.ku.edu> wrote:
>> 
>> Ed,  I always try to give at least one more earnest effort to teach
>> adolescents literacy skills through an intensive, structured literacy
>> program such as Wilson (WRS) or an intense 16 month daily class of Wilson
>> Just Words which is designed specifically for adolescent learners with
>> significant reading struggles.  You never know if students have had an
>> intensive, structured literacy program on basic reading skills without a
>> complete intervention history.  I've had good luck, in some cases, with
>> Just Words or WRS (Wilson Reading System) IF the older students are
>> committed.  Often, they have had it at that point with interventions and
>> getting 'buy in' is challenging.  Also, I know there are other Orton
>> Gillingham based models of instruction besides WRS; but the principles are
>> the same.
>> 
>> Our HS has also used Read 180 with success but it is a big commitment of
>> time within their day if implemented for two periods and requires the
>> technology.  I personally like a direct instruction model such as WRS since
>> it is explicit, and teacher directed instruction.
>> 
>> As we all know, HS content doesn't stop for remediation, so I'd make
>> certain that the students have access to audio text through Bookshare or
>> another audio/digital text system to access grade level content in digital
>> format.
>> 
>> Thanks, Cyndi Martin
>> 
>> 
>> On Sat, Jan 14, 2017 at 6:31 AM, Ellis, Edwin via Simtrainer-l <
>> simtrainer-l at lists.ku.edu> wrote:
>> 
>>> What do you guys suggestion for high school kids who are ?essentially
>>> non-readers??
>>> Thanks, Ed
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> 
> 
> -- 
> Martha L. McAdams, Ph. D.
> Educational Consultant
> drmartha19 at gmail.com
> mmcadams at scjh.org
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> Message: 2
> Date: Mon, 16 Jan 2017 10:42:49 -0500
> From: janet atallah <janetatallah at bellsouth.net>
> To: simtrainer-l at lists.ku.edu
> Subject: [Simtrainer-l] Fund. In the Theme Writing Strategy Scoring
>    Activities
> Message-ID: <8919BD99-0786-4B1D-9A0E-E531BF810FF7 at bellsouth.net>
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> I'm providing a PD in the Fundamentals of Theme Writing Strategy, and I'm wondering if anyone has a scoring activity. Any tips would be greatly appreciated !
> Janet Atallah
> 
> janetatallah at bellsouth.net
> 
> Sent from my iPad
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