Debunking of Dyslexia myths by a Whole Language blogger

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g.carter
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Debunking of Dyslexia myths by a Whole Language blogger

Post by g.carter » Sat Oct 30, 2010 11:14 am

Hilery Williams blog is informative, interesting and passionate - but the elements of mal-instruction that prevent struggling children from learning to read are writ large. She's going to debunk the 10 dyslexia myths she lists over the next week and has challenged the first two of these. I responded to this and am pleased that she's left the post in place.



http://hileryjane.wordpress.com/2010/10 ... -dyslexia/

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Susan Godsland
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Re: Debunking of Dyslexia myths by a Whole Language blogger

Post by Susan Godsland » Fri Nov 05, 2010 10:48 am

Hilery helpfully links to Dyslexia Scotland's Education Conference (Sept 2010) details, including links to presentation handouts:

http://www.dyslexiascotland.org.uk/educ ... rence-2010

I recommend looking at Jennifer Drysdale's ppt-very 'enlightening'

http://www.dyslexiascotland.org.uk/site ... ysdale.ppt

and that of keynote speaker, Dr. Laura Ann Currie:

http://www.dyslexiascotland.org.uk/site ... Currie.ppt

kenm
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Re: Debunking of Dyslexia myths by a Whole Language blogger

Post by kenm » Fri Nov 05, 2010 12:38 pm

In my limited (and no longer being expanded) experience of context-aided guessing, it is an uncertain means of determining the meaning of an unfamiliar word. Morphology sometimes gets me there with fair certainty; a dictionary does better; when both fail, I try Wikipedia, then Google. Neither of these speakers put any of these on their slides and all four methods failed on "plodoustrophy".

What did Drysdale mean?
"... the innovator has as enemies all those who have done well under the old regime, and only lukewarm allies among those who may do well under the new." Niccolo Macchiavelli, "The Prince", Chapter 6

chew8
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Re: Debunking of Dyslexia myths by a Whole Language blogger

Post by chew8 » Fri Nov 05, 2010 1:02 pm

Currie's examples ('calf' and 'tear') suggest that she is thinking in terms of using context to resolve ambiguity rather than to work out the meaning of an unfamiliar word completely from scratch.

Jenny C.

kenm
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Re: Debunking of Dyslexia myths by a Whole Language blogger

Post by kenm » Fri Nov 05, 2010 4:31 pm

chew8 wrote:Currie's examples ('calf' and 'tear') suggest that she is thinking in terms of using context to resolve ambiguity rather than to work out the meaning of an unfamiliar word completely from scratch.
OK, that's legitimate.

On further examination of Drysdale, I am worried by slide 19,

"SKILLS: GETTING a BALANCE
"Left Hemisphere language prediction
"Right Hemisphere letters - form and direction
"Beware of early over-reliance on one mode",

and slide 26,

"Individual reading ... just right
"Someone's using skills together - and it's just right !
This reader will recognise some words, predict some words and use some phonic cues".

Prediction should not be a primary mechanism. At most, expectation of the category of the next word might be useful as a mechanism to enable one to detect a misreading, but more often it reveals a wrong syntactic or semantic interpretation.
"... the innovator has as enemies all those who have done well under the old regime, and only lukewarm allies among those who may do well under the new." Niccolo Macchiavelli, "The Prince", Chapter 6

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