A Speech-Language Pathology Practice
Why are we trying to decide whether whole language or phonetic based reading instruction is the right kind of reading instruction. Kids should have both. The difference between the two forms of training is that whole language instruction means that reading instruction is done within the  context of whole- language. Phonetic-based instruction, like Orton-Gillingham is reading …
Continue reading “Whole language vs. phonetic based reading”
Students with language-based disabilities often struggle with the acquisition of written language skills. Writing is difficult because there is no ability to repair a breakdown in communication which we do so often in in oral speech. If a reader does not understand a person’s writing, there is no opportunity to question or revise. Â When writing …
It is a fact that students with language-based learning disability require more intense structured instruction over a longer period of time in order to acquire many aspects of language. In first grade my daughter was given the tools to be an engaged reader, but by 3rd grade she was using none of them. It was …
Continue reading “Reading words or learning to read? Part III”
I’ve been frustrated this year with the level of reading instruction my daughter has received. What did I notice about my daughter’s reading abilities? She skipped words she didn’t know, and she confused small words like “of” and “off.” When I asked her indirect questions about stories she had read, she’d fall out on the floor screaming. Okay, I …
Continue reading “Reading words or learning to read? Part II”
Success! One of my high school clients with a moderate to severe language-based learning disability that looks similar to dyslexia, scored in the average range on a formal assessment for writing at the sentence level. This is so exciting! Last year formulating sentences with prepositions, adjectives and conjunctions was a huge challenge for this client. …
It has taken years of work two times a week to bring Renee’s reading rate up to a functional rate that can support her high school academics. However, Renee’s reading rate is still not grade level and because she easily fatigues when reading, remediation can not be the sole solution. She does not always read …
Continue reading “Case Study: Part II Reading and Technology”
One of my favorite clients, I will call her Renee in order to retain confidentiality, came to me in 8th grade reading at the kindergarten level. She had years of intervention in school. The school curriculum was project based and the reading program was based on the whole language philosophy. What is “whole language?” It …
I stumbled across this video from a show called “My So Called Life,” were the main character discovers that a boy she likes can not read well. Jordan, the character, doesn’t appear to be receiving any intervention. He’s ashamed, and other students think he is stupid.Self blame, self doubt, poor self esteem will follow him …
“Millions of adolescents lack the reading skills needed to succeed in postsecondary education and the workplace — and students with learning disabilities tend to struggle the most”( www.ldonline.com; 8/16/10). How do you know if your child has the reading skills they need to succeed at the college level? Poor reading skills can be distinguished by …
Continue reading “Good reading skills are needed for postsecondary education”
Another great site is the International Dyslexia Association web site. Like AANE it also is a great resource for information on reading disorders especially dyslexia. The site offers information regarding the various types of reading remediation. Remember as with all remediation quality is not based on the program, but in the level of instruction and …
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