Re: [MOSAIC] Dyslexia
The DSM was recently updates after years! People with dyslexia also were closely watching for the update. Many with the reading disorder did not want their diagnosis dropped, and it will not be. Instead, the new manual will have a broader learning disorder category to cover several conditions including dyslexia, which causes difficulty understanding letters and recognizing written words. The shorthand name for the new edition, the organization's fifth revision of the Diagnostic and Statistical Manual, is DSM-5. Group leaders say specifics will not be disclosed until the manual is published but they confirmed some changes. A 2000 edition of the manual made minor changes but the last major edition was published in 1994. Philomena Marinaccio, Ph.D. Florida Atlantic University Dept. of Teaching and Learning College of Education 2912 College Ave. ES 214 Davie, FL 33314 Phone: 954-236-1070 Fax: 954-236-1050 -Original Message- From: Foltermann, Marsha To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Thu, May 16, 2013 12:06 pm Subject: Re: [MOSAIC] Dyslexia Very well said! Mrs. Marsha Foltermann, M.Ed. 6th grade, Reading 903-462-7307 For a conference, please call the office: 903-462-7200 Available for conferences: 12:00-12:45 mfolterm...@denisonisd.net -Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of heather_waymo...@hflcsd.org Sent: Thursday, May 16, 2013 9:04 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah STATEMENT OF CONFIDENTIALITY This email message and any attachments may contain confidential or privileged information. If you are not the intended recipient, you are prohibited from using the information in any way, including but not limited to disclosure of, copying, forwarding or acting in reliance on the contents. If you have received this email by error, please immediately notify me by return email and delete it from your email system. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC arch
Re: [MOSAIC] Dyslexia
-Original Message- From: Mosaic [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of heather_waymo...@hflcsd.org Sent: Thursday, May 16, 2013 9:04 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] Dyslexia I think the issues brought up by this discussion are quite valid and kids with this type of learning profile frequently go "unnoticed" until they reach the secondary grades when efficiency counts just as much as the skills themselves. I am concerned by the thought that so long as a kid can comprehend at grade level, our job is done as there is no problem. I guess I came off as saying that "our job is done" when asked what the problem is if she is comprehending well. I certainly did not mean that we just let all learning/teaching drop as a result. The thing that bothered me was the assertion that this student's decoding difficulties were keeping her from moving forward, which I interpreted as possibly meaning she would not pass her grade, or would not be allowed to read "more difficult" books, or would get a bad grade in reading/language arts, all because of low decoding scores and these are ALL things that are happening these days, including kindergartners being labeled below proficient because they do not do well on DIBELS' nonsense word decoding, even if they are already reading actual books. That's just simply absurd, in my humble opinion, and is the result of too many people including teachers... giving decoding the highest priority, when comprehension should be the highest priority. So I do need to come back to comprehension, which is the key here, and I admit that I made some assumptions that may not be true. If in fact this student is getting most of her information from oral discussions rather than from her own reading, that is something to know. However, that is not how I read the original post. That's why I asked what happens when she is faced with completely unfamiliar text. And that question was never answered. All of the "below" observations are true, and many students do fall into cracks, for many reasons. I would propose that scripted programs, crowded classrooms, family stress, poverty, and lots of other things contribute to that crack-falling-into. As for remediation, I have never understood why so many thing that more of the same is what these students need. As a sub in many different classes these days, I see kids actually reading less and less and less, and "doing skills" more and more and more. I would propose that this is one of the problems. Renee Working in a high school, I run into at least a kid or two every year that fits a profile similar to this and has seemed to slip through the cracks. Yet, I realize that teachers in the lower grades have generally noticed the same weaknesses I see, but do not remediate them because of a child's overall academic performance at the time. Once these kids get to high school, it is VERY HARD to go back and fill these basic skill gaps. They've learned many coping strategies independently, which is great. Generally, however, what I find is that these skills are more so AVOIDANCE skills rather than coping skills - gathering everything you "need to know" about a novel through listening to classroom discussion, not actually reading, does not prepare a student for more rigorous reading requirements in the common core, in college, and on all those pesky tests, but it does help you pass . Their way of "getting by" is certainly more efficient than actually learning the skill, yet there's always a point at which it comes back to bite them and they need to nail down the skills. Doing so at the high school level has to be very much so more individualized than at lower grades because they have all found unique ways around skills so one must find unique ways to slide in appropriate strategies. Yet, in earlier grades, if these weak skills are identified but are not severely impacting a kid's success, I do wonder how we provide this preventative support in light of the fact that there are plenty of "right now" issues in any given classroom. Heather Waymouth High School Literacy Specialist Honeoye Falls - Lima High School heather_waymo...@hflcsd.org (585)-624-7050 "Always show the you in you that makes you who you are." - Chidinma Obietikponah "The important thing is not to stop questioning." ~ Albert Einstein ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Dyslexia
I have just learned that with the CCSS, there is an emphasis on reading excerpts. Do others of you have that impression for the middle school? I think there is something completely different about reading an entire novel. I object to a class activity that encourages reading just a chapter (or worse, just a page) out of a novel. I think that might be part of the reading less and doing skills more that you mention, Renee. (I am not talking about students sampling books to decide what to read. I am talking about an attitude that people should only read a few pages out of a novel.) As a sub in many different classes these days, I see kids actually reading less and less and less, and "doing skills" more and more and more. I would propose that this is one of the problems. Renee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
Re: [MOSAIC] Dyslexia
No. I don't get that impression at all... Though they do want us to synthesize across texts... Which might include a novel, a poem and a movie for example. Sent from my iPhone On May 17, 2013, at 9:37 PM, "wr...@centurytel.net" wrote: > > I have just learned that with the CCSS, there is an emphasis on reading > excerpts. Do others of you have that impression for the middle school? I > think there is something completely different about reading an entire novel. > I object to a class activity that encourages reading just a chapter (or > worse, just a page) out of a novel. I think that might be part of the > reading less and doing skills more that you mention, Renee. > (I am not talking about students sampling books to decide what to read. I am > talking about an attitude that people should only read a few pages out of a > novel.) > > >> >> As a sub in many different classes these days, I see kids actually >> reading less and less and less, and "doing skills" more and more and >> more. I would propose that this is one of the problems. >> Renee > > > ___ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive > ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org Search the MOSAIC archives at http://snipurl.com/MosaicArchive
