robert mcclosky:.i know that you believe that you understood what you think i said, but i am not...
TRANSCRIPT
Robert McCLosky: .I know that you believe that you
understood what you think I said, but I am not sure you realize that what you heard is not what I meant I know that you believe that you understood what you think I said, but I am not sure you realize that what you heard is not
Not everything is black and white
A lot is black A lot is white A lot is grey And then of course there are all of
the colors in between
Learning Disabilities
Reasons Results Numbers Knowledge
Reasons
Genetic Pregnancy and Birth Growth and Development Environment
DCDC2- a DNA deletion
Learning Disabilities
Phonological awarenessRapid automatic naming\Retrieval of information- long and short term memoryGaps between cognitive functioning and skillsLead to a differential diagnosis
Greeks and Texans alike discovered the brain circuit that children with
dyslexia use when they attempt to read does not include an area (located in the left temporal lobe) that is typically used by non-dyslexic readers. Children with dyslexia instead used the corresponding region in the right hemisphere, as well as certain areas in the frontal lobes, which are not normally used during reading.
Things are harder to readTake longer to remember More convoluted and complicatedMore frustrating
arrgh!!!!!!
Thus
But SINCE BRAINS ARE PLASTIC
appropriate training, these differences can be can be minimized or, in some cases, completely eliminated.
hooray
Learning Disabilities display
A significant discrepancy between overall cognitive ability and achievement;
The ability to process information is impaired in some way;
And…..
The processing deficits must be shown to be directly contributing to underachievement;
The underachievement cannot be primarily due to factors other
than a processing deficit.
: A learning disability is a neurological condition that impedes a person's ability to store, process or process information. Learning disabilities can affect one's ability to read, write, speak, and compute math and can impair socialization skills.
( Washington state study)
RESULTS Developmental dyslexia Dysgraphia Dysorthographia Dyscalculia Non specific or specific LD All sorts of other problems Dysteachia, non-teachia Leaving the teacher often at risk for
FAILURE
Results
When the child is in school, learning problems may surface that weren’t noticed before. Areas usually affected: language (both written and spoken), math, memory and reasoning.
Typical problems
Language problems show up as delays or difficulties in listening, speaking, reading, writing and spelling.
Math problems consist of difficulties
with operations or understanding of basic concepts. This can also include problems with shape, size and color.
More……. Memory problems include difficulties with
information and instructions. Reasoning problems involve organizing
and using thoughts. Other signs of a learning disability could
include consistently performing poorly on tests, incomplete work, often distracted or disorganized, hyperactivity, problems with paying attention and acting out. There are many, many more signs related to learning disabilities.
Attention Deficit Hyperactivity Disorder
Most commonly diagnosed syndrome
May or may not be be concommitant with LD
70% are combined type
But it is a jungle out there Kathryn Drummond (2005) Reading difficulties likely occur on a
continuum, meaning that there is a wide range of students who experience reading difficulties. There are those students who are diagnosed with a learning disability. There is also an even larger group of students who do not have diagnoses but who need targeted reading assistance.
Problems: Problems in speaking Persistence of earlier oral language
difficulties The mispronunciation of the names
of people and places, and tripping over parts of words
Difficulty remembering names of people and places and the confusion of names that sound alike
Some signs of a learning disability in young adults and adults ( Shaywitz)
A struggle to retrieve words: "It was on the tip of my tongue"
Lack of glibness, especially if put on the spot
Spoken vocabulary that is smaller than listening vocabulary and hesitation to say aloud, words that might be mispronounced
Issues Problems in reading A childhood history of reading and
spelling difficulties Word reading becomes more accurate
over time but continues to require great effort
Lack of fluency Embarrassment caused by oral reading:
the avoidance of Bible study groups, reading at Passover seders, or delivering a written speech
Trouble reading and pronouncing uncommon, strange, or unique words
such as people's names, street or location names, food dishes on a menu
The substitution of made-up words during reading for words that cannot be pronounced – for example, metropolitan becomes mitan – and a failure to recognize the word metropolitan when it is seen again or heard in a lecture the next day
Not just reading is affected Problems in speaking Persistence of earlier oral language
difficulties The mispronunciation of the names
of people and places, and tripping over parts of words
Difficulty remembering names of people and places and the confusion of names that sound alike
But because of the difficulty Extreme fatigue from reading Slow reading of most materials: books,
manuals, subtitles in foreign films Penalized by multiple-choice tests Unusually long hours spent reading
school or work-related materials Frequent sacrifice of social life for
studying /sacrifice of studying for social life
And more…….A preference for books with figures, charts
or graphics A preference for books with fewer words
per page or with lots of white showing on a page
Disinclination to read for pleasure Spelling that remains disastrous and a
preference for less complicated words in writing that are easier to spell
Particularly poor performance on rote clerical tasks
Just how many and why are they all in my class 10%-15% with one or some kind of
learning disability 40% in special education settings
( mabar, etgar, ometz, הקבצה ג) +10-15% in FL learning
double aarhgh!!!
Foreign Language Picnic
Working memory
Problems with working memory make it much more difficult to build a schema in a foreign language
Start fresh each day 50 First Dates
TEACHING Not all learners can learn via osmosis Require direct instruction Require systematic structured instruction Clear goals and purpose Clear schedule of “events” Review Recycle Reenter
Getting to Carnegie Hall or any other concert hall or sports stadium for that matter
Practice but what that- is the question
Phonology Grapheme- phoneme correspondence (alphabetic principal) Leads to fluency- leads to comprehension
Marvelous Mentors(FINK) Make things possible Make you believe in yourself Make success a possibility Make maybe a better answer than no Make possibilities become more of a
reality Make hard work worth while SHARE
% כוח10מוח- 90%
Need to develop self esteem Need to develop thinking skills Need to develop concepts Need to connect concept of print to
real world Need to learn to read to read to learn Need to believe that reading will
make a difference
Classroom Teachers Job
Know your student Take and share responsibilityWithCoordinatorGuidance CounselorLearner
Knowledge
Modifications Reasons for modifications What really makes a difference Adolescence are a developing
crowd and it is an acquired taste Self awareness develops- teachers
can be monumental
Island of competence( Brooks)
Yours as a teacher Your student- striving reader-
striving learner- striving EFL learner
Power tools and treasures
Technology ( hi and low) Dictionaries Sight words Navigation cards A positive working relationship An integrative learning relationship Develop mutual respect
This is the hard part
Separating the system from the learner
Recognizing that it is not his fault Accepting the complications and
trying to simplify Help to advocate for better
conditions for testing and teaching Accepting limitations
So
Keep doing what you are doing
Keep caring
The agaf teachers are the most aware, the most concerned and probably the most overworked- highly appreciated !
"The dream begins, most of the time, with a teacher who believes in you, who tugs and pushes and leads you on to the next plateau, sometimes poking you with a sharp stick called truth."--Dan Rather
.
CONtinue to begin the dreams