Dyslexia is more then not spelling.

Sometimes it is difficult for people to understand that dyslexia is more then just having difficulty with reading, grammar and spelling.  If only that were the case, dyslexia is a struggle with literate world that insists on treating everyone like they can fill out forms by hand.  For many people, dyslexia also effects their audio recognition and more importantly precognition of events.  In other words time is particularly difficult concept for many people who are dyslexic.

Both the movement of time and planning the use of time can be very difficult for dyslexic children and adults.  As a professional storyteller I have struggled for years with stage timing and how to be aware of the time on stage without breaking contact with the audience.

Another reality that many dyslexic children and adults face is shame and other emotional baggage related to their struggle to function in a literate society.  A society that does not seem to recognize best effort or tried really hard, but only recognizes spelled everything correctly.

No Computer Allowed....

I had to go to court to support a friend and I discovered a sign that blew me away - no computers or electronic devices allowed.  Can you believe it?  In defense of the need for privacy the court has gone to far I think.  How are people with out decent handwriting to function?  What if I had wanted to take notes?  Or if I had needed to demonstrate to the court some evidence of some sort or other that is on my computer.

I probably would have needed to bear the $$$ of printing - trust it to government to be the last refuge of the luddite.  All hands raised for the courts.  Truth, justice and paper only please.  From an evidence stand point I think the computer and electronic documentation too easily changed.  Not that paper is any more solid really.

The assumption is that all attendees can write and then read a sentence in notes.  But times are changing and many people keep notes on there laptop or even blueberry - expect of course in the Court system.

Functional Illiteracy

While everybody learning to read is a worthwhile goal.  Yea Reading!   I question the timing of the goal in educational settings and I question the value of forced literacy given the digital age we live in.  But I wanted to examine the intense pressure we place on individuals who for whatever reason can't read and the underlying realties faced by people who are illiterate in a society that is based on the power of the written word.

I mention this because my hand writing is pretty much illegable - and that's if I am focused and really working hard.  Forget reading a note from me if I am busy or in a hurry.  Reading for me is a well won prize - but not when I am doing something else like say driving.  Many a time have I been lost from not being able to read the road signs because the driving needed to be focused on.  I prefer to have a navigator and I avoid a cell phones in the car like the plague...  I have always been convinced that they are too much of a distraction.

Literacy for me is based on two things desire and access to successful readers.  Numerous studies have demonstrated that successful young readers are more likely to have parents who read books in the house.   Children copy what they are exposed too and we know that.   We recognize that literacy in the United Sates is no longer in question.  The question is how will be behave towards those who can not or will not be taught to read or write.


I am a big fan of literacy campaigns and giving books away as much as the next fellow...  But can we get over any shame or embarrassment at being unable to read or write.  Maybe we could just assume that if some one can't write - it's not from a lack of trying.  That if some one can't read - it's not for want of desire.  Let us treat those left behind in the literacy wars as battlefield casualties.   Exempt form the needs of service they are the handicapped few who can with distinction serve our country or our people in other ways without the need to ever pickup a book, fill out a form or test.

Misspelling on the rise... Thank God.

This article on Making an Arguement for Misspelling is a great resource. The author touches on some of the reasons that I believe that dyslexia is caused by- or aggravated by the educational institutions we force are students to participate in.

I totally did not see the misspelling in the articles title - till the spell checker pointed it out to me. Did you see it? Laura Fitzpatrick makes a good argument for why in a living languge we should let creative spellers go there own way. Personally I think some discussion of the cost from nervouse or emotionally inscure dyslexics should be included in the calculations. Spelling nazi's beware your days are numbered! Some how I don';t thing the New York Times will stop proofing there paper anytime soon. sigh...

The Time Warp of Dyslexia

Through out my life I have been blessed by the ability to forget what I was just thinking. Some of you will no doubt think that this ability is a curse – a reality that has no silver lining. Well, I am here to tell what a gift it is to be so clever and creative that in every moment I can go wondering off into circles upon circles of new thoughts. I know that this is a gift because I have been to many workshops and seminars where people study how to be in the present moment.

This is not my problem.

My gift is to be always in this moment with out remembering what I was intending to do with it. I am “gifted” with fresh starts inserted randomly into my day. Fresh spellings, fresh ideas or fresh projects all I have to do is change locations and the major overhaul I was working on in the next room is forgotten while I blissfully fold laundry. Dyslexia to me is a statistically likelihood that I will have any ability to tie these moments together. The gift of dyslexia is that I can spend the morning with great focus and concentration on a project only to realize with surprise that I am in fact ten minutes late to another appointment.

I don’t need another workshop to be in the hear and now. My path is the path of all dyslexics – I am a student of the note to the future, the list to do or the five part plan. But here is the catch twenty-two I don’t like to make lists because they constantly interrupt my random flow of ideas. Stop laughing at me – if I can’t remember what I was gong to do, then clearly I am surprised when I look at my list. How dare I limit my startling creativity with a list of things to do!

But the mind is a fragile instrument and starting from scratch every ten minutes is not a good way to run business. So on my good days I give myself a little charity and forgiveness and do what’s on my list.

By the way – I think it’s time for me to start my list for the day.

Item 1) Finish Dyslexic Blog post ---- X
Item 2) Post Dyslexic Blog post ---- X
Item 3) Write the rest fo the list ---

My remidation report - 1985

Hilary K. Waldinger, M.A.
Riverdale, NY. 10463

Remediation Report: Eric James Wolf

Summary

Eric James Wolf is an extremely bright, thoughtful and creative student who demonstrates great capacity in thinking creativity. Understanding mathematical, scientific and historic facts and concepts, and reading literature perceptively. Eric has learning problems which can and are being remediate and which can be compensated for through small adaptive techniques on the part of Eric and his teachers. Eric had made some strong points in writing skills and will continue to do so this year in his tutoring program. Continued practice, motivation, and hard working, and dedicated to improving.

Diagnosis

While highly intelligent, Eric has perceptual difficulties in the areas of visual perception and visual memory. Eric also has problems in language processing, that is, in organizing and sequencing letters, syllables, words and sentences in written and oral presentations.

These perceptual and processing problems are manifest in Erics written work, his difficulties with a foreign language, and his occasional problems in organizing oral presentations. In terms of writing and organizing, these problems are manifest in several specific behaviors.

1st Eric Must and does need to spend much time and effect in organizing himself; his papers, notebooks, books.
2nd Eric has some trouble organizing his essays effectively under time pressure. He needs time to organize these concepts in the expected and clear sequence.
3rd This sequence problem exists in his sentence structure. Sentence fragments or run-ons that appear in class work produced under time limits are not an indication of mental laziness or indifference. Eric merely needs a bit more time to proofread and make corrections for those errors. While Erics sentences structure is steadily improving, Eric cannot yet discriminate between correct or incorrect sequences with 100 percent accuracy.
4th Sequence problems are very obvious in Erics spelling patterns. His reversals and misspellings, are all symptoms of visual perception and processing difficulties. Contributing to his problem is Erics handwriting, witch reveals his processing problems in the motor area. This is not intentional sloppiness or carelessness.

Remediation

Erics learning difficulties can be remediated effectively with appropriate instruction or they can be circumvented with appropriate adaptive techniques for classwork. Currently, an individualized tutorial program has focused on remediating Erics organization problems and his sentence structure. Tutoring has also developed some techniques for organizing essays, answering short answer questions, and writing paragraphs. Eric has made very good progress in using correct sentence structure. We have been working intensively on identifying and using subordinate clauses, identifying subordinate clauses used as sentence fragments, and combing sentences by using subordinate clauses. A successful instructional program for Eric should stress the practices listed below…

1) For teaching language arts or language, a multisensory approach is most successful. Eric needs to hear speak, see and write any new vocabulary word, spelling, grammar, preferably using all these senses in the same lesson. Using all the learning modalities in one lesson reinforces each area of perception.
2) Structured sequential instruction is most effective for learning a language skill. Eric learns best when he is presented with one new skill at a time, through a multisensory approach, and given copious practice in saying, writing, and reading that skill. For example, in learning subordinate clauses and subordinate conjunctions, he was taught one category of conjunction at a time. (e.g. time, then cause the result then condition ). He read, wrote, spoke and heard subordinate clauses suing that one category until he knew each of the subordinating conjunctions automatically. Only when he knew all the conjunctions in a category automatically did we move on to the next.
3) Continual reinforcement and review of previously learned items is crucial because these new language skills are not natural for Eric. For example. Even after moving onto a new category of subordinate clauses, Eric must be given a brief review of the categories previously learned. Each new skill must be built on an old one, which is reviewed and reinforced as that it is not forgotten.
4) In teaching essay writing, Eric must learn a Skelton of the pattern of organization required. Once he has the overall organization delineated for himself, he can express his ideas more fluidly and coherently. Thus, Eric must always prepare an outline for himself, organizing a thesis or topic sentence, his main ideas and his supporting information.
5) When writing a first draft, Eric should skip lines so that he can go back and correct errors in sentence structure or spelling. This would be god practice for in-class essay examines or writing exercises.

There are some adaptive strategies witch Eric can use that will allow him to better demonstrate his true abilities while not giving him any unfair advantage over his classmates. These are listed below

1) When writing an in-class essay or exam, Eric could use a skeleton outline, which does not have any content at all: rather, it is just a visual reminder for him of the overall form an essay should have. IT will just outline the ingredients of the essay – thesis statement, main ideas, and supporting details. Currently, Eric carries such a skeleton in his notebook, which can be used for any and all essays because it has no content. If he could use it, he would write more coherently and produce far better exams and papers.
2) If Eric could carry a spelling dictionary with him to school (such a dictionary shows only the correct spellings of words, no definitions), he could turn in some better work with more accurate spellings. Again, to use this in a testing situation is no extra advantage, because only information in such a dictionary is the correct spelling.
3) In learning gramner, Eric needs more structured practice than do other students. However, Eric will learn and use concept once it is taught to him. Therefore, one method of approaching the problem is to notify Eric’s tutor or parent of the areas covered in the term. The tutoring program can then focus intensively on these skills so that Eric will know them by the end of the term or in time for the unit presentation in class. Another approach might be to engage a student tutor for Eric who can give him extra practice on a skill.
4) For learning vocabulary words, particularly in a foreign language, Eric needs much practice with flashcards, with writing, and listening to tapes or dictation.
5) Eric should be given the opportunity to take essay essay exams on an untimed basis, so that he can have a little extra time to organize his thoughts and make some corrections in mechanics, if this is at all possible. This is not at all necessary for multiple choice or short answer exams where Erics learning difficulties do not hamper him. Perhaps he could just have could just have an extra five minutes a the end of class. If extra time is impossible, perhaps Erics work can be looked at attentively for its content rather then its form (spelling, etc).

April 15, 1985

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Today in 2008 this report seem obvious, but remember when it was written it was, by man by many who read it, considered cutting edge or out side the box thinking. Times change.

Eric Wolf

What is a letter to a friend?

Once there was a boy named *ris who could not see or say the letter z. It didn’t really seem to matter expect on days when he went to the *oo to see the *ebra. So he didn’t really think anything of it

Then one day he met a girl named *eneta who could not see or say the letter c. Witch was a real pity cause she had a *at and that she loved named *harles and *harles was a *hester cat with strips. She was particularly sad because she loved to order i*e *ream *ones – with lots of *ho*olate *hips. When ever she asked for i*e *ream *ones – with lots of *ho*olate *hips everybody laughed at her. But when she met *ris she felt much better.

They became the best of friends – but people would ask them – How can the too of you be such good friends you can’t even say each others names!?

They would just smile and say – what is a name to us – but a word. What is a word to us – but a few letters. A friend is some one who understands what you are going through. Then the two friends would smile and point to the other. Who else would understands me better?

Letters to the Editor & Dictionaries

I wrote a letter to editor this last week all about my experience letting my car die and replacing it with a bicycle. I have mentioned before on this blog how much I value the Yellow Springs News for serving as my finale check editor before running my letters. This allows me to be free to participate in the body politics of Yellow springs.

This last letter to the editor I wrote really illustrated the effective of the written word nicely because every where I bike people say to me – O – I read your letter in the Yellow Springs News. It’s sad to say that the era of newspapers is long over and now we replace such fine institutions as the NY Times with well NBC or CBS no – really – Wikipedia. ☺

Or better yet just read my blog. I am in love this one institution of my town this sweet old paper. I don’t really get why they don’t publish the whole thing online and sell google ad words. I’m sure they would make more money that way then any other way. Maybe I am just so pleased that people read what I wrote and it did something – had an impact. I think that might be one of the common lessons that dyslexic children learn early – your writing does not count for nothing - rely on your silver tongue least you forget just look to your dictionary – that book you never opened.

Really – why would a person who reverses the letters in words five times in minute look at a book that is alphabetized? So they can learn to better scramble the words? First time I used a dictionary was when I had to face off against my grandmother in scrabble. She had seventy year so scrabble playing mastery and I could not spell. I used the dictionary to even the score I proud to say I won a game out of the fifty or so attempts.

Down with the Grammar Nazi’s

I have an arrangement with my local paper, the yellow springs news. I write letters to the editor and they kindly edit them, with my permission, so that the typos and other snafus are removed before publication. This allows me to participate in the body politics of my village. Though whether or not the local newspaper is relevant to what is going on in town is a whole different question worthy of discussion. I wish that more people were so kind and generous with there editing abilities.

I am sure that a large percentage of the population does not participate in community politics simply because they feel that they would make fools of them selves any time they sent something into the paper or even posted a comment on an online forum. Maybe it’s a side effect of high school English that many people see the potential risk (embarrassing omission of grammatical ability) far out weighs the potential gain (Getting a letter in the paper).

Perhaps it is the way those of us who are gifted at writing or spelling there way through life behave towards those who are not so gifted. Maybe it’s a few bad apples that spoil it for the rest of us. All I know is that if I didn’t have the kind support of the editorial staff of the paper at my back I wouldn’t be writing those letters to the editor cause I don’t need the five emails I would receive telling me that I need a comma after the second sentence and that I dropped the past tense there and by the way shouldn’t I have someone correct my letters? Like the government is going to give me a grant for that!

Many times if I have not hired or begged a proof writer for some piece of writing; I have had individuals who can edit assume that I have been lazy or that I have been worse yet ignorant of my misspellings. Maybe that is my secret desire of this blog to change the tone of our dialog about spelling and grammar. To a kinder more gentler one where people who can’t spell are given the reasonable expectation that they are trying there best to participate and that there best would look so much better if they had a helping hand from those who can see in the colors of the rainbow.

Of course the grammar Nazi’s won’t be reading this blog, because of all the typos, but what do want out of me anyway?

Is Dyslexia the result of Bad Teaching?

Someone told me that they thought that a lot of children who were diagnosed as dyslexic were in reality suffering from a lack of teaching.

I don't think so - most children are over taught and the more I am involved with working with children the more I think that they need a gentle hand.

You don't teach two year olds how to read - unless they ask for it. So why do we insist on teaching at grade level so much? Studies show that it takes an adult thirty hours to learn to read at an adult level. So why do we spend years on it in childhood?

We do because the lesson is not reading - the lesson is to tame the spirit and squash the soul.   A free people can not be ruled or conquered with out there implicit permission either through non-action or lack of imagination. If the ruler can kill the idea of freedom that what need has the emperor for the sword or the boot?

Dyslexic people are people who have less toleration for the crap that the rest of us call learning by route.   A throughly discredited form of learning that has no business being in the same room with small children or adults - unless invited by there passion and sheperared by there own desire.

With  Love

Eric Wolf

The gift of Success

Recently I was talking to a friend of mine who is also dyslexic and she was struggling with writing and I asked for my assistance in creating successful methodologies to create written material. At some point in the conversation I asked her; does she have any examples of success in her writing practice and her answer was: no.

I was astonished.

I always underestimate my ability to be speechless. I was astonished that she had never had a writing teacher who recognized that success breeds success and that you have to start where the student is at – instead of where the standards say you should start.

Statistics and the teaching to the middle of the curve have done more harm to more people then almost any other idea in teaching. I find myself upset (again) that my friend who went through 18 years of public education has not one example of feeling successful with a piece of writing.

But then a very strange feeling come over me – I realized that I was grateful for a little piece of the MS I Education, BA in Human Ecology and HS degree that I have hammered through. I am grateful for those handful of teachers who saw that I clearly could not create written material on level with my peers, but I could write at my level and my ability and that would do very nicely thank you.

Sometimes is felt like I was a thirsty man walking through a desert – just looking for a place to drink. Thank God for compassion - thank God that I missed no child left untested. I call on writing teachers every where challenge yourself to challenge your students to their next level, not grade standard and not the middle of the curve.

On Spelling

Tom Sawyer said...

I don't see any use in having a uniform and arbitrary way of spelling words. We might as well make all clothes alike and cook all dishes alike. Sameness is tiresome; variety is pleasing. I have a correspondent whose letters are always a refreshment to me, there is such a breezy unfettered originality about his orthography. He always spells Kow with a large K. Now that is just as good as to spell it with a small one. It is better. It gives the imagination a broader field, a wider scope. It suggests to the mind a grand, vague, impressive new kind of a cow.

- speech at a spelling match, Hartford, Connecticut, May 12, 1875. Reported in the Hartford Courant, May 13, 1875

From this website...

http://www.twainquotes.com/Spelling.html