Does anyone know if research has been done to determine if there is a correlation between dyslexia diagnoses among readers taught using a phonics basis compared to dyslexia diagnoses among readers taught using whole word format?
When did educators/doctors begin diagnosing dyslexia? (Realizing dyslexia is a catch-all phrase for many problems)
Is it possible that “dyslexia” is more likely to be a problem for children who have auditory discrimination/ processing problems and who are therefore more likely to find a phonics based approach ineffective?
Re: questions about dyslexia
One of the best books, full of very recent scientific research from fMRI studies, is OVERCOMING DYSLEXIA, by Dr. Sally Shaywitz.
If you choose to read it, you will find the answers to all your questions, and more…
Anita learntoreadnow
Re: questions about dyslexia
Thanks for your replies: it looks like I have some reading to do!
I got wondering because we have been presented with horrendous software claiming to teach phonics AND supposedly make a difference in reading levels. I can’t see it doing either. I won’t believe software is of value based solely on someone’s recommendation: I need to see or understand the pedagogy behind it (if it exists, as unfortuanely it often doesn’t). As far as I can see the program’s phonetics leave a great deal of learning to the way the feather falls or whether the student scratches his nose at the right time! There is no logical progression to skill building and very little in the way of explanation either for the student or the teacher.
I get the feeling not learning phonics probably accounts for many reading difficultie, so I began to wonder if, instead of true “dyslexia”, many diagnoses are really the results of whole language and gaps in learning, not “faulty” neurological processes.
Re: questions about dyslexia
One site on the internet that is presenting detailed interviews with many different experts about reading is childrenofthecode.org. You might get some of your questions answered there.
Anita learntoreadnow
There is still a lot of controversy about the term “dyslexia”. Researchers have never even agreed on a definition. Here is a website that provides some of the history of the definitions in the U.S.:
http://www.dys-add.com/define.html . A somewhat different point of view is presented at http://www.macalester.edu/psychology/whathap/UBNRP/Dyslexia/index.html . Another good website is
http://www.schwablearning.org/articles.asp?r=709
Since the National Institutes of Health defined dyslexia as a neurological condition, the “dyslexia” is generally considered a medical term now. Schools are not medical facilities, so they generally use the terminology “specific reading disability”. Educators can identify a reading problem. A diagnosis of dyslexia is usually reached by a pediatric neurologist or an educational psychologist with a Ph.D.
Children with auditory discrimination problems typically need phonics instruction even more than their non-APD peers, but it’s usually critical that the instruction by provided in a multi-sensory, structured fashion (MSSL approach). Orton-Gillingham was the first MSSL program developed, and all others owe a lot to it. Lindamood-Bell LiPS is the one that is often very helpful for children with auditory discrimination problems because it teaches kinesthetic and visual cues for sounds.
There has been research that shows whole language has a higher failure rate than good phonics instruction. However, reading research always seems to be very controversial. Also, many “phonics” approaches are not very good — including most of those used in school classrooms. The comparison should really be made between whole language and MSSL programs.
Your questions are difficult because they are so general. Talking about a specific child is easier.
Nancy