www.visionsonlearningdifferences.com - Information on Learning Differences Online

This issue provides readers with greater insight into a wide range of topics on learning differences in the various articles, a review of an internationally acclaimed book, Learning Disabilities in Higher Education and Beyond: An International Perspective by Susan A. Vogel, Gila Vogel, Varda Sharon, Orit Dahan, eds., reports of innovative strategies presented at educational conferences, and much more.

To begin with, the reader will value the article by Jean Foss which highlights the effects of teaching to the brain, and will find the other articles informative as well.

Then, of special interest is the recent information on the many faceted needs of students with learning differences over the lifespan as reported in the book review, which includes a

brilliant array of success stories. This book compares the varied approaches internationally and is so well received that a copy is in every college in Israel.

Next, the report about some of the sessions of the 55th International Dyslexia Conference delineates not only the merit of the effect of music on learning but the value of using periods of silence for the instruction of students with learning differences as well.

Please continue to share this newsletter with colleagues, and your interesting information, photos and articles with the editor.

DYSLEXIA AND NON-VERBAL LEARNING DISABILITIES: DIAGNOSTIC CONTRASTS AND PRESCRIPTIVE SIMILARITIES

by Jean Foss

At the 55th Annual International Dyslexia Association conference meeting in Philadelphia, Jean Foss gave a valuable presentation delineating the contrasts in diagnoses for dyslexic individuals and those with nonverbal learning differences, as well as tables, comparing these individuals, their strengths and weaknesses, generally before remedial intervention.

COMPARATIVE STRENGTHS AND WEAKNESSES
(Generally, before remedial intervention)

Dyslexia		NLD
Cognition
	Wechsler Intelligence--III - R
-	Verbal Scale	+
+	Performance Scale	-
-	Sequencing Factor	+
+	Spatial Organization Factor	-

	Language
+	Pragmatic	-
+	Semantics	-
-	Syntax	-
-	Morphology	+ with instruction
+	Prosody	-
-	Phonology	+

Academic Skills
	Reading
-	World Identification, retrieval	+
- gains, with instruction	Word Attack, decoding	+
- gains, with instruction	Word Comrehension	+ with instruction
+	Passage Comprehension	-

	Mathematics
+	Understanding Concepts	-
-	Performing Operations	+
+	Applying Skills	-
-	Algebra	+
+	Geometry	-

	Written Expression
+	Creative Writing	-
-	Expository Writing	-
-	Spelling	+
- due to orthographic memory weakness	Handwriting	- due to visual motor weakness

In addition, she stressed the importance of first building trust with the students, then introducing the appropriate remedial strategies. She listed some generalizations about processing and organization which are applicable both to students with dyslexia and to those with nonverbal learning differences.

Some Generalizations About Processing and Organization

Dyslexia	NLD
Sees the big picture, the "forest", sees the main point, is intutitive, makes inferences, does not attend to details	Sees the "trees", not the "forest", focuses on details, is concrete and literal, does not infer from information given
Has much meaning, lacks words to describe	Has many words, lacks depth of meaning
Temporal sequencing is weak	Temporal sequencing is strong
Can visualize, revisualize	Difficulty visualization
Spatial perception is strong	Spatial perception is weak
Stronger in processing nonverbal information than verbal	Stronger in processing verbal information than nonverbal
Gross motor strength	Gross motor weakness, often fine motor also
Anger, frustration are concerns	Anxiety, vague somatic complaints

In her presentation, Foss cited Margaret Rawson, who stated, "We teach the language as it is to the learner as he or she is."

	Guiding Principals of Instructions
	Diagnostic and Prescriptive
	Direct and Explicit
	Language Based
	Structured
	Sequential
	Cumulative
	Flexible
	Multisensory

We match the level, complexity, pace of input and output demands to the learner's demonstrated abilities.

Emotionally sound

We present learners with integration of language and experience; of input, output and feedback; with generalized application across settings, controlling for a high rate of success. These principles are key for growth for all students.

Foss then gave a remarkable example of the need and efficacy of teaching to the brain. She presented a copying exercise, as follows

Spatial Relationships:

Reproduce these designs using the dots at the right of each as points of reference.

A year later, after teaching shapes in general such as squares, circles and rectangles, she presented the identical copying exercise to the same students, who demonstrated significant improvement in their ability to reproduce these designs. Foss informed her audience that she did not give direct instructions in the copying of these designs, explaining, that "They need the language of space, direction, and sequenceing to function adequately when depicting them," and stressed the importance of linking language to experience.

Spatial Relationships:

Reproduce these designs using the dots at the right of each as points of reference.

For further information, you may purchase her monograph on "Nonverbal Learning Disabilities and Remedial Interventions," Reprint 128 from the Annuals of Dyslexia, Volume XXXXI, 1991, from the International Dyslexia Association, Chester Building/ Suite 382, 8600 LaSalle Road, Baltimore, Maryland 21286-2044.

Jean Foss, M.Ed., is a Fellow of the Academy of Orton-Gillingham Practitioners and Educators, and is the Director of Education for the Pine Ridge School in Williston, Vermont .