It has nothing to do with MOST students learning to read and write OR learn=
ing to read and write in other languages. This approach of focused on stude=
nts with difficulties as a result of dyslexia and generalizable to only Eng=
lish speaking students as that is where this work is being done. This is no=
t an all or nothing issue. The computer is not the answer to all problems a=
nd this multisensory approach produces measurable gains for those that matc=
h this modality of learning as a form of therapy for their specific form of=
learning difference. There are other therapeutic approaches for other vari=
ations of this learning difference. This is not about learning Chinese or a=
ny other character based language. This example was made using students wit=
h learning differences finding an approach to learning to read and write in=
English (as that is where S.E.E. fits). I am sure there are other approach=
es for students learning in other languages where they are also trying to l=
earn with their learning differences.
Chris
Chris Bigenho
Director of Educational Technology
Greenhill School
4141 Spring Valley Road
Addison, TX=A0 75001
Ph. 972-628-5479
Fx. 972-628-5279
bigenhoc@greenhill.org
www.greenhill.org
=A0
Blog: http://bigenhoc.wordpress.com/
Twitter: bigenhoc
AIM: chris bigenho
Yahoo: chris_bigenho
Skype: chris_bigenho
Tapped In: ChrisWB
Delicious: http://delicious.com/bigenhoc
Diigo:bigenhoc
-----Original Message-----
From: A forum for independent school educators [mailto:ISED-L@LISTSERV.SYR.=
EDU] On Behalf Of Gary S. Stager
Sent: Friday, May 28, 2010 2:46 PM
To: ISED-L@LISTSERV.SYR.EDU
Subject: Re: ipads Lower School
Chris,
I hate to sound combative with you, but... :-)
So, it's the actual shape of the letters that teaches children to read?
If so, how do you explain Chinese, Arabic or Hebrew-speaking children learn=
to read?
I would love to know how teaching children to write in a different form tha=
n what they read is the best intervention for reading difficulties.
I suspect that this methodology is not without controversy - as is the case=
with dyslexia.
On May 27, 2010, at 1:01 PM, Bigenho, Chris wrote:
> Actually, cursive writing is one aspect of Sequential English Education (=
SEE), a therapy used with dyslexic students. It is a multi-sensory therapy =
that helps LD students with their reading, writing and spelling. Part of th=
e theory behind this technique is to minimize the starting and stopping tha=
t occurs when printing and the disconnected motions made in typing. Student=
s struggling with dyslexia can start with SEE therapy (including cursive wr=
iting) and as their over-all reading and spelling skills improve, will move=
from cursive writing to using a computer. SEE makes use of what they call =
a memory board where students will write with gross motor movements, in cur=
sive with their finger on a large rough board. This is done at the same tim=
e as they are spelling and saying the word out loud. This multi-sensory pro=
cess is powerful and works. Now, they may not have any fingerprints left af=
ter they have completed all of the training but they will be able to read :=
). This is one of the therapies used with my son at Shelton School in Dalla=
s. While not an exciting process (I have tutored in SEE), it works. You wil=
l almost never see my son without a book now.
>=20
>=20
>=20
> Chris Bigenho
> Director of Educational Technology
> Greenhill School
> 4141 Spring Valley Road
> Addison, TX 75001
> Ph. 972-628-5479
> Fx. 972-628-5279
> bigenhoc@greenhill.org
> www.greenhill.org
> =20
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