Learn about modern art in a contemporary way.  MOMA’s registration is now open for Winter 2012 courses.  Courses begin February 27.

Enrich yourself and your understanding of art. 

MOMA Courses Online invite newcomers and experienced art lovers alike.  Explore modern art in your home and on your schedule.  You will have the same instructors who teach in the MOMA’s classrooms and galleries.

Discover the fascinating stories and ideas behind some of the masterpieces in MOMA’s collection.  You’ll use a rich variety of multimedia materials, including narrated slide shows, course texts, images, and engaging, exclusive videos shot on location in the Museum’s galleries.

TWO FORMATS

Instructor-Led (courses begin February 27) — For eight or 10 weeks, enjoy exclusive access to richly detailed videos, slide shos, audio and readings, plus discussion forums that allow you to interact with an instructor and peers.  $350; $300 for educators, students, seniors, other museum staff, and members. 

Self-guided (now available) — A more independent learning experience offering the same content as the instructor-led courses, without discussion forums or teacher guidance through the materials.  $200; $175 for educators, students, seniors, other museum staff, and members.

TOPICS

• Materials and Techniques of Postwar Abstract Painter
• Modern Art 1880-1945
• Experiment With Collage
• Modern and Contemporary Art: 1945-1898

Visit http://www.moma.org/learn/courses/index

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021  or email aedwardstutor@columbus.rr.com

From Science Daily, a report indicating that people with dyslexia may be impacted by an abnormality in auditory processing.

Experts have long known that the inability to accurately decode and identify what they read is a result of speech processing problems.  But the basis of that disruption and how it interferes with reading comprehension had not been fully explored.

But now, new reasearch published in the December issue of the journal Neuron suggests that a specific abnormality in the processing of auditory signals accounts for the main symptoms of dyslexia.

Senior study authors are Dr. Anne-Lise Giraud and Frank Ramus of the Ecole Normale Superieure in Paris, France.

According to Giraud, everyone has been in agreement that for a majority of dyslexic children, the main cause is related to a deficit in the processing of speech sounds.  And also well established is that  there are three main symptoms of this deficit:

• difficulty paying attention to individual speech sounds,
• a limited ability to repeat a list of pseudo-words or numbers,
• and a slow performance when asked to name a series of pictures, colors, or numbers as quickly as possible. 

However, the underlying basis of these symptoms had not been elucidated.

Giraud and her colleagues examined whether an abnormality in the early steps of auditory processing in the brain, called “sampling,” is linked with dyslexia.  They focused on the idea that an anomaly in the initial processing of phonemes — the smallest units of sounds that can be used to make a word — might have a direct impact on the processing of speech.

What they found is that typical brain processing of auditory rhythms associated with phonemes was disrupted in the left auditory cortex of dyslexics.  This deficit correlated with measures of speech sound processing.

Further, they found that dyslexics exhibited an enhanced response to high-frequency rhythms that indirectly interfered with verbal memory.

It is possible that this “oversampling” might result in a distortion of the representation of speech sounds.

Girard says

Our results suggest that the left auditory cortex of dyslexic people may be less responsive to modulation at very specific frequencies, which is potentially detrimental to their verbal short-term memory abilities.  Taken together, our data suggest that the auditory cortex of dyslexic individuals is less fine-tuned to the specific needs of speech processing.

Visit the Science Daily article, which is aggregated and has no byline, to locate citations:  http://www.sciencedaily.com/releases/2011/12/111221140340.htm

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

If you are part of a school, library, museum, business, website, or other organization that is doing something truly unique and innovative to help foster a love of reading – or if you know someone who is – 

You might be a perfect candidate for  the National Book Foundation’s Innovations in Reading Prize!

To see a list of past Innovations in Reading Prize winners, and to download the 2012 application, please visit the National Book Award website at http://www.nationalbook.org/innovations_in_reading.html

Here are some reasons to apply:

• It’s free!  There’s no entry fee.
• It’s easy!  Just fill out the application, write a short essay, and solicit one or two reference letters (depending on if you’re self-nominating or nominating someone else) from people familiar with your work.
• You could win money!  Winners receive $2500 each to put toward their programs.
• The National Book Association will  tell the world about you!  They’ll publicise your program via their website , press releases, eNewsletter, and Facebook and Twitter feeds.
• They will fly you to New York City!  As part of the prize, winners receive an all-expenses paid trip to New York to attend a special luncheon at the Ford Foundation, where they will present their work to funders and other people in the field, as well as the National Book Awards Ceremony and Benefit Dinner at Cipriani Wall Street.
• There’s plenty of time!  The postmark deadline for application materials is February 21, 2012.

The foundation wants you to know that this is sponsored by a generous grant from Levenger.

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com

In a state — New Jersey — largely stratified by race and wealth, students in Westfield say they live in a privileged bubble, while Plainfield students are nearly all black and Hispanic, two-thirds being poor enough to qualify for free or reduced lunches.

Winnie Hu, in the NY Times, writes that when the eighth-grade class at Roosevelt Intermediate School in Westfield read Steinbeck’s “Of Mice and Men,” they spoke mostly about the loneliness of a minor white character known as Curley’s wife.

A Plainfield eighth grade class opened to the same chapter but spent most of the hour on the sole black character, Crooks.

The classic 75-year-old novel is about two migrant workers desperately seeking their own land.

These two sets of students are engaged in an unusual literary experiment.  They are collaborating in a study of the book with the  intention of learning lessons ”between the lines” of Steinbeck’s prose.

Today, the day after Martin Luther King’s birthday, 130 of the eighth graders who have been reading Steinbeck side by side and trading questions Wikispaces, Skype and visits to each others’ schools, students are gathering for a final chapter in this project, which hopes to teach them as much about themselves as about Lennie and George.

Matthew Kalafat, Westfield teacher, tells students ”If you become experts in Steinbeck, beautiful, but that’s not my goal.  This is just a tool to get us to understand our world.”

In one Westfield lesson, after students were introduced to the black character Crooks, many were less sympathetic to Curley’s wife after she threatened to lynch Crooks.

Mr. Kalafat asked whether Curley’s wife was being unfairly judged by the migrant workers.  Were the students judging her unfairly?

Westfield and Plainfield are linked by a railroad line but not much more.  In a lesson on November 21, Plainfield students were asked to describe Westfield.  “Snotty,” they said.  “Rich. Clean.  Fantasy.”

Westfield students, asked to describe Plainfield, said “fried chicken; hair salons; ghetto; gangs.” 

 A Plainfield student who had never stepped foot in Westfield said he was struck by the differences between the two school buildings: Roosevelt in Westfield was three floors to the single floor at Plainfield’s  Cedarbrook .  Roosevelt offered more choices in the cafeteria as well. 

He said “I didn’t see any African-Americans there.  I actually haven’t been to a school like that before.”

At that first meeting, over Steinbeck and sandwiches, students found connections.  Winnie Hu, in the article, writes that

They love the same music (hip-hop), though not necessarily the same clothes (Banana Republic in Westfield, Aeropostale in Plainfield).  The strive to have friends and go to good colleges.

“When I went to their school, I thought it was going to be really boring,” said Kennedy Adams, 14, of Plainfield.  “But then they started to actually talk to me, and I understood they were going through the same things I’m going through.

Adams said he’s now linked to 10 Westfield students on Facebook, and he attributes that to “this book.”

Those in Westfield said the project gave them a glimpse into a different world right on their doorstep.  They noted that it taught them more empathy.

As part of the exchange, each student made a “dream board” of goals and aspirations to be shared with the group today. 

One Westfield student dreamed of becoming a fashion designer and living in a big house.  Another wants to go into medicine and make a lot of money. 

Plainfield students wrote about finishing high school.  They want to land college scholarships.

A Westfield student noted that “We were all shooting for the stars, and they just wanted to get out of town.”

Derrick Nelson is the assistant principal at Roosevelt in Westfield.  He grew up in Plainfield, and has taught in that district.  When he moved to Westfield, his former colleagues teased him about sitting in an office, “drinking tea all day.”

Nelson teamed up with a longtime friend and Cedarbrook’s former principal, Frank Assante, to develop the project.

For the entire NY Times article, visit http://www.nytimes.com/2012/01/17/education/studying-steinbeck-new-jersey-students-find-common-ground.html?_r=1&ref=winniehu

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com

An article in the NY Times explains that the American Museum of Natural History will introduce its first Master of Arts in teaching program. 

According to Douglas Quenqua, they are looking for a small group of science majors, no teaching experience needed, to spend 15 months learning to become science teachers.

Tuition is free, thanks to the New York State Board of Regents.  Students will receive $30,000 stipends and health benefits.

President of the museum Ellen V. Futter says “We’re looking for people who want to make a career of teaching and stay in the business, whether they be just out of college or former participants in a volunteer corps or career changers or veterans.”

The program aims to produce 50 new science teachers over two years for the state’s middle and high schools, which are coping with a critical shortage of math and science instructors.

The catch is that graduates must commit to spending four years teaching in a high-needs public school; they may be assigned anywhere in New York State.

At an open house which drew about 90 people, the museum had an opportunity to pitch the program.  They also had to sell the concept of museum-as-classroom.

Question and answer sessions were held in the Astor Turret, a cylindrical, high-ceiling room that overlooks Central Park West.  Then Rosamund Kinzler, director of science education at the museum, led participants through the gem and minerals collection.

“The courses will be graduate-level science courses,” said Kinzler, “but they’ll be taught specifically with an eye toward preparing individuals to teach science in the classroom.”

Students will study and eventually teach planets and their orbits, water and weather, and basic geology.  The physical environment of New York — including Central Park across the street — will also play an important role in the courses.

Andrea Lewis, principal of Murry Bergstraum High School for Business and Careers in Manhattan, is happy about the program. 

She says “I’m looking to find teachers who can bring the exterior world into the classroom, take their kids outside the building, to really learn how to analyze, and hopefully get involved wtih science because of the experience they’ve had.”

For the entire article, visit http://www.nytimes.com/2012/01/16/nyregion/american-museum-of-natural-history-will-groom-school-teachers.html?_r=1&scp=1&sq=Douglas%20Quenqua&st=cse

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards, 614-579-6021 or email aedwardstutor@columbus.rr.com.

REGISTER EARLY for Central Ohio IDA Conference

COBIDA Annual Spring Conference
Friday March 2
OCLC Conference Center, 6600 Kilgour Place, Dublin OH 43017.

(Members $85 until February 20.) Non-members welcome. Information and registration at http://www.cobida.org/.

PARENT TRACK: Expert Panel on Advocacy Matters: Learning How to Become Your Child’s Strongest Advocate.

PROFESSIONAL TRACK: Writing Matters: Developing Writing Skills in Students Who Struggle. William Van Cleve MA

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021 or email aedwardstutor@columbus.rr.com

Marburn Academy is holding its Annual Winter Open House on Sunday, January 29, 2012, from 1:00 to 4:00.

The students, parents and faculty invite you and your family to see firsthand the instructional methods that have made the difference for thousands of bright students who learn differently.

Reservations required: 614-433-0822 or email bdavidson@marburnacademy.org.

Marburn Academy is a nationally recognized leader in education for children with learning differences.  Their Annual Winter Open House is designed to provide parents with a sample of the wide range of classroom experiences and activities that result in learning success for children who learn differently.  Come and see exactly how Marburn does it!

Visit www.marburnacademy.org.   Marburn is located at 1860 Walden Drive, Columbus OH 43229.

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021  or email aedwardstutor@columbus.rr.com.

From eNotes, study tips. 

Read the syllabus!  Knowing when assignments are due is the primary reason you want to refer to your syllabus early and often.  But there are other reasons as well.

• Attendance: Attendance policies can vary widely, especially in college courses.  But most professors will assess penalties for missed classes.  Make sure you know how many classes — if any — you can miss before your grade is affected.
• Late Work: Accepting late work is typically at the discretion of your teacher.  Some won’t accept late work, period.  Others may have substantial penalties associated with accepting late assignments.  Be sure you know where each instructor stands.
• Extra Credit:  Again — each instructor is different.  Some teachers offer modest “extra credit” points.  Some may increase your grade a great deal for putting in extra effort.  Others may not offer extra credit at all.
• Contacting Your Instructor: Most professors and teachers will list their office phone numbers (and even sometimes a personal number) as well as their email address.  Most will also tell you their preferred method of contact.  Use the method they prefer first.

About this resource:   eNotes is a web site for students and teachers, with resources and study guides, teachers who will answer questions and lots more.  There is even a Facebook app.  Subscribe for a short period, or for a year.  Check it out.

http://www.enotes.com

Orton-gillingham tutoring in Columbus OH:  Adrienne Edwards 614-579-6021  or email aedwardstutor@columbus.rr.com

From IDA, the “Spelling Fact Sheet,”which was prepared by IDA with the help of Louisa Cook Moats, Ed.D.   Following are some of the points in the paper. 

How common are spelling difficulties?

Spelling is difficult for many people, but there is much less research on spelling than on reading to tell us how many people spell poorly (or believe they spell poorly).  

We know less about spelling competence in the general population than we know about reading achievement.  Why? – because there is no national test for spelling.  In addition, many states do not test students’ spelling skills.

But almost all dyslexic people struggle with spelling and face serious obstacles in learning to cope with spelling problems.  Many individuals with dyslexia eventually learn to read fairly well, but spelling (and handwriting) difficulties can persist as long as one lives.

And so instruction, accommodations, task modifications and understanding may be required from those who teach or work with these students.

What causes spelling problems?

A mistaken (but common) belief is that poor visual memory for the sequences of letters is at the root of the problem.  But recent research shows that general visual memory plays a minor role in learning to spell.

Spelling problems, just like reading problems, originate in language learning weaknesses.  We all know people with excellent visual memory for pictures, color schemes, design elements, mechanical drawings, who cannot seem to spell.  The kind of visual memory necessary for spelling is closely “wired in” to the language processing networks in the brain.

A poor speller has trouble remembering letters in words.  That is because he or she can’t notice — then remember — then recall — the features of language that those letters represent.

Such students have weaknesses in the underlying language skills that can perceive individual sounds in words.  Often you can hear that in their cluttered or garbled oral speech.  Those misapprehensions will show up in their written productions.  We spell what we hear.

Spelling ability, like other aspects of dyslexia, is influenced by inherited traits.  While some of us are born to be better spellers,   those who aren’t can be helped by good instruction and accommodations.

Diagnosis of spelling problems

Simple tests of phoneme awareness and letter naming can predict later spelling problems (reading problems as well).  The earlier these tests are administered, the better.  

When students struggle to remember spelling words a standardized spelling test should be given.  This type of test will identify which sounds, syllable patterns or meaningful word parts the student does not understand or remember.  A spelling diagnostic test (developmental spelling inventory) will tell a teacher exactly which consonant, vowel, syllable and word spelling the student needs to learn.

In addition, students should be tested on their knowledge of the most commonly used and written words. 

How do children learn to spell?

Children gradually develop insight into how words are represented by letters as they progress through preschool, kindergarten, and first grade.  The process moves most quickly and successfully if instruction in sounds and letters is systematic, explicit, and structured.  Multisensory instruction (tracing letters, manipulating letter tiles) is necessary as well.

Children should learn that words are made up of separate speech sounds, and gradually be taught  how certain patterns work.  They will then notice recurring sequences of letters that form syllables, word endings, word roots, prefixes and suffixes.

Memories for whole words are formed much more quickly when children have a sense of language structure, and are given enough practice writing the words.

Is our English spelling system predictable?

The spelling system of our language is not crazy or unpredictable.  We can teach it as a system that makes sense. 

• Nearly 50 percent of English words are predictable based on sound/letter correspondence alone.  Think of the words “slab,” “pitch,” and “boy.”
• An additional 37 percent of our words are almost predictable except for one of its sounds:  think of “knit,” or “boat.”
• A third type of information informs students about word origin (French, Latin, Greek, Old English). Information about word meaning. can also offer a clue to the spelling of a word.
• In fact, only four percent of English words are truly irregular and may have to be learned through whole word memorization.  (We use a method of tracing and saying letters in order to cement them in long-term memory.)

So it is possible to approach spelling instruction with confidence that the system by and large makes sense.  You can reassure your students that won’t be guessing blindly any more; they will be learning to make correct spelling predictions.

Implications for teaching

Spelling instruction that explores word structure, origin and meaning is the most effective, even for dyslexic students with word recall problems.

Students who have learned the connections between word sounds and letters,  who have become acquainted with recurring letter patterns in English syllables, and who understand meaningful word parts such as prefixes, final syllables and suffixes, can gain proficiency in remembering whole words.

Classroom spelling programs should be organized to teach a progression of regular spelling patterns.  Note that after first grade, spelling instruction should follow and complement decoding instruction for reading.  Children should be able to read the words in their spelling lesson  (most learners can read many more words than they can spell).

Understanding correspondences between sounds and letters comes first.  Before spelling a word, a student should be able to orally take the sounds of the word apart.  Do one syllable at a time if it’s a multi-syllable word.  After recalling the letters that spell the sounds in each syllable, the student can recall the letters that spell those sounds.

Students should learn the patterns of the English language’s six basic syllable types, since those patterns represent vowel sounds in predictable ways.

Finally, students should be taught a few basic rules for adding endings to words, such as when letters should be doubled, when y is changed to i, and when to drop silent e.

Practice a few (only a few) irregular words — sight words — every lesson.  These are words that don’t “play fair,” such as come, they, their, who.    This can be done by tracing and saying the letters, building the words with letter tiles, copying and writing in sentences.  As such words are learned, help the student to build fluency by offering word and sentence dictation.  Have students keep a list of their own particular “spelling demons” to help them with future proofreading.

Note: it’s important that students learn words for writing and not just for spelling tests.  Transfer words into everyday writing.  Also teach a proofreading procedure that checks one element at a time: capitalization, organization, punctuation, spelling.

Be aware that computer spell-checkers are not helpful unless the student has already achieved basic spelling skill (about a fifth-grade level) and unless the student receives other proofreading help.  Spell-checkers don’t identify all errors.

Accommodations and task modifications

Dyslexic students should be offered these accommodations and modifications:

• written work can be graded primarily on content
• correct spellings can be written over the incorrect one; limit rewrites to a reasonable amount
• provide proofreading assistance
• encourage students to dictate their thoughts before writing; give them spellings of key content words to use
• allow students in intermediate grades and higher to type exams and papers (or to use a voice-translation device)
• encourage students to hand in early drafts of research papers and essays, to allow for revision before grading.

This information was taken from a”Just the Facts” sheet on SPELLING from the International Dyslexia Association. As mentioned above, this one was prepared with the assistance of Louisa Cook Moats, Ed.D.   It was included in the latest newsletter.  For more Fact Sheets, on a wide-ranging array of issues, visit the IDA website at http://www.interdys.org.

Orton-Gillingham tutoring in Columbus OH:  Adrienne Edwards  614-579-6021 or email aedwardstutor@columbus.rr.com