Concerning Special Education
From Emotions to Advocacy
by Peter Wright, Esq.
Published by Harbor House Law Press, www.fetaweb.comFrom Emotions to Advocacy
by Peter Wright, Esq.
Friday, August 3, 2007
A Motivational Book on Dyslexia
The Teacher Who Couldn’t Read
by John Corcoran
Published by Focus on the Family, available through Amazon.com
Thursday, August 2, 2007
Jenny's Musings August 2, 2007
Today we learned about the dyslexic brain. It was absolutely fascinating! It was another LOOOOOONNNNNNGGGGG day but well worth it. Along with learning about the dyslexic brain, we also spend time reviewing the rest of the test results of the child tested on site, talked about how to tutor after testing, went over the Barton System and LIPS program (see information below), and learned how much money we would need to spend to get started! At the end of the day, I have mixed feelings. My whole body aches with exhaustion. I am a little overwhelmed trying to store all of the information given in 8 hours, but also each day I am filled with so much hope, enthusiasm, and excitement knowing that I can make a difference and that people with dyslexia can overcome their struggles.
Males, no matter the age, read using the same part of the brain. There are 3 parts of the brain involved in reading. Male brains take information back to the left occipital lobe. They process visual information in the back of brain (process what your eyes take in). Then that information goes to two other front parts of the brain, one after the other.
The Lindamood Phoneme Sequencing (LiPS) program was developed by Patricia Lindamood, a speech and language pathologist and co-founder of Lindamood-Bell Learning Processes.
The LiPS program develops phonemic awareness by teaching students to utilize oral-motor movements to attach to sounds that phonemes make within words. Students are also required to manipulate sounds within words. This program is considered a multisensory reading program.
People with dyslexia have a symmetrical brain.
The Right Hemisphere is 10% bigger than the average brain. We think that that attests to their confusion as well as their giftedness.
Layer 1 is the outside layer.
Layer 2 is right under.
Layers 3, 4, 5, and 6 are located layering toward the center of the brain.
Right below those ectopias is the language processing area of the brain. This includes expressive and receptive language.
Connected to the sylvian fissure are Broca’s area and Wernicke’s area
Broca's area is the section of the human brain that is involved in language processing, speech production and comprehension. It is located in the opercular and triangular sections of the inferior frontal gyrus of the frontal lobe of the cortex. Broca's and Wernicke's areas are found unilaterally in the brain. Broca's area is named after the 19th century physician Paul Broca.
It comprises Brodmann area 44,[1] and some authorities also include Brodmann area 45[2][3][4]); Broca's Area is connected to Wernicke's area by a neural pathway called the arcuate fasciculus. The corresponding area in macaque monkeys is responsible for high-level control over orofacial actions.[5]
Wernicke's area is a part of the human brain that forms part of the cortex, on the left posterior section of the superior temporal gyrus, encircling the auditory cortex, on the Sylvian fissure (part of the brain where the temporal lobe and parietal lobe meet). It can also be described as the posterior part of Brodmann area 22 and is usually located in the left hemisphere, as that is where the specialized language skill areas can be found for the majority of people.
Wernicke's area is named after Karl Wernicke, a German neurologist and psychiatrist who, in 1874, discovered that damage to this area could cause a type of aphasia that is now called Wernicke's aphasia or receptive aphasia.
This condition results in an impairment of language comprehension and in speech that has a natural-sounding rhythm and a relatively normal syntax, but otherwise has no recognisable meaning (a condition sometimes called fluent or jargon aphasia).
Wernicke's work initiated the study of this brain area and its role in language. It is particularly known to be involved in the understanding and comprehension of spoken language.
It is connected to Broca's area by a neural pathway called the arcuate fasciculus. It also has connections to the primary auditory cortex, evidence for its role in the comprehension of the spoken word.
If the nerve endings on the outside are so different, what about on the inside? Nerve pathways on the inside are not quite as organized or structured as a normal brain. They weren’t even the same from one dyslexic brain to the other
FMRI
Functional Magnetic Residence Imaging
Allows researcher to go inside the alive brain and use software to see what parts of your brain are functioning.
Brains do function differently when reading. There is difference in brain function when reading between men and women in a normal brain.
Male good readerMales, no matter the age, read using the same part of the brain. There are 3 parts of the brain involved in reading. Male brains take information back to the left occipital lobe. They process visual information in the back of brain (process what your eyes take in). Then that information goes to two other front parts of the brain, one after the other.
They take information back to both occipital lobes, then sends the information to the other two parts at the same time.
Losing the ability to read due to a stroke.
Older women who have a stroke hardly ever lose the ability to read because they take the info back to two parts.
Never take information back to the occipital lobe
Take information to the forward part of the brain
People with dyslexia have a unique pattern
www.interdys.org
3 Genes Responsible for Dyslexia
Dyslexia could be considered a triple deficit.
We have 23 chromosomes.
Phonemic Awareness
It makes you very sensitive to small sounds in our language.
It is considered the genetic marker of dyslexia.
Controls rapid naming
Visual memory for words
Dyslexia is a highly inheritable condition.
The biggest factor is if dyslexia is in the family tree. There are 50/50 odds of having it for every child born into that family tree.
Researchers say that dyslexia does not skip generations.
If you discover dyslexia in a child, you should check the parents. The severity of it can be different. If both parents have it, then the odds are 100%.
Researchers say that if you are in a family with dyslexia but don’t have it yourself, you will not pass it on to your child through your genes.
What is the connection between ear infections and dyslexia?
Who paid for the research? The research is not trustworthy if the person with interest for the research paid anything at all for the research. It has to be independent or it is not trustworthy.
2. Scientific
There has to be some comparison groups.
Control group vs. current research based best practiced vs. new program
Needs to be large enough that it can represent the general population.
Must be replicated several times. Other researchers got the same results.
In Peer-Reviewed Journal
Barton system has all of the above but this one.
Very few people have this because it takes a very long time to gain.
- Slingerland
- Alphabetic Phonics
- Project Read
- Language! (not quite as good as it used to be)
- Barton Reading & Spelling System
- Phonemic Awareness
- Consonants, Short Vowels, Digraphs
- Closed & Unit Syllables
- Syllable Division & Vowel Teams
- Prefixes & Suffixes
- Six Reasons for Silent-E
- Vowel-R Syllables
- Advanced Vowel Teams
- Influence of Foreign Languages (could be held until high school)
- Latin Roots & Greek Words (could be held until high school)
- Hooked on Phonics
- Reading Recovery
- Read Naturally
- Accelerated Reader
- Vision Therapy or colored overlays
- Brain Gym or other exercises
- Sylvan, Score or
- Fast Forward
- Ron Davis – Gift of Dyslexia
- Special diets or medicine
Jenny's Musings August 2, 2007
Helpful Information About Dyslexia
Bright Solutions Website
By Susan Barton
International Dyslexia Association
Jenny's Musings August 2, 2007
If you are interested, this is a great book to explain dyslexia and offers valuable information. You can purchase it from amazon.com
by Sally Md Shaywitz (Author)
Dr. Sally Shaywitz offers new facts — and new hope — about how every young child can become a better reader.
- When young children get prompt, intensive help, they can master reading.
- Kids with reading problems need to practice often; the brain learns from practice.
- If your child is struggling, encourage him to do something he is good at, such as soccer or art.
When a child struggles with reading, life can be hard: The ability, or inability, to read directly affects every aspect of her life, including her self-esteem. Unfortunately, almost 40 percent of 4th grade students in the
However, we now know that reading problems can be identified in early childhood and, with the appropriate support, there is a good chance struggling readers will go on to become good readers. A groundbreaking study by researchers at Yale University School of Medicine revealed that when children are taught solid decoding skills (connecting sounds with letters) early on, and get prompt, intensive help in learning spelling, vocabulary and comprehension skills, they can indeed master necessary reading skills. In fact, researchers discovered — through comparing brain scans of struggling readers with those who received intense help — that the intervention helped "turn on" and stimulate the brain's reading systems.
To find out what it really means to have dyslexia and what you can do to help your child build stronger literacy skills, the editors at Scholastic's Parent & Child turned to Sally Shaywitz, M.D., a co-author of the Yale study and the author of the widely acclaimed book Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. "Teaching matters," says Shaywitz. "You can change a child's brain when it comes to reading."
Parent & Child: What is the leading reading problem among young children?
Dr. Shaywitz: Dyslexia. People think it's a rare problem, but it's not. It's simply not true that reading comes naturally and easily to everyone. In fact, many boys and girls — including very bright ones — have a hard time learning to read. This problem is called dyslexia.
P&C: What challenges does a child with dyslexia face?
Dr. Shaywitz: For beginning readers, dyslexia involves an inability to notice and manipulate the sounds in spoken words. This deficit affects reading accuracy, and later, reading rate and spelling. Once a child develops an awareness of the sounds of spoken words, he can then link the letters to these sounds and go on to sound out new words. That's the key to breaking the reading code — and we have to help children who struggle to do it.
Very often, children who are dyslexic also have terrible handwriting. Their mouths have trouble forming sounds and their hands have trouble forming letters.
P&C: Do dyslexic children also see letters and words backward?
Dr. Shaywitz: No, that's a myth. And it's also a myth that dyslexia will be outgrown, that it's just a lag in a child's reading skills. Dyslexia is not outgrown; this means that children need to get help as soon as a problem is noticed.
P&C: What are the signs that might signal a young child is struggling?
Dr. Shaywitz: Children around age 3 and older may have trouble enjoying or learning common nursery rhymes, like Jack and Jill, or recognizing that in the "Cat in the Hat" rhyme, the common link is "at." A little later, they may have trouble recognizing the names or sounds of letters in the alphabet. I'm not talking about singing the ABC song, but about identifying a letter and knowing its name and then its sound. They may be unable to read or write their own names.
The good news is that this is a time of great hope. Until now, we didn't know why children were slow readers. Now we know, and we can help. We know we can prevent a child from developing a reading problem in the first place — or solve the problem early by helping at the first sign of a struggle.
P&C: You recommend "intensive intervention" to help. What exactly do you mean?
Dr. Shaywitz: A reading problem is very serious. Kids with reading problems need reading programs that are scientifically proven to work; they also need to have intensive intervention — not just 15 minutes or a half-hour a week. They need to practice often; the brain learns from practice. If we want a child to be a good baseball player, we say, "Go out there and throw that ball."
P&C: What kind of support can a parent provide?
Dr. Shaywitz:
From the time a child starts talking, you can help him break words into syllables. You can teach him to clap the number of sounds in his name, or the syllables in each day of the week. The idea is to pull apart spoken words.
If your child is struggling, it's equally important to encourage him to do something he loves and is good at, whether it's playing soccer or painting. Even though it takes a lot of time to help children learn to read, there has to be time for fun too.
P&C: What should a parent do if she thinks her child has a reading problem?
Dr. Shaywitz: The first step is to see your child's pediatrician, who can make a referral for further evaluation. For young children, the best expert is usually a speech and language pathologist.
P&C: In your book, you write about the special strengths of children with dyslexia. Please explain.
Dr. Shaywitz: A lot of successful people are dyslexic, including the author John Irving, the playwright Wendy Wasserstein, the financial expert Charles Schwab, and the noted heart surgeon, Delos Cosgrove, M.D. My husband [Dr. Bennett Shaywitz, M.D.] and I have developed a model: A dyslexic child has a weakness in decoding surrounded by a "sea of strengths." These higher-level strengths apply to comprehension, knowledge, problem-solving, and more. Children who struggle with dyslexia often see the big picture when others don't, and they often excel in life.
************************************************************************
Interview from http://www.schwablearning.org/articles.aspx?r=718
A Conversation with Sally Shaywitz, M.D., author of Overcoming Dyslexia
“Today … the future for each dyslexic child and adult should be filled with hope.”
A: Dyslexia refers to a difficulty in learning to read in a person who has good intelligence, strong motivation, and who has received appropriate teaching. Logic says such a child or adult should have learned to read and yet he or she has not. And so dyslexia represents a paradox, particularly in our society where reading ability is often taken as a proxy for intelligence and it is assumed that if you are a good reader you are also highly intelligent and if you struggle to read you must not be so smart. Dyslexia violates that assumption because people who are dyslexic are both highly intelligent and struggle to read. It is exciting that scientists now understand exactly why otherwise smart children and adults can have trouble reading and know how to help them. There are now highly effective methods for diagnosing and treating children and adults with dyslexia at all levels and all ages.
A: Perhaps the most common myth about dyslexia is that people who are dyslexic see words backward (“dog” as “god” or “was” as “saw”). This assumption is wrong. Another myth is that children outgrow reading problems. They don’t. This means that it is imperative that dyslexia be detected early and treated seriously. A third myth is that dyslexia affects only (or mostly) boys. In a study published in 1990 in the Journal of the American Medical Association, we demonstrated that dyslexia affects comparable numbers of boys and girls. A fourth myth holds that people who struggle to read are not very smart. On the contrary, some of the very brightest boys and girls struggle to read. Dyslexia occurs at all levels of intelligence, average, above average, and highly gifted. The writer John Irving and the financier Charles Schwab are both dyslexic and I have included their stories in Overcoming Dyslexia not only because they dispel myths about dyslexia but also because they provide wonderful examples of how boys and girls who struggle can become highly successful men and women. A fifth myth is that dyslexia only occurs in languages that use the alphabet and so it does not occur in countries like China and Japan whose languages are logographic (based on characters or pictures). Studies have shown that reading problems are as prevalent in these countries as they are in the United States and that struggling readers in
A: Today, most children who struggle to read are not recognized until third grade, though some are identified earlier. Many more go undetected until much later. Some are not identified until they are adults. Scientists have discovered that almost all cases of dyslexia reflect a problem in getting to the basic sounds of words. Children who are dyslexic are unable to attend to the individual sounds (called phonemes) making up all words. For example, the word “bat” has three phonemes — b - aaaa - t. It is important for children to be able to detect the individual sounds making up a spoken word because that is how they go about solving the reading puzzle.
In Overcoming Dyslexia I review, step-by-step, how children learn to read and which signs tell a parent that a child is not on track for becoming a reader. The earliest clues can come from listening to a child’s spoken language; a mild delay in learning to talk or a difficulty learning words that rhyme are often very early indicators of a possible reading problem. A little later, difficulty learning the names of the letters of the alphabet and then the sounds of the letters may be signs of an imminent reading difficulty. But once these vulnerabilities are identified there are now scientifically proven early reading programs that bring a child up to speed and allow her to catch up to and keep pace with her classmates.
A: A knowledgeable and proactive parent is often the critical factor responsible for transforming an unhappy struggling reader into a happy, proficient one. A parent plays a determining role in ensuring that her child: 1.) is accurately and promptly diagnosed; 2.) is provided reading programs that are scientifically proven to work; and 3.) develops a lasting positive sense of himself. The critical factor is the child’s sense he can succeed. I believe it is essential to find the time to develop and nurture a child’s strengths — in athletics, drama, whatever — to view himself as a competent individual.
A: Research studies have shown that delaying kindergarten entry for a year does not help a child scholastically or emotionally. The idea of a “maturation lag” is not supported by science. To the contrary, research has shown that if a child seems to be behind, it is critical that he receive help as soon as possible.
A: The hallmark of dyslexia is an unexpected reading difficulty in a child who seems to have all the equipment (intelligence, verbal skills, motivation) necessary to become a reader. In such children we expect to see difficulties getting to the sounds of words, and at the same time, strengths in other areas of language such as the ability to understand what she hears (as opposed to what she reads). The diagnosis of dyslexia is made mostly by the history as well as by observing the child read and analyzing his performance on tests of reading and language. Older children and adults who are dyslexic demonstrate a lack of fluency, that is they read slowly and with great effort. This is in contrast to others, who with the same degree of education, read not only accurately but quickly and effortlessly. And so, slow reading, requiring extra time on tests, and finding reading extremely tiring are the hallmarks of dyslexia in a bright young adult. It is exceedingly rare that an emotional problem is responsible for a reading difficulty; more likely, unidentified and untreated dyslexia gives rise to frustration and anxiety.
A: I conceptualize dyslexia as a weakness (in getting to the sounds of language) surrounded by a sea of strengths (conceptualizing, thinking out of the box, seeing the big picture). Dyslexics think in new and original ways. As I explain in Overcoming Dyslexia, revolutionary brain imaging technology shows dyslexics use different pathways; for reading, this presents a problem; for thinking creatively, I believe, this presents an extraordinary opportunity. Some of our greatest and most talented writers are also dyslexic (John Irving, Wendy Wasserstein, Stephen J. Cannell, John Grisham, Richard Ford). In Overcoming Dyslexia, you will read about Nobel Laureates and some of our most creative scientists and physicians who are also dyslexic.
A: These all had two things in common: first, few would have predicted their ultimate success; second, in each instance there was someone — a parent, a teacher, a coach — who truly believed in him and who helped him to develop a passionate interest in an area in which he could find success. For writer John Irving, it was his wrestling coach; for playwright Wendy Wasserstein and novelist Stephen J. Cannell, it was a college professor who saw beyond the spelling errors and slow reading to recognize and to encourage true talent. In Chapter 22, “Protecting and Nourishing Your Child’s Soul,” I provide specific steps that a parent can take to ensure that her child’s self-image is protected.
A: I devote an entire chapter to accommodations because they are frequently misunderstood and yet are essential if a child is to be judged by his strengths and not his weakness. Timed, multiple choice standardized tests represent a major barrier to the pathway to success for highly qualified, hard-working students who are dyslexic. After reading the accommodations chapter in Overcoming Dyslexia, including what new brain imaging studies reveal about the dyslexic’s absolute physiologic need for extra time, there will no longer be any doubt about the critical need for such accommodations for young men and women who are dyslexic. As I write in the book, the dyslexic’s need for extra time is as fundamental as is the diabetic’s need for insulin.
A: Today, in 2003, the future for each dyslexic child and adult should be filled with hope. I am exhilarated by the extraordinary progress scientists have made in understanding dyslexia. I want people to know that it is possible to identify dyslexia early and accurately, to diagnose dyslexia precisely in older students and adults, to provide highly effective treatments that lead to skilled reading. Today, we know more about dyslexia than about most other problems in medicine — we have to get that news out.
My purpose in writing Overcoming Dyslexia is to ensure that each and every parent and child and affected adult and teacher knows and understands dyslexia, and feels empowered and confident enough to be able to take the necessary steps to success. I want to offer dyslexic children and their families and their teachers hope, to tell each and every one that success is within their grasp and how to attain that success. I want each dyslexic child’s life to be defined by his strengths and not by his weakness in reading. Yes, dyslexia can be overcome.
This feature appears courtesy of Alfred A Knopf, publisher of Overcoming Dyslexia. Overcoming Dyslexia is available in bookstores nationwide. Posted on 07/28/2003
Sally Shaywitz, M.D., is a neuroscientist, a professor of pediatrics at Yale, and codirector of the
Jenny's Musings August 2, 2007
I came across this information on Susan Barton's website and thought it might be interesting to read. Be encouraged! Enjoy!
http://www.dys-add.com/
Famous Dyslexics:
What They Remember about School
http://www.dys-add.com/backiss.html#famous (Bright Solutions Website)
I hated school . . . . One of the reasons was a learning disability, dyslexia, which no one understood at the time. I still can't spell . . .
--Loretta Young
I was one of the 'puzzle children' myself -- a dyslexic . . . And I still have a hard time reading today. Accept the fact that you have a problem. Refuse to feel sorry for yourself. You have a challenge; never quit!
--Nelson Rockefeller
I never read in school. I got really bad grades--D's and F's and C's in some classes, and A's and B's in other classes. In the second week of the 11th grade, I just quit. When I was in school, it was really difficult. Almost everything I learned, I had to learn by listening. My report cards always said that I was not living up to my potential.
--
When I had dyslexia, they didn't diagnose it as that. It was frustrating and embarrassing. I could tell you a lot of horror stories about what you feel like on the inside.
--Nolan Ryan
Having made a strenuous effort to understand the symbols he could make nothing of, he wept giant tears . . .
--Caroline Commanville, on her uncle, Gustave Flaubert
I was, on the whole, considerably discouraged by my school days. It was not pleasant to feel oneself so completely outclassed and left behind at the beginning of the race.
--Winston Churchill
He told me that his teachers reported that . . . he was mentally slow, unsociable, and adrift forever in his foolish dreams.
--Hans Albert Einstein, on his father, Albert Einstein
I, myself, was always recognized . . . as the "slow one" in the family. It was quite true, and I knew it and accepted it. Writing and spelling were always terribly difficult for me. My letters were without originality. I was . . . an extraordinarily bad speller and have remained so until this day.
--Agatha Christie
My teachers say I'm addled . . . my father thought I was stupid, and I almost decided I must be a dunce.
--Thomas Edison
My father was an angry and impatient teacher and flung the reading book at my head.
--W.B. Yeats
Willie was sent to lessons in spelling and grammar, but he never learned to spell. To the end of his life he produced highly idiosyncratic versions of words.
--Biographer A. Norman Jeffares on William
I grew up in a school system . . . where nobody understood the meaning of learning disorder. In the
--Harry Belafonte
Since I was the stupidest kid in my class, it never occurred to me to try and be perfect, so I've always been happy as a writer just to entertain myself. That's an easier place to start.
--Stephen J. Cannell, screenwriter, producer, & director
I had to train myself to focus my attention. I became very visual and learned how to create mental images in order to comprehend what I read."
--Tom Cruise
You should prefer a good scientist without literary abilities than a literate one without scientific skills.
--Leonardo da Vinci
Kids made fun of me because I was dark skinned, had a wide nose, and was dyslexic. Even as an actor, it took me a long time to realize why words and letters got jumbled in my mind and came out differently.
--Danny Glover, actor
I barely made it through school. I read real slow. But I like to find things that nobody else has found, like a dinosaur egg that has an embryo inside. Well, there are 36 of them in the world, and I found 35.
--Dr. John R. Horner, American paleontologist
I am, myself, a very poor visualizer and find that I can seldom call to mind even a single letter of the alphabet in purely retinal terms. I must trace the letter by running my mental eye over its contour in order that the image of it shall leave any distinctness at all.
--William James, psychologist and philosopher
I just barely got through school. The problem was a learning disability, at a time when there was nowhere to get help.
--Bruce Jenner, Olympic gold medalist
The looks, the stares, the giggles . . . I wanted to show everybody that I could do better and also that I could read.
--Magic Johnson
Young George . . . although he was bright and intelligent and bursting with energy, he was unable to read and write. Patton's wife corrected his spelling, his punctuation, and his grammar.
--Biographer Martin Blumenson on General George Patton
I couldn't read. I just scraped by. My solution back then was to read classic comic books because I could figure them out from the context of the pictures. Now I listen to books on tape.
--Charles Schwabb
My problem was reading very slowly. My parents said "Take as long as you need. As long as you're going to read, just keep at it." We didn't know about learning disabilities back then.
--Roger Wilkins, Head of the Pulitzer Prize Board
As a child, I was called stupid and lazy. On the SAT I got 159 out of 800 in math. My parents had no idea that I had a learning disability.
--Henry Winkler
The following people had either dyslexia, ADHD, or both. These people succeeded BECAUSE of their dyslexic gifts, not despite their dyslexia.
The starting list was created by the Kitty Petty Institute, but it has been added to for years.
http://www.dys-add.com/symptoms.html#famous (Bright Solutions Website)
Actors or Entertainment Industry Figures:
Henry Winkler (The Fonz)
Tom Cruise
Whoopi Goldberg
Danny Glover
Harry Anderson
Daniel Stern
Bill Cosby's brother and son
Steven Spielberg
Zsa Zsa Gabor
Dustin Hoffman
Steve McQueen
Jack Nicholson
Tom Smothers
Suzanne Somers
Sylvester Stallone
Robin Williams
Lindsay Wagner
George C. Scott
George Burns
Anthony Hopkins
Bob Jimenez (TV anchorman)
Tracey Gold
Steven J. Cannell
Jay Leno
Woody Harrelson
Jamie Oliver, "The Naked Chef"
Brian Grazer, producer of "A Beautiful Mind"
Edward James Olmos
Tracey Gold, "Growing Pains"
Walt Disney
Quentin Tarantino
Lara Flynn Boyle
Keira Knightley
Dom Delouise
Dave Foley
Bruce McCulloch
Patrick Dempsey
Orlando Bloom
Sports:
Magic Johnson
Greg Louganis (Olympic diver)
Bruce Jenner
Jackie Stewart, inducted into the Grand Prix Hall of Fame
Dexter Manley, former NFL player
Carl Lewis
Pete Rose
Nolan Ryan
Billy Blanks, Captain of 1980 U.S. Olympic Karate Team, Creator of Tae-Bo
Terry Bradshaw
Rulon Gardner, Gold Medal Winner in Greco-Roman wrestling, 2000 Summer Olympics
Adam Heidt, Luge competitor
Jim Shea, Jr., Gold Medal Winner in Skeleton, 2002 Winter Olympics
Stan Wattles, Indy race car driver
Mohammad Ali, boxer
Ellie Hawkins, rock climber
Eric Wynalda, professional soccer player
Neil Smith, NFL
Don Coryell, San Diego football coach (NFL & NCAA)
Duncan Goodhew, Swimmer
Bob Anderson, coach of Olympic wrestling team
Politicians:
Winston Churchill
Benjamin Franklin
Woodrow Wilson
Nelson Rockefeller
Thomas Kean, governor of New Jersey
Gaston Caperton, governor of West Virginia
Frank Dunkle, director of the U.S. Fish and Wildlife Service
John F. Kennedy
Robert Kennedy
Luci Baines Johnson Nugent
Congresswoman Carolyn McCarthy
James Carville, Political Analyst
Peter Leonard, member, State House of Representatives, New Hampshire
Julius Caesar
Andrew Jackson
Franklin D. Roosevelt
Anwar Sadat
Gavin Newsom, mayor of San Francisco
John Hickenlooper, mayor of Denver
Military:
General George Patton
Dwight D. Eisenhower
General Westmoreland
Napoleon Bonaparte
Artists:
Rodin
Leonardo da Vinci
Gustave Flaubert
Robert Rauschenberg
Chuck Close, artist (photorealist portraits)
Margaret Whittington
Allison Merriweather
Scott Adams (creator of Dilbert comic strip)
Charles Schulz (creator of Peanuts comic strip)
Ansel Adams
Fredrick Law Olmsted, Landscape Engineer: designed Central Park in New York City and Chicago's Grant Park
Robert "Bob" Fowler, Sculptor & jewelry maker
Robert Toth
Mark Wilkinson, kitchen & furniture designer
Martha Sturdy, Designer
P. Buckley Moss
Michelangelo
Pablo Picasso
Vincent Van Gogh
Musicians:
Harry Belafonte
Cher
Beethoven
John Lennon
Mozart
Aimee Osbourne (Ozzie's eldest)
Jewel
Science & Medicine:
Thomas Edison
Michael Faraday
James Clerk Maxwell
Nicolai Tesla
Albert Einstein
Alexander Graham Bell
The Wright Brothers
Benjamin Franklin
Henry Ford
Galileo
Steven Hawkings
Louis Pasteur
Tom Francis (AIDS researcher)
Jack Horner (paleontologist)
Baruj Benacerraf, MD (winner of the Nobel prize in Physiology)
Charles "Pete" Conrad (astronaut)
Dr. Fred Epstein, Brain Surgeon
Dr. Edward Hollowell (ADD Specialist)
Dr. Larry Silvers (ADD Specialist)
Paul MacCready, "Engineer of the Century", invented "Gossamer Condor"
Dr. Harvey Cushing, Father of Modern Brain Surgery
Charles Darwin
William Spicer
Dr. Delphos Cogrove, CEO of the Cleveland Clinic Foundation
William Butler Yeats
Agatha Christie
F. Scott Fitzgerald
Hans Christian Anderson
Richard Cohen, syndicated columnist for the Washington Post
Marc Flanagan, TV writer and producer
Elizabeth D. Squire
Edgar Allen Poe
Thomas Thoreau
Jules Verne
John Irving
Elizabeth Daniels Squire
Robert Scheer
Fanny Flagg, wrote "Fried Green Tomatoes"
Richard Ford, wrote "Independence Day"
Patricia Polacco, Author and Illustrator of children's books
Norla Chee, Native American Poet
Victor Villasenor, Mexican-American Writer
Debbie Macomber, Novelist
John Schumacher, Cookbook Author and Chef
Mark Twain
John Grisham
Entrepreneurs & Business Leaders:
Charles Schwab
Bill Hewlett, co-founder of HP
Richard C. Strauss, real-estate financier
Mark Torrance, CEO, Musak Corporation
Malcolm Goodridge III, senior vice president, American Express
William Doyle, chairman, William Doyle Auction Galleries of New York
Paul J. Orfalea, founder and chairman, Kinko's copy shops
G. Chris Anderson, vice-chairman of PaineWebber
Weyerhauser family
William Wrigley, Jr.
Russell Varian
Craig McCaw (McCaw Cellular)
Fred Friendly (former CBS News president)
David Murdock, CEO, Dole Foods
John Chambers, CEO, Cisco Systems
Richard Branson, Founder, Virgin Corporation (Airline, Records)
Diane Swonk, Bank One
Tommy Hilfiger, Fashion Designer
Donald Winkler, CEO of Ford Motor Credit
Horst Rechelbacher, Founder of Aveda Corporation
Other:
Ann Bancroft, arctic explorer
Roger W. Wilkins, scholar and head of the Pulitzer Prize Board
Hugh Newell Jacobsen, famous architect, winner of 90 different awards for design, including 20 Architectural Record Awards for the best house design of the year.
Son of former U.S. President, George H.W. Bush
Prince Charles
Erin Brockovich, Enviromental Activist
Dexter Scott King, son of Dr. Martin Luther King, Jr. & President & CEO of The King Center in Atlanta, GA
Peter W.D. Wright, Special Education Attorney
Jenny's Musings August 1, 2007
A few notes from Wednesday, August 1, 2007
“
“The inability to sound out an unknown word, despite being taught phonics, is a hallmark of dyslexia.”
Types of Errors made by someone with dyslexia
Reversal (left/right)
flip on a vertical axis
Example: b-d, p-q
Inversion
flip on a horizontal axis may way
Transposition
right letters, out of order
Example: girl gril
Insertion
inserting an unneeded letter
often a Silent-E
inserting a space where it doesn’t belong
Example: stande
using a wrong letter, esp. vowels
Example: bug bag
Omission
left out a letter or part of a consonant blend
left out punctuation or forgot to cross t or dot
left out a space
Example: back black
Combination
rarely used-only when it’s impossible to classify see c
using one of the other categories. Homonyms are combos.
Examples: S693 5936, are our, by buy
In the first example, the student changed 5 to an S, the other numbers are out of sequence but not a transposition.
Capitalization
not capitalizing a word
or capitalizing one that doesn’t need it
Example: april
Poor formation
poor legibility
Example: various
Self-Correction
student noticed & corrected error with brackets or
wrote over the top of the original letter
Wednesday, August 1, 2007
Nate and Jenny in San Francisco Day 6
Hey All--Interesting Day for Nate
Started out the morning on the BART headed for an area of town I hadn't been to yet, called "The Mission." It's a mostly hispanic area with lots of culture and revitalization.
Except I didn't get off the BART where I was supposed to--actually I was about 8 blocks from where I wanted to be. I found myself in some interesting surroundings, with more homeless people per square yard than I have ever experienced. Most were nice and went about there business, but some were attempting to cause trouble for people waiting for buses, etc. Yikes. One guy in a wheelchair was urinating where he wasn't supposed to. More to that story some other time.
I finally found my destination and boy was it worth it. Free wireless and the BEST coffee/espresso I have EVER tasted. The place is called Ritual Roasters and boy do they know what they're doing with the bean. Wow! You'll find their website below.
ritualroasters.com
Anyway, I took the MUNI bus back toward downtown, and exited the bus where a specialty cooking store was supposed to be. I found the address but no store. My guidebook is dated 2007.....what gives? I called the number. They're closed. Ugh.
I kept walking because it was a beautiful cool day out. I found an open air produce market where I was able to buy some bananas at Jenny's request and some peaches for me. Also hit the Ghiardelli outlet downtown to get rid of some coins. One more destination....
The SF Apple Store. What a place! I tooks some pictures, but it was an amazing retail store with lots of customers and impressive design.
Ritual Roasters was a nice place with a great cup of espresso (cappucino), but it was too noisy and hip to do any work, so I headed back to Burlingame early and was able to get a couple of hours of research and listening in before Jenny was done.
Tomorrow I'm doing laundry for the both of us at a place called "Mr. and Mrs. Bubbles" Should be a fun time! Enjoy the pictures.
Started out the morning on the BART headed for an area of town I hadn't been to yet, called "The Mission." It's a mostly hispanic area with lots of culture and revitalization.
Except I didn't get off the BART where I was supposed to--actually I was about 8 blocks from where I wanted to be. I found myself in some interesting surroundings, with more homeless people per square yard than I have ever experienced. Most were nice and went about there business, but some were attempting to cause trouble for people waiting for buses, etc. Yikes. One guy in a wheelchair was urinating where he wasn't supposed to. More to that story some other time.
I finally found my destination and boy was it worth it. Free wireless and the BEST coffee/espresso I have EVER tasted. The place is called Ritual Roasters and boy do they know what they're doing with the bean. Wow! You'll find their website below.
ritualroasters.com
Anyway, I took the MUNI bus back toward downtown, and exited the bus where a specialty cooking store was supposed to be. I found the address but no store. My guidebook is dated 2007.....what gives? I called the number. They're closed. Ugh.
I kept walking because it was a beautiful cool day out. I found an open air produce market where I was able to buy some bananas at Jenny's request and some peaches for me. Also hit the Ghiardelli outlet downtown to get rid of some coins. One more destination....
The SF Apple Store. What a place! I tooks some pictures, but it was an amazing retail store with lots of customers and impressive design.
Ritual Roasters was a nice place with a great cup of espresso (cappucino), but it was too noisy and hip to do any work, so I headed back to Burlingame early and was able to get a couple of hours of research and listening in before Jenny was done.
Tomorrow I'm doing laundry for the both of us at a place called "Mr. and Mrs. Bubbles" Should be a fun time! Enjoy the pictures.
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