[Reading-hall-of-fame] Re: Fwd: Claims about dyslexia in the DSM

[Gerald Duffy]

I think there's at one answer to Brian's question.  They get more attention
because their message is a simple, one-dimensional, easy to understand, and
sn easy-to- implement answer to the pressing problem literacy.  In
contrast, our message is complex, multi-dimensional, difficult for the
general public to understand, and cannot be well implemented without a
creative, adaptive teacher.  The fact that we're right doesn't trump the
fact that their answer is simpler and easier to understand.  Sad as it is,
humans prefer easy answers that absolve them of taking a more difficult
path.

Gerry

On Sat, Jun 1, 2019 at 8:45 AM Scanlon, Donna M <dscanlon at albany.edu> wrote:

> Certainly part of this is the willingness to promote oneself and one’s
> beliefs/positions – look for Reid Lyon’s web presence.
>
>
>
> As someone down the chain has suggested….one of our issues may be that we
> are not adept at using media. One of the issues that the dyslexia work
> group has been focusing on is how to develop a web presence so that, when
> one searches ‘dyslexia’ something other than IDA/DD info comes up.  Not an
> area of expertise for me – but any guidance on that front would be more
> than welcome!
>
>
>
> Donna
>
>
>
> *From:* reading-hall-of-fame-bounces at lists.nottingham.ac.uk [mailto:
> reading-hall-of-fame-bounces at lists.nottingham.ac.uk] *On Behalf Of *Brian
> Cambourne
> *Sent:* Friday, May 31, 2019 5:33 PM
> *To:* richard allington <richardallington at aol.com>
> *Cc:* reading-hall-of-fame at lists.nottingham.ac.uk
> *Subject:* [Reading-hall-of-fame] Re: Fwd: Claims about dyslexia in the
> DSM
>
>
>
> Thanks for this analysis Dick.
>
> Have you any ideas on why and how people like Reid Lyon and his
> theoretical allies you identify manage to get their messages disseminated
> and believed by parents, policy makers, journalists, etc  while our side is
> constantly playing catch-up?
>
>  Brian Cambourne
>
>
>
> On 1 Jun 2019, at 2:28 am, AX NUMBER. <richardallington at aol.com> wrote:
>
>
>
> I would also note that recent federal data show that once kids start
> special education their rate of annual learning (to read, do math) actually
> decreases from the rate exhibited before placement in special ed. What we
> are now seeing from thee dyslexia push is the recent moves by IDA to use
> politics and local folks (especially parents) to advance legislation that
> benefits folks who believe that structured phonics is the best, if not the
> only, way to teach some kids to read. Unfortunately for them they have not
> a shred of research supporting the use of structured phonics lessons
> providing any benefits beyond improved nonsense word reading.
>
>
>
> Given that this push is benefitting from the assistance of Reid Lyon (now
> retired fromNICHD) and Rich Long (no longer an employee of ILA) as well as
> folks like Louisa Moats, Barbara Wilson and other authors of phonics
> materials I don't think we should be surprised that at least 40 states have
> recently passed legislation on dyslexia and that as ILA fades into
> obscurity that IDA is taking advantage and doing quite well from a
> political point of view. Note how they have even the RHoF members being
> defensive.
>
> Dick Allington
> Professor Emeritus
> University of Tennessee
>
>
>
> -----Original Message-----
> From: Judith Green <judithlgreen at me.com>
> To: P Pearson <ppearson at berkeley.edu>
> Cc: reading hall of fame <reading-hall-of-fame at lists.nottingham.ac.uk>
> Sent: Thu, May 30, 2019 2:47 pm
> Subject: [Reading-hall-of-fame] Re: Fwd: Claims about dyslexia in the DSM
>
> Ok
>
>
>
> I think by focusing on the naming of dyslexia what’s happening is that
> they’re missing some of the other points that we tried to make which is to
> generalize from that group to all students.
>
>
>
>  I think that is what has to be brought out because that’s what happened
> with that report to Congress back in the 80s or 90s early 90s and lead to
> generalizing from special ed literature to what all students need. That was
> in the report and the PBS special to wasn’t it.
>
>
>
> So maybe we need to reformulate the argument a bit. There is no literature
> to support that all children need the same and if they generalize to
> phonics again that can pose a major problem to return is packed in the
> early days of no Child left behind.
>
> Just sharing some thoughts as a past reading teacher asked him teacher as
> well as a reading educator.
>
> Judith
>
>
>
> Sent from my iPhone
>
>
> On May 30, 2019, at 9:45 AM, P Pearson <ppearson at berkeley.edu> wrote:
>
> I got a directly email from Steven Dykstra.  I have not responded yet.
>
>
>
> David P
>
>
>
> ---------- Forwarded message ---------
> From: *Steven Dykstra* <stevedykstra at sbcglobal.net>
> Date: Wed, May 29, 2019 at 12:14 PM
> Subject: Claims about dyslexia in the DSM
> To: P. David Pearson <ppearson at berkeley.edu>
>
>
>
> Professor Pearson,
>
>
>
> You recently signed onto a letter that made false claims about the status
> of dyslexia in the DSM.  I assume you were unaware they were false when you
> signed the letter.  Now that you know, are you considering a full or
> partial retraction of your support?
>
>
>
> Steve Dykstra
>
>
>
>
> --
>
> +++++++++++++++++++++++++++++
>
> P. David Pearson
>
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>
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