A Comparison Between Orton Gillingham and NILD Educational Therapy Josephine A

International Journal for Research in Learning Disabilities volume 4, issue 2, 2020 formerly Thalamus I J R L D I J R L D I J R L D I J R L D I J R L D Journal of the Internatonal Academy for Research in Learning Disabilites Editor: David Scanlon, Boston College, United States International Academy for Research in Learning Disabilities International Journal for Research in Learning Disabilities formerly Thalamus journal of the Internatonal Academy for Research in Learning Disabilites David Scanlon, Editor, Boston College, USA Kirsten McBride, Copy Editor, Kansas City, Missouri, USA Editorial Review Board 2019 IARLD Executive Board James Chapman, New Zealand Georgios Sideridis, President, Cesare Cornoldi, Italy Boston Children’s Hospital; Harvard Gad Elbeheri, Egypt Medical School Linda Elksnin, United States Annmarie Urso, President Elect, Pol Ghesquière, Belgium State University of New York, Geneseo Carol Goldfus, Israel Jennifer Krawec, Treasurer, Lorraine Graham, Australia University of Miami Steve Graham, United States Angeliki Mouzaki, Secretary, Michael Grosche, Germany University of Crete, Rethymno Daniel Hallahan, United State Michal Al-Yagon, Vice President for Fellows, Ian Hay, Australia Tel Aviv University Charles Hughes, United States Esther Geva, Past Vice President for Fellows, Asha Jitendra, United States University of Toronto Sunil Karande, India Anya Evmenova, Vice President for Members Lynda Katz, United States and Associate Members, Youn-Ock Kim, South Korea George Mason University Joseph Madaus, United States Henry B. Reiff, Vice President for Students, Lynn Meltzer, United States McDaniel College Ana Miranda, Spain Daniela Lucangeli, Vice President for Maria Chiara Passolunghi, Italy International Development, Henry Reiff, United States University of Padova Amy Scheuermann, United States Lynn Meltzer, Chair of Conference Programs, Georgios Sideridis, Greece Research Institute for Learning and Linda Siegel, Canada Development; Harvard University H. Lee Swanson, United States Joseph Madaus, Academy Historian, Rosemary Tannock, Canada University of Connecticut Masayoshi Tsuge, Japan Matthias Grünke, Chair of the Publications Committee, Annmarie Urso, United States State University of Cologne Delinda van Garderen, United States Deborah Reed, Editor of the IARLD Updates, Christa van Kraayenoord, Australia University of Iowa Judith Wiener, Canada David Scanlon, Editor of the International Journal for Research in Learning Disabilities, Boston College Linda Mason, Chair of the By-Laws and Constitution Committee, George Mason University Members at Large Lucia Bigozzi, Executive Board, University of Florence Li-Yu Hung, Executive Board, National Taiwan Normal University Karen Waldie, Executive Board, University of Auckland IJRLD International Journal for Research in Learning Disabilities Volume 4, No. 2, 2020 Table of Contents 2019 William M. Cruickshank Memorial Lecture 3 Extricating Reading Science From Entrenched Anglocentricism, Eurocentricism, and Alphabetism and Embracing Global Diversity: A Personal Journey David L. Share Academic and Cognitive Remediation for Students With 15 Learning Disabilities: A Comparison Between Orton Gillingham and NILD Educational Therapy Josephine A. Stebbings and Erin Kline Risk Factors Associated With Language Delay in Preschool Children 35 Alexandra Galvin, Georgina Davis, Denise Neumann, Lisa Underwood, Elizabeth R. Peterson, Susan M. B. Morton, and Karen E. Waldie Private Speech Use in Mathematics Problem Solving: A Review of Studies 53 Comparing Children With and Without Mathematical Difficulties Snorre A. Ostad Guest Reviewer Daniela Lucangeli, Università de Padova, Italy William M. Cruickshank Memorial Lecture Delivered at the 2019 Conference of the International Academy for Research in Learning Disabilities Extricating Reading Science From Entrenched Anglocentricism, Eurocentricism, and Alphabetism and Embracing Global Diversity: A Personal Journey David L. Share Department of Learning Disabilities and Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, Faculty of Education, University of Haifa, Israel Abstract The following semi-autobiographical essay tells a cautionary tale about the entrenched An- glocentrism, Eurocentrism, and Alphabetism in reading and reading disabilities (dyslexia) research. Having been born, raised, and educated in an entirely monolingual English-speaking environment, I later migrated to a country where non-European languages (Hebrew and Arabic) were the linguae francae and, furthermore, written in a non-alphabetic script. Over the period of a decade or so, I gradually, and sometimes painfully, came to understand that I needed to revise or discard many of my Anglophone insights into reading and reading disabilities. The culmination of this “awakening” came with the writing of my Anglocentricities critique (Share, 2008), where I argued that the extreme ambiguity of English spelling-sound correspondence had confined reading science to an insular, Anglocentric research agen- da addressing theoretical and applied issues with limited relevance for the majority of the world’s literacy learners. I subsequently extended this argument to Eurocentricism and Al- phabetism – the misguided belief that alphabets are inherently superior to non-alphabetic writing systems (Share, 2014). More recently, together with Peter T. Daniels, a linguist spe- cializing in writing systems, I have been exploring writing system diversity and its implica- tions for learning to read around the world (Daniels & Share, 2018). I hope my story will help raise awareness of the need to move our field a step closer toward embracing global diversity. Keywords: reading, reading disabilities, learning disabilities, Anglocentrism, Eurocentrism, Alphabetism, writing systems Share, D. L. (2020). Extricating Reading Science From Entrenched Anglocentricism, Eurocentricism, and Alphabetism and Embracing Global Diversity: A Personal Journey. International Journal for Research in Learning Disabilities, 4(2), 3-14. https://doi.org/10.28987/ijrld.4.2.3 Share Growing up in an Anglocentric Bubble was born, raised, and educated in an entirely Matthews, 1984) might not be native-English speak- monolingual English-speaking environment. Al- ers, perhaps bilingual, or perhaps had learned to read Ithough my parents spoke no fewer than 11 lan- in a script other than English. It is quite possible there guages between them, English was the only common were no such outliers in our sample because Gee- tongue in my family, and in London in the late 1950s long, at least in the early 1980s, was considered to be and early ‘60s that was the only language I recall a rural or “country” town, whereas “minorities” speak- hearing. We moved to Sydney, Australia, when I was ing “foreign” languages lived in the big cities like Mel- six years old, and although the local children made bourne and Sydney. fun of my accent, English, once again, was the only The first two years of my three-year post-doc were language I heard at home, on the television and radio, spent at Otago University in Dunedin, New Zealand, around the neighborhood, and at school. There were studying the now world-famous Dunedin longitudinal sizeable Italian- and Greek-speaking communities in sample. This sample was a birth cohort – all the babies Sydney, but that was a distant part of a sprawling me- born in the local hospital during 1972-1973 – so all were tropolis. I have no memories of exposure to any other native-born English-speaking New Zealanders. Again, (spoken) language. I don’t ever recall the question of bilingualism or addi- In (Jewish heritage) Sunday school, I learned to tional languages ever arising in our research unit. Un- decode Hebrew in preparation for my Bar-Mitzvah at like the northern parts of New Zealand, I doubt there age 13, but recitation, not comprehension, was para- were any indigenous Maoris in this sample either. I was mount, so I had negligible understanding of what I still in an Anglophone “bubble” studying monolingual was decoding. In fact, no one actually spoke Hebrew English speakers learning to read their native English. at the Sunday school. In high school, we briefly stud- Unsurprisingly, my entire academic socialization/ ied some“foreign” languages, including Latin, French, orientation, and all my own research in reading and and German. I elected to study French and German reading disabilities, was entirely about monolingual for matriculation, but the status of “foreign” languag- English-speakers learning to read their native En- es was so low, and the teaching so poor (I don’t think glish. What’s more, all our theoretical frameworks our German teacher ever spoke German with us – were exclusively focused on English. Max Coltheart’s perhaps he couldn’t), that even after some six years of dual-route masterpiece (Coltheart, 1978) had burst study, I still couldn’t speak, read, or write either lan- onto the scene in 1978; the questions that empirical guage at a basic functional level. research into reading needed to address were: Were there two routes or one? Was phonology an essential Academic Socialization in the or non-essential component of skilled word recog- Anglocentric Bubble nition? Was phonics or whole language the optimal method for teaching reading? And, back then (in the During my four-year undergraduate studies in 1980s), phonemic awareness was fast becoming the psychology at the University of New South Wales, I hot topic in reading acquisition, culminating in Mar- don’t recall

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