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Fall Edition 2011 PERSPECTIVES on Language and Literacy A Quarterly Publication of The International Dyslexia Association Volume 37, No. 4 Beyond Reading Recovery®— What Works Best? s0REVENTIVE-EASURES s#HOOSING3TRATEGIES s(OW-UCH)S%NOUGH s2ESEARCHAND0ROGRAM )MPROVEMENTS Build a solid foundation in reading and spelling for beginning readers Wilson Fundations® for K–3 ensures that general education and Prevention Early Intervention at-risk students obtain the critical skills for reading and spelling. for life? Close the reading gap for struggling readers Wilson Just Words® provides a systematic study of word structure to students in grades 4–12 and adults who require word-level Intervention intervention. Reach the most challenged readers Wilson Reading System® is a highly structured remedial program for grades 2–12 and adults who require the intensive Intensive intervention of a research-based multisensory program. Support teachers so they can develop fl uent, independent readers Wilson Professional Development provides teachers with the skills achieve literacy achieve and confi dence to teach even the most challenged readers. Sustain program implementation and teacher support Wilson Literacy Teams partner with school districts so they can successfully implement and sustain programs. Put Wilson to work in your Prevention, Intervention and Intensive settings and get the results you’re looking for. To receive a catalog or learn more call 800-899-8454 or visit www.wilsonlanguage.com How do you How do you Fall Edition 2011 PERSPECTIVES on Language and Literacy A Quarterly Publication of The International Dyslexia Association Volume 37, No. 4 IDA PURPOSE STATEMENT Beyond Reading Recovery®— The purpose of IDA is to pursue and What Works Best? provide the most comprehensive range of information and services that address the full scope of dyslexia and related difficulties in Theme Editor’s Summary 7 learning to read and write… Tom Nicholson The Multiple Cues or “Searchlights” Word Reading Theory: 15 In a way that creates hope, ® possibility, and partnership… Implications for Reading Recovery Keith T. Greaney So that every individual has the opportunity to lead a productive and Reading Recovery®: Does It Work? 21 fulfilling life, and society benefits James W. Chapman and William E. Tunmer from the resource that is liberated. Matthew Effects and Reading Interventions 28 Tom Nicholson and Sue Dymock The Emergent Literacy Approach to Effective Teaching and Intervention 35 Alison W. Arrow and Claire McLachlan Global Perspectives 40 The International Dyslexia Association Welcome Global Partners (IDA) is a 501(c)(3) non-profit, scientific and educational organization dedicated Susan C. Lowell, Anna Reuter, and Christy Blevins exclusively to the study and treatment of the specific language disability known Book Review 43 as dyslexia. We have been serving individuals with dyslexia, their families, Mary Farrell, Francie Matthews, Judy Shapiro, and Marilyn Zion and professionals in the field for over 55 years. IDA was first established to Classifieds 50 continue the pioneering work of Samuel T. Orton, M.D., in the study and treatment of dyslexia. IDA’s membership is comprised of people with dyslexia and their families, educators, diagnosticians, physicians, and other professionals in the field. The IDA supports efforts to provide individuals with dyslexia with appropriate instruction and headquarters office in Baltimore, to identify these individuals at an early age. IDA believes that multisensory teaching and Maryland is a clearinghouse of valuable learning is the best approach currently available for those affected by dyslexia. information and provides information and referral services to thousands of people every year. IDA’s Annual Conference While IDA is pleased to present a forum for presentations, advertising, and exhibiting attracts thousands of outstanding to benefit those with dyslexia and related learning disabilities, it is not IDA’s policy to researchers, clinicians, parents, teachers, recommend or endorse any specific program, product, speaker, exhibitor, institution, psychologists, educational therapists, and company, or instructional material, noting that there are a number of such which present the people with dyslexia. critical components of instruction as defined by IDA. EXECUTIVE DIRECTOR Stephen M. Peregoy EDITOR Denise Douce THEME EDITOR Tom Nicholson, Ph.D. BOARD EXECUTIVE COMMITTEE Guinevere F. Eden, Ph.D., President Eric Q. Tridas, M.D., President-Elect Suzanne Carreker, Ph.D., CALT-QI, Vice President Cinthia Coletti Haan, Vice President Susan Lowell, M.A., B.C.E.T., Vice President Karen E. Dakin, M.Ed., Secretary Ben Shifrin, M.Ed., Treasurer Rebecca Aldred, M.Ed., Branch Council Chair BOARD MEMBERS-AT-LARGE Elsa Cardenas-Hagan, Ed.D., CALT s Hugh W. Catts, Ph.D. s Gad Elbeheri, Ph.D. s Lynne Fitzhugh, Ph.D., CALT-QI Jonathan Green, M.Ed. s Erik E. Heyer s Gregory E. Matthews, CPA s Janis Mitchell s Louisa Moats, Ed.D. Gordon F. Sherman, Ph.D. s Mary Wennersten, M.Ed. COUNCIL OF ADVISORS Marilyn Jager Adams, Ph.D. sDirk J. Bakker, Ph.D. s Susan Brady, Ph.D. s Hugh Catts, Ph.D. s Regina Cicci, Ph.D. Martha Denckla, M.D. s Drake D. Duane, M.D. sLeon Eisenberg, M.D. s Jack M. Fletcher, Ph.D. s Uta Frith, Ph.D. Albert M. Galaburda, M.D. s Alice H. Garside, Ed.M. sRosa A. Hagin, Ph.D. s Jeannette Jansky, Ph.D. s Lucia Karnes, Ph.D. Diana Hanbury King s Edith Klasen, Ph.D. s Carolyn Kline sC. K. Leong, Ph.D. s G. Reid Lyon, Ph.D. s John McLeod, Ph.D. Bruce Pennington, Ph.D. s Ralph D. Rabinovitch, M.D. sSylvia O. Richardson, M.D. s Hollis S. Scarborough, Ph.D. Gordon F. Sherman, Ph.D. s Archie A. Silver, M.D. sMargaret Snowling, Ph.D. s Joseph K. Torgesen, Ph.D. Lucius Waites, M.D. s Dorothy Whitehead s Beverly Wolf SCIENTIFIC ADVISORY BOARD Marilyn Jager Adams, Ph.D. s Hugh W. Catts, Ph.D. s Martha Bridge Denckla, M.D. s Carsten Elbro, Ph.D. Usha Goswami, Ph.D. s George W. Hynd, Ed.D. s Doris J. Johnson, Ph.D. s Heikki Lyytinen, Ph.D. Richard K. Olson, Ph.D. s Kenneth R. Pugh, Ph.D. s Hollis Scarborough, Ph.D. s Sally E. Shaywitz, M.D. Gordon F. Sherman, Ph.D. s Margaret J. Snowling, Ph.D. s Joseph K. Torgesen, Ph.D. 40 York Road, 4th Floor Baltimore, MD 21204-5202 (410) 296-0232 www.interdys.org Perspectives on Language and Literacy is a benefit of membership in the International Dyslexia Association. Annual membership with subscription is $45.00 USD for parents; $80.00 USD for advocates; $95.00 USD for professionals. Contact Jill Eagan at (410) 296-0232 ext. 405 or [email protected] for membership information. Subscription prices: Individual $60.00 USD; Institutional $110.00 USD (international customers may be subject to additional charges). Single copies of Perspectives on Language and Literacy may be ordered for $15.00 USD; $12.00 USD for members. Subscriptions and single copies may be ordered from Linda A. Marston at (410) 296-0232 ext. 409 or [email protected] Advertising information is available from Darnella Parks at (410) 296-0232 ext. 406 or [email protected] Written comments regarding material contained in Perspectives on Language and Literacy are invited. Please direct them to Stephen M. Peregoy or Denise Douce. The opinions of the authors are not necessarily the opinions of the International Dyslexia Association. ©2011 by The International Dyslexia Association® All rights reserved. ISSN 1935-1291 4 Perspectives on Language and Literacy Fall 2011 The International Dyslexia Association Letter from the President Controversies in Research and Practice Dear Colleagues and Friends, a natural and loving bonding experience was facilitated by formula. Meanwhile my husband, who is also a professor at Many medical and educational practices have taken a few the medical center where I work (and where our babies were twists and turns with the passage of time. What was considered delivered), was giving his scheduled lecture on lactation to best practices 50 or even 10 years ago might be considered the medical students in the building next door. His lecture unacceptable today. New information is uncovered through spoke to the numerous benefits to both mother and child and, research that allows us to evaluate specific practices in a new based on these research findings, it is no surprise that the light. Policies are put in place that set the course for future American Academy of Pediatrics “argues to promote, protect, treatments of a medical condition, or pave the way for educa- and support breastfeeding not only in their individual practices tional strategies for school systems. Individuals, families, and but also in the hospital, medical school, community, and organizations, along with scientists, practitioners, advocates, nation.” No doubt the present left by the formula company is politicians, and industry representatives play an important part confusing to many mothers who see it as an endorsement by in these complex evolutions. The course of the change is also the medical community and in conflict with the research find- influenced by media and modulated by socio-cultural factors. ings that are simultaneously advertised by the hospital. In theory, this complex, dynamic process leads toward better Another example struck me last week when it was time for practices, a reduction of the problem in that specific area of Pippa’s MMR vaccine, which is given to one-year-olds. As we health or education, and increased information on that topic to waited for the nurse to arrive, I thought about the events of the be shared by all stakeholders. last decade surrounding the MMR vaccine and the wave of Conflicting viewpoints, contradictory data, and incompati- belief that swept through the community that it was connected ble positions are often an integral part of this process. As a to autism.
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