----- Original Message -----
From: karen rougeau
To: phoNet@egroups.com
Sent: Sunday, April 16, 2000 4:34 AM
Subject: [phoNet] Introduction

Karen, I read your post and Piotr's answer with much enthusiasm. I also
was an English teacher who never had dyslexic students (the condition
hadn't been identified) but had numerous students who couldn't read. In
the upper grades we did lots of work with oral stories, drama, brief
poems etc. When my daughter was born I feared greatly that she wouldn't
be able to read so during the first month of her birth, my husband and I
began an evening ritual of reading bedtime stories that continued until
she was able to read and enjoy stories by herself (sometime in 2nd or
3rd grade). Our evening ritual wasn't only a success among the three of
us but extended to include all of our newly married or unmarried
friends. Everyone we knew looked forward to joining our "reading hour"
and my daughter's personal library increased exponentially!

Now since you haven't mentioned what age your son is, I'm assuming he
might be in lower school. Try Piotr's suggestion and teach him the IPA
(International Phoenetic Alphabet)-- it's not difficult to learn and the
idea of doing transcription can be an exciting task! Bedsides, each
symbol represents only ONE sound and each sound has only ONE symbol.
And encourage reading aloud. Good luck :-)


Hi, Karen

I'm an English teacher too. I'm not a specialist in language
disorders, but I've heard that phonetic training and practical exercises
can do a lot of good in similar cases. Children love all sorts of
language games and the practice need not be boring to them. Also
students who are past the critical age may experience acute problems
trying to master a new set of distinctions and can benefit a lot even
from some elementary phonetic practice. Learning phonetic transcription
may be very helpful for those who prefer to identify newly acquired
sounds with some sort of visual symbol.


I am not sure if this is the group for me, but here goes. I am an
English teacher, and I have a child that is dsylexic--Central
Auditory Processing Disorder. Everything that I have read concerning
dyslexia suggests that there are problems involving difficulty with
phonemic awareness and auditory discrimination. I would like to
learn more about this in order to help my child, my husband, and
other students I may have in the future who have difficulty with
these things.


Gerald Reinhart
Independent Scholar
(650) 321-7378