In Memoriam

For those of us mentored by Joel, especially in the area of language disorders and especially written language disorders, we stand on his shoulders. He lifted us and the profession with his knowledge, dedication and, kindness. His list of beliefs he imparted to his students, reflects his values and love for people and the profession of speech-language pathology.

• Love that kid or get the hell out

• None of us is as smart as all of us

• That child is not here to live up to your expectations

• Your first job is to make that kid feel good about themselves

• Focus on strengths to improve weaknesses

• Follow the child's lead

• Beware the expert

• What you test is what you get

• Labels are for cans

• Treat the individual, not the disorder

• A child is a child is a child

• When you've seen one child with autism, you've seen one child with autism

Joel Stark, PhD,
November 18, 1930 - May 4, 2020 ​

 Professor Emeritus and former Director, Speech-Language and Hearing Center, Queens College, City University of New York (CUNY).

What is Dyslexia?
as defined by IDA (International Dyslexia Association)

“Dyslexia is characterized by difficulties with accurate and/or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.”

What is Dysgraphia?
as defined by IDA (International Dyslexia Association)

Dysgraphia is a Greek word. The base word graph refers both to the hand’s function in writing and to the letters formed by the hand. The prefix dys indicates that there is impairment. Graph refers to producing letter forms by hand. The suffix ia refers to having a condition. Thus, dysgraphia is the condition of impaired letter writing by hand, that is, disabled handwriting. Impaired handwriting can interfere with learning to spell words in writing and speed of writing text. Children with dysgraphia may have only impaired handwriting, only impaired spelling (without reading problems), or both impaired handwriting and impaired spelling.

In the news:

Rupin Fofaria, J.D. - Journalist for EdNC:

"A Wall of Sound: Can science knock down barriers to reading proficiency and rescue Read to Achieve?"

---

Emily Hanford - APM Reports correspondent:

"Hard Words: Why aren't kids being taught to read?"

---

Alex Baumhardt - Associate Producer APM Reports:

"A conversation with Emily Hanford on reading instruction in the U.S."

​

Learn more about reading, teaching and language and speech disorders:

www.seehearspeakpodcast.co

learningbydesign.com

www.readingwithtlc.com

www.apmreports.org

www.louisamoats.com

Handwriting...why does it matter?

December 23, 2014

UW prof: Handwriting engages the mind

(Reprinted from UW News, University of Washington)

High-tech companies are seeking to capitalize on the power of handwriting, but there are other reasons to value the practice, says UW educational psychology professor Virginia Berninger.

“Writing is the way we learn what we’re thinking,” said Berninger, who studies the effect of handwriting on the human brain. “The handwriting, the sequencing of the strokes, engages the thinking part of the mind.”

. . .“Handwriting requires the production of a letter form, stroke by stroke,” Berninger said in the CBS interview. “The act of producing something supports perception. So we need to output in order to improve our ability to process what we input from the environment.”

​

Typos, tricks and misprints

Why is English spelling so weird and unpredictable? Don’t blame the mix of languages; look to quirks of timing and technology.

https://aeon.co/essays/why-is-the-english-spelling-system-so-weird-and-inconsistent?utm_source=pocket-newtab