I knew someone who was great at mathematics, but could not read a paragraph and comprehend the material. This person was not diagnosed with a learning disability. I believe it was a combination of factors such as grade school work and study habits. This person could not read a simple recipe, because she could not pronounce basic ingredients. I believe with practice she can overcome this issue.
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This is a question I have wondered about in working with ELLs. When learners aren't able to read/pronounce vocabulary - whether because of a disability, or the language-learning process - does anyone ever target subject/content-based phonics through mini-lessons, in order to support learners in producing the sounds necessary for these terms?
MIke Cruse
Disabilities in Adult Education
michaelcruse74@gmail.com
I don't know if this person has a disability or if he/she simply missed the critical practice offered by early phonemic awareness and phonological development. So often students are passed on through 3rd grade, the last chance for students to grasp phonics, without knowing how to read! Once in 4th grade and higher levels, there is no hope, in most cases, for recovering reading development unless teachers are very sensitive to the reading-development process. Phonemic awareness and phonological development must precede phonics. If not, forget it. If the person you mention is good in math, I assume the he/she doesn't approach solutions through word problems. If it is a disability challenge, I would investigate all sorts of practices to help that person learn to read. Dyslexics can learn to read if approached correctly. So often, dyslexia is the culprit. Without a diagnosis, of course, you don't know, and the last thing you want to do is diagnose! I would just try different approaches that work with different disabilities. Tell us more. Leecy