Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h5AIwCC09363; Tue, 10 Jun 2003 14:58:12 -0400 (EDT) Date: Tue, 10 Jun 2003 14:58:12 -0400 (EDT) Message-Id: <20030610185558.49800.qmail@web14308.mail.yahoo.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: tom zurinskas <tzurinskas@yahoo.com> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2360] theory (whole language) and motivation X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 1146 Lines: 38 The article written below is the scariest I have ever read. Written in 1998 after so many years of "whole language" in our school systems, it can only summon up mainly "theoretical reasons" why whole language helps motivation. It cites one study of 8 students, and another of a class self reported by a teacher using WL that agrees with the authors premise. Unbelievable. Tom Zurinskas --- George Demetrion <george.demetrion@lvgh.org> wrote: > As part of our discussion on reading theory and > practice, perhaps the > following article, "Continuities Between > Motivational Research and > Philosophy of Instruction," published in a recent > edition of the Journal of > Literacy Research, which can be accessed below, may > be instructive. > > http://nrc.oakland.edu/jlr/archive/v30/article_30_3_1.pdf > > George Demetrion > ===== Read all about truespel at truespel.com. Convert text to truespel USA accent by copy/pasting it at: http://www.foreignword.com/dictionary/truespel/transpel.htm __________________________________ Do you Yahoo!? Yahoo! Calendar - Free online calendar with sync to Outlook(TM). http://calendar.yahoo.com
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