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 h6JDNa723798; Sat, 19 Jul 2003 09:23:37 -0400 (EDT) Date: Sat, 19 Jul 2003 09:23:37 -0400 (EDT) Message-Id: <3E4B9703.2E676831.0A349A3F@aol.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: AWilder106@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2436] Re: Andrea redux X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 715 Lines: 7 Rhonda, I guess this is a ps. None of the "brain work" can be done without partnerships with classroom teachers, tutors. They are the people on the front lines, they are the people who can say what is working, what is not, they are the ones who ask questions. We can only work with them, trying to figure out what is going on when a person is learning to read, and feeding them back information, insights, when opportunity arises. I have practical experience, but I work, collaboratively, via email, with a couple of adult literacy teachers, I wouldn't dare do otherwise. I also comb the emails of NIFL writers for insights about practice, now and in the past. Believe me, this is group learning. Andrea
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