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 h6LCSP711354; Mon, 21 Jul 2003 08:28:25 -0400 (EDT) Date: Mon, 21 Jul 2003 08:28:25 -0400 (EDT) Message-Id: <5BEDF873.12CBF818.0A349A3F@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:2447] Re: clues to meaning in language 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: 878 Lines: 13 Dear Meta, Yoicks! As usual Tom has been there, done that. I think that the right side of the brain, the "speech melody" side is responsible for much understanding of oral and then written language, witness Tom's examples. As such, speech melody is part of syntax, it aids and conveys meaning. I should think it would be a great help to students to hear material read aloud, AND to be listened to carefully as they read aloud themselves. The procedures for doing this have been described in great detail by Yetta Goodman, but mainly for the benefit of the teacher whose aim is to analyze errors in the student's oral reading. I think it likely that when the student is given the opportunity to read clean copy aloud, without interruption, until the expression is appropriate and the meaning is clear the student's fluency and comprehension will increase. Andrea
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