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 h7EECv701591; Thu, 14 Aug 2003 10:12:57 -0400 (EDT) Date: Thu, 14 Aug 2003 10:12:57 -0400 (EDT) Message-Id: <1060869840.3f3b96d03e688@mail.msln.net> 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: Bonnie Fortini <bfortini@mmhs.u102.k12.me.us> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2497] RE: Assisted Reading Methodology X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=ISO-8859-1 Status: O Content-Length: 2242 Lines: 40 Quoting Nancy Faux <nfaux@vcu.edu>: > How many people do you know who read out loud in their regular lives? This question intrigued me because, though most of us do not read out loud on a daily basis, the ability to do so- and to do it well- might be an indicator of the person's reading skill. I don't mean simply reading as in correctly pronouncing the words on a page (I'm relatively good at that in French, but don't understand 10% of what I've pronounced), I mean providing proper emphasis, tone, speed, articulation, and underlying knowledge to impart comprehension. The "sound" of the text is something that readers develop in their mind's ear, if you will, and I imagine that prosody is linked to fluency in more than one way. I do know that a number of our adult emergent and challenged readers enjoy being read to and with. Hearing what the words say, how they flow, and deriving meaning (aural comprehension often being far ahead of reading comprehension) from it all helps start connecting some of the links that were not sufficiently developed when they were learning to read the first time. Several have confided to their tutors that no one had ever read to them before. I think we all agree that those early days are critical in fostering the love of reading and the phonemic awareness that is basic to reading success. As a former nursery school teacher I think I enjoyed the story time as much as the children. Little did I know that developing my skills in reading the stories "upside down" so I didn't have to keep turning the book would help me working with adults. Years later, when I was tutoring in our local county jail where security requested that we sit opposite the students, I had one inmate tell me that he came to class mostly to watch me read and write upside down. Which brings me to a tangential thought on reading aloud that has also begun to interest me which is the effect of the type face on reading and comprehension. I'm not thinking here about size and sans/serif issues, but more about the style of the font. For example, would a letter of complaint carry the same message, or "sound the same" in Comic Sans as it would in Courier? Just musing. Bonnie
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:14:44 EST