Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h38D4jU08650; Tue, 8 Apr 2003 09:04:45 -0400 (EDT) Date: Tue, 8 Apr 2003 09:04:45 -0400 (EDT) Message-Id: <49736C2D.160F5A4A.0A349A3F@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AWilder106@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:129] Re: E-Panel discussion, Positionality 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: 701 Lines: 21 Friends, This conversation is interesting. I've got a couple of questions for those in the field, which is probably all of you. Going by the National Reading Panel, Andres and Art, there is agreement that specific skills, phonics, needs to be introduced and mastered by students. I am assuming there is general agreement on this, but I don't know. 1)What happens after that? What needs to be mastered? What are the most successful teaching methods for what has to be mastered? Andres talked a little about this, I think. 2)Where are the glitches? Where are the persistent problems that stop students from moving ahead? 3) What does "moving ahead" mean? Wants to know in Cambridge. Andrea
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