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 h38DfhU12905; Tue, 8 Apr 2003 09:41:43 -0400 (EDT) Date: Tue, 8 Apr 2003 09:41:43 -0400 (EDT) Message-Id: <3E92D078.4AA9ACCC@ellijay.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: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:131] Re: E-Panel discussion, Positionality X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 1596 Lines: 32 One of the primary issues that we've seen surface in early grade levels of reading, following successful phonics or decoding skills, is the break between reading words and reading complete thoughts, as presented by punctuation. The break from reading memory based word lists to reading for comprehension must be taught, it doesn't appear to happen automatically as some might suggest. The biggest change-over I've seen is when the student realizes how to read a sentence. Then how to apply various punctuation, and how the meaning changes with that punctuation. In adults - that change, once identified and reframed for the student, often results in a wide-eyed instantaneous change of reading behaviors to be refined over time. In children it is more slowly accepted and refined as a natural process of neuronal development. art AWilder106@aol.com wrote: > 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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