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 h3SKp2U28522; Mon, 28 Apr 2003 16:51:02 -0400 (EDT) Date: Mon, 28 Apr 2003 16:51:02 -0400 (EDT) Message-Id: <002901c30dc7$67db3ca0$9865fea9@S0025473960> 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: "Dr. Irving Shugar & Susan Shugar" <isshugar@bellsouth.net> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:263] RE: 10 principle of improving reading (for adults too?) X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2720.3000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 5127 Lines: 139 I agree with Andres. A more popular term is balanced literacy instuction. Susan ----- Original Message ----- From: <AndresMuro@aol.com> To: "Multiple recipients of list" <nifl-aalpd@literacy.nifl.gov> Sent: Monday, April 28, 2003 1:03 PM Subject: [NIFL-AALPD:259] RE: 10 principle of improving reading (for adults too?) > Tom: > > Keep posting. Your messages are interesting and relate to adult education. The way kids learn relates to adult ed. We can think of similarities, differences, theories, etc, etc. I do find your messages interesting, even if I do not agree with some of the content, so I feel that you should keep bringing up your points and engage us in discussions regarding the benefits of phonics as they apply to children and adults. > > As I mentioned before, if others are not interested in this topic, they should simply delete the message. As Jackie earlier analogized, it is like a party where different conversations take place at different parts of the room. > > Going to an earlier message that you posted on phonics vs sight word reading, I agree that phonics can be useful to teach kids and adults to read. However, so is sight word reading. They are both components of reading acquisition. This is what is referred to as holistic instruction; you introduce both approaches at the appropriate time. This is consistent with brain physiology and linguistic processing. Skipping one, or the other approach can lead to reading limitations. In some individuals with learning differences teachers need to identify the weakness. Saying that one method is better than the other is incorrect. Depending on the learning differences a method needs to be identified that better suits the learner. > > Andres > > > In a message dated 4/25/2003 6:10:01 AM Eastern Standard Time, tom zurinskas <tzurinskas@yahoo.com> writes: > > >Jackie, > > > >You are the new list facilitator. Perhaps you are > >changing things around here. Do we really have to > >stick to certain topics, and cannot independently > >bring up others? I really don't care about gays and > >lesbian reading instructions as I've said. I would > >assume they would be the same, and any instructor that > >were differential need be retrained to be unbiased. > >That goes for race, religion, class etc. > > > >Gender difference is a different story. It's known > >that girls learn to read faster and better than boys. > >But phonics counters this trend according to a Scotish > >study at > >http://www.scotland.gov.uk/library5/education/ins4-00.asp > > > >About myself I'd like to share that I'm the inventor > >of truespel, the world's first pronunciation guide > >spelling. My first book will be coming out soon > >entitled "Analysis of the sounds (phonemes) of USA > >English Using Truespel". New facts about English are > >explored in a new way. Truespel is a keyboard > >enterable pronunciation guide which is designed as a > >replacement for present dictionary guides. This is an > >advantage over special symbols because it makes > >phonetic words keyboard enterable. Thus computer > >friendly applications can evolve. > > > >My intentions are the same as us all here, I think. > >To find better ways of instruction for learners of > >English. I focus on decoding. I think that if adults > >have a full vocabulary then the problem must be > >decoding ability. Phonics could help here, just as > >with children. > > > >So just let me know if we are free to bring up topics > >or must stick to your agenda. > > > >Tom Zurinskas > >truespel.com > > > > > > > > > > > >--- jataylor <jataylor@utk.edu> wrote: > >> Good morning, Tom, All, > >> Tom, Like George, David, and perhaps others, I find > >> myself wondering what your > >> intentions are. Even remembering back to a > >> converstation on positionality, I > >> recall your *changing* the subject to phonics when > >> Rick asked you his very > >> important question as to why you believe issues of > >> sexuality are not related > >> to adult literacy. It seems you keep pulling us > >> back to phonics, without > >> sharing as to why, or what your > >> experiences/interests in professional > >> development have been in providing phonics training > >> as PD. > >> > >> Without providing insights into your experience and > >> purpose here, one may be > >> left to assume something that is not altogether > >> true, and I, for one, do not > >> want to do that. Perhaps if you shared a little > >> more about yourself & your > >> professional experiences, Tom, we, as a group, could > >> collaborate in > >> constructing a new understanding of reading theory > >> and PD practice. Are you > >> open to that option? > >> > >> Best, > >> Jackie Taylor > >> NIFL-AALPD List Facilitator > >> > > > > > >===== > >Read all about truespel at truespel.com. > >Convert text to truespel USA accent by copy/pasting it at: http://www.foreignword.com/dictionary/truespel/transpel.htm > > > >__________________________________________________ > >Do you Yahoo!? > >The New Yahoo! Search - Faster. Easier. Bingo > >http://search.yahoo.com > > > > > -- > go here: www.geocities.com/andresmuro/art.html >
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