Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iAQHVCo23602; Fri, 26 Nov 2004 12:31:12 -0500 (EST) Date: Fri, 26 Nov 2004 12:31:12 -0500 (EST) Message-Id: <1101490031.2124253024.8638.sendItem@bloglines.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: PHCSJean.2163953@bloglines.com To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:782] Plateaus and grade levels X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain Status: O Content-Length: 1203 Lines: 23 Thanks for the great discussions! I hadn't intended on opening a can of worms about what we call the levels. I agree that the grade equivalents naming convention can be problematic. In the Providence School system they are using an alphabetic system but who can figure out what they mean when they say that a student is working independently at M? Decoding that into a grade equivalent is helpful to me as a teacher for leveling purposes. I suspect it doesn't take long for a child who reads at D level to understand that his peer at P level reads better. Regardless of what we call them, I guess the issue I'm wondering about is if students really get stuck at the 2nd-3rd grade level and why. Jane Meyer talked about it as the switch between learning to read and reading to learn. In the literature I'm reading I see that early readers consider correct identification of the words as completing the task while skilled readers look for comprehension. I wonder what causes that switch and if our "stuck" students have some sort of barrier that keeps them there. Your insights have been tremendous in this discussion. Thanks for sharing them! Jean Marrapodi Providence Assembly of God Learning Center
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