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 j59FTaG01190; Thu, 9 Jun 2005 11:29:36 -0400 (EDT) Date: Thu, 9 Jun 2005 11:29:36 -0400 (EDT) Message-Id: <412DE4E762CE6C42B44061AB813824B60882ECE2@PRODMAIL1.prod.root> 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: "Kroeger, Miriam" <MKroege@ade.az.gov> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:1096] RE: FW: [AAACE-NLA] Basic Question on reading instruction X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 3595 Lines: 82 I do not believe the Wilson was originally developed for adult learners; however, the skills that it addresses, as George has pointed out, are often ones that ABE students are lacking or are weak in. That is one of the challenges of what we teach and who we teach - Identifying the "holes" in the reading process for these students, and how to "fill" these holes. Whereas children may be on a nice clean runway - adult learners may be on city streets filled with potholes! But they have a lot of savvy - they've made it to adulthood! A similar situation can also exist for Enlgihs learners. If they are not hearing sounds correctly, how can they be saying it correctly, and how can they make a correct sound/symbol connection? Questions- do we, as adult educators, agree with the findings fo the National Panel that has identified the components of the reading process? If so - how do we use them relative to our students? If not - then what do we say are the components for adult learners who are at various levels of literacy? -Miriam Kroeger Arizona -----Original Message----- From: nifl-assessment@nifl.gov [mailto:nifl-assessment@nifl.gov] On Behalf Of Marie Cora Sent: Thursday, June 09, 2005 8:15 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:1095] FW: [AAACE-NLA] Basic Question on reading instruction Hello everyone, The following post is from George Demetion. He is interested in hearing what your thoughts might be on his variation of the Wilson Reading System structure. marie ________________________________________________________________________ ______________________________________ As part of our Basic Literacy program we utilize the Wilson Reading System, which is a phonemic-based instructional program. We also provide a contextual session per week where students work with a broad range of topics through what is commonly referred to as a balanced approach to reading development. One of its advantages of the WRS is that it provides a systematic sequential approach to sound-sight mastery. One of its disadvantages is that it provides a systematic sequential approach to sound-sight master. Currently, students in Books I and 2 don't get exposed to long vowels sometimes for 2-3 years, as it may take that long for a fair number of very basic new readers to progress through the materials. Here's my thought to which I would appreciate some feedback: maintain the sequential approach for those working in Books 1 and 2, but save 10-15 minutes per session for comparing and contrasting one or two syllable words with short and long vowel sounds. This way, there is some exposure to long vowel sounds in the phonemic-based program, which students encounter in the other session anyway, but on this approach they would do so in a more intentional comparative way. Then, based on my theory, when they encounter syllables and words with long vowels they will have developed at least an informal knowledge base to build on in a more systematic way when they're ready. My argument is based on the assumption that learning to read combines routine practice with already developed skills with the capacity to make inferences and learn by association as well as through more overtly stimulus-response mechanisms. While staying with the general systematic framework of the WRS sequential system, it also allows for some adaptation to accommodate learning needs that would not otherwise be addressed. I pose this as an open-ended inquiry question, which I anticipate will stimulate a fruitful exchange. George Demetrion
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