Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB2IU7F27591; Thu, 2 Dec 2004 13:30:07 -0500 (EST) Date: Thu, 2 Dec 2004 13:30:07 -0500 (EST) Message-Id: <20041202182755.XGTZ4719.out006.verizon.net@Barb> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <b.garner4@verizon.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1207] RE: Plateaus for beginning ABE readers--2nd & 3rd grade level. Why? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.5510 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2022 Lines: 57 That second/third grade cut off jives with Jean Chall's theories of reading, that first you learn to read, then, around third grade, you read to learn. Did the author elaborate on the basis for her statement? Was it her observation, some research she had done, or what? And what are the implications of learners being stuck at a second or third grade level for adult basic educators? Barb Garner -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov] On Behalf Of PHCSJean.2164047@bloglines.com Sent: Thursday, December 02, 2004 10:35 AM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1206] Plateaus for beginning ABE readers--2nd & 3rd grade level. Why? Hi colleagues. Forgive the cross posting, but this has generated such fascinating discussion, if you're not on the NIFL-Assessment list, you're missing it--and I think this group may be able to offer some wonderful insights. A wiki has been started on the topic, but that's still by invitation. I'll post something here when that goes public. For now, I'd love your input on this topic. The other night I was reading an article by a tutor who commented "People who can't read well consistently test at the second or third grade level regardless of age or schooling." Do you see validity in that? Have you seen that in your centers? I know as a past elementary teacher that there's a huge step up in that level. I'm wondering what the barrier could be for our students if this is indeed the plateau they hit the wall at. The article isn't from a scholarly publication, but one I found on a database (maybe even Google Scholar--check that out if you haven't yet) so I'm not sure who validated this besides the author, but it does seem to be a plausible hypothesis. I'd love to know what you think. The article: Mckinney, Martha. At a loss for words: The desperate world of adult non-readers. ETC. Summer 2001, p 168-171 Thanks! Jean Marrapodi Providence Assembly of God Adult Learning Center Providence, RI
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