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 iB2ItJF28128; Thu, 2 Dec 2004 13:55:19 -0500 (EST) Date: Thu, 2 Dec 2004 13:55:19 -0500 (EST) Message-Id: <3BBF4992.28EAE914.0A349A3F@aol.com> 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: AWilder106@aol.com To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1208] RE: Plateaus for beginning ABE readers--2nd & 3rd grade level. Why? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 584 Lines: 13 I hope I'm not getting in too deep here. There are actually two ideas here that I can think of. 1) Sight word learners can probably make do until 2nd-3rd grade. Don't need phonology. Then they need the support of phonics. 2) Chall's analysis really I think revolved round vocabulary--kids didn't have the (inherent) vocabulary to move ahead swiftly. She put the problem area one year ahead--4th grade. The idea is that adults have more vocabulary than kids, BUT a phonological deficit or simply lack of knowledge could stop them cold. Any teachers out there? Andrea
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