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 iB2JblF29192; Thu, 2 Dec 2004 14:37:47 -0500 (EST) Date: Thu, 2 Dec 2004 14:37:47 -0500 (EST) Message-Id: <d2.1d40659d.2ee0c7c4@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: DonMcCabe@aol.com To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1209] RE: Plateaus for beginning ABE readers--2nd & 3rd gr... X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: 9.0 SE for Windows sub 5000 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 748 Lines: 17 In a message dated 12/2/2004 1:29:03 PM Eastern Standard Time, b.garner4@verizon.net writes: 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? The reason for this phenomenon is best explained by the chart on the AVKO Dyslexia Research Foundation's website w(w.avko.org/Research/word_types.htm$ (Change the w(w) to www and take the $ off the htm$ then copy and paste to get to it. Don McCabe
This archive was generated by hypermail 2b30 : Thu Dec 23 2004 - 09:47:20 EST