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 iB35RVF05323; Fri, 3 Dec 2004 00:27:31 -0500 (EST) Date: Fri, 3 Dec 2004 00:27:31 -0500 (EST) Message-Id: <001e01c4d8f8$35d61c90$6401a8c0@d9r6v01> 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: "Chris Badger" <badger4245@earthlink.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1214] RE: Plateaus for beginning ABE readers--2nd X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2304 Lines: 44 I may be alone on this but here goes. Too often I have met teachers who work with illiterate and marginally literate adults who spend little or no time on "big ideas." Discussing the social changes in Europe brought about by the Black Death or how on comma in the Bible divided Christianity into two philosophies or how the Greeks determined the size and shape of the Earth may seem disconnected with the need for functional literacy but overreaching is good. Adults are curious about their world. They want someone to treat them like intellectual equals. We all need that. Vocabulary, spelling, reading are learned when adults see a need. But they are learned best when adults use learning as the means to a personal end. I have first, second and third grade readers who daily spend time "reading" books on history and science. They don't know all the words but they do ask surprisingly intelligent questions They ask want to know why Joan of Arc was put to death, who was the first man to sail around the world, and which is correct - evolution or creationism. These are big ideas with big vocabulary but that should spur us as teachers to occasionally ignore phonics in favor of philosophy. ----- Original Message ----- From: "Jane Meyer" <meyer_j@ccsdistrict.org> To: "Multiple recipients of list" <nifl-fobasics@literacy.nifl.gov> Sent: Thursday, December 02, 2004 4:40 PM Subject: [NIFL-FOBASICS:1213] RE: Plateaus for beginning ABE readers--2nd > > > Reading is a complicated process composed of several components. I'm sure > the reading plateau is due in part to lack of phonics skills. It can also > be due to lack of vocabulary. Conversational vocabulary is different than > reading vocabulary, especially academic vocabulary. This is especially > true for disadvantaged folks. So if someone can't read, their vocabulary > is often also limited since they don't have exposure to the words. > Comprehension can play a part too because usually around 4th grade we > start being exposed to more nonfiction. Often times students are most > familiar with fiction and they don't know the vocabulary and also they > don't have comprehension strategies for nonfiction text frames. Jane Meyer > Canton City Schools ABLE > Canton, Ohio > meyer_j@ccsdistrict.org > >
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