Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id IAA22726; Thu, 18 May 2000 08:07:43 -0400 (EDT) Date: Thu, 18 May 2000 08:07:43 -0400 (EDT) Message-Id: <NCBBKNKAOKKIEJPNDCLGGEBOCCAA.bosquez@swbell.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: Pyron <bosquez@swbell.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:2827] Please remove my name from this list. X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7bit Content-type: text/plain; charset="iso-8859-1" X-Mailer: Microsoft Outlook IMO, Build 9.0.2416 (9.0.2910.0) Status: O Content-Length: 1605 Lines: 39 -----Original Message----- From: nifl-ld@literacy.nifl.gov [mailto:nifl-ld@literacy.nifl.gov]On Behalf Of Tom Woods Sent: Wednesday, May 17, 2000 11:06 PM To: Multiple recipients of list Subject: [NIFL-LD:2826] Re: Needing advice and direction Lucille wrote: >let's give all teachers that one tool >that may do the trick and that they will be thrilled to learn and to use. Most wholeheartedly agreed. Let's give them that one tool and many many others! >You are definitely right in the need to assess a learning style so you can >know how to proceed. As a point of interest, the research I've studied seems to suggest a curious paradox with learning styles. Yes, individuals have different preferences and styles in the way they take in and organize information. Yes, teachers have preferences in the way they teach. But what's hard is trying to adapt and teach to a certain learning style. This seldom happens effectively according to the researchers I've spoken with. Rather, it is a good match that seems to result in the best learning (i.e. when the teacher's style is similar to the learner's style). The assessment that I feel is so important in working with students learning to read has to do with finding out what the learner's skills and strategies are. Does the reader have a good base of sight words? Does s/he read fluently? Does s/he understand letter/sound relationships? Does s/he use context? etc. This is the sort of thing I need to know if I hope to help the student find balance in his or her skills and strategies. This is quite different from learning styles, however. Tom
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