Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id eAKMD1913456; Mon, 20 Nov 2000 17:13:02 -0500 (EST) Date: Mon, 20 Nov 2000 17:13:02 -0500 (EST) Message-Id: <a0432040bb63f5c5abd2e@[10.3.1.82]> 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: Anne Murr <anne.murr@DRAKE.EDU> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3275] Re: Instruction for LBLD - more ?? for Denton X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii; format=flowed Status: O Content-Length: 1177 Lines: 32 More questions for Denton Kurtz: Your statement that "auditory/phonological component of language" is behind the scenes, I would state this way - the phonological component is the foundation and prerequisite for literacy learning (i.e., learning which does not rely on memorization of sight words and which leads to successful decoding - which then will facilitate comprehension). Tell me more about the FastForWord program. We have adults whose perception of phonemes is so minimal that they are (as you say) "bogged down with the speed of processing." How do you fast forward persons with language based learning disabilities (LBLD)? What types of rapid naming procedures do you use? How do you deliver instruction if you do not "see people for tutoring"? In my reading of the research, and my observations with people we serve, they all have "significant learning issues" around language processing, we "see people for tutoring?" What do you do that is different/more effective? I'll be interested to read about the Robin Morris research! Thanks! Anne Murr Adult Literacy Center Drake University Des Moines, IA 50311 515-271-3982 anne.murr@drake.edu
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