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 eB2Dr8903946; Sat, 2 Dec 2000 08:53:08 -0500 (EST) Date: Sat, 2 Dec 2000 08:53:08 -0500 (EST) Message-Id: <002c01c05c4e$8898e5a0$b7af35d8@-denton> 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: "Denton Kurtz" <dkurtz@learningdisabilities.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3302] Re: Instruction for LBLD - more ?? for Denton X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 4.72.3155.0 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 4878 Lines: 106 Tom, Thank you. In regard to a comment made by Cunningham, et al. "...Students might form mental images when so instructed by their teacher, but they might NEVER form images when reading by themselves. Independent..." NEVER form images when reading would mean that a person always looked at the words, but had images of other things(thoughts), not of what the words were saying. While this would be the argument for why people don't get anything out of reading and don't like to read, it isn't quite accurate. Of course, seldom is a "universal quantifier" accurate. We have all "read"(viewed) a word, a phrase, a sentence, or multiple sentences and thought afterward, "What did I just read?". Usually one will have had such poorly formed imagery that there is little "registering" of the information. Sometimes our eyes scan but our images(thoughts) are on other topics. Usually it is a mix. A strategy is to consciously go back and think about what images can be made to allow us to think/image>register/understand>abstract from. What we train here is the mind's ability to form imagery, what is necessary for understanding and then what is necessary(gestalt/concept imagery) from which to make abstractions(develop critical thinking). Once that is done and practiced at the conscious level the person begins to "absorb" this into their subconscious repertoire and they become more and more "automatic" when ever they read. There are additional nuances to this, but that is the jest of how we develop a person's "comprehension". The term "comprehension" as it is used can be a later discussion. Denton Kurtz the Kurtz Center Winter Park, FL www.learningdisabilities.com -----Original Message----- From: woods@ncia.net <woods@ncia.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Date: Saturday, December 02, 2000 12:41 AM Subject: [NIFL-LD:3301] Re: Instruction for LBLD - more ?? for Denton >Denton Kurtz wrote: >>Would you have a reference or references on the word >> metacognitive, meta-cognitive, metacognition, etc. > >Most of what I have is in my notes at work, so it'll have to wait til next >week. But here are a couple tidbits taken from some teacher training texts I >have: > >Mercer, Cecil D. & Mercer, Ann R. (1993). Teaching students with learning >problems (4th edition). Prentice Hall. > >"Independent generalization is the product of highly developed metacognitive >processes. These processes involve self-evaluation, self-monitoring, >self-recording, self-goal setting, and self-reinforcement. These >metacognitive skills reflect a thinking process that is acquired through >self-instructional training. During acquisition of a skill the concept of >"thinking for yourself" is incorporated into the instructional program. >Preparing students with learning problems to use metacognition requires them >to develop a system of self-questioning. When students use self-questions, >they are active participants in their learning tasks." > >and... > >Cunningham, Patricia M., Moore, Sharon Arthur, Cunningham, James W., & >Moore, David W. (1995). Reading and writing in elementary classrooms: >Strategies and observations (3rd edition). Longman Publishers. > >"An important point about the [reading] strategies that are presented during >comprehension lessons is that they need to be applied throughout the school >day. Applying stragegies to materials is important because performing a >strategy when directed by teachers and performing it without teachers' >directions are two separate concerns. Research in metacognition clearly >indicates that knowing when to perform strategies is a characteristic of >proficient readers. Students might reread a difficult section of a passage >when their teacher tells them to do so, but these same students might seldom >reread difficult sections when on their own. Students might form mental >images when so instructed by their teacher, but they might never form images >when reading by themselves. Independent application of strategies is the >goal of reading instruction. > >The distinction between using strategies only when told to and using them >independently is referred to as being skillful versus being strategic. A way >to help students become strategic readers is to assign a reading passage and >then ask the students what they should do in order to understand it. The few >minutes spent brainstorming strategies that probably are needed for >comprehending a particular passage is time well spent." > >>Would want to add that >> determining how a person thinks or doesn't think directs us to training >> various successful models of thinking so that applied functioning will >> improve. > >Or as the above quotes suggest, to help learners become independent and >strategic... by helping them discover what strategies are possible and when >they should be applied. > >Tom > > >
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