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Date: Wed, 16 May 2001 10:10:03 -0400 (EDT)
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From: Anne Murr <anne.murr@DRAKE.EDU>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:3433] RE: teacher training in phonological awareness
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We used the language experience approach, which Tom Woods describes
so well, in our Adult Literacy Center until about 2 1/2 years ago.
We found that this instruction was too much hit and miss, with more
"miss" than "hit"! It was not intensive or structured enough to
address the deficits of our adult new readers. That's when we
started using the Wilson Reading System. It is direct instruction in
phonemic awareness and phonological processing. Step by step,
learners are given multisensory, interactive opportunities to learn
word structure, i.e., how words work.
Information for teachers is also presented step by step in Wilson's
instructors' materials. We began using the WRS without formal Wilson
training. At present we have over 30 volunteers using the WRS in
one-to-one tutoring with adults. Improving our tutoring skills is an
ongoing process.
In the fall on-line web-based Wilson training will be available. For
more information, visit their website at wilsonlanguage.com.
An article by Reid Lyon, chief researcher with the National Institute
of Child Health and Development, (found at
http://www.ldonline.org/ld_indepth/reading/nih_report.html),
describes current research findings on reading failure and what must
be done to remediate that failure. Learning to read involves the
same cognitive processes for both children and adults, so what is
described for children also applies to adults' literacy learning. I
have found that this research describes the type of instruction which
is found in the Wilson Reading System.
I have also found that adults who bring a rather respectable bank of
sight words lack the phonological processing skills to decode unknown
words. They are thrilled to begin to figure out the structure of
words and to become more independent as readers - which is our goal!
--
Anne Murr, Coordinator
Adult Literacy Center
School of Education
Drake University
3206 University Ave.
Des Moines, IA 50311
anne.murr@drake.edu
Tel 515-271-3982
Fax 515-271-4544
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<html><head><style type="text/css"><!--
blockquote, dl, ul, ol, li { margin-top: 0 ; margin-bottom: 0 }
--></style><title>RE: teacher training in phonological
awareness</title></head><body>
<div>We used the language experience approach, which Tom Woods
describes so well, in our Adult Literacy Center until about 2 1/2
years ago. We found that this instruction was too much hit and
miss, with more "miss" than "hit"! It was
not intensive or structured enough to address the deficits of our
adult new readers. That's when we started using the Wilson
Reading System. It is direct instruction in phonemic awareness
and phonological processing. Step by step, learners are given
multisensory, interactive opportunities to learn word structure, i.e.,
how words work.</div>
<div><br></div>
<div>Information for teachers is also presented step by step in
Wilson's instructors' materials. We began using the WRS without
formal Wilson training. At present we have over 30 volunteers
using the WRS in one-to-one tutoring with adults. Improving our
tutoring skills is an ongoing process.</div>
<div><br></div>
<div>In the fall on-line web-based Wilson training will be available.
For more information, visit their website at<font color="#0000FF"><u>
wilsonlanguage.com</u></font>.</div>
<div><br></div>
<div>An article by Reid Lyon, chief researcher with the National
Institute of Child Health and Development, (found at</div>
<div>http://www.ldonline.org/ld_indepth/reading/nih_report.html),
describes current research findings on reading failure and what must
be done to remediate that failure. Learning to read involves the
same cognitive processes for both children and adults, so what is
described for children also applies to adults' literacy learning.
I have found that this research describes the type of instruction
which is found in the Wilson Reading System.</div>
<div><br></div>
<div>I have also found that adults who bring a rather respectable bank
of sight words lack the phonological processing skills to decode
unknown words. They are thrilled to begin to figure out the
structure of words and to become more independent as readers - which
is our goal!</div>
<div><font face="Arial" size="+1" color="#000000">-- <br>
Anne Murr, Coordinator</font></div>
<div><font face="Arial" size="+1" color="#000000">Adult Literacy
Center</font></div>
<div><font face="Arial" size="+1" color="#000000">School of
Education</font></div>
<div><font face="Arial" size="+1" color="#000000">Drake
University</font></div>
<div><font face="Arial" size="+1" color="#000000">3206 University
Ave.</font></div>
<div><font face="Arial" size="+1" color="#000000">Des Moines, IA
50311</font></div>
<div><font face="Arial" size="+1"
color="#0000FF"><u>anne.murr@drake.edu</u></font><font face="Arial"
size="+1" color="#000000"></font></div>
<div><font face="Arial" size="+1" color="#000000"> Tel
515-271-3982 </font></div>
<div><font face="Arial" size="+1" color="#000000"> Fax
515-271-4544</font><font color="#000000"></font></div>
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