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 fA5HMk012247; Mon, 5 Nov 2001 12:22:46 -0500 (EST) Date: Mon, 5 Nov 2001 12:22:46 -0500 (EST) Message-Id: <a05100300b80c6edf0ff3@[63.204.143.43]> 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: Maureen Carro <mightymoe@lmi.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3727] Re: reading IS comprehension 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: 9665 Lines: 206 Use Latin roots and affixes as "nonsense words" with high school and adult students. Roots like vac, dict, con, cred, cept dent, etc. make for good simple decoding practice with closed syllable "word parts" that older students do not readily recognize as "words". Then I ask if they can think of real words that have those parts in them. They usually come up with more than one, and that opens up the discussion of the "meaning" of the word part......morphology. Roots and affixes contain a number of different vowel patterns that you can use for practice (cede, derm, cur etc.). The students feel like they are "going somewhere" with this rather than just teaching them to decode "real words" that they may already read by "sight", or random "nonsense words". This also establishes "orthographic patterns" that occur regularly in "real words", and sets them up to use these in encoding and spelling. I might ask them to write the root that means "say or tell", the prefix that means "before" and then the word that means to "tell before". After you have covered a couple of vowel patterns, you and your students can have a lot of fun with this! This can later lead to grammar, using derivational suffixes. We categorize them into noun, verb, adjective, and adverb suffixes, and change the part of speech by changing the suffix (dictate..verb, dictator, dictation..noun). Of course this takes a lot of time and planning, but is just an example of where you can go with "nonsense words". >------=_NextPart_000_000B_01C165C1.D9A8DAE0 >Content-Type: text/plain; > charset="iso-8859-1" > >Hi~ I'm relatively new to the list. I am a SLP in private >practice, specializing in disorders of written communication. > >The research on using nonsense syllables makes fascinating reading. >A student's speed and accuracy in reading nonsense words is the best >predictor or future reading achievement. So it can be really >useful. It is the ultimate way for a teacher to remove context >(guessing) and require practice of the speech-to-print code. It has >been pretty well substantiated by repeated research that good >readers don't guess, they decode. All the major structured language >methods (Lindamood LiPS, Wilson, Orton-Gillingham, Language!) use >nonsense syllables as a tool (of course not the only tool!). When >you think about it, a new word that a student must read (one that >isn't yet in their vocabulary) is a nonsense word. If they have >practiced decoding, learning to observe the patterns of English >orthography (which is more than 85% predictable) for an indication >of how the word is pronounced , they can more easily read new words. >Upper-level and especially technical reading is full of new words. >But most important, students with actual reading disorders *need* >this practice to become competent readers. They (unlike their peers >who seemed to learn this without direct teaching) need to have >systematic and explicit practice with the code. Nonsense words is >one way to give them this practice. A Net search for nonsense word >reading. turns up some good info. > >Sandie Barrie Blackley, MA/CCC >The Language & Learning Clinic >188 Claremont Drive >Elkin, NC 28621 >PHONE: 336-835-8224 FAX: 336-835-1549 >www.llclinic.com > >----- Original Message ----- >From: Sara and Greg Calkins <calkins3@ix.netcom.com> >To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> >Sent: Monday, November 05, 2001 2:43 AM >Subject: [NIFL-LD:3716] Re: reading IS comprehension > > >> > >> > One thing that bothers me about the Wilson, and I like the Wilson, is the >> > nonsense syllables. I have students who can read them, but I think they >> > waste time especially for students who find reading hard anyway. Give >> them >> > the real stuff. >> > >> > Andrea >> >> >> Andrea: >> >> I've used the Wilson Reading System with adults in a library-based literacy >> program and with children as young as 7. When I explain the necessity of >> nonsense words to them, I use an example such as: > > >> "lish" -- is that a real word? Of course not--it's nonsense now. >> But what if we add "es" and "tab"? Now it IS a real word: "establish." >> We need to be able to figure out all of the syllables in a >> multi-syllablic word. >> >> Something that I don't always say to my students, is that using nonsense >> words verifies that the student can really apply his/her knowledge about how >> sounds work within syllables. Many people have memorized a lot of words -- >> when nonsense words are used, one can be accurate in assessing a student's >> mastery of a concept. Mastery is critical to internalizing the process so >> that reading becomes automatic and fluent. >> >> Sara Calkins >> Reading Specialist >> calkins3@ix.netcom.com >> >> >> >> >> > >------extPart_000_000B_01C165C1.D9A8DAE0 >Content-Type: text/html; > charsetso-8859-1" >Content-Transfer-Encoding: quoted-printable > ><!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> ><HTML><HEAD> ><META content="text/html; charset=iso-8859-1" http-equiv=Content-Type> ><META content="MSHTML 5.00.2614.3500" name=GENERATOR> ><STYLE></STYLE> ></HEAD> ><BODY> ><DIV><FONT face=Arial size=2>Hi~ I'm relatively new to the list. I >am a SLP in private practice, specializing in disorders of written >communication. </FONT></DIV> ><DIV> </DIV> ><DIV><FONT face=Arial size=2>The research on using nonsense syllables makes >fascinating reading. A student's speed and accuracy in reading >nonsense words is the best predictor or future reading >achievement. So it can be really useful. It is the >ultimate way >for a teacher to remove context (guessing) and require practice of the >speech-to-print code. It has been pretty well substantiated by repeated >research that good readers don't guess, they decode. All the major structured >language methods (Lindamood LiPS, Wilson, Orton-Gillingham, Language!) use >nonsense syllables as a tool (of course not the only tool!). When you >think about it, a new word that a student must read (one that isn't >yet in their >vocabulary) is a nonsense word. If they have practiced >decoding, learning >to observe the patterns of English orthography (which is more than 85% >predictable) for an indication of how the word is pronounced , they can more >easily read new words. Upper-level and especially >technical reading >is full of new words. But most important, students with actual reading >disorders *need* this practice to become competent readers. They (unlike >their peers who seemed to learn this without direct teaching) need to have >systematic and explicit practice with the code. Nonsense words >is one way >to give them this practice. A Net search for <EM>nonsense word >reading</EM>. turns up some good info. </FONT></DIV> ><DIV> </DIV> ><DIV><FONT face=Arial size=2>Sandie Barrie Blackley, MA/CCC<BR>The Language >& Learning Clinic<BR>188 Claremont Drive<BR>Elkin, NC >28621<BR>PHONE: >336-835-8224 FAX: >336-835-1549<BR><A >href="http://www.llclinic.com">www.llclinic.com</A><BR></FONT></DIV> ><DIV><FONT face=Arial size=2>----- Original Message ----- </FONT> ><DIV><FONT face=Arial size=2>From: Sara and Greg Calkins <<A >href="mailto:calkins3@ix.netcom.com">calkins3@ix.netcom.com</A>></FONT></DIV> ><DIV><FONT face=Arial size=2>To: Multiple recipients of list <<A >href="mailto:nifl-ld@literacy.nifl.gov">nifl-ld@literacy.nifl.gov</A>></FONT></DIV> ><DIV><FONT face=Arial size=2>Sent: Monday, November 05, 2001 2:43 >AM</FONT></DIV> ><DIV><FONT face=Arial size=2>Subject: [NIFL-LD:3716] Re: reading IS >comprehension</FONT></DIV></DIV> ><DIV><BR></DIV><FONT face=Arial size=2>> ><BR>> > One thing that >bothers me about the Wilson, and I like the Wilson, is the<BR>> >> nonsense >syllables. I have students who can read them, but I think they<BR>> >> waste time especially for students who find reading hard anyway. >Give<BR>> them<BR>> > the real stuff.<BR>> ><BR>> > >Andrea<BR>> <BR>> <BR>> Andrea:<BR>> <BR>> I've used the Wilson >Reading System with adults in a library-based literacy<BR>> >program and with >children as young as 7. When I explain the necessity of<BR>> nonsense words >to them, I use an example such as:<BR>> <BR>> > "lish" -- >is that a real word? Of course not--it's nonsense now.<BR>> > But what if we add "es" and "tab"? Now it IS a real >word: "establish."<BR>> We need to be able to figure out >all of the syllables in a<BR>> multi-syllablic word.<BR>> <BR>> >Something that I don't always say to my students, is that using >nonsense<BR>> >words verifies that the student can really apply his/her knowledge about >how<BR>> sounds work within syllables. Many people have memorized a lot of >words --<BR>> when nonsense words are used, one can be accurate >in assessing >a student's<BR>> mastery of a concept. Mastery is critical to internalizing >the process so<BR>> that reading becomes automatic and fluent.<BR>> ><BR>> Sara Calkins<BR>> Reading Specialist<BR>> <A >href="mailto:calkins3@ix.netcom.com">calkins3@ix.netcom.com</A><BR>> ><BR>> ><BR>> <BR>> <BR>> </FONT></BODY></HTML> > >------extPart_000_000B_01C165C1.D9A8DAE0-- -- Maureen Carro 20 Alamo Oaks Lane Alamo, CA
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