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 fA766e011186; Wed, 7 Nov 2001 01:06:41 -0500 (EST) Date: Wed, 7 Nov 2001 01:06:41 -0500 (EST) Message-Id: <000801c16753$66d70a80$31cdeed0@pavilion> 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: "Barbara E. Morey" <advocate@olypen.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3742] Re: reading IS comprehension 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: 1999 Lines: 40 -----Original Message----- From: Jeri Levesque <levesqjr@webster.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Date: Tuesday, November 06, 2001 2:14 PM Subject: [NIFL-LD:3741] Re: reading IS comprehension Hi Jeri, I'd be interested in hearing more about the research results that you are getting on the correlation between listening comprehension and reading comprehension. I have also been involved in teaching reading with basic literacy/reading teachers, adult students and teens with LD. My personal experience has been that some students have exellent listening comprehension, even with very complex stories, when the articles/stories are read aloud to them, and can restate concepts, project outcomes, describe theme and characters in detail, etc. but they cannot read at more than a 5th grade level or read the same materials independently after having them read aloud first. Many of them have excellent oral (spoken) vocabularies. Also, I have had students who have LD, especially involving short term memory, who can not process materials they hear, but can read at a 12th grade level. They also tend to have a great deal of difficulty with defining words in isolation, spelling and reading fluently out loud; but their written compehension levels test at above average. Paradoxically, they tend to have little trouble with technical language when it relates directly to a subject of high interest or career....Barbara Morey, Port Townsend, WA >" Interesting finding from our research >here in St. >Louis - listening comprehension is a major correlate of a reading >disability that >is connected with LD. So language and listening connect with making >meaning from >print. Some people "don't listen" because they can't make meaning from >the words they hear. Not surprisingly, they can't make sense of print. >We know a number of ways to teach listening skills, but I'm not exactly >sure how the ability to listen and make meaning manifests itself in the brain.
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