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 fAEGja020900; Wed, 14 Nov 2001 11:45:36 -0500 (EST) Date: Wed, 14 Nov 2001 11:45:36 -0500 (EST) Message-Id: <3BF29EF9.2C40342C@webster.edu> 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: Jeri Levesque <levesqjr@webster.edu> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3773] Re: reading IS comprehension X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii; x-mac-type="54455854"; x-mac-creator="4D4F5353" X-Mailer: Mozilla 4.61 (Macintosh; I; PPC) Status: O Content-Length: 4020 Lines: 74 Hi Barbara, The uneven profiles you describe are consistent with most reading research -- Informal Reading Inventories often include a listening comprehension component - we found we could predict comprehension to a stat sig level by reading the comprehension section aloud to the learner - then having the learner recap the passage, and only ask questions on the untapped material. We also support your finding that high interest vocab "clicks" with adult learners while other of equal apparent difficulty does not. Again, more support for all of the cognitive reading instruction approach that builds on a reader's prior knowledge and interest. This of course brings us back to working with word analysis (decoding) strategies - and using a variety of approaches (whole word, synthetic, etc) - using discrete strategies to address discrete weaknesses rather than a more global approach (throw everything you've got against the wall - whatever sticks - use in tomorrow's lesson!). One thought back from my old dissertation. I tried to teach listening comprehension to college students then gave a lecture on quantum physics (these were education majors) - in the next group I organized a lecture with lots of visuals - guess which group scored hirest on the post test? I've asked Tim O'Dea at LIFT to dig up a copy of the original study that guides our current work with Reading Difficulties and LD for you. What is interesting here is that we started with the Adult Literacy Survey Inventory by Dick Burnett - learned quite a bit about training instructors and are now moving into a silent reading version using a modified cloze (maze) approach with a continuous passage that gets increasingly difficult. We'd be happy to share as we continue to learn about teaching adults who learn differently to read with less difficulty. Jeri Levesque, Ed.D. Associate Professor, Webster University Program Evaluator, LIFT-Missouri "Barbara E. Morey" wrote: > -----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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