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 g0KI1wn08313; Sun, 20 Jan 2002 13:01:58 -0500 (EST) Date: Sun, 20 Jan 2002 13:01:58 -0500 (EST) Message-Id: <10e.b0b0eb2.297c5f5e@aol.com> 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: Nashansen@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3850] RE: NIFL-LD:3810 NO Support for phonetic X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 5.0 for Windows sub 124 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 2754 Lines: 60 In a message dated 01/17/2002 arthur@ellijay.com writes: << I'm NOT looking for an argument here, "discussion" yes. I am sorry Clif left the discussion and the list. And I do respond quite well to "Shut-up Art". >> This NIFL article was very stimulating for me. Wouldn't it be nice if we had some "pat answer" that would tell us exactly why a child "fell through the cracks" ... I agree with you about this message. THE ABOVE: You are far more generous than *I* would be saying publicly you are sorry Clif isn't on the list responding to the discussion. Art - He doesn't **know** how to discuss! Did he actually TELL you on-line to shut up???? The gall. You also wrote: << I've used the McCarron-Dial Perceptual Memory Task (PMT) on several occasions at a local level in the adult literacy classroom to verify that the visual, auditory, and spatial capabilities were not dysfunctional in order to rule out limitations in data handling / 'learning'. >> What publishing house stocks this evaluation tool? Is it an expensive tool and is it a standardized test that is accepted by the fed's? I was told that the only way I was going to be able to get around TABE testing our adult learners is with a standardized test. Next writing: << We've all taught students who just never got it. But why didn't they get it? They could do a bunch of other stuff, why can't they do long division? Years of practicing erroneous procedures in long division, or any other brain dependent skill, sets up indelible neural pathways that interfere with new information. That's why I indicated that children can be brought back on track much quicker than adults because the pathways are not so strong. Adults require much support and much repetetion of new skills simply to build the trust of usage required before they will incorporate the new as replacements for the old. And even then, in times of stress (testing), they will often revert back to the old, because it has stronger influence, even though it may be incorrect and they know it. >> This paragraph made *me* wonder if the child described in the first sentence really can get much out of an adult literacy program. Do you think they can? I *do* agree with your premise that "adults reauire much support and much repetition" because that's one of the factors Laubach's written materials use. Sometimes it's very hard for me to get the tutor whose excellent reading capabilities make his/her want to push forward without repetition activities the next tutoring session. Testing??? That last sentence is why I'm fighting TABE testing as required by the S.D. Dept. of Labor for the minimal amount of funding we received. Thanks for sharing your ideas. Nancy Hansen
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