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 g2I1Pgu22325; Sun, 17 Mar 2002 20:25:43 -0500 (EST) Date: Sun, 17 Mar 2002 20:25:43 -0500 (EST) Message-Id: <13c.b115472.29c69b4c@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: Gswinstead@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3953] RE: The ceiling effect X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 6.0 for Windows US sub 10552 Content-Type: multipart/alternative; boundary="part1_13c.b115472.29c69b4c_boundary" Status: O Content-Length: 1280 Lines: 29 Content-Type: text/plain; charset="US-ASCII" Content-Transfer-Encoding: 7bit I've taught dyslexic students and adults for 25 years and have yet to see a "ceiling" effect as long as the instruction is appropriate to the learner. Marie's *rules of thumb* seem right on target. Some students remain very concrete learners and do have difficulty abstracting information. But even they can make visible improvement. Also, I never give up on a student. Most of the time, they've already given up on themselves. Trudy Winstead LD Specialist
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