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 g2IDE3u10567; Mon, 18 Mar 2002 08:14:03 -0500 (EST) Date: Mon, 18 Mar 2002 08:14:03 -0500 (EST) Message-Id: <3C95E832.6929D580@ellijay.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: Art LaChance <arthur@ellijay.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:3954] RE: The ceiling effect X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: multipart/alternative; X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 3111 Lines: 75 --Boundary_(ID_/QahJNdJHSXVb0TGwKpf8A) Content-type: text/plain; charset=us-ascii Content-transfer-encoding: 7BIT Thanks Marie and Trudy for seeing this subject as it really is and for bypassing common thought, and for helping your students out of that chasm. (not necessarily in that order) I wonder seriously if any thought has been given to the source of this 5th grade "ceiling" and the posibility that it stems directly from the fact that the child never was taught effectively the base language skills needed to get beyond that level back in the third grade or so? Secondarily, what was used to confirm those skills to determine that ceiling, the controversial TABE? Further, what did we do with those students? Is this anything like the "baby out with the water" thing? Art Art LaChance Gilmer Learning Center Ellijay, GA Gswinstead@aol.com wrote: > 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 --Boundary_(ID_/QahJNdJHSXVb0TGwKpf8A) Content-type: text/html; charset=us-ascii Content-transfer-encoding: 7BIT <!doctype html public "-//w3c//dtd html 4.0 transitional//en"> <html> Thanks Marie and Trudy for seeing this subject as it really is and for bypassing common thought, and for helping your students out of that chasm. (not necessarily in that order) <p>I wonder seriously if any thought has been given to the source of this 5th grade "ceiling" and the posibility that it stems directly from the fact that the child never was taught effectively the base language skills needed to get beyond that level back in the third grade or so? Secondarily, what was used to confirm those skills to determine that ceiling, the controversial TABE? Further, what did we do with those students? Is this anything like the "baby out with the water" thing? <p>Art <p>Art LaChance <br>Gilmer Learning Center <br>Ellijay, GA <br> <br> <p>Gswinstead@aol.com wrote: <blockquote TYPE=CITE><font face="arial,helvetica"><font size=-1>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.</font></font> <p><font face="arial,helvetica"><font size=-1>Also, I never give up on a student. Most of the time, they've already given up on themselves.</font></font> <p><font face="arial,helvetica"><font size=-1>Trudy Winstead</font></font> <br><font face="arial,helvetica"><font size=-1>LD Specialist</font></font></blockquote> </html> --Boundary_(ID_/QahJNdJHSXVb0TGwKpf8A)--
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