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 g6MHv5X11310; Mon, 22 Jul 2002 13:57:05 -0400 (EDT) Date: Mon, 22 Jul 2002 13:57:05 -0400 (EDT) Message-Id: <3D3CEF9B.A358896@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:4014] Re: Readability X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Mozilla 4.7 [en] (Win98; I) Status: O Content-Length: 1811 Lines: 42 Andrea, Sorry for the droning on here but I go on a roll.......... About seven years ago we were working with family lit that wasn't really "family" lit but a remediation for K through 6th or thereabouts, with GED prep available for the parents if needed, but they were kept somewhat out of the picture. A 4th grade student was referred to us from the elementary school with comments from the teacher that she "didn't know what was wrong, he's the best reader in the class but has no comprehension". After a "read to me" session using children's Golden books it dawned on me that he was simply reading a 'word list', although he read it reeeel fast. Began using the newspaper with adults. It's as simple as having them read a sentence over and over til they read "just like they would say it to me", then go to an unfamiliar sentence. They will stumble over and over again during the first session until the brain responds to the demand, which usually takes three or four sentences to get used to the new processing. This forces the right hemisphere to enter into the equation and form the conceptual issues that feed comprehension. One must follow up on the development of course to restrict falling back on the old version which is "easier". Older students require more followup and have greater tendency to revert back to the old compensatory methods. Younger students can make a spontaneous change, IF and it's a big IF, they "understand" the decoding processes that phonics provides. It's just my way of getting there as nothing else appeared to work. art Art LaChance Gilmer Learning Center Ellijay, gA AWilder106@aol.com wrote: > Art, > > I just love this method because it sounds so impromptu but isn't, how long > have you used this technique? > > Have others used similar techniques?
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