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 g6MJ6lX12465; Mon, 22 Jul 2002 15:06:47 -0400 (EDT) Date: Mon, 22 Jul 2002 15:06:47 -0400 (EDT) Message-Id: <3b.29d03ccc.2a6db12a@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: AWilder106@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4015] Re: Readability X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 4.0 for Mac - Post-GM sub 146 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 813 Lines: 19 Dear Art, I have reading today about dyslexia--different varieties--and it is clear that their type 1 (or something) resembles what you describe, essentially--"accurate but slow oral reading." Actually, the author calls it "dysfluent reading." Remediation = practice reading, repeated exposure with the same text. Another author says the same. Also recommends having person read book (or whatever) backwards just to test whether student can pronounce all the words. So "dysfluent reading" may simply be lack of practice. Made me want to rush out and try. in any case, there is a nifty learning reading model which I find quite helpful, a large step up from others I have seen, more sensible. I always like reading about pragmatic teaching practices, the first choice for experienced teachers.
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