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 j11K2sn19564; Tue, 1 Feb 2005 15:02:54 -0500 (EST) Date: Tue, 1 Feb 2005 15:02:54 -0500 (EST) Message-Id: <66508704.3684F1D5.0070C277@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: LChenven@aol.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4573] Re: Adult Literacy Education Wiki X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 973 Lines: 5 It is hard to believe we are still having this conversation. I think we know that some people need phonics instruction and some don't to learn how to read. And there are some who lack phonemic awareness - different than phonics - who need special interventions to "get it" and who sometimes have to learn decoding using other senses to substitute for or lead to phonemic awareness (eg Lindamood Bell). One size doesn't fit all - but given underfunding and overcrowding, we are often pressed to choose one method over multiple methods - to the detriment of students. When we have the resources, good and ongoing assessment processes can help us learn the best methods for teaching and learning for each individual student. Our basic argument, indeed our fight, needs to be for the allocation of resources that doesn't make learning and teaching a low level priority - so that every child and adult in the public education system doesn't get left behind. Laura Chenven
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