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 j134Wpn22268; Wed, 2 Feb 2005 23:32:51 -0500 (EST) Date: Wed, 2 Feb 2005 23:32:51 -0500 (EST) Message-Id: <410-22005243431362@ix.netcom.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: "Michele Anne Craig" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4580] Re: Adult Literacy Education Wiki X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-type: text/plain; charset=US-ASCII X-Mailer: EarthLink MailBox 2005.1.57.0 (Windows) Status: O Content-Length: 1219 Lines: 25 I really laughed out loud at the WWIII comment. This is so true. And so is what Lucille says-- everyone is so individual. I know that I had to take the reading courses in order to pass the RICA exam for my K-12 credential and the things I learned in this course were alone the thing that made doing that credential worthwhile even though I knew I was going to use it to teach at the adult school. The more I observe and the more I apply what I learn, the more I find out that learning to read is the most mysterious and fascinating thing practically on the earth. I think that there are two reasons for the vehemence about reading instruction. First, if something works, we make the assumption that it will work again (until we yet again discover that everyone learns differently) and second, as teachers we often stay within our comfort level. Also reading instruction seems particularly subject to political whims and curriculum driven instruction. You really can't beat sitting down with a book someone likes and having them read it aloud (and you to them) as reading instruction. It worked for Frederick Douglas and others. But unfortunately it is a really time intensive way of teaching reading. Michele
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