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 j3DCCSG14492; Wed, 13 Apr 2005 08:12:28 -0400 (EDT) Date: Wed, 13 Apr 2005 08:12:28 -0400 (EDT) Message-Id: <20050413.074306.-459855.2.arconn@juno.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: arconn@juno.com To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4692] Re: Synthetic phonics a silver bullet? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=us-ascii X-Mailer: Juno 5.0.33 Status: O Content-Length: 1104 Lines: 21 Bruce Carmel's music analogy makes sense to me. I am an Orten Gillangham failure. I took about 50 hours of it and tutored an additional 36 hours. I could find some things I could use teaching adults. I do believe that it helps certain children very much. However, how many adults have the time to work on phonics with no forseeable results for a lengthy time? The adults I teach have many things to do with their life. Children have school as their primary activity. If an adult wishes to get his/her driving license, we work on that .- and include phonics and multi sensory learning in the work we do for the license. The person has a goal and usually is motivated to work towards that goal. Within a year or less with a multi sensory approach, the adult could drive. Perhaps this adult cannot read a simple book, but he/she has reached his /her goal. (Yes, I have tutored people who can't read to get their license and at the beginning they couldn't read a simple book and at the end they couldn't read a simple book, BUT they could read enough to get their license) Rae Connors
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