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 j3DCu5G15473; Wed, 13 Apr 2005 08:56:05 -0400 (EDT) Date: Wed, 13 Apr 2005 08:56:05 -0400 (EDT) Message-Id: <0094E176.1C836D28.0A349A3F@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:4693] Re: Synthetic phonics a silver bullet? 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: 466 Lines: 5 Terrific point. A possible reading intervention would be to assemble a book/ portfolio of documents that the student needs to master to achieve a particular goal. I also want to mention that learning to read follows two distinct brain routes--a sound/symbol route and a whole word route. Research over the last 20 years or so has focused on the sound/symbol route, perhaps because of government sponsored research which supported a single route theory. Andrea
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