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 j3DG3jG19408; Wed, 13 Apr 2005 12:03:45 -0400 (EDT) Date: Wed, 13 Apr 2005 12:03:45 -0400 (EDT) Message-Id: <d4cdfb115677c204d724bb459b9f5819@lmi.net> 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: Maureen Carro <mcarro@lmi.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4696] Re: Synthetic phonics a silver bullet? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Apple Mail (2.619.2) Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII; format=flowed Status: O Content-Length: 891 Lines: 23 Andrea, Could you point me in the direction of some of the research supporting the "single route" theory? I am familiar with the Schaywitz, , Torgeson, et al variety, as well as Wolfe, who introduces the "timing" piece. I have read some about the "whole word formation" areas of the brain; ..is this what you mean by "single route" ? On Apr 13, 2005, at 5:55 AM, AWilder106@aol.com wrote: > 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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