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 j4PFHYG02255; Wed, 25 May 2005 11:17:34 -0400 (EDT) Date: Wed, 25 May 2005 11:17:34 -0400 (EDT) Message-Id: <20050525151551.14329.qmail@web52801.mail.yahoo.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: tom zurinskas <tzurinskas@yahoo.com> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4781] Re: LD Toolkit and multisensory approach with synthetic phonics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset=us-ascii Status: O Content-Length: 7032 Lines: 235 Good stuff John, Truespel Book One: Analysis of the Sounds (phonemes) of USA English" (authorhouse.com) is a reference that shows various ways how each of the 40 phonemes of USA English are spelled. This counts each word with equal weight. Another way to look at it is to weight the relevance of phoneme spelling by the number of times words are used. "The Alphabet and the Sounds of USA English: Truespel Book 4" looks at this. It's in production at authorhouse. Tom Zurinskas Creator of truespel --- John Nissen <jn@cloudworld.co.uk> wrote: > > Hi all, > > Multi-sensory techniques are always valuable, > whoever the learner. In the > synthetic phonics approach used in Clackmannanshire > schools, which was so > successful, they used magnetic letters, and children > were starting to spell > words as soon as they'd learnt the first few letter > shapes - i.e. right at > the beginning of the 16 week course. Letter shapes > were also learnt using > pictures and sounds - even movements (wriggle for > 's' for snake) -as well as > drawing the letter shapes with pencil and paper. > The activity and > participation aspect is all important. This is a > feature of using our > software, WordAloud, which allows the user to > practice both reading and > writing (the user can type in and hear words as they > typed). This has to be > good for students with LD. > > I've just heard from a niece who lives in Germany, > and her daughter is being > taught by synthetic phonics. Almost immediately she > is starting to write - > and the teachers allow any spelling, so long as the > kids are actively > participating in the writing process. The kids took > their writing home, and > it was quite difficult to understand because it was > purely phonetic, with > lots of words contracted. But soon the spelling > improved, and now my cousin > is overjoyed by the success of this method, and glad > she's not in England > (where people are still using the whole language > approach and analytic > phonics). > > Talking about spelling rules, I could not find > anything comprehensive on the > web, so I've started a page on this subject. See > http://www.cloudworld.co.uk/english-spelling-rules.htm. > I'd appreciate > comments and contributions on it. I think it should > be helpful to teachers > and students to know how spellings arose, and it > then helps them understand > the spelling system - the mapping from phonemes to > graphemes. My theory is > that, if you understand that mapping, it helps you > to appreciate the reverse > mapping, from graphemes to phonemes, i.e. the > mapping that you do when you > 'decode' words to read and understand them. > > I am also developing a complete map on a > spreadsheet, which shows all the > sounds of the language, and what corresponding > spellings occur. I have > about 300 phoneme-grapheme combinations, and finding > more everyday. If you > are interested, please email me. > > Cheers, > > John Nissen > director > Cloudworld Ltd - http://www.cloudworld.co.uk > maker of the assistive reader, WordAloud. > Tel: +44 208 742 3170 Fax: +44 208 742 0202 > Email: info@cloudworld.co.uk > > > ----- Original Message ----- > From: "Anita Landoll" <amlandoll@yahoo.com> > To: "Multiple recipients of list" > <nifl-ld@literacy.nifl.gov> > Sent: Wednesday, May 25, 2005 1:48 PM > Subject: [NIFL-LD:4775] Re: LD Toolkit > > > > You might want to include concrete, multi-sensory > > techniques for decoding of difficult words. An > adult > > learner showed me (in 1979) how to teach her to > read > > many words she had been unable to learn. I have > since > > seen that when reading students use her technique, > > they are able to make sense of any word they need > in > > order to read any text. They enjoy doing the > decoding, > > because it really makes sense to them. > > > > Anita www.learntoreadnow.com > > > > > > > > --- RKenyon721@aol.com wrote: > >> Hello all, > >> > >> Please note the following message: > >> > >> Rochelle Kenyon, Moderator > >> NIFL- Learning Disabilities and Literacy > Discussion > >> List > >> _RKenyon721@aol.com_ (mailto:RKenyon721@aol.com) > >> > >> > >> How many of you encourage manipulatives and > hands-on > >> materials in your LD > >> trainings - or rather, all of your trainings? We > >> have several variations > >> of these hands-on/manipulatives toolkits that we > use > >> in our trainings here > >> in Ohio. When we have funds, we purchase some of > >> the items as cheaply as > >> we can, and assemble these toolkits to give to > >> participants to use in their > >> programs. > >> > >> I find I use a lot of the Lakeshore Learning > >> materials in my toolkits > >> because they are adult-appropriate, hands-on > >> materials. I am not employed > >> by Lakeshore and am not here to promote them as > a > >> vendor. I have been > >> talking with our Lakeshore sales rep at various > >> events for quite some time > >> about developing a toolkit with hands-on > materials > >> - it would include: > >> > >> 1. hands-on learning materials > >> 2. information on LD: differences, > difficulties, > >> disabilities > >> 3. a training guide for use of the materials > >> 4. lesson plans > >> 5. built around a workplace/career theme > >> 6. possibly include life skills/health/family > >> themes, as well > >> > >> This is part of Lakeshore's Customized Learning > >> Solutions. Ohio is willing > >> to contribute some funds for the development of > this > >> product and I'm > >> wondering if other states/agencies want to be > >> involved and are able to > >> provide a portion of the funding to support this? > >> It wouldn't be a huge > >> financial commitment (~$5,000), but depends on > the > >> number of people > >> involved. Your commitment would be for > purchasing > >> at least that amount of > >> the product when it's ready. (Of course, with > >> funding these days, a > >> percentage of nothing would be huge!) :) > >> > >> Once this product is developed, it would be > >> available for all programs to > >> purchase through Lakeshore, as funds permitted, > of > >> course. > >> > >> If you would like more information and/or might > be > >> interested in partnering > >> with this, please contact me directly at > >> fantine@ohio.edu. > >> > >> Jeff Fantine > >> Director, ABLE Resource Center > >> College of Education > >> Ohio University > >> 338 McCracken Hall > >> Athens, OH 45701 > >> 800-753-1519 > >> fax: 740-593-2834 > > Convert text to truespel USA accent by copy/pasting text at: http://www.foreignword.com/dictionary/truespel/transpel.htm For truespel discussion and phoneme frequency files go to http://groups.yahoo.com/group/truespel/ or truespel.com Read “Truespel Book One: Analysis of the Sounds (Phonemes) of USA English (Authorhouse.com) __________________________________ Yahoo! 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