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 j91IDSG21514; Sat, 1 Oct 2005 14:13:28 -0400 (EDT) Date: Sat, 1 Oct 2005 14:13:28 -0400 (EDT) Message-Id: <048401c5c6b3$81ece9c0$0202a8c0@Tomschoice> 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: "John Nissen" <jn@cloudworld.co.uk> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:4910] Re: LD and intensive phonics X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2207 Lines: 70 Hello Andrea, The method of teaching by synthetic phonics is described on the Cloudworld page: http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm I wrote it, taking into account the method used in the Clackmannanshire study. Here is the URL: http://www.scotland.gov.uk/library5/education/ins17-00.asp and here is a quote from the conclusions: [quote] It can be seen that the gains made in word reading in Primary 1 had increased 6 fold by the end of Primary 7, going from 7 months to 3 years 6 months ahead of chronological age. The gain in spelling was 4.5 fold, going from 7 months to 1 year 9 months ahead of chronological age. This is very unusual, as the effects of training programmes usually wash out rather than increase out (Ehri et al, 2001). Although reading comprehension scores were tending to diminish over time, at the end of the study they were still significantly above chronological age and were good given the children's somewhat below average levels of vocabulary knowledge. The sample of children studied showed a skew towards coming from less advantaged socio-economic backgrounds, so the gains in literacy skills over what would be expected for chronological age are particularly noteworthy. [end quote] I'll deal with phonemes separately. Cheers from Chiswick, John John Nissen, director Cloudworld Ltd, maker of the WordAloud assistive reader, http://www.cloudworld.co.uk ----- Original Message ----- From: <AWilder106@aol.com> To: "Multiple recipients of list" <nifl-ld@literacy.nifl.gov> Sent: Saturday, October 01, 2005 4:01 PM Subject: [NIFL-LD:4909] Re: LD and intensive phonics > John, > > It's my view that you have to look at pecisely what the person (child) > is being taught, and how they are being taught before you can label what > is going on, e.g., "explicit phonics" or something else. > > Do you have that info for the study you cited? Would it be possible to > summarize it for the list? > > By the way, I always read that there are 44 phonemes in English. Where > did this "fact" come from? Anyone know? Urban legend? I have a linguistic > source which cites 110 phonemes. > > I hope so. > > Thanks. > > Andrea >
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