Return-Path: <nifl-povracelit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f3RCKef29863; Fri, 27 Apr 2001 08:20:40 -0400 (EDT) Date: Fri, 27 Apr 2001 08:20:40 -0400 (EDT) Message-Id: <20010427.081709.6870.0.GDEMETRION@juno.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-povracelit@literacy.nifl.gov Originator: nifl-povracelit@literacy.nifl.gov Sender: nifl-povracelit@literacy.nifl.gov Precedence: bulk From: "GEORGE E. DEMETRION" <gdemetrion@juno.com> To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:475] Re: family literacy--it takes a village X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Juno 1.49 Status: O Content-Length: 3894 Lines: 104 Harry: Thanks for your interest. I wrote this twice from my MSN. account, which wouldn't let me send this, plus I'm out the door in 5 minutes. So this is short. First, though I'm no diagnostician, there's little doubt in my mind that Geraldine has certain cognitive processing limitations and she also may be mildly retarded, though I can't say that for sure. Second, for most members of that very beginning level group, phonics is not their strong suit. They incorporate phonemic insight into their work, particularly when the instructor or other group members has the student closely focus on the word. However, wild guessing that isn't remotely phonetically also occurs. Third, they've all made progress over the years, which is noticeable to themselves and to the other tutors who "overhear" as they're working with their own groups. Fourth, the primary methodology is strong supportive "scaffolding" by the instructor and secondarily, through the support of other group members--technically referred to as "Vygotsky's zone of proximate development." Fourth, on your last point, I'm not able to draw direct correlations between "adequate brain functioning" and written languages processing capacity. Though I assume there are organic connections, I think much else is at work too, such as the subtle and enduring impact of culture. I also think for those who read little but have "adequate brain functioning," a lot of practice is required through various strategies and through a broad range of instructional materials. I also think instinct or intuition cannot be sharply separated from cognition, but is a perpetual learning modality of us all by and through which we learn broadly analogous to the nexus between experientially and academically learning. I can get you the entire interview either through fax (send your number to me privately) or by e-mail attachment. I also conducted an audio-taped interview of the group's tutor. If I can find a useful section and if MSN cooperates (I don't have it on this system) I'll post it. Have to run. George Demetrion On Thu, 26 Apr 2001 16:16:18 -0400 (EDT) Harry Forster <hforster@strato.net> writes: >I appreciated the report that you posted. Would it be possible to >make the >entire report available somewhere? > >I was particularly interested in Geraldine's statements below. We >have had a >similar experience in which the student was not aware of signs. Once >he started >to read he was proud to read street signs, store signs, and signs on >trucks and >busses. It appears that he previously was not even aware of signs. > >I feel that the lack of awareness of signs may be an indicator of a >learning >disability in which language is not processed by the brain. When a >person with >this problem sees a sign the right brain sees the form of the sign >but the >language areas of the brain do not process the words. The result is >that they >do not run into signs but they are also never aware that there is >information on >the form. > >Our work has indicated that such persons can not process phonics and >that other >means of starting reading have to be used. We see some indication >that if the >cognitive parts of the brain are adequate the language processing can >be made >cognitive rather than instinctive. > >Have you, or any of your associates, noticed such effects? > >gdemetrion wrote: > >> >> Geraldine: I look at the newspaper, I write the words down. Then I >ask my >> boyfriend what the sign is. He like, "spell it. If you can't spell >it, >> write [copy] it. Now I'm doing both. I'm looking at the signs when >I go >> down town. I'm looking this way and that way. Then I take another >[look?] >> and they don't be right. I be like, "I give up." Then I say >something >> else and if it still don't be right, then I [get?] it then. That's >all. > >Harry > > >
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