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 g59K74C03399; Sun, 9 Jun 2002 16:07:04 -0400 (EDT) Date: Sun, 9 Jun 2002 16:07:04 -0400 (EDT) Message-Id: <91.1e30258d.2a350ee3@aol.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: AWilder106@aol.com To: Multiple recipients of list <nifl-povracelit@literacy.nifl.gov> Subject: [NIFL-POVRACELIT:829] Re: question on the part that memory plays in literacy-instruction X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: AOL 4.0 for Mac - Post-GM sub 146 Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset="US-ASCII" Status: O Content-Length: 319 Lines: 9 Dear Kate, An interesting question, could you elaborate a bit on the problem you are trying to solve? It seems to me that a lot of adult literacy is memorization--sounds of syllables, recognition of syllables, etc. It's all memorization-to-automaticity, the ability to read automatically., with fluency. Andrea
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