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 g5A26ZC06363; Sun, 9 Jun 2002 22:06:35 -0400 (EDT) Date: Sun, 9 Jun 2002 22:06:35 -0400 (EDT) Message-Id: <36.28abd6e0.2a356376@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:834] 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: 333 Lines: 7 Hmmm, I still don't get it. As a school teacher I expected the kids to have "memorized" the times tables. We also expect our students to memorize (store in memory) enormous amounts of information. Lots of LD learners have trouble with making reading memory tasks automatic, and have to keep "relearning" the material. Andrea
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