McCandliss is the researcher. He talked in one part of a speech at the  
Learning and the Brain Conference.  All sessions are recorded, so I  
bought some copies on CD's.

McCandliss used as his example whole word learning and phonetic  
learning--what the teacher focuses on the student will follow.

It's also the white matter, myelinated parts of axons (10,000/neuron)  
that send the electric/chemical signals to the next neuron.  "Speed of  
processing" accounts for a lot of  "intelligence."  "The race to he  
swift," etc.

Andrea

On Oct 30, 2007, at 10:24 AM, Bruce C wrote:


> Hi Andrea

> Sounds interesting. I'd like to learn more. Where can I find this  

> research?

> Thanks from Bruce Carmel

>

>

> Andrea Wilder <andreawilder at comcast.net> wrote:

>> There is brain research which shows that when the TEACHER focuses on a

>> certain aspect of reading or learning, he STUDENT will follow this

>> lead.

>>

>> Andrea

>>

>> On Oct 30, 2007, at 7:19 AM, Jackie Coelho wrote:

>>

>> > Shirley, I agree that an enjoyment of reading is the first step. I

>> > have been reading small novels with my Pre-GED level students for

>> > three years now. And when we finish one book, they are always quick  

>> to

>> > ask what the next will be. They really enjoy spending time  

>> discussing

>> > the characters, the issues and relating all to themselves. Last week

>> > we read a text that explains in detail why leaves change color and

>> > then fall off. The next day a student told me she had never looked  

>> at

>> > fall foliage the way she does now.

>> > If a student enjoys reading or sees a real purpose to it, he or she

>> > does it more than willingly.

>> > Jackie

>> >

>> > On 10/29/07, shirley ledet wrote:

>> >> I agree, however by the time I students get to us they need a  

>> reason

>> >> to

>> >> read. Discussion brings an interest and desire to read. When very

>> >> young

>> >> children are given that desire because of the way it is introduced.

>> >> the

>> >> desire build, the cognitive recognition of reading, thoughts,

>> >> imagination

>> >> and pleasure are place in the lexicon and "walaa" you have a  

>> reader.

>> >> When

>> >> this is not done, the students sees reading as a means to end and

>> >> therefore

>> >> drudgery. Telling a students to read whose mantra has become "I  

>> hate

>> >> reading" " I was never good at reading" "I always fail reading" is

>> >> pointless. We must awaken the desire and the learning will come.  

>> With

>> >> joy.....most of the time.

>> >> Shirley

>> >>

>> >>

>> >> Wendy Quinones wrote:

>> >> Actually, all of the GED tests are reading -- even math for the  

>> most

>> >> part.

>> >> I think Mary Lynn is right on!

>> >>

>> >> On 10/26/07, Mary Lynn Simons wrote:

>> >>>

>> >>> Three of the GED tests are reading. If the teacher is talking a  

>> lot

>> >>> and if

>> >> students are talking a lot, students are not reading. Reading is a

>> >> skill.

>> >> The reason most people read poorly is that they don't read much.  

>> The

>> >> reason

>> >> people type poorly is that they don't type; the reason people do  

>> not

>> >> play

>> >> the guitar well is that they don't play, and on and on and on. I  

>> say,

>> >> "Shut

>> >> up and read."

>> >>>

>> >>>

>> >>>

>> >>>

>> >>> ________________________________> Date: Fri, 26 Oct 2007

>> >> 15:39:46 -0400> From: tborge at bhcc.mass.edu> To:  

>> assessment at nifl.gov >

>> >> Subject: [Assessment 1002] Re: GED Discussion - what you need to

>> >> know!>>

>> >> When we are referring to creativity do we mean teaching critical

>> >> thinking

>> >> skills which once our students know how to think in a critical

>> >> thinking way

>> >> they will be successful in achieving their education and other life

>> >> goals.

>> >> However, just like K-12 education, adult education is captured on  

>> the

>> >> high

>> >> stakes spinning wheel of accountability which stifles creativity  

>> and

>> >> teachers teach to the test.> Toni Borge> BHCC> Adult Education &

>> >> Transitions

>> >> Program> Boston, MA> ________________________________>

>> >> From: assessment-bounces at nifl.gov

>> >> [mailto:assessment-bounces at nifl.gov] On

>> >> Behalf Of shirley ledet> Sent: Thursday, October 25, 2007 4:30 PM>

>> >> To: The

>> >> Assessment Discussion List> Subject: [Assessment 1001] Re: GED

>> >> Discussion -

>> >> what you need to know!> I agree that creativity is not the enemy of

>> >> success

>> >> on standardized test. We need look no further then those who have  

>> been

>> >> successful on any type of test. We tend to use terms like  

>> natuarally

>> >> gifted,

>> >> just smart, etc. If you speak to these folks they are well rounded,

>> >> enjoy

>> >> reading, mvies, theater, they tend to use terms like "I don't  

>> know, I

>> >> just

>> >> know stuff." Researchers have found that this may be the reason for

>> >> disparity between ethnicity. I believe there is more disparity

>> >> between socio

>> >> economic background then ethnicity. Exposure to the arts, banking

>> >> industry,

>> >> faculty, medicine, legal issues as part of your everyday life tends

>> >> to offer

>> >> more of an advantage when testing then someone whose only exposure  

>> is

>> >> to go

>> >> to school and study hard. My students participate in a quite a few

>> >> creative

>> >> projects and those that "get into it" tend to do better in all

>> >> subjects.

>> >> Those that feel it is a waste of time and they just want to "study

>> >> for the

>> >> GED" are generally frustrated when "all of their hard work does not

>> >> pay off

>> >> like they would like." Creativity also leads to retention;  

>> especially

>> >> those

>> >> activities that have to be completed in increments. Let's bring on

>> >> more

>> >> creativity!> Shirley Ledet> GED Instructor> NHC-Carver>

>> >> djrosen at comcast.net

>> >> wrote:> Colleagues,> I am a proponent of creativity in adult  

>> literacy

>> >> education -- indeed in all education. As Marc Tucker, President of  

>> the

>> >> National Center for Education and the Economy, has said in a

>> >> presention

>> >> recently to the National Commission on Adult Literacy,

>> >> http://www.caalusa.org/video/choices.html , the U.S.

>> >> education system -- and he includes adult education, cannot be

>> >> competitive

>> >> without high academic standards AND creativity.> But many GED

>> >> teachers and

>> >> administrators believe that their students will not pass the GED

>> >> unless they

>> >> focus on skills and knowledge needed to pass the test, that

>> >> creativity is a

>> >> "distraction" and a time-waster. (Many K-12 teachers,  

>> administrators

>> >> or

>> >> policy makers also believe creativity distracts from passing high

>> >> stakes

>> >> tests.) I hate to be the one to raise this issue, but it's the key

>> >> question

>> >> on the minds of many GED teachers and administrators, so I invite  

>> the

>> >> panelists to address it.> Is creativity a distraction or is it

>> >> essential for

>> >> success? Why?> David J. Rosen> djrosen at comcast.net> --------------

>> >> Original

>> >> message ----------------------> From: "Marie Cora">> Hi  

>> everyone,>>>>

>> >> We've

>> >> had several new subscribers over the past day, and so I wanted to>>

>> >> give a

>> >> quick reminder where you can get the information on this>>

>> >> discussion. For

>> >> the full announcement, information on guests, and>> suggested

>> >> resources go

>> >> to:>>>>

>> >> http://www.nifl.gov/lincs/discussions/assessment/

>> >> 07creativityGED.html>>>>

>> >> If you missed the posts from yesterday - there were a couple - you

>> >> can>>

>> >> catch up in the archives at:>>

>> >> http://www.nifl.gov/pipermail/assessment/2007/date.html>>>>

>> >> Please post your questions and also your own experiences to share

>> >> now!>>>>

>> >> Thanks!!>>>> Marie Cora>> Assessment Discussion List

>> >> Moderator>>>>>>>>>>

>> >> Marie Cora>> marie.cora at hotspurpartners.com>> NIFL Assessment

>> >> Discussion

>> >> List Moderator>>

>> >> http://www.nifl.gov/mailman/listinfo/assessment >>>>> From:

>> >> "Marie Cora"> To:> Subject: [Assessment 942] GED Discussion - what

>> >> you need

>> >> to know!> Date: Tue, 9 Oct 2007 14:43:14 +0000> Hi everyone,> We've

>> >> had

>> >> several new subscribers over the past day, and so I wanted to give  

>> a

>> >> quick

>> >> reminder where you can get the information on this discussion. For

>> >> the full

>> >> announcement, information on guests, and suggested resources go  

>> to:>

>> >>  

>> http://www.nifl.gov/lincs/discussions/assessment/ 

>> 07creativityGED.html>

>> >> If you missed the posts from yesterday – there were a couple – you

>> >> can catch

>> >> up in the archives at:

>> >> http://www.nifl.gov/pipermail/assessment/2007/date.html>

>> >> Please post your questions and also your own experiences to share

>> >> now!>

>> >> Thanks!!> Marie Cora> Assessment Discussion List Moderator> Marie

>> >> Cora>

>> >> marie.cora at hotspurpartners.com> NIFL Assessment Discussion List

>> >> Moderator>

>> >> http://www.nifl.gov/mailman/listinfo/assessment >

>> >> -------------------------------> National Institute for

>> >> Literacy> Assessment mailing list> Assessment at nifl.gov> To

>> >> unsubscribe or

>> >> change your subscription settings, please go to

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