Dear Thomas,

On Thu, Sep 25, 2008 at 10:45 PM,  <tsticht at znet.com> wrote:

> The "Decoding" of Words, Sentences, and Paragraphs



> Much discussion of teaching using alphabetics (phonemics; phonics) aims at

> learning to decode written words. Of course, this is necessary for reading.

> But beyond the word are the sentence and paragraph. Fluent reading may

> depend to some extent on how well people can construct sentences and

> compile them into paragraphs. The question arises, do more skilled readers

> develop a greater ability to construct sentences and compile them into

> paragraphs?


Absolutely agree with you. The same words taken in different context may
be of a different meaning. Context is delivered not by a word, but by
a sentence/paragraph.



>

> We found that on average the high ability readers accurately identified 99

> percent of words accurately, sentences with 77 percent accuracy, and

> paragraphs with 88 percent accuracy. For the low ability readers words were

> identified with 77 percent accuracy, sentences with  12 percent accuracy,

> and paragraphs with 19 percent accuracy.

>

> This raises the possibility that in reading normal texts, low ability

> readers may not achieve higher fluency skills in part because of a weakness

> in sentence meaning construction and paragraph meaning compiling skills.

> Possibly alphabetics may provide effective word recognition while whole

> language teaching may foster the development of sentence and paragraph

> construction and compilation abilities. These are aspects of "decoding"

> written language that I have not seen given attention in reading research,

> with either children or adults.


Could you provide a link to your papers? Thank you.

Looks like, that writing has a similar pattern.

Therefore, we ( Ghotit ) are using context-aware spelling for dyslectic users,
whereas meaning of spelling candidates is explained by description sentences
and/or examples.

-- 
Truly,
Robert Iakobashvili, Ph.D.
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