I just wanted to add here two ideas.
First, just because you can describe
a linguistic phenomenon in great detail
does not mean your language learners
would be benefited by focusing attention
on each and every one of those details.
Second, there is research supporting the
view that adult language learning and
child language learning follow very
similar paths and require principally
the same one thing: lots and lots of
comprehensible input. You may be slowing
down the language acquisition process
by emphasizing phonological or phonemic
awareness to the exclusion of content
based experiences. -Robb Scott
--- "Hays, Linda" <Linda.Hays at dese.mo.gov> wrote:


> Sarah,

> 

> 

> I think the software you are talking about is called

> Fast Forward.  You

> can find additional information about it at:  

> 

> 

> Boosting Brain Processing Efficiency For K-12

> Reading Success ...

> <http://www.scilearn.com/> 

> 

> Fast ForWord software from Scientific Learning

> strengthens brain

> processing efficiency for learning and reading

> success. 

> 

> www.scilearn.com/ 

> 

>  

> 

> Linda Hays

> 

>  

> 

> ________________________________

> 

> From: focusonbasics-bounces at nifl.gov

> [mailto:focusonbasics-bounces at nifl.gov] On Behalf Of

> Sarah Beaman-Jones

> Sent: Wednesday, February 20, 2008 2:25 PM

> To: The Focus on Basics Discussion List

> Subject: [FocusOnBasics 1090] Re: (no subject)

> 

>  

> 

> Robin,

> 

> Several years ago when Parents As Teachers focused

> on brain development,

> they talked about windows of opportunity for

> learning.  They stressed

> that although the window is closed, it is possible

> to "shout through the

> window".  During the training I received, it was

> stressed that there is

> always a possibility for learning.

> 

> Regarding the phonemic awareness issue, I read, but

> can not cite, an

> interesting experiment.  The focus of the experiment

> was to train

> Japanese adults to hear the difference between the r

> and l sounds.  The

> process was to use a speaking computer and have the

> sounds drawn out

> very, very slowly.  The concept was that teachers do

> not speak slowly

> enough or consistently enough to have an impact.  [I

> have noticed, for

> example, that some adults who have been to speech

> therapy will say

> 'arah' for r.  We all tend to add a sound to

> consonants.]  The result of

> this experiment was the the subjects were able to

> hear the difference in

> the two sounds and, having heard it, they were able

> to correct their

> pronunciation.

> 

> 

> Sarah Beaman-Jones 

> Literacy Program Director

> 

> LIFT-Missouri

> 815 Olive Street, Suite 22

> St. Louis, Missouri  63101

> 

> 1-800-729-4443 ext. 206

> www.lift-missouri.org

> 

> 

> 

> >

----------------------------------------------------

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> Message sent to rbscott at ksu.edu.




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