I don't know the research either, but I do know that is why serif fonts were invented-- they draw the eye along more smoothly.  Anyone know anything about fonts and writing?   Robin 


 


 

-----Original Message-----
From: Donna Weitz <Donna.Weitz at gov.ab.ca>
To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>
Sent: Thu, 21 Feb 2008 9:38 am
Subject: [FocusOnBasics 1099] Re: More on language of low literate learners
































Thanks for the very
interesting discussion.



 



I’d like to give some
feedback about fonts which may or may not be relevant to the discussion of
language development among low literate learners. I find Ariel font to be
extremely hard to read on the screen and on paper. Perhaps it’s a function of
my (early) baby boomer eyes; I have read that there has been research showing that
eyes respond better to the serif fonts although I can’t quote you the source.



 



Thanks.



 









Donna
 Weitz



Manager, Community Adult Learning Program



Community Programs



Advanced Education and Technology



8th floor, Commerce Place



10155 102 Street NW



Edmonton, AB  T5J
4L5



780-427-7514



Fax: 780-422-1297



 



"Education
is not the filling of a pail, but the lighting of a fire."

-- William Butler Yeats






















From:
focusonbasics-bounces at nifl.gov [mailto:focusonbasics-bounces at nifl.gov] On Behalf Of robinschwarz1 at aol.com

Sent: Wednesday, February 20, 2008
10:55 PM

To: focusonbasics at nifl.gov

Subject: [FocusOnBasics 1097] More
on language of low literate learners






 



I just wanted to share some thoughts of a couple of
researchers who have worked aggressively to reduce the bias against ELLS in
testing situations in K-12.  These researchers examine the many ways that
language gets in the way of reliable and accurate testing of learners on
standardized tests, and they also object strongly to the practice of first
language proficiency testing for ELLS suspected of having LD or RD ( reading
disability).  I  think the following quotes apply very strongly to
attitudes towards the language of non- or low literate ADULT learners as well
as young ones-- attitudes reflected in statements such as "teaching
correct English" or "low oral proficiency":   



"...language of the less educated, whether first or additional, may be seen
as deficient when “…the language of the educated classes…[is seen as]
inherently more complex and richer and …[as] plac[ing] greater demand on
cognitive resources,”(McSwan & Rolstad, 2006, p. 2310).  When this
happens, there is an assumption that school language is somehow “an improved
version of the language of other contexts, a claim that is not adequately
supported” by research or other evidence, (p.2310).  Language proficiency
measures, even in monolinguals, reflect this bias: “…CALP and Bloom’s Taxonomy
are usually defined to reflect language used in academic contexts so that the
language of the educated classes is again privileged as developmentally
superior,” (McSwan & Rolstad, 2006, p.2321).  The significant lesson
here is that in thinking about how  learners  with limited education
are different from educated learners, we must acknowledge that the oral English
proficiency skills of the two groups will necessarily be different, especially
as the oral skills emerge, and skills of the two groups should not be compared
nor should the skills of the less educated learners be compared to standards of
monolingual speakers, " ( Schwarz, in progress) 



Robin  
















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