________________________________

From: Muro, Andres 
Sent: Thursday, October 19, 2006 6:34 AM
To: The Adult English Language Learners Discussion List; The Adult
English Language Learners Discussion List
Cc: Debbie Hepplewhite; John Rack; focusonbasics at nifl.gov; The Learning
Disabilities Discussion List
Subject: RE: [EnglishLanguage 772] Re: one-size-fits-all methodology

 

Hi John:

 

Just to clarify:

 

The first article is not research. It is a tool that explain how to
teach phonics written by those that actually support phonics. The second
article is research and suggests the teaching of phonics to dyslexics. I
agree that it is ok to teach phonics to a certain group of dyslexics,
while not to others. dyslexia may affect the visual pathways and the
auditory pathways and many other pathways to reading comprehension. In
non-dyslexics where all the pahtwyas are working, an ecclectic approach
is the best, since normal readers will use both pathways. See Frank
Smith (Understanding Reading), the most comprehensive and well
researched book on reading published to date. In people with dyslexia,
the best approach requires reading diagnosis. The two extreme forms of
dyselxia associated with visual and hearing pathways are blindness and
deafness. a blind person will never learn to read associating sounds to
visual clues. He will require to connect sounds to tactile clues. so in
this case phonics and touching will be the only alternative. For a deaf
person, the only way to learn to read is by associating images to
things. so, phonics will not work. 

 

While these two forms are extreme, the model applies. there are people
who learn better visually while others learn better through sounds. an
ecclectic approach provides both opportunities. The limitation of
phonics, however, is not that it can't teach people to sound words. It
is that the difficulty with most people is not to how to sound and spell
words. there are tools to overcome this barrier. the problem is how to
make meaning out of complex texts. the NAAL (2003) shows that most
adults in the US can read simple words and sentences. The barrier is
with making sense of complex tests. Example. Most adults will be able to
understand: 

 

the dog chases the cat.

the cat plays with a ball

my dad cooks dinner.

 

However, adults will have more difficulty with this sort of sentence:

 

while my dad was cooking dinner the dog was chasing the cat that was
playing with the ball. 

 

Of course, the more complicated and more information loaded the sentence
is, the more difficulty that adults will have. You can look at Carol
Chomsky's research about this. Chomsky shows that exposure to rich,
complex and varied literature is the only way to address this issue. So,
adults don't have problems decoding text, but making sense out of
complex sentences, and this is where schools are failing. 

 

BTW, I did my research on "brain laterality and language processing". It
is available here:

http://digitalcommons.utep.edu/dissertations/AAIEP03063/

 

Andres

 

 

 

 

________________________________

From: englishlanguage-bounces at nifl.gov on behalf of John Nissen
Sent: Wed 10/18/2006 3:21 PM
To: The Adult English Language Learners Discussion List
Cc: Debbie Hepplewhite; John Rack; focusonbasics at nifl.gov; The Learning
Disabilities Discussion List
Subject: [EnglishLanguage 772] Re: one-size-fits-all methodology

 

Hello Sharon,

Thank you for your reply, but I beg to differ with you about the merits
of
an eclectic approach.  Recent research on methods of teaching reading
points
to the importance of phonemic awareness and decoding skills.  This
research
is summarised here:
http://www.nifl.gov/partnershipforreading/publications/html/mcshane/chap
ter4.html
where systematic phonics is accepted as a requirement.  Further research
in
the UK suggests both that synthetic phonics (including phonics through
spelling) is better than analytic phonics*, and that a mixture of
methods
(which we have had enshrined in the UK "National Literacy Strategy")
should
be avoided.

The brain research shows that fluent readers employ a certain parts of
their
brain, whereas dyslexic readers use different parts.  See for example
the
Focus on Basics article http://www.ncsall.net/?id=278 from 2001.   The
current theory is that intensive training in phonemic awareness and
decoding
skills can help the brain to develop those pathways in the brain which
allow
for fluent reading, even for people who may have a genetic disposition
to
dyslexia.

Can you point to any research which claims to demonstrate the
superiority of
a mixed method approach?   Can you point to any research that shows that
systematic phonics is inappropriate in certain circumstances?

Kind regards,

John

* P.S.  The apparent superiority of synthetic phonics was disputed by
Torgerson et al, who were in turn rebuffed by McGuinness in an
authoritative
paper: http://www.rrf.org.uk/Torgersonarticle.pdf, which should be
compulsory reading for anybody concerned in this debate.


John Nissen
Cloudworld Ltd - http://www.cloudworld.co.uk
<http://www.cloudworld.co.uk/> 
maker of the assistive reader, WordAloud.
Try WordAloud with synthetic phonics:
http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm
Tel: +44 208 742 3170  Fax: +44 208 742 0202
Email: info at cloudworld.co.uk



----- Original Message -----
From: "Sharon McKay" <smckay at cal.org>
To: "The Adult English Language Learners Discussion List"
<englishlanguage at nifl.gov>
Sent: Monday, October 16, 2006 9:26 PM
Subject: [EnglishLanguage 768] Re: one-size-fits-all methodology



>I have to agree that a variety of instructional practices should be

> available to address different learner needs with respect to reading.

> If one size fit all, we would have marketed the Great Reading Solution

> by now. Each new instructional strategy contributes to the field but

and

> eclectic approach to teaching reading is still the best instruction we

> can offer.

>

> Consider our audience which may have first literacy background in

Roman,

> non-Roman or non-alphabetic characters.

> Our learners may be literate, semiliterate, nonliterate or preliterate

> in first language.

> They could be very advanced in aural/oral language acquisition and

need

> help to connect this to literacy.

> They may be challenged in aural/oral language acquisition and unable

to

> use any verbal cues to assist in literacy.

> These differences don't include the myriad of learnings styles and

> strategies that have been readily observable in our students but not

> easily understood.  Brain research may yield many secrets to reading

in

> the future, but until then, we build what's best for each situation.

>

> I look forward to hearing about any and all successful reading

> strategies that you've tried in your classes.

>

> Sharon McKay

> smckay at cal.org

>

>

>

> -----Original Message-----

> From: englishlanguage-bounces at nifl.gov

> [mailto:englishlanguage-bounces at nifl.gov] On Behalf Of Lynne Weintraub

> Sent: Monday, October 16, 2006 1:03 PM

> To: englishlanguage at nifl.gov; learningdisabilities at nifl.gov

> Cc: focusonbasics at nifl.gov

> Subject: [EnglishLanguage 767] one-size-fits-all methodology

>

> In my experience, one set of strategies might work well with one

> indivual or group, and another set will work better with other

> groups/individuals. Not everybody wears a size seven shoe, and not

every

> student (or cultural/linguistic group) will benefit from the same

> literacy methodologies. I'm with UNESCO on this one.

>

>

>>From: "John Nissen" <jn at cloudworld.co.uk>

>>Reply-To: The Adult English Language Learners Discussion

>>List<englishlanguage at nifl.gov>

>>To: "The Learning Disabilities Discussion List"

>><learningdisabilities at nifl.gov>

>>CC: englishlanguage at nifl.gov, focusonbasics at nifl.gov

>>Subject: [EnglishLanguage 766] CROSSPOSTING - National Institute

>>forLiteracy Launches International Perspective Webpages

>>Date: Mon, 16 Oct 2006 15:34:21 +0100

>>

>>

>>Hi all,

>>

>>Following up on the NIFL webpages, I looked up the UNESCO initiative

to

>

>>reduce illiteracy in the UN Literacy Decade, 2003 - 2012, and read

this

>

>>in the message* from the Director General:

>>

>>

>>Literacy is best acquired in ways that are consonant with the local

>>context; in our efforts to make literacy universally available,

>>therefore, we must be careful not to propose solutions which impose

one

>

>>way of acquiring literacy.

>>With the unreserved commitment of national governments, the Decade

must

>

>>give space for methods and approaches to develop at local level, with

>>full input from learners themselves. The notion of 'literacy as

>>freedom' points to the way that the acquisition and practice of

>>literacy can enhance the capacity to lead a free and more fulfilled

>>life.

>>

>>

>>It seems that this notion that different methods of teaching literacy

>>must be used in different contexts, and depend on input from learners,

>>is accepted at the highest levels.  Yet it is a load of nonsense.

>>There are good methods and bad methods, period.  A good method trains

>>the brain for effective reading skills.  A bad method fails to train

>>for effective reading skills.  The best method is the method which

>>produces the most effective reading skills for the greatest proportion

>>of learners.  And mixing a good method with a bad method produces a

bad

>

>>method, because it confuses.

>>

>>While the people at the top are not recognising this common sense, the

>>United Nations Literacy Decade has little chance of success.

>>

>>Cheers from Chiswick,

>>

>>John

>>

>>*

>>http://portal.unesco.org/education/en/ev.php-URL_ID=27158&URL_DO=DO_TO

P

>>IC&URL_SECTION=201.html has link to the Directory General's message,

>>see bottom of page.

>>

>>John Nissen

>>Cloudworld Ltd - http://www.cloudworld.co.uk

<http://www.cloudworld.co.uk/>  maker of the assistive

>>reader, WordAloud.

>>Try WordAloud with synthetic phonics:

>>http://www.cloudworld.co.uk/teaching-synthetic-phonics.htm

>>Tel: +44 208 742 3170  Fax: +44 208 742 0202

>>Email: info at cloudworld.co.uk

>>

>>

>>

>>----- Original Message -----

>>From: "Nguyen, My Linh" <Mylinh.Nguyen at ed.gov>

>>To: "Aaace-Nla discussion group (E-mail)"

>><aaace-nla at lists.literacytent.org>; "Assessment"

<assessment at nifl.gov>;

>

>>"Content Standards" <contentstandards at nifl.gov>; "English Language

>>Learners"

>><englishlanguage at nifl.gov>; "Family Literacy"

>><familyliteracy at nifl.gov>; "Focus on Basics" <focusonbasics at nifl.gov>;

> "Health Literacy"

>><healthliteracy at nifl.gov>; "Learning Disabilities"

>><learningdisabilities at nifl.gov>; "Poverty & Race"

>><povertyliteracy at nifl.gov>; "Professional Development"

>><professionaldevelopment at nifl.gov>; "Program Leadership"

>><programleadership at nifl.gov>; "Special Topics"

>><specialtopics at nifl.gov>; "Technology" <technology at nifl.gov>; "Women

> Literacy"

>><womenliteracy at nifl.gov>; "Workplace" <workplace at nifl.gov>

>>Sent: Tuesday, September 05, 2006 2:44 PM

>>Subject: [LearningDisabilities 624] National Institute for Literacy

>>LaunchesInternational Perspective Webpages

>>

>>

>> > Just in time for International Literacy Day on September 8, the

>> > National Institute for Literacy has launched a series of webpages

on

>

>> > its website

>> > (www.nifl.gov) to highlight worldwide efforts to address and combat

>> > literacy problems. The International Perspectives webpages allow

>> > American adult literacy and English language teachers and students

>> > quick access to information about:

>> > * adult literacy education in other countries and cultures,

>> > including both developing and industrialized countries, and

>> > including curriculum and outcomes standards for adult education in

>> > other countries

>> > * international comparative studies of adult literacy and

>> > PreK-12 education, and

>> > * international efforts to raise literacy levels (e.g.UNESCO,

>> > International Reading Association, and the Venezuelan and

>> > Argentinian literacy campaigns) The Institute plans to continue to

>> > build on the information on the International Perspective pages

>> > (<http://www.nifl.gov/nifl/international/intro.html>) as they

>> > develop

>>into

>> > a

>> > central site for worldwide literacy resources.

>> > The National Institute for Literacy provides leadership on literacy

>> > issues, including the improvement of reading instruction for

>> > children, youth, and adults. In consultation with the U.S.

>> > Departments of

>>Education,

>> > Labor, and Health and Human Services, the Institute serves as a

>> > national resource on current, comprehensive literacy research,

>> > practice, and policy.

>> >

>> >

>> > My Linh Nguyen

>> > Associate Director of Communications National Institute for

Literacy

>> > (202) 233-2041

>> > fax (202) 233-2050

>> > mnguyen at nifl.gov

>> >

>> > ----------------------------------------------------

>> > National Institute for Literacy

>> > Learning Disabilities mailing list

>> > LearningDisabilities at nifl.gov

>> > To unsubscribe or change your subscription settings, please go to

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

>> >

>>

>>----------------------------------------------------

>>National Institute for Literacy

>>Adult English Language Learners mailing list EnglishLanguage at nifl.gov

>>To unsubscribe or change your subscription settings, please go to

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

>>Message sent to LYNNEWEINTRAUB at hotmail.com.

>

>

> ----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list EnglishLanguage at nifl.gov

To

> unsubscribe or change your subscription settings, please go to

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

> Message sent to smckay at cal.org.

> ----------------------------------------------------

> National Institute for Literacy

> Adult English Language Learners mailing list

> EnglishLanguage at nifl.gov

> To unsubscribe or change your subscription settings, please go to

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

> Message sent to jn at cloudworld.co.uk.

>


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