Hi Shannie,

"picking apart" unknown words shows a need for explicit instruction to know
the six syllable types.   Consider looking at ANGLING FOR WORDS (Academic
Therapy) and Megawords (Educators Publishing Service, Inc.).

QUICK gains is not realistic - the student moves as fast as he/she can, and
as slow as he/she must.

Lucille Cuttler
  -----Original Message-----
  From: learningdisabilities-bounces at nifl.gov
[mailto:learningdisabilities-bounces at nifl.gov]On Behalf Of Shoshanah Dean
Hilmer
  Sent: Tuesday, October 28, 2008 7:44 AM
  To: The Learning Disabilities Discussion List
  Subject: [LearningDisabilities 2499] Question


  I want to pose a question to the literacy professionals on the list that
needs some background information first.  In the past, when a student came
into our center needing decoding skills, and their comprehension skills were
good, I'd place them in a basic word study class using, for example, the
Wilson Reading System.  Even if a student's reading ability was at an upper
intermediate level, I'd start her on 1.3 in Wilson or at the beginning (if
her comprehension was excellent and her main issue was picking apart unknown
words/spelling).  This has worked very well for my program.  Students have
been happy with their placement.  However, now we find ourselves in a
position where we need to show quick gains on the TABE.  We need a 2 grade
level jump ASAP to get some funding.  What is your advice for materials to
use for students who read between 2nd grade and a 5th grade level?  Would
you still start them at Wilson 1.3 or at the beginning?  My problem is
adults have what I call "swiss cheese gaps".  They have some skills and not
other foundational knowledge.  Every student's prior knowledge is different.
I feel like I "spin my wheels" just trying to find out where the gaps are.
However, I don't have time to waste starting everyone from basically the
beginning if that's not the best plan.

  Thank you,
  Shannie






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