<html><body style="word-wrap: break-word; -webkit-nbsp-mode: space; -webkit-line-break: after-white-space; ">Never underestimate the utility of flash cards with students--they can take them home, go over them there, on a bus, a lunch break, whatever. I think Lucille is right on this--the 6 types.<div><br></div><div>Andrea :)</div><div><br><div><div>On Oct 28, 2008, at 11:59 AM, Lucille Cuttler wrote:</div><br class="Apple-interchange-newline"><blockquote type="cite"> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff">Hi Shannie, </font></span></div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff"></font></span> </div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff">"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.). </font></span></div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff"></font></span> </div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff">QUICK gains is not realistic - the student moves as fast as he/she can, and as slow as he/she must. </font></span></div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff"></font></span> </div> <div><span class="437265415-28102008"><font face="Arial" color="#0000ff">Lucille Cuttler </font></span></div> <blockquote> <div class="OutlookMessageHeader" dir="ltr" align="left"><font face="Tahoma">-----Original Message-----<br><b>From:</b> learningdisabilities-bounces@nifl.gov [<a href="mailto:learningdisabilities-bounces@nifl.gov">mailto:learningdisabilities-bounces@nifl.gov</a>]<b>On Behalf Of </b>Shoshanah Dean Hilmer<br><b>Sent:</b> Tuesday, October 28, 2008 7:44 AM<br><b>To:</b> The Learning Disabilities Discussion List<br><b>Subject:</b> [LearningDisabilities 2499] Question<br><br></font></div>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.<br> <br>Thank you,<br>Shannie<br> <br><br><br> <br><br> <hr> Want to read Hotmail messages in Outlook? The Wordsmiths show you how. <a href="http://windowslive.com/connect/post/wedowindowslive.spaces.live.com-Blog-cns!20EE04FBC541789!167.entry?ocid=TXT_TAGLM_WL_hotmail_092008" target="_new">Learn Now</a> </blockquote><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">----------------------------------------------------</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">National Institute for Literacy</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Learning Disabilities mailing list</div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; "><a href="mailto:LearningDisabilities@nifl.gov">LearningDisabilities@nifl.gov</a></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">To unsubscribe or change your subscription settings, please go to <a href="http://www.nifl.gov/mailman/listinfo/learningdisabilities">http://www.nifl.gov/mailman/listinfo/learningdisabilities</a></div><div style="margin-top: 0px; margin-right: 0px; margin-bottom: 0px; margin-left: 0px; ">Email delivered to <a href="mailto:andreawilder@comcast.net">andreawilder@comcast.net</a></div> </blockquote></div><br></div></body></html>