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<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'>Shannie,<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'>For learners at the
2<sup>nd</sup> – 5<sup>th</sup> grade reading level, one of the main
areas of difficulty is pronouncing multi-syllable words. <st1:place
w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place> at this level is
often content-based and includes many words with Latin suffixes—which have
predictable stress patterns. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<p class=MsoNormal><i><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366;font-style:italic'>Word
Workout</span></font></i><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'> teaches a technique
for reading these words. Our learners are absolutely amazed at their
ability to read “big words” using the step-by-step technique that
they learn using this inexpensive computer program with the help of a volunteer
tutor. (There is also print material available.) Rather than
looking at a word from the outside, learners get inside by applying the simple
steps...until they pronounce the word. Many of our learners with “characteristics
of dyslexia” have very good speaking vocabularies and are excited to
finally see in print the words that they know. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'>This program teaches
identification of suffix syllables, stressed syllables, and unstressed
syllables (where the vowel is neither long nor short, but is usually pronounced
as “uh”). All of this leads to an almost effortless
natural-sounding pronunciation of the word. (Most reading
programs never introduce the concept of schwa vowels or stress patterns because
the focus is on the Anglo-Saxon words of the beginning grade levels.) <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'>The program begins
with a basic review of earlier concepts. Using this program, a person can
be practicing the CVC syllable pattern while reading “tab” in
metabolism rather than just reading 3-letter words. This is a big
ego-boost to adult, basic readers. <o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'>For information on
this program see: <a
href="http://www.thewordworkshop.com/method.html#pagetop">http://www.thewordworkshop.com/method.html#pagetop</a><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=2 color="#003366" face=Verdana><span
style='font-size:10.0pt;font-family:Verdana;color:#003366'><o:p> </o:p></span></font></p>
<div>
<p class=MsoNormal><b><i><font size=3 color="#003366" face="Century Schoolbook"><span
style='font-size:12.0pt;font-family:"Century Schoolbook";color:#003366;
font-weight:bold;font-style:italic'>Pat Olson<o:p></o:p></span></font></i></b></p>
<p class=MsoNormal><font size=1 color="#003366" face=Arial><span
style='font-size:8.0pt;font-family:Arial;color:#003366'>Literacy Coordinator<o:p></o:p></span></font></p>
<p class=MsoNormal><st1:place w:st="on"><st1:PlaceName w:st="on"><font size=1
color="#003366" face=Arial><span style='font-size:8.0pt;font-family:Arial;
color:#003366'>Kishwaukee</span></font></st1:PlaceName><font size=1
color="#003366" face=Arial><span style='font-size:8.0pt;font-family:Arial;
color:#003366'> <st1:PlaceType w:st="on">College</st1:PlaceType></span></font></st1:place><font
size=1 color="#003366" face=Arial><span style='font-size:8.0pt;font-family:
Arial;color:#003366'><o:p></o:p></span></font></p>
<p class=MsoNormal><st1:Street w:st="on"><st1:address w:st="on"><font size=1
color="#003366" face=Arial><span style='font-size:8.0pt;font-family:Arial;
color:#003366'>21193 Maltar Rd.</span></font></st1:address></st1:Street><font
size=1 color="#003366" face=Arial><span style='font-size:8.0pt;font-family:
Arial;color:#003366'><o:p></o:p></span></font></p>
<p class=MsoNormal><st1:place w:st="on"><st1:country-region w:st="on"><font
size=1 color="#003366" face=Arial><span style='font-size:8.0pt;font-family:
Arial;color:#003366'>Malta</span></font></st1:country-region></st1:place><font
size=1 color="#003366" face=Arial><span style='font-size:8.0pt;font-family:
Arial;color:#003366'>, IL 60150<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=1 color="#003366" face=Arial><span
style='font-size:8.0pt;font-family:Arial;color:#003366'>(815) 825-2086, ext.
320</span></font><b><i><font size=2 color="#003366" face=Arial><span
style='font-size:10.0pt;font-family:Arial;color:#003366;font-weight:bold;
font-style:italic'><o:p></o:p></span></font></i></b></p>
<p class=MsoNormal><i><font size=5 color="#003366" face=Shruti><span
style='font-size:20.0pt;font-family:Shruti;color:#003366;font-style:italic'><img
border=0 width=117 height=66 id="_x0000_i1028"
src="cid:image002.jpg@01C939DA.44C11C90"></span></font><font color="#003366"><span
style='color:#003366'><o:p></o:p></span></font></i></p>
<p class=MsoNormal><font size=1 color="#003366" face=Arial><span
style='font-size:8.0pt;font-family:Arial;color:#003366'>Adult Volunteer
Tutoring</span></font><font color="#003366"><span style='color:#003366'><o:p></o:p></span></font></p>
</div>
<p class=MsoNormal><font size=2 color=navy face=Verdana><span style='font-size:
10.0pt;font-family:Verdana;color:navy'><o:p> </o:p></span></font></p>
<div>
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face="Times New Roman"><span style='font-size:12.0pt'>
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</span></font></div>
<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov] <b><span style='font-weight:
bold'>On Behalf Of </span></b>Betsy<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, October 28, 2008
8:03 PM<br>
<b><span style='font-weight:bold'>To:</span></b> '<st1:PersonName w:st="on">The
Learning Disabilities Discussion List</st1:PersonName>'<br>
<b><span style='font-weight:bold'>Subject:</span></b> [LearningDisabilities
2506] Re: Question</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 color=navy face=Arial><span style='font-size:
12.0pt;font-family:Arial;color:navy'>Shannie, Check out this website for
a good program based on the Orton-Gillingham multisensory approach. This is the
best price I have seen for this program. It is appropriate for adults as
well. <u>Patterns for Success in <st1:place w:st="on"><st1:City w:st="on">Reading</st1:City></st1:place>
and Spelling</u> by Nancy C. Redding and Marcia K. Henry. <a
href="http://rlac.com/store/Patterns-for-Success-in-Reading-and-Spelling.html">http://rlac.com/store/Patterns-for-Success-in-Reading-and-Spelling.html</a><o:p></o:p></span></font></p>
<p class=MsoNormal><font size=3 color=navy face=Arial><span style='font-size:
12.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=3 color=navy face=Arial><span style='font-size:
12.0pt;font-family:Arial;color:navy'>Betsy Gauss<o:p></o:p></span></font></p>
<p class=MsoNormal><font size=4 color=navy face=Arial><span style='font-size:
14.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<p class=MsoNormal><font size=2 color=navy face=Arial><span style='font-size:
10.0pt;font-family:Arial;color:navy'><o:p> </o:p></span></font></p>
<div>
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face="Times New Roman"><span style='font-size:12.0pt'>
<hr size=2 width="100%" align=center tabindex=-1>
</span></font></div>
<p class=MsoNormal><b><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma;font-weight:bold'>From:</span></font></b><font size=2
face=Tahoma><span style='font-size:10.0pt;font-family:Tahoma'>
learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov] <b><span style='font-weight:
bold'>On Behalf Of </span></b>Shoshanah Dean Hilmer<br>
<b><span style='font-weight:bold'>Sent:</span></b> Tuesday, October 28, 2008
10:44 AM<br>
<b><span style='font-weight:bold'>To:</span></b> <st1:PersonName w:st="on">The
Learning Disabilities Discussion List</st1:PersonName><br>
<b><span style='font-weight:bold'>Subject:</span></b> [LearningDisabilities
2499] Question</span></font><o:p></o:p></p>
</div>
<p class=MsoNormal><font size=3 face="Times New Roman"><span style='font-size:
12.0pt'><o:p> </o:p></span></font></p>
<p class=MsoNormal style='margin-bottom:12.0pt'><font size=2 face=Tahoma><span
style='font-size:10.0pt;font-family:Tahoma'>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 <st1:place
w:st="on"><st1:City w:st="on">Wilson</st1:City></st1:place> 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 <st1:place w:st="on"><st1:City
w:st="on">Wilson</st1:City></st1:place> 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>
<o:p></o:p></span></font></p>
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<hr size=2 width="100%" align=center>
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<p class=MsoNormal><font size=2 face=Tahoma><span style='font-size:10.0pt;
font-family:Tahoma'>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><o:p></o:p></span></font></p>
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