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I appreciate the input. It's so nice to have a list where we can learn from each other's experiences. Our students benefit from the wealth of knowledge gained.<BR>
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Shannie<BR><BR><BR>
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<P align=left><FONT color=#660066><A href="http://www.womenscenterofjax.org/" target=_blank></A> </P></FONT></DIV><BR><BR>> Date: Wed, 29 Oct 2008 16:33:04 -0500<BR>> From: breihanc@matc.edu<BR>> To: learningdisabilities@nifl.gov<BR>> Subject: [LearningDisabilities 2513] Re: Question<BR>> <BR>> A real indication of decoding problems is trouble pronouncing the vowels in one-syllable words, trouble substituting consonants in simple CVC words, or adding /r/ sounds to them. That's why I wouldn't pass over Level 1 of Wilson just because students recognize many larger words by sight. In order to benefit from syllabication rules and knowledge of affixes, readers still need to decode the single syllables that comprise the larger words. I sometimes suspect that this is where the difference between "LD" and "Never-Been-Taught" manifests most clearly. Students with LD struggle more with these single syllables, and "NBT"s learn them and apply them more easily.<BR>> <BR>> >>> "Pat Olson" <polson@kishwaukeecollege.edu> 10/29/08 3:23 PM >>><BR>> Shannie,<BR>> <BR>> <BR>> <BR>> For learners at the 2nd - 5th grade reading level, one of the main areas of<BR>> difficulty is pronouncing multi-syllable words. Reading at this level is<BR>> often content-based and includes many words with Latin suffixes-which have<BR>> predictable stress patterns. <BR>> <BR>> <BR>> <BR>> Word Workout teaches a technique for reading these words. Our learners are<BR>> absolutely amazed at their ability to read "big words" using the<BR>> step-by-step technique that they learn using this inexpensive computer<BR>> program with the help of a volunteer tutor. (There is also print material<BR>> available.) Rather than looking at a word from the outside, learners get<BR>> inside by applying the simple steps...until they pronounce the word. Many<BR>> of our learners with "characteristics of dyslexia" have very good speaking<BR>> vocabularies and are excited to finally see in print the words that they<BR>> know. <BR>> <BR>> <BR>> <BR>> This program teaches identification of suffix syllables, stressed syllables,<BR>> and unstressed syllables (where the vowel is neither long nor short, but is<BR>> usually pronounced as "uh"). All of this leads to an almost effortless<BR>> natural-sounding pronunciation of the word. (Most reading programs never<BR>> introduce the concept of schwa vowels or stress patterns because the focus<BR>> is on the Anglo-Saxon words of the beginning grade levels.) <BR>> <BR>> <BR>> <BR>> The program begins with a basic review of earlier concepts. Using this<BR>> program, a person can be practicing the CVC syllable pattern while reading<BR>> "tab" in metabolism rather than just reading 3-letter words. This is a big<BR>> ego-boost to adult, basic readers. <BR>> <BR>> <BR>> <BR>> For information on this program see:<BR>> http://www.thewordworkshop.com/method.html#pagetop<BR>> <BR>> <BR>> <BR>> Pat Olson<BR>> <BR>> Literacy Coordinator<BR>> <BR>> Kishwaukee College<BR>> <BR>> 21193 Maltar Rd.<BR>> <BR>> Malta, IL 60150<BR>> <BR>> (815) 825-2086, ext. 320<BR>> <BR>> <BR>> <BR>> Adult Volunteer Tutoring<BR>> <BR>> <BR>> <BR>> _____ <BR>> <BR>> From: learningdisabilities-bounces@nifl.gov<BR>> [mailto:learningdisabilities-bounces@nifl.gov] On Behalf Of Betsy<BR>> Sent: Tuesday, October 28, 2008 8:03 PM<BR>> To: 'The Learning Disabilities Discussion List'<BR>> Subject: [LearningDisabilities 2506] Re: Question<BR>> <BR>> <BR>> <BR>> Shannie, Check out this website for a good program based on the<BR>> Orton-Gillingham multisensory approach. This is the best price I have seen<BR>> for this program. It is appropriate for adults as well. Patterns for<BR>> Success in Reading and Spelling by Nancy C. Redding and Marcia K. Henry.<BR>> http://rlac.com/store/Patterns-for-Success-in-Reading-and-Spelling.html<BR>> <BR>> <BR>> <BR>> Betsy Gauss<BR>> <BR>> <BR>> <BR>> <BR>> <BR>> _____ <BR>> <BR>> From: learningdisabilities-bounces@nifl.gov<BR>> [mailto:learningdisabilities-bounces@nifl.gov] On Behalf Of Shoshanah Dean<BR>> Hilmer<BR>> Sent: Tuesday, October 28, 2008 10:44 AM<BR>> To: The Learning Disabilities Discussion List<BR>> Subject: [LearningDisabilities 2499] Question<BR>> <BR>> <BR>> <BR>> I want to pose a question to the literacy professionals on the list that<BR>> needs some background information first. In the past, when a student came<BR>> into our center needing decoding skills, and their comprehension skills were<BR>> good, I'd place them in a basic word study class using, for example, the<BR>> Wilson Reading System. Even if a student's reading ability was at an upper<BR>> intermediate level, I'd start her on 1.3 in Wilson or at the beginning (if<BR>> her comprehension was excellent and her main issue was picking apart unknown<BR>> words/spelling). This has worked very well for my program. Students have<BR>> been happy with their placement. However, now we find ourselves in a<BR>> position where we need to show quick gains on the TABE. We need a 2 grade<BR>> level jump ASAP to get some funding. What is your advice for materials to<BR>> use for students who read between 2nd grade and a 5th grade level? Would<BR>> you still start them at Wilson 1.3 or at the beginning? My problem is<BR>> adults have what I call "swiss cheese gaps". They have some skills and not<BR>> other foundational knowledge. Every student's prior knowledge is different.<BR>> I feel like I "spin my wheels" just trying to find out where the gaps are.<BR>> However, I don't have time to waste starting everyone from basically the<BR>> beginning if that's not the best plan.<BR>> <BR>> Thank you,<BR>> Shannie<BR>> <BR>> <BR>> <BR>> <BR>> <BR>> _____ <BR>> <BR>> Want to read Hotmail messages in Outlook? The Wordsmiths show you how. Learn<BR>> Now<BR>> <http://windowslive.com/connect/post/wedowindowslive.spaces.live.com-Blog-cn<BR>> s!20EE04FBC541789!167.entry?ocid=TXT_TAGLM_WL_hotmail_092008> <BR>> <BR>> <BR>> ----------------------------------------------------<BR>> National Institute for Literacy<BR>> Learning Disabilities mailing list<BR>> LearningDisabilities@nifl.gov<BR>> To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/learningdisabilities<BR>> Email delivered to wcjshannie@hotmail.com<BR><br /><hr />Store, manage and share up to 5GB with Windows Live SkyDrive. <a href='http://skydrive.live.com/welcome.aspx?provision=1?ocid=TXT_TAGLM_WL_skydrive_102008' target='_new'>Start uploading now</a></body>
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