<table cellspacing="0" cellpadding="0" border="0" ><tr><td valign="top" style="font: inherit;"><DIV>This is great! I know that children fail when it comes to reading the big words. These skills are not well taught to children, so it is little wonder there are so many poor readers in this country. There is a workbook NO-GLAMOUR READING SYLLABLES by Helen Zeitzoff. This is from linguiSystems and consists of 250 pages of worksheets that teach.</DIV>
<DIV>Sharon Hillestad<BR><BR>--- On <B>Wed, 10/29/08, Christy Breihan <I><breihanc@matc.edu></I></B> wrote:<BR></DIV>
<BLOCKQUOTE style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid">From: Christy Breihan <breihanc@matc.edu><BR>Subject: [LearningDisabilities 2513] Re: Question<BR>To: learningdisabilities@nifl.gov<BR>Date: Wednesday, October 29, 2008, 5:33 PM<BR><BR><PRE>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.
>>> "Pat Olson" <polson@kishwaukeecollege.edu>
10/29/08 3:23 PM >>>
Shannie,
For learners at the 2nd - 5th grade reading level, one of the main areas of
difficulty is pronouncing multi-syllable words. Reading at this level is
often content-based and includes many words with Latin suffixes-which have
predictable stress patterns.
Word Workout 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.
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.)
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.
For information on this program see:
http://www.thewordworkshop.com/method.html#pagetop
Pat Olson
Literacy Coordinator
Kishwaukee College
21193 Maltar Rd.
Malta, IL 60150
(815) 825-2086, ext. 320
Adult Volunteer Tutoring
_____
From: learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov] On Behalf Of Betsy
Sent: Tuesday, October 28, 2008 8:03 PM
To: 'The Learning Disabilities Discussion List'
Subject: [LearningDisabilities 2506] Re: Question
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. Patterns for
Success in Reading and Spelling by Nancy C. Redding and Marcia K. Henry.
http://rlac.com/store/Patterns-for-Success-in-Reading-and-Spelling.html
Betsy Gauss
_____
From: learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov] On Behalf Of Shoshanah Dean
Hilmer
Sent: Tuesday, October 28, 2008 10:44 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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