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<DIV><SPAN class=921461305-20112008><FONT face=Arial color=#0000ff size=2>Thank
you, Sharon, for confirmation. Let's make it a national goal for all
teachers to learn methods consistent with reported results of the
neuroscientists. Is the next step forming a committee to devise
strategies? Just imagine what would happen when all children receive
the education they deserve, and that we promise.
</FONT></SPAN></DIV>
<DIV><SPAN class=921461305-20112008><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=921461305-20112008><FONT face=Arial color=#0000ff size=2>You're
righnt - adult illiteracy could disappear. Lucille Cuttler
</FONT></SPAN></DIV>
<DIV><SPAN class=921461305-20112008><FONT face=Arial color=#0000ff
size=2></FONT></SPAN> </DIV>
<DIV><SPAN class=921461305-20112008><FONT face=Arial color=#0000ff size=2>San
Francisco, CA</FONT></SPAN></DIV>
<DIV><SPAN class=921461305-20112008></SPAN> </DIV>
<DIV><SPAN class=921461305-20112008></SPAN> </DIV>
<DIV><SPAN class=921461305-20112008></SPAN> </DIV>
<DIV><SPAN class=921461305-20112008> </SPAN><FONT face=Tahoma
size=2><B>From:</B> learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov]<B>On Behalf Of </B>Sharon
Hillestad<BR><B>Sent:</B> Wednesday, November 19, 2008 7:51 AM<BR><B>To:</B> The
Learning Disabilities Discussion List<BR><B>Subject:</B> [LearningDisabilities
2571] Thinking about the NIFL<BR><BR></DIV></FONT>
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<DIV>I received four years of teacher's training in the 60s. I spent two
years in a County College and another two years at a state college in
Wisconsin. I had a degree and license to teach and no knowledge how to
teach a child to read beyond teaching sight words. Every class I taught
had a few children who could not read in third grade. I did not know how
to help them learn. I am sure they are now part of the adult population
who are poor readers. I was a poor reading teacher as were all of
my contemporaries. There were teachers who could teach all
the children in their classes to read, but they were trained
differently than me. I suggest that primary grade teachers get
trained by teachers who do know how to make phonics work; that do know
what to do with the "whole language" lessons (disregard them) in first
and second grades; and can produce third graders who can read and
are not already discouraged. Intervention needs to be done at the
college level with the training of teachers.</DIV>
<DIV>It would make all the difference and eventually put all of us
(teachers of adult literacy) out of work. I had to find such teachers on
my own. The web site at <A href="http://www.nrrf.org">www.nrrf.org</A>
covers this subject very well. The NIFL would accomplish something just
letting people know about this.</DIV>
<DIV>Sharon Hillestad</DIV>
<DIV>State Director of the National Right to Read Foundation</DIV>
<DIV><BR><BR>--- On <B>Tue, 11/18/08, Lucille Cuttler
<I><l.cuttler@comcast.net></I></B> wrote:<BR></DIV>
<BLOCKQUOTE
style="PADDING-LEFT: 5px; MARGIN-LEFT: 5px; BORDER-LEFT: rgb(16,16,255) 2px solid">From:
Lucille Cuttler <l.cuttler@comcast.net><BR>Subject:
[LearningDisabilities 2565] Re: Thinking about the NIFL<BR>To: "The
Learning Disabilities Discussion List"
<learningdisabilities@nifl.gov><BR>Date: Tuesday, November 18,
2008, 11:00 AM<BR><BR>
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<DIV><SPAN class=593015815-18112008><FONT face=Arial
color=#0000ff>Thank you for so gently describing the
truth. </FONT></SPAN></DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial
color=#0000ff></FONT></SPAN> </DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial color=#0000ff>I
picked up the word "remedial" -- </FONT></SPAN></DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial
color=#0000ff></FONT></SPAN> </DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial color=#0000ff>May
I suggest that Wilson - or Spalding or any of the O-G based programs
-- would be presented grades K-2 - and then we would have a population
of youngsters who can read without struggling. This is the
policy of some private schools who do not WAIT until the youngster is
struggling in grade 4. </FONT></SPAN></DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial
color=#0000ff></FONT></SPAN> </DIV>
<DIV><SPAN class=593015815-18112008><FONT face=Arial
color=#0000ff>Lucille Cuttler </FONT></SPAN></DIV>
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<DIV class=OutlookMessageHeader dir=ltr align=left><FONT
face=Tahoma>-----Original Message-----<BR><B>From:</B>
learningdisabilities-bounces@nifl.gov
[mailto:learningdisabilities-bounces@nifl.gov]<B>On Behalf Of
</B>Shoshanah Dean Hilmer<BR><B>Sent:</B> Tuesday, November 18, 2008
6:42 AM<BR><B>To:</B>
learningdisabilities@nifl.gov<BR><B>Subject:</B>
[LearningDisabilities 2562] Re: Thinking about the
NIFL<BR><BR></FONT></DIV>Through research it appears that things
start slipping for many children at the 3rd or 4th grade
level. If a child doesn't have a solid foundation,
schoolwork becomes overwhelming. Children also have to deal
with a lot of external stresses such teasing from classmates and
turmoil within the family. Unless we address the social and
emotional issues, I am not sure we will see much improvement.
I run a women's literacy department and we have a babysitting
program. I often see the transformation right before my
eyes. A child comes in, struggling with her schoolwork, but is
proud to demonstrate the skills she has learned. Then, at
about 8 or 9 years old, she starts to become discouraged as children
tease her and she discovers that, no matter how hard she tries, she
is not getting good grades. She wonders why she should
even try when all she does is fail. She has after school
tutoring, but it's not enough. As "icing on the cake" she now
needs to process her older brother getting shot for the second time,
mom getting beat up by her latest boyfriend, and moving from one
apartment to another. The details are different, but the story
is the same. Some children are not getting the help they need
at this stage. <BR> <BR>There are good early intervention
programs like Head Start. I'd like to see NIFL pick up where
good early intervention programs leave off. What's the
solution? I'm not exactly sure. I don't like the whole
remedial classroom idea. However, I know that individualize
attention and quality programs like Wilson are vital. I know
that no child should ever be given a high school diploma and "passed
through" when they can't read. <BR> <BR>I would also like
to see that NIFL doesn't lose their focus on adult
literacy. There aren't many organizations to advocate for
adults. At the moment, there seems to be no quick
solution. Therefore, we must still address the needs of the
adults who don't receive what they need early on and now have to try
to make a living.<BR> <BR>Shannie<BR><BR><BR>
<DIV>
<P align=left><FONT color=#660066><A
href="http://www.womenscenterofjax.org/" target=_blank
rel=nofollow></A> </P></DIV></FONT></BLOCKQUOTE></DIV><BR><BR><BR><BR>
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