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Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j59FFCG00415; Thu, 9 Jun 2005 11:15:12 -0400 (EDT) Date: Thu, 9 Jun 2005 11:15:12 -0400 (EDT) Message-Id: <00d001c56d07$0cf6d9b0$0202a8c0@frodo> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Marie Cora" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1095] FW: [AAACE-NLA] Basic Question on reading instruction X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 2253 Lines: 49 Hello everyone, The following post is from George Demetion. He is interested in hearing what your thoughts might be on his variation of the Wilson Reading System structure. marie ________________________________________________________________________ ______________________________________ As part of our Basic Literacy program we utilize the Wilson Reading System, which is a phonemic-based instructional program. We also provide a contextual session per week where students work with a broad range of topics through what is commonly referred to as a balanced approach to reading development. One of its advantages of the WRS is that it provides a systematic sequential approach to sound-sight mastery. One of its disadvantages is that it provides a systematic sequential approach to sound-sight master. Currently, students in Books I and 2 don't get exposed to long vowels sometimes for 2-3 years, as it may take that long for a fair number of very basic new readers to progress through the materials. Here's my thought to which I would appreciate some feedback: maintain the sequential approach for those working in Books 1 and 2, but save 10-15 minutes per session for comparing and contrasting one or two syllable words with short and long vowel sounds. This way, there is some exposure to long vowel sounds in the phonemic-based program, which students encounter in the other session anyway, but on this approach they would do so in a more intentional comparative way. Then, based on my theory, when they encounter syllables and words with long vowels they will have developed at least an informal knowledge base to build on in a more systematic way when they're ready. My argument is based on the assumption that learning to read combines routine practice with already developed skills with the capacity to make inferences and learn by association as well as through more overtly stimulus-response mechanisms. While staying with the general systematic framework of the WRS sequential system, it also allows for some adaptation to accommodate learning needs that would not otherwise be addressed. I pose this as an open-ended inquiry question, which I anticipate will stimulate a fruitful exchange. George Demetrion
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