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Return-Path: <email@example.com> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j5OEOPG07967; Fri, 24 Jun 2005 10:24:25 -0400 (EDT) Date: Fri, 24 Jun 2005 10:24:25 -0400 (EDT) Message-Id: <016801c578c9$80050760$0202a8c0@frodo> Errors-To: firstname.lastname@example.org Reply-To: email@example.com Originator: firstname.lastname@example.org Sender: email@example.com Precedence: bulk From: "Marie Cora" <firstname.lastname@example.org> To: Multiple recipients of list <email@example.com> Subject: [NIFL-ASSESSMENT:1139] FW: Literacy as graphics technology 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: 803 Lines: 24 Hello again List Members: This reply and suggested resource also comes from Tom Sticht. Thanks, marie Andrea has brought up the idea of the distinction between literacy and reading. In a paper entitled Teaching Reading With Adults (www.nald.ca/ fulltext/sticht/jan02/cover.htm) I discuss the merging of alphabetics with graphics technology to create graphic displays for reading of the written (graphic) language as a second signaling system for the spoken language. The use of the three primary properties of graphic displays, ie., their use of light, their ability to be arrayed in space, and their relative permancence, when combined with the unique properties of language make possible the many types of literacy tasks assessed in the YALS/NALS/IALS/ ALL and forthcoming NAAL. Tom Sticht
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