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 An Overview of Medical and Public Health Literature Addressing Literacy Issues: An Annotat...
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehen...
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NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates of low literacy be aware of the incongruities
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http://www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% <span class="highlight">of</span> the <span class="highlight">sample</span> reported reading “very well” or “well.” Because the REALM tests only word <span class="highlight">recognition</span> skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates <span class="highlight">of</span> low literacy be aware <span class="highlight">of</span> the incongruities
Focus on Basics: Learning Disabilities
punctuation really shows learners the function of punctuation. "Why won't it stop [reading]?" one of my learners asked of a read-back of her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realize...
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punctuation really shows learners the function of punctuation. "Why won't it stop [reading]?" one of my learners asked of a read-back of her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realized that she needed to go back and include physical tedium of writing or anguish of spelling to get their ideas onto paper and reinforce literacy skills in the process. Research has shown the learning value of using speech recognition to compose as well as to
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http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=17
www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=17
punctuation really shows learners the function <span class="highlight">of</span> punctuation. "Why won't it stop [reading]?" <span class="highlight">one</span> <span class="highlight">of</span> my learners asked <span class="highlight">of</span> a read-back <span class="highlight">of</span> her writing that had no punctuation except commas. "What would tell it to stop?" I prompted, and she realized that she needed to go back and include physical tedium <span class="highlight">of</span> writing or anguish <span class="highlight">of</span> spelling to get their ideas onto paper and reinforce literacy skills in the process. Research has shown the learning value <span class="highlight">of</span> <span class="highlight">using</span> speech <span class="highlight">recognition</span> to compose as well as to
Learning with Computers: The Theory Behind the Practice
clear whether reading machines help students with or without disabilities learn to read, which is a necessary skill for becoming an independent learner (Meyer & Rose, 1999). Speech-recognition software is used to help students with physical and visual disabilities and learning disabiliti...
The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J....
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Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future of literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns of adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead <span class="highlight">of</span> focusing primarily on comprehension itself, Chall and Curtis’ approach addresses the root causes <span class="highlight">of</span> poor comprehension: lack <span class="highlight">of</span> fluent, accurate word <span class="highlight">recognition</span> and limited knowledge <span class="highlight">of</span> word meanings. Direct instruction is provided in each <span class="highlight">of</span> these <span class="highlight">areas</span>, accompanied by extensive reading and
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
Office <span class="highlight">of</span> Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office <span class="highlight">of</span> Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement <span class="highlight">using</span> a causal <span class="highlight">model</span>. Scientific Studies <span class="highlight">of</span> Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future <span class="highlight">of</span> literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns <span class="highlight">of</span> adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
There's Reading . . . And Then There's Reading
highlight the role of social and cultural context in the process of reading. As you read these descriptions, you will probably recognize yourself in more than one camp. This is perfectly reasonable, given that all theories are attempts to characterize the same process. Letter...
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