Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.0.Beta5/8.9.0.Beta5/980425bjb) with SMTP id MAA10003; Thu, 9 Sep 1999 12:35:23 -0400 (EDT) Date: Thu, 9 Sep 1999 12:35:23 -0400 (EDT) Message-Id: <s7d77942.088@nmail.epcc.edu> Errors-To: lmann@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Andres Muro <AndresM@nmail.epcc.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:131] Re: New Moderator -Reply -Reply X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain X-Mailer: Novell GroupWise 4.1 Status: OR Don McCabe wrote: "I believe you are assuming too much. Those in the lowest two levels of the NALS are unable to decode three out of every four words that contain those phonic patterns that are not taught in phonics programs. Three out of every four words they cannot read will contain one or more of these phonic patterns that are not taught. " Don, et al: I have a copy of the Executive Summary from Adult Literacy in America-A First Look at the Results of the NALS> It was published by the NCES in 1993. I think it is accessible in the internet. I must admit that I have not read it to thoroughly. I also have not done much more extensive research on the subject. However, here is what it says on page 5 (I am paraphrasing): Individuals in level 1 and 2 where less likely to respond correctly to more challenging tasks.....that required them to integrate or synthesize information from complex or lengthy texts.... These individuals did not necessarily see themselves at risk. About 70% of those in level 1 and 2 felt that they could read or write well or very well in English. It is therefore possible that they can read sufficiently to meet their personal and occupational literacy needs. Again, I only read the report superficially, so I may be missing something. Furthermore, I am not a researcher so I have not researched the topic thoroughly. However, I could not find any reference in the report to inability to decode certain phonic patterns. Could you or anyone else with knowledge on this refer me to a source about this? Andres >>> <DonMcCabe@aol.com> 09/09 7:21 am >>> In a message dated 9/8/99 1:27:38 PM Eastern Daylight Time, AndresM@nmail.epcc.edu writes: << In the US, most adults can decode words. However, while those who score in the lowest two levels of the NALS may be able to decode words, they cannot read for meaning and make sense of print. >> I believe you are assuming too much. Those in the lowest two levels of the NALS are unable to decode three out of every four words that contain those phonic patterns that are not taught in phonics programs. Three out of every four words they cannot read will contain one or more of these phonic patterns that are not taught. It is crucial that they learn to decode words such as crucial, special, social, commercial, financial, etc., if they are ever to become truly literate. It is not enough to be able to decode cat and dog, cent and pal, pet and tail. They need to be able to decode the phonic patterns of the polysyllabic words that came into our language via the Latin, Greek, French, Spanish, and Italian languages. If you would like a list of these patterns, you can go to the <A HREF="http://www.avko.org/patternsnottaught.htm">Click here: Phonic Patterns Seldom Systematically Taught</A> or http://www.avko.org/patternsnottaught.htm and check these words out on an adult who you think can decode but cannot comprehend what he is reading. I will never argue against the need for teaching all the other skills of reading. They all need to be taught. But if you want to communicate over the telephone, the first thing that you must do is make sure you have a good connection and that you hear what is being said. This is the phonics connection. After that all the other aspects come into play including schema. If you want a complete listing of the power patterns of phonics and how they differ from the patterns of phonics of monosyllabic words, just send your name and address and $1.00 to cover the postage. Just ask for The Mechanics of English Spelling and mention NIFL in your letter. Don McCabe, Research Director AVKO Educational Research Foundation 3084 W. Willard Road, Suite W Clio, MI 48420-7801 Phone: (810) 686-9283 FAX: (810) 686-1101 URL: http://avko.org
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