Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j81HjRG27311; Thu, 1 Sep 2005 13:45:28 -0400 (EDT) Date: Thu, 1 Sep 2005 13:45:28 -0400 (EDT) Message-Id: <1125596495.1885946783.30342.sendItem@bloglines.com> Errors-To: listowner@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: PHCSJean.2164047@bloglines.com To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1469] Expertise in Low Literacy Learners Question X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain;charset="utf-8" Status: O Content-Length: 1662 Lines: 34 Good day everyone! The endless dissertation process continues. I've encountered a new hurdle in the committee review process, and I'm hoping you all might have some feedback for me. I'm doing my work on the metacognitive processes of low literacy learners during the reading process and comparing it with their metacognitive processes during something they would perceive themselves to be experts at. I'm considering metacognition to be thinking about thinking, sort of self reflecting on the how-do-I-do-this. Ultimately, I think there may be some transfer of learning opportunities between the way the expert area is thought about and the reading development, but that's way off. At this point, I'm getting ready to do the interviews. The psychology professor on my committee has a HUGE issue with using the term "expert" with the population. (I will be working with public ABE programs and an incarcerated population who are all native English speakers.) She thinks that the term could be offensive and intimidating. I believe that everyone is gifted in some area and has strength in something. In the ABE population, it just isn't reading, and all too often they get stuck in that 2nd-3rd grade level and never make the transition to fluent reading and comprehension. I'm looking to see if there is something to help unlock that--whatever it might be. Here's the question. In your experience, which I suspect is similar to mine, have you seen areas of expertise in your students? Do you think the term "expert" would be problematic? Any other insights would be much appreciated. Jean Marrapodi Providence Assembly of God Learning Center Providence, RI
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