[Date Prev][Date Next][Thread Prev][Thread Next][Date Index][Thread Index]
Re: [xmca] RE: Lexia
- To: "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
- Subject: Re: [xmca] RE: Lexia
- From: mike cole <lchcmike@gmail.com>
- Date: Tue, 24 Jan 2012 12:38:49 -0800
- Delivered-to: xmca@weber.ucsd.edu
- Dkim-signature: v=1; a=rsa-sha256; c=relaxed/relaxed; d=gmail.com; s=gamma; h=mime-version:reply-to:in-reply-to:references:from:date:message-id :subject:to:content-type; bh=g66bQatFJcpBsgA37sBH8vyhr80dkzXhEFA4uk/R140=; b=BkwCgvAoWCUBxdAJNQNBdWkNccdT9LXuL3ZR7lCBrIqmMSsrKmj1c7tWcDNIIPFKNU mEKgONr0Rp6z5h3HLz08rgvDRExQR6dGxuL4Oz1V5EwlfJ3fcPowR0xqLwX6DGNtdCD7 y+4YXDRewohoivKQ8MYkesKf6Hdjx2c61FJhM=
- In-reply-to: <E23E629A42F087498471D39762DF7EB2A1C7E3C154@ESTES.ucdenver.pvt>
- List-archive: <http://dss.ucsd.edu/mailman/private/xmca>
- List-help: <mailto:xmca-request@weber.ucsd.edu?subject=help>
- List-id: "eXtended Mind, Culture, Activity" <xmca.weber.ucsd.edu>
- List-post: <mailto:xmca@weber.ucsd.edu>
- List-subscribe: <http://dss.ucsd.edu/mailman/listinfo/xmca>, <mailto:xmca-request@weber.ucsd.edu?subject=subscribe>
- List-unsubscribe: <http://dss.ucsd.edu/mailman/listinfo/xmca>, <mailto:xmca-request@weber.ucsd.edu?subject=unsubscribe>
- References: <D978F610641CB249AE42B883A3CC3B7F2748BB6A@SN2PRD0202MB127.namprd02.prod.outlook.com> <E23E629A42F087498471D39762DF7EB2A1C7E3C154@ESTES.ucdenver.pvt>
- Reply-to: lchcmike@gmail.com, "eXtended Mind, Culture, Activity" <xmca@weber.ucsd.edu>
- Sender: xmca-bounces@weber.ucsd.edu
The LASS survived the LAD I hear, Phillip.
Quite against my predelictions, I have found that the reading program
produced by
Learning Upgrade works for a lot of kids who are way out of synch. Its
bottom up but something about the hip hop seems to provide enough
meaning-seeking to enable kids to both learn and enjoy at least in places
we have worked.
mike
On Tue, Jan 24, 2012 at 9:23 AM, White, Phillip
<Phillip.White@ucdenver.edu>wrote:
> Larry - i've been in elementary education now for 40 years - and deeply
> focused on literacy for 30 years.
>
> the effectiveness of computer based reading programs is not that strong -
> and certainly not when dealing with cultural/second language issues.
>
> i'd suggest checking out the work of Marie Clay - as well as reciprocal
> reading strategies - Palinscar and Brown -
>
> because, the effectiveness of teaching reading to all children relies on
> the strength of direct, immediate, pertinent feedback which is focused on
> reading strategies the student is or is not employing ( visual, meaning, or
> syntax ). and background knowledge that the students has - remember, all
> reading comprehension is domain based.
>
> in short, it takes a teacher working within that student's zpd (not unlike
> what Bruner describes mother's doing in that last attached article a couple
> of days back - even though the notion of a LAD has been discarded - Bruner
> is correct in noting the critical importance of context and systems of
> relationships which support the practices within the zoped).
>
> phillip
>
>
> Phillip White, PhD
> University of Colorado Denver
> School of Education
> phillip.white@ucdenver.edu
> ________________________________________
> From: xmca-bounces@weber.ucsd.edu [xmca-bounces@weber.ucsd.edu] On Behalf
> Of Peter Smagorinsky [smago@uga.edu]
> Sent: Tuesday, January 24, 2012 9:39 AM
> To: eXtended Mind, Culture, Activity
> Subject: [xmca] Lexia
>
> http://www.fcrr.org/FCRRReports/PDF/Lexia_Reading_v5.pdf
> Larry, this is all that came up in Google. Google Scholar turned up
> nothing except articles about dyslexia. FCCR is operated out of Florida
> State University so appears credible, but someone more knowledgeable than I
> would have to chime in to confirm that.
>
> -----Original Message-----
> From: xmca-bounces@weber.ucsd.edu [mailto:xmca-bounces@weber.ucsd.edu] On
> Behalf Of Larry Purss
> Sent: Tuesday, January 24, 2012 9:46 AM
> To: eXtended Mind, Culture, Activity
> Subject: Re: [xmca] Bruner on Vygotsky
>
> Hi Bill
>
> I appreciate you engaging with this topic. I would like to encourage you
> to go into some depth, bringing in Bruner's insights distinguishing
> Piagetian and Vygotskian approaches. The Vancouver school district is
> searching for effective ways to support first nations students
>
> Also, if anyone has any information, articles, or musings on a particular
> computer reading program [from LEXIA]. It would help.me to reflect on
> and consider the consequences of Vancouver buying a site licence for Lexia
> to distribute in Vancouver schools who want to participate
>
>
> Larry
>
> On Tue, Jan 24, 2012 at 1:53 AM, Bill Kerr <billkerr@gmail.com> wrote:
>
> > Ch 5 "The Inspiration of Vygotsky" In "Actual Minds, Possible Worlds"
> > http://wisdomandwit.files.wordpress.com/2007/11/zpd_bruner.pdf
> >
> > I was told to read this for HW in an accelerated literacy course I
> > recently attended. Accelerated Literacy is one of the methods used in
> > teaching indigenous Australians and low socio-economic students. See
> > http://www.nalp.cdu.edu.au/index.html for a bit more detail. There
> > are two other methodologies I am aware of used in Australia. One is
> > called MULTILIT (Making Up Lost Time in Literacy) and the other is Zig
> > Engelmann's Direct Instruction, used by Noel Pearson's group in Cape
> > York.
> >
> > To understand Bruner's point properly I had to read pp. 72-77
> > carefully where he elaborates on the contradiction b/w children having
> > to learn for themselves (a sort of Piagetian view) and the adult
> > really teaching them across the ZPD rather than just broadcasting
> knowledge at them.
> >
> > After my 2 days training in AL (another 2 days due later in February)
> > I think they have worked out how to do that in an "honest" way. ie.
> > the nitty gritty of raising the literacy level which involves a
> > detailed analysis of the text of good writers. They selected writers,
> > text, various processes gone through, then shortish passages from
> > those texts and then did the analysis of them in such a way that real
> skills were being transferred.
> > This is very truncated. I can go into a bit more detail if requested.
> > Altogether I found it an inspirational coming together of theory and
> > practice. My background is in maths / science / IT teaching (and
> > secondary) so I hadn't really gone into the literacy side in this depth
> before.
> > __________________________________________
> > _____
> > xmca mailing list
> > xmca@weber.ucsd.edu
> > http://dss.ucsd.edu/mailman/listinfo/xmca
> >
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
>
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
> __________________________________________
> _____
> xmca mailing list
> xmca@weber.ucsd.edu
> http://dss.ucsd.edu/mailman/listinfo/xmca
>
__________________________________________
_____
xmca mailing list
xmca@weber.ucsd.edu
http://dss.ucsd.edu/mailman/listinfo/xmca