RE: [xmca] RE: Lexia

["White, Phillip" <Phillip.White@ucdenver.edu>]

yes, LASS did survive - and is described in a way that is accessible to classroom teachers K - 12.  

i checked out the Learning Upgrade - particularly comprehension in reading - the questions asked were all literal comprehension.  which makes sense - inferential questions when answered have far more leeway, and ask for support from the text - which is really the value of Palinscar and Brown's work -  for example:  Identify a difficult concept.  How did you figure it out?   or    A confusing part is ___________ because _____________.

at the same time, one can never underestimate the power of the relationship with learning and enjoyment.

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 mike cole [lchcmike@gmail.com]
Sent: Tuesday, January 24, 2012 1:38 PM
To: eXtended Mind, Culture, Activity
Subject: Re: [xmca] RE: Lexia

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.
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