I agree--this reminds me of the hooked on phonics craze that was popular
in the 90s.
Barbara Kitcey
Remediation Specialist
The Art Institute of Pittsburgh
420 Boulevard of the Allies
Pittsburgh, PA 15219
Tel: (412) 291-6207
Fax: (412) 263-3715
Email: [log in to unmask]
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Pam Sawyer
Sent: Friday, March 17, 2006 3:49 PM
To: [log in to unmask]
Subject: Re: Reading persons/NADE presentation/conference: Read Right
March 24-26/FW: Struggling Freshmen: Ca
Susan:
Yes, I agree with you about what Dr. Tadlock has said.
I guess as a reading specialist, I ask...isn't this the same thing as
phonological awareness and fluency? While it is accurate that in adult
literacy programs these two concepts are not always emphasized, it does
not mean that focusing on comprehension is all bad. Yes, if a person
does not have the automaticity to decode words, comprehension will be
limited. Of course, more research would need to be done to determine
how much meaning is lost without automaticity. Other limitations within
the adult literacy environment would have to include vocabulary
development. I guess I'm not convinced that this is the root of all
evil.
Also, the fact that they are trying to sell me a program causes me to
hesitate to jump on the band wagon.
Just my opinion,
Pam Sawyer
PhD student
Texas Woman's University
Denton, TX
>>> [log in to unmask] 03/17/06 12:32 PM >>>
That's funny, at least from the opening paragraphs and that perhaps
purposely vague "processing of information" , I thought she was saying
that "reading comprehension is more than the complex stuff" and had to
include the automatic neurological translation of the print to the
speech sounds and words ("word recognition") to free up the mind to do
the more complex information processing.
Susan Jones
Academic Development Specialist
Academic Development Center
Parkland College
Champaign, IL 61821
[log in to unmask]
Webmastress,
http://www.resourceroom.net
>>> [log in to unmask] 03/16/06 3:24 PM >>>
Try reading Dr. Tadlock's paper, "Interactive Constructivism and
Reading: The Nature of Neural Networks Challenges the Phonological
Processing Hypothesis." You can access it from the Read Right website.
I think what she is trying to say, put simplistically, is that reading
comprehension is not just word recognition (visual processing of
information), but a much more complex process involving other parts of
the brain besides the area identified in various imaging studies as the
one(s) involved in reading (hence Tadlock's use of the term neural
networks). Her paper explains it better than I possibly could.
-----Original Message-----
From: Open Forum for Learning Assistance Professionals
[mailto:[log in to unmask]] On Behalf Of Nic Voge
Sent: Wednesday, March 15, 2006 4:20 PM
To: [log in to unmask]
Subject: Re: Reading persons/NADE presentation/conference: Read Right
March 24-26/FW: Struggling Freshmen: Can the Epidemic of Reading
Problems be Stopped?
Hi All,
I mistakenly sent this message to only Dan yesterday, but I'd like to
hear what other listers have to say, so I'm posting it again--this time
to the entire list.
With respect to the content of the article maybe there are people on the
list who can answer a couple of questions that I have. Jean La Bauve is
quoted as saying, "We've been teaching information processing. We
haven't been teaching reading." And, I believe I heard Dee Tadlock say
something very similar, if not identical, at the last CRLA conference
and I didn't understand what she meant. But La Bauve goes on to say, "If
they struggle to access the information in the first place because of
reading problems, how can they be expected to process it?" Without
knowing any more than what appears here, it seems like these two
statements are contradictory. Isn't the first one suggesting that there
is something wrong or missing about teaching reading as information
processing, and the second quote saying we should be teaching
information processing? I can't figure this out.
My sense that the Read Right approach actually emphasizes information
processing while suggesting its limitations is affirmed by my reading
of the following sentences in the article: "Teaching the brain to think
that it must simply identify words in order to read is very misleading
and can deter the brain in figuring out the much more complex process
correctly." Talking about brains in this anthropomorphic way as if human
brains "think" and "figure out"
things and are "deterred" is emblematic of information-processing and
computational theories of cognition. So, it seems to me that this
approach is rooted in an information-processing view of reading.
If anyone can shed light on this for the list, I'd greatly appreciate
it.
Thanks,
Nic
>Spokane Falls Community College Students Experience
>
>Rapid Success with New Reading Intervention
>
>
>
>A Spokane Falls Community College student previously identified with
>dyslexia struggled with reading her whole life. A few months after she
began
>tutoring with a fundamentally new reading program, she was reading
>paragraphs with comfort and ease-a feat that surprised even the young
>woman's mother.
>
>
>
>It didn't take a miracle to help the young woman. It took adult basic
>education staff at SFCC trained in a highly effective tutoring
methodology
>to systematically guide the woman out of her reading problem.
>
>
>
>
>Something Is Missing
>
>
>Typically, college reading programs teach critical thinking, text
analysis,
>study skills, test-taking and various other skills to students who are
>struggling with college-level material, said Jean La Bauve, a reading
>teacher at SFCC. "There is a missing link here," she told attendees at
the
>National Association of Developmental Education's (NADE) annual
conference
>in Philadelphia last month. "We've been teaching information
processing. We
>haven't been teaching reading."
>
>
>
>Excellent reading ability must be in place for college students to gain
>information from text with efficiency and ease, La Bauve noted. If they
>struggle to access the information in the first place because of
reading
>problems, how can they be expected to process it?
>
>
>
>The tutoring methodology being used by SFCC to address student reading
>problems is called Read Right*, and it was developed by Dee Tadlock,
Ph.D.,
>a reading expert, former classroom teacher, and former President of the
>College Reading and Learning Association who has worked with students
of all
>ages-elementary students through adults. La Bauve and Joan Nealey,
director
>of SFCC's Communications Learning Center, invited Tadlock to co-present
with
>them at NADE's annual conference.
>
>
>
>
>Reading Is a Process
>
>
>Passage reading is a complex process performed by the brain, Tadlock
>explained. The problem with initial reading instruction is that it
doesn't
>reflect the complexities involved. Emphasis is commonly placed on
learning
>separate, discrete skills with the focus on the identification of
individual
>words. Teaching the brain to think that it must simply identify words
in
>order to read is very misleading and can deter the brain in figuring
out the
>much more complex process correctly. Annually, the dichotomy results in
>millions of children and teens that struggle with reading, leading
>ultimately to millions of college students who struggle with their
>coursework.
>
>
>
>The solution, Tadlock said, is to fix the reading problem at its
core-at the
>level of the neural circuitry that must be constructed to appropriately
>guide the complex process of reading.
>
>
>
>SFCC is the first community college in the nation to adopt Tadlock's
reading
>intervention, which is used by more than 200 elementary, middle, and
high
>schools throughout the country. It has also been implemented with over
5,200
>adults in workforce literacy projects. Hewlett Packard named Read Right
as
>Best Practice, and Weyerhaeuser implemented the special tutoring
program
>with over 1250 employees in 30 plants, winning a national Literacy
Award in
>the Paper Industry as a result.
>
>
>
>Joan Nealey and her staff are very impressed with the results with
their
>college students.
>
>Since first implementing its Read Right program a year and a half ago,
SFCC
>has provided over 1,500 hours of tutoring to 111 students, who are
averaging
>more than one grade level of gain in reading ability for every 10 hours
of
>tutoring. The gains are rapid and permanent-and foundational to success
in
>the college environment.
>
>
>
>
>Learn More
>
>
>The best way to learn more about the program is to attend Read Right's
>national conference, coming up March 24-26, 2006, at the Sheraton Grand
>Hotel in Irving, Texas (near the Dallas-Fort Worth Airport). The
conference
>provides an opportunity for those seeking information on Read Right
>methodology to speak with individuals who are trained in the
methodology and
>already tutoring students at the elementary, middle school, high
school, and
>adult levels. More than 40 concurrent sessions will be provided. A
complete
>program for the conference is available at
>www.readright.com/news/conference2006.html.
>
>
>
>A college information packet explaining theory, methodology and
>implementation can be obtained by contacting Maureen Mortlock at Read
Right
>Systems. Phone: 360-427-9440 or Email: [log in to unmask]
>
>
>
>Articles about Read Right implementations are available at
www.readright.com
><http://www.readright.com/> .
>
>
>
>Dr. Tadlock's interactive constructivist view of reading and reading
>development is explained in detail in the new book written for parents,
Read
>Right! Coaching Your Child to Excellence in Reading, published in 2005
by
>McGraw-Hill and available at www.amazon.com
><http://postsnet.com/r.html?c=656651&r=655991&t=538077603&l=1&d=8686436
8&u=h
>ttp%3a%2f%2fwww%2eamazon%2ecom%2f&g=0&f=-1> .
>
>
>
>Finally, for those that enjoy reading about theory and research, Dr.
>Tadlock's academic paper, Interactive Constructivism and Reading: The
Nature
>of Neural Networks Challenges the Phonological Processing Hypothesis
may be
>downloaded from the Read Right web site (www.readright.com
><http://www.readright.com/> ) or ordered by phoning the Read Right
Office:
>
>360-427-9440.
>
>
>
>Please pass this e-mail along to any of your staff seeking information
on
>effective approaches to reading development.
>
>
>
>Thank you.
>
>
>
>
><http://postsnet.com/app/campaigner/trk/opn.jsp?cid=656651&rid=655991&c
td=53
>8077603&lid=86864369&g=0&f=-1> From: Read Right Systems
>[mailto:[log in to unmask]]
>Sent: Monday, March 13, 2006 4:47 PM
>To: [log in to unmask]
>Subject: Struggling Freshmen: Can the Epidemic of Reading Problems be
>Stopped?
>
>
>
>
>
>
>
>
>
>
>
>Dan Kern
>
>Reading Skills
>
>East Central College
>
>Union, MO 63084
>
>[log in to unmask]
>
>
>
>
>~~~~~~~~~~~~~~~
>To access the LRNASST-L archives or User Guide, or to change your
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>
>To contact the LRNASST-L owner, email [log in to unmask]
--
Knowledge emerges only through invention and reinvention, through the
restless, impatient, continuing, hopeful inquiry men pursue in the
world, with the world, and with each other. --Paolo Freire
Dominic (Nic) J. Voge
Study Strategies Program Coordinator
University of California, Berkeley
Student Learning Center
136 Cesar Chavez Student Center #4260
Berkeley, CA 94720-4260
(510) 643-9278
[log in to unmask]
http://slc.berkeley.edu
SPRING 2006 OFFICE HOURS:
Appointments:
To Be Announced
Office Hours (drop-in):
Wednesdays 2-3
Thursdays 2-3
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