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These files are maintained strictly for historical reference, research, and recordkeeping purposes,
and the content has not been altered or updated since archiving.
Content on this site may not meet current digital accessibility standards.
If you require an alternative, accessible format of any information found on this site,
please contact Bruce Jones, bjones@ucsd.edu to request an accommodation.
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