[etni] Re: spelling research
- From: "Haber Barry" <barryhaber@xxxxxxxxxxx>
- To: etni@xxxxxxxxxxxxx
- Date: Wed, 17 Sep 2003 15:33:31 +0000
**** ETNI on the web http://www.etni.org.il http://www.etni.org ****
When teaching in the States, a fellow teacher in the first grade taught her
class with the global approach. Most of the class did fine, but two girls
didn't and were defined after almost a year as disabled. I suggested that
she try the phonetic approach, which at that time was out of fashion, and in
a short time these two girls were reading fluently and devouring books. So,
I still think that the old ESH 2 has it's merits.
Barry Haber
>From: michele ben <benfam@xxxxxxxxxxxxxxxxxx>
>Reply-To: benfam@xxxxxxxxxxxxxxxxxx
>To: avrahamr@xxxxxxxxx
>CC: etni@xxxxxxxxxxxxx
>Subject: [etni] Re: spelling research
>Date: Tue, 16 Sep 2003 15:59:25 +0200
>
>**** ETNI on the web http://www.etni.org.il http://www.etni.org ****
>
>I don't think we'll be able to disprove what is written in the paragraph.
>Avraham, I had no problem reading your mixed up sentence either. English
>is
>not a phonetic language. For anyone to read efficiently it is essential
>for
>him or her to master sight reading and a global approach to comprehension.
>Nevertheless, phonics are extremely important in beginning reading. It has
>been proven that 70% of all people learn to read regardless of which
>approach
>is used when they learn to read. I don't have the source handy beause it
>has
>been quite a few years since I've done academic work in the field of
>reading
>acquisition. The other 30% need an approach that fits their learning style
>etc. If a mixed approach is used, a teacher is more likely to cover that
>30%.
>We should stop arguing about which approach is better and start mastering
>the
>theories, philosophy and methodology of both approaches to best serve our
>pupils needs.
>Michele Ben
>
>Avraham Roos wrote:
>
> > **** ETNI on the web http://www.etni.org.il http://www.etni.org ****
> >
> > > "Aoccdrnig to a rscheearch at an Elingsh uinervtisy, it deosn't mttaer
>in
> > > waht oredr the ltteers in a wrod are, the olny iprmoetnt tihng is taht
> > > frist and lsat ltteer is at the rghit pclae. The rset can be a toatl
>mses
> > > and you can sitll raed it wouthit porbelm. Tihs is bcuseae we do not
>raed
> > > ervey lteter by it slef but the wrod as a wlohe."
> >
> > Let's unprove that. Anyone who can read the following easily?
> >
> > lkoos ieeinnrsttg aghlotuh deiefilnty asomlt ibilopsmse wehn uiiilntzg
> > lteghny wdors
> >
> > Scoll down to understand
> >
> > looks interesting although definitely almost impossible when utilizing
> > lengthy words
> >
> > Avraham Roos
> > Antwerp
> > Belgium
> >
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