di: di Digest, Vol 69, Issue 10
Betsy Primm
betsyprimm at aol.com
Thu Feb 15 17:17:11 PST 2018
Ty,
Take a look at the free curriculum and materials on www.sightwords.com. There are a total of 110 carefully sequenced phonological development lessons on the website. The printables for the lessons can be purchased from the website or they can be downloaded and printed free. Many of the lessons have DI fingerprints all over them. All the lessons are designed for one-to-one delivery by a parent or teacher's assistant . They all also have instructions for small group delivery in a classroom environment.
Betsy Primm
Atlanta Georgia
Sent from my iPhone
> On Feb 15, 2018, at 3:15 PM, ROCCO NOCERA <rlnocera01 at msn.com> wrote:
>
> @kathy-what do I do with my kindergartener who has “phonological processing disorder” and is already reading? He is sometimes unintelligible and I am concerned that his private talk may not be advancing as I see no progress with his public talk. He needs to read and also pronounce. I want progress on both but his decoding isn’t there yet. The school keeps moving him ahead in reading because he makes progress. Do you think more speech alone is going to help him pronounce the word he reads?
>
> His school wants to d/c speech because they say he’s fine. It’s total BS. I am having him privately assessed and will go to mediation if I have to.
>
> If you want this off list, please reply to me. I am a novice listserv person and might slip up from time to time.
>
> Ty,
>
>
>
> Sent from my iPhone
>
>> On Feb 15, 2018, at 1:48 PM, "di-request at lists.uoregon.edu" <di-request at lists.uoregon.edu> wrote:
>>
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>> 1. Re: di Digest, Vol 69, Issue 7 (Kathy Pusztavari)
>>
>>
>> ----------------------------------------------------------------------
>>
>> Message: 1
>> Date: Wed, 14 Feb 2018 10:54:21 -0800
>> From: Kathy Pusztavari <k at kathyandcalvin.com>
>> To: "di at lists.uoregon.edu" <di at lists.uoregon.edu>
>> Subject: Re: di: di Digest, Vol 69, Issue 7
>> Message-ID: <2D64BFB3-1A21-4ADD-9B09-3B1B829F8F4B at kathyandcalvin.com>
>> Content-Type: text/plain; charset="utf-8"
>>
>> I would think you would work out most artic problems before working on reading out loud.
>>
>> - Kathy
>>
>>> On Feb 14, 2018, at 10:24 AM, randi saulter <itsrandi17 at gmail.com> wrote:
>>>
>>> As a former speech/language pathologist, I am wondering if you can clarify what you mean by this. I am a little worried that the message is going to confuse people. There should be NO pause in continuous blending whether or not students have articulation difficulties. Continuous blending for reading instruction is not the appropriate environment for working on articulation goals. During reading instruction and continuous blending exercises it would be best practice to accept as correct the student's attempt at approximating the correct articulation while holding the student responsible for NO pauses during that exercise. Work on producing correct articulation of sounds would best be left to discrete work on just that in a setting outside of reading instruction.
>>>
>>> Later, after a student has advanced through the use of continuous blending or during a different part of reading instruction when students are reading without audible blending, using a correction procedure (the one specified for the exercise), a teacher could model the correct articulation of a word for the student and have the student repeat the word, but again, accepting the closest possible approximation of the sounds should be accepted as correct "reading."
>>>
>>>
>>>
>>>
>>>
>>>> On Tue, Feb 13, 2018 at 2:42 PM, ROCCO NOCERA <rlnocera01 at msn.com> wrote:
>>>> Pauses are good for kids in need of improved articulation. Pauses happen between syllables and are in the middle of words. Middle syllables and consonant clusters get mispronounced or deleted, even by typically developing readers. To pause is to ensure they say the whole word. The ?say it fast? prompt is there so they can practice without the little breath in between.
>>>>
>>>> Kindly,
>>>>
>>>> Rocco Nocera
>>>>
>>>> Sent from my iPhone
>>>>
>>>>> On Feb 13, 2018, at 5:02 PM, "di-request at lists.uoregon.edu" <di-request at lists.uoregon.edu> wrote:
>>>>>
>>>>> Send di mailing list submissions to
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>>>>> Today's Topics:
>>>>>
>>>>> 1. Fwd: Response to Digest, Vol 69, Issue 1 (Charles Arthur)
>>>>>
>>>>>
>>>>> ----------------------------------------------------------------------
>>>>>
>>>>> Message: 1
>>>>> Date: Tue, 13 Feb 2018 13:23:23 -0800
>>>>> From: Charles Arthur <carthur at teleport.com>
>>>>> To: di at lists.uoregon.edu
>>>>> Cc: di-owner at lists.uoregon.edu
>>>>> Subject: di: Fwd: Response to Digest, Vol 69, Issue 1
>>>>> Message-ID: <D6A8F4AB-16FB-4FFC-BBEF-821D685D45D0 at teleport.com>
>>>>> Content-Type: text/plain; charset="utf-8"
>>>>>
>>>>> Response to Joe Kuhn.
>>>>>
>>>>> Joe, thanks for the comments. Really good question. ?I'm wondering if there's research that shows
>>>>> sounding it out, out-loud, is more effective than sounding it out 'in your
>>>>> head'?. What?s really happening when we read silently and why is it important to practice out loud? How do we know that it works better to do it out loud?
>>>>>
>>>>> As I understand it, in my recent readings, in retirement, the going theory on how words are identified, quickly and easily, is referred to as phonological vs. visual. I?ve written a little on this and posted my feeble attempt on my website: arthurreadingworkshop.com <http://arthurreadingworkshop.com/>. and conduct an occasional seminar on the topic of The Science of Reading Words. (all of which, in my view, confirms DI teaching.)
>>>>>
>>>>> How this works when reading is silent is a bit mysterious. Seems like I remember the DI answer to the importance of doing a lot of out-loud reading and responding during instruction was that this is the way a teacher can know what the student is learning. It gives the teacher feedback. (a reasonable and practical point, but one that dodges the question somewhat)
>>>>>
>>>>> Yet, even from the DI point of view, there seems to be more to it than that. Practically everything taught in DI programs involves oral responding. It seems clear that it not only gives the teacher feedback but also helps learning and memory. It?s a kind of oral rehearsal.
>>>>>
>>>>> My readings on the phonological theories of reading words indicate a reinforcement of this with tons of research, (see my website) but also goes even further than that. The argument goes: because reading is phonologically based (in speech), it is most effectively learned orally. A nice quote from Mark Seidenberg. ?We read with our eyes, but the starting point for reading is speech.?(Language at the Speed of Sound. Chapter two, first sentence.) The idea is that we can read because we can speak. All a nice reinforcement for RM K. and beyond.
>>>>>
>>>>> To me, this is a fascinating subject which gives DI reading added support and confirmation. One of the two or three most fascinating aspects of RM K is how the overt act of sounding out is gradually transferred to the internal covert act, without switching to out-right memorization. Remember, the red box in lesson 65 for ?thinking? the sounds before saying the words? We like to teach ?thinking the sounds? rather than ?figuring it out? in the script, a miner but effective modification. This process eventually progresses up to lesson 108 with no more sounding out. Then of course is your question: what kind of phonological process is the reader using once the sounding out is dropped? Where does al that learned decoding go? The phonological theory covers this as well. Look it up. (Isabelle Liberman, Charles Perfetti, Linnea Ehri, Kieth Stanovich, Mark Seidenberg, Sally Shaywitz, among others)
>>>>>
>>>>> In my readings, I?m impressed with the neurological argument that this process actually strengthens the part of the brain that handles speech and reading, especially for those with some weakness that shows up in fMRIs. That part of the brain actually becomes more active during these activities, even if only thinking about them, shows up in fMRI studies.
>>>>>
>>>>> In teaching this way in kindergarten, we believe that we are preventing the neurological condition of dyslexia. After teaching hundreds of kids from kindergarten on up, over 15 years, in six small schools, we?ve had very few that have persistent decoding problems. So it is a dysteachia thing in the final analysis, in spite of its neurological base.
>>>>>
>>>>> But, Joe, it would be neat to have a little more research on this vital point. Just like more research on ?say the sounds without stopping? would be nice. It may dispel the going research on saying the sounds with pauses, my personal pet peeve.
>>>>>
>>>>>
>>>>>
>>>>> Charles Arthur
>>>>> Early Child Literacy Consultant
>>>>> carthur at teleport.com
>>>>> The most effective reading programs carefully structure instruction around mastery of small learning increments that leads to student proficiency of advanced applications and higher student self-esteem.
>>>>> 971-544-7341
>>>>>
>>>>>
>>>>> <https://www.facebook.com/Arthur-Reading-Workshop-311701916000900/>
>>>>> <https://www.facebook.com/Arthur-Reading-Workshop-311701916000900/>
>>>>>> Begin forwarded message:
>>>>>>
>>>>>> From: di-request at lists.uoregon.edu
>>>>>> Subject: di Digest, Vol 69, Issue 1
>>>>>> Date: February 3, 2018 at 12:59:05 PM PST
>>>>>> To: di at lists.uoregon.edu
>>>>>> Reply-To: di at lists.uoregon.edu
>>>>>>
>>>>>> Send di mailing list submissions to
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>>>>>> di-request at lists.uoregon.edu
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>>>>>> Today's Topics:
>>>>>>
>>>>>> 1. Re: Charles Arthur also responds to the Most Comprehensive
>>>>>> Meta-Analysis article. (Joe Kuhn)
>>>>>>
>>>>>>
>>>>>> ----------------------------------------------------------------------
>>>>>>
>>>>>> Message: 1
>>>>>> Date: Sat, 20 Jan 2018 06:54:44 -0600
>>>>>> From: Joe Kuhn <joemkuhn at gmail.com>
>>>>>> To: Charles Arthur <carthur at teleport.com>
>>>>>> Cc: DI LIST U of O <di at lists.uoregon.edu>
>>>>>> Subject: Re: di: Charles Arthur also responds to the Most
>>>>>> Comprehensive Meta-Analysis article.
>>>>>> Message-ID:
>>>>>> <CAL+L3Kki_YBd-UGAJ0zJSCd1Xvke8hq0oEVSvqxyDiKvmy+roA at mail.gmail.com>
>>>>>> Content-Type: text/plain; charset="utf-8"
>>>>>>
>>>>>> Charles, along your lines, I'm wondering if there's research that shows
>>>>>> sounding it out, out-loud, is more effective than sounding it out 'in your
>>>>>> head'. Of course we know the answer to the question, but is there research
>>>>>> on this?
>>>>>>
>>>>>> BTW, love the detail on your web site. Wow!
>>>>>>
>>>>>> Joe
>>>>>>
>>>>>> On Thu, Jan 11, 2018 at 7:03 PM, Charles Arthur <carthur at teleport.com>
>>>>>> wrote:
>>>>>>
>>>>>>> I?m also very anxious to see the full article on the meta-analysis of DI
>>>>>>> curricula. and PRESTO. here it is. Thanks Jerry
>>>>>>>
>>>>>>> I?m particularly interested seeing if it touches on a vital concern of
>>>>>>> mine in teaching phonemic awareness and decoding in Reading Mastery K. As
>>>>>>> most readers on this listserve know, teaching these two kinds of skills
>>>>>>> hinges on one technique: Say the sound without stopping, with and without
>>>>>>> letters. I?ve just posted a short review on this on my website:
>>>>>>> arthurreadingworkshop.com. (on the Seminar page) It?s entitled, WHERE
>>>>>>> RESEARCH HAS FAILED IN THE STUDY OF TEACHING BEGINNING PHONEMIC AWARENESS
>>>>>>> AND DECODING. http://arthurreadingworkshop.com/seminar/
>>>>>>>
>>>>>>> The vast amount of research on this topic has affirmed the importance of
>>>>>>> phonemic awareness in teaching beginning reading, something Zig anticipated
>>>>>>> before the wave of research studies started. The failure has been in
>>>>>>> researching how phonemic awareness, followed up with decoding, can be most
>>>>>>> effectively and efficiently taught, with Zig?s technique of Say the sounds
>>>>>>> without Stopping. I can only find two published research studies on this.
>>>>>>> (Weisberg 1989, 1993, copies available on request)
>>>>>>>
>>>>>>> All the rest of the studies on this topic support saying the sounds and
>>>>>>> decoding *with pauses*. One could almost claim that the DI, RM K method
>>>>>>> is not research based. In all of this Meta-Analysis, why has research on
>>>>>>> this vital piece of teaching beginning reading been omitted? Or has Jean
>>>>>>> and Tim found some other studies? Under these circumstances, how can it be
>>>>>>> considered research based?
>>>>>>>
>>>>>>> Please read what I?ve posted, and let me know what you think.
>>>>>>> Charles Arthur
>>>>>>> Early Child Literacy Consultant
>>>>>>> carthur at teleport.com
>>>>>>> The most effective reading programs carefully structure instruction
>>>>>>> around mastery of small learning increments that leads to
>>>>>>> student proficiency of advanced applications and higher student self-esteem.
>>>>>>> 971-544-7341 <(971)%20544-7341>
>>>>>>>
>>>>>>>
>>>>>>> <https://www.facebook.com/Arthur-Reading-Workshop-311701916000900/>
>>>>>>> <https://www.facebook.com/Arthur-Reading-Workshop-311701916000900/>
>>>>>>>
>>>>>>> _______________________________________________
>>>>>>> di mailing list
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