Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3LESBG24753; Thu, 21 Apr 2005 10:28:11 -0400 (EDT) Date: Thu, 21 Apr 2005 10:28:11 -0400 (EDT) Message-Id: <4267B900.1000805@ccsdistrict.org> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: Jane Meyer <meyer_j@ccsdistrict.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2994] Re: In Search Of Effective Pedagogy In Teaching X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=ISO-8859-1; format=flowed Status: O Content-Length: 856 Lines: 26 Dr. Al Alba wrote: Most of my students can read aloud, however, several fail to comprehend the meaning of the text or understand the inferences presented in the text. How does one develop the comprehension levels of students? Dr. Alba, Sometimes comprehension is the cause and then you need to teach comprehension strategies. But sometimes comprehension is the consequence of some other reading problem such as poor word analysis skills (phonics), low or non-academic vocabulary, or poor fluency. Reading research suggests we need to test struggling readers in these areas. For more information including information on what tests to use and free tests you can download visit NCSALL's Adult Reading Components Study (ARCS) website www.nifl.gov/readingprofiles Jane Meyer Canton City Schools ABLE Canton, Ohio meyer_j@ccsdistrict.org
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