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Posted by Cheryl Isaak on September 17, 2005, 4:24 pm
On 9/17/05 3:40 PM, in article
wrote:
>
>> Cheryl Isaak wrote:
>>
>>
>>>
>>> Well, it is the discrepancies that bother me, supposedly above
>>> average in reading and vocabulary, but bottom of the barrel in Word
>>> Analysis and below average in spelling. Huh? Don't they go together.
>>
>> Is she slightly dyslexic? Not enough to bother her reading, but
>> enough to throw her spelling off completely? My reading scores were
>> always off the charts, but to this day, I can't spell to save my life.
>> If I use an obscure word in lecture and someone asks me to spell it,
>> I have to write it on the board to do so. And even then, sometimes
>> I'll have to write it a few ways to do get it right. Some days, even
>> the right spelling looks wrong to me. I don't post to Usenet without
>> a dictionary sitting right by my elbow. And I frequently transpose
>> the fifth and sixth digits of people's phone numbers.
>>
>> What do they mean by word analysis?
>
> Sorry I didn't see this earlier, Cheryl, but it's been a roungh couple of
> weeks (ending with having to put my 17-year-old cat to sleep on Thursday).
>
> My understanding is word analysis is being able to recognize and interpret
> things like letter patterns, syllables, prefixes and suffixes, compound
> words, plurals, etc. -- analyzing words based on language rules. It makes
> sense that she would be low in both spelling and word analysis, since they
> are both rule based, recall tasks, that need to be taught. (You should ask
> where the other students stand based on national standards -- I wouldn't be
> surprised if they were all on the low side if they haven't been taught this
> stuff).
>
> Reading (usually comprehension) and vocabulary require interpretation and
> often rely on context. It seems like your daughter can recognize words
> when she sees them and knows both the literal (vocabulary) meaning of words
> and sentences and the inferential meaning needed for higher-level reading
> comprehension. If she reads a lot of her own, or if you read to her a lot,
> asking questions about the reading, she will have developed those skills.
>
> It's actually a not a bad dichotomy to have, because she can learn spelling
> and word analysis rules; comprehension is harder to teach. You can make
> some games out of it for her, and there are lots of resources out there for
> practice. Since she's only in first grade, she should be able to catch up
> just fine.
>
> (Can I use this example when I teach the psychology of reading to my ed
> psych students?)
>
> K
Be my guest.
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