What I kinda got out of this article is that strategies become skills with  
practice. For example, one of those kids who "barks at print" is taught to stop 
 herself periodically to ask herself if what she read makes sense. It feels  
awkward at first and the child must deliberately be reminded and then remind  
herself to do this. Then...this is self monitoring as a strategy. As the child 
 evolves and improves as a reader...the self monitoring becomes a 'way of  
life'---automatic and a 'skill.'  What fascinates me is the idea that  while I 
might have 'visualizing' as a skill---usually I get a mind movie  naturally 
when I read---there may be times when I am struggling with a text and  have to 
consciously employ visualizing and then it goes back to being a  strategy.
 
I used to think of things like identifying story elements or naming text  
features as skills and MOT stuff as strategies.  By this new definition...  
they 
all could be skills OR strategies depending on the person and whether or  not 
they are consciously employed! 
Interesting stuff!
Jennifer
 
 In a message dated 2/13/2008 8:58:17 P.M. Eastern Standard Time,  
[EMAIL PROTECTED] writes:

I didn't  mean to make light of the thoughtful article definitions, which I 
actually  have read only a part of cuz it just came today, but I am thinking of 
skills  as being "knee jerk," such as when the rubber mallet strikes your 
knee at your  physical exam.  It reminds me of a saying by an esteemed educator 
(whose  name annoyingly has left me at the moment) who was visiting classrooms 
in the  order of Distar/Reading Mastery who proclaimed, "I've never seen such 
barkers  in my life!"  Surely she was hearing the results of skill 
instruction,  yes?> 


 



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