I think sometimes the problem isn't that these kids can't infer, it is often they don't have the language to express their thoughts. I have been thinking that some intensive vocabulary instruction must go hand in hand with strategy instruction which works on both literal and inferential. Jennifer In a message dated 2/16/2008 8:17:32 A.M. Eastern Standard Time, [EMAIL PROTECTED] writes:
I think at times we undervalue literal knowledge. If I am in a burning house and know where the door is, that literal knowledge seems pretty darned important to me. If I don't know, than any bit of inference I might be able to use would sure help. That said, I work with children with severe language issues (not second language speakers, but low vocabulary). Literal knowledge is import for these children to build up their reservoire of language understanding. When our children read, the literal knowledge is helping them build schema. I think that kids have to have a literal understanding to build all the other skills on, but why we can't work on them hand in hand, I don't know... Lori **************The year's hottest artists on the red carpet at the Grammy Awards. Go to AOL Music. (http://music.aol.com/grammys?NCID=aolcmp00300000002565) _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
