Good evening everyone. In rereading chapter five, I have been paying attention to Ellin's description of deep and surface structure systems. I have been reflecting upon the importance of balance... A couple of thoughts came to mind: One: I have a second grader at my school who had a tutor that over-taught the graphophonic system. This kid feels the need to sound out every single blessed word. So far, the modeling and prompting that our intervention teacher and I have been using haven't really worked. This kid's tutor continues to give him prizes for sounding out words...the more he sounds out, the more junk he earns and he actually told me he'd rather read for her because he 'gets stuff.' Anyone have any ideas for how I might help this little fellow? He is sounding out stuff like "black" and "sun" because he thinks that is what real reading is. I have never had a kid so stubborn about sticking to the graphophonemic cueing system! Two: Ellin is citing research by Rumelhart to prove that the cueing systems all need to be taught simultaneously. I need to get my hands on this research...I still have colleagues who think that first you decode, then you learn to comprehend. Anyone read this research? Ellin...is it the 1976 or the 1981 citation in your bibliography? Jennifer
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