Thanks you Lori. A REALLY important insight for all of us. I am reminded of all I learned when I was beginning to understand writing development as well. There are often long periods where surface behaviors don't appear to change but lots is going on beneath the surface.
I remember an example from then....a child who continually wrote I love frames on and on for what seemed like forever. Wasn't growing generating new and difference kinds of sentence structure. And then, viola, a big change. Seemingly the child was holding onto that surface pattern while working beneath the surface on other things. Obviously the same kinds of issues occur in reading. Growth is not always linear and incremental. Patience and deep knowledge of process and theory are as you say key. Lots to ponder this a.m. Sally On 11/27/09 8:27 PM, "EDWARD JACKSON" <lori_jack...@q.com> wrote: > > Working with a highly respected expert in working with children who struggle > to learn, I came away with a fundamental understanding that an > intervention--be it behaviorial, instructional or otherwise, will often taken > 6 months or more before any significant gain is observable. I would like to > suggest that the danger in constant monitoring is that a program which may be > successful will be prematurely abandoned. I suspect is more important to > deeply understand reading process and theory, know each child deeply and > proceed with care, lest we commit any child to an intervention that wastes > time. > > > Lori Jackson M.Ed.Reading Specialist > Broken Bow, _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org 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.
