text:
- Della Palacios
- Erie, CO
- United States
Educational Consultant, Trainer and Teacher, SensAble Learning, LLC
This conversation is closed.
Should we begin teaching children letter sounds first with lowercase letters instead of letter names with uppercase letters?
What do you see more of when you open a book, capital letters or lowercase letters?
What is more important for reading, letter sounds or letter names?
Shouldn't we teach children the more germane information pertaining to the letter first, its sound, as Montessori schools do? Aa is for apple and it says /a/ is too much information for a child to take in, process and then apply to a complex language code. Why don't we start with lowercase letters and sounds, saving letter names for once a child can read a three-letter consonant-vowel-consonant word?
May 9 2013: Della, this is such a great convo and should keep going....I really appreciate the voices and ideas. Our children want to read and everyone wants children to read...so opportunities to discuss such an important subject - how to best prepare a child for reading - will benefit everyone! Thank you!
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May 6 2013: I appreciate the discourse and totally agree the brain is up to a challenge, and that some children will learn no matter how you approach teaching reading. I'm concerned with reaching them all and I will go more into my experience with this soon. I have read voraciously over the past year trying to come up with an answer why as a society, we teach letter names with capitals before sounds with lowercase or all of them jumbled together. The only answer I find is one I learned from Brenda, "marketing."
Neuroscience supports this idea. "Sometimes the child knows the names of letters (ay, bee, see, dee..). Unfortunately, this knowledge, far from being helpful, may even delay the acquisition of reading. To know that "s" is pronounced ess , "k" kay and "i" eye is useless when we try to read the work "ski." Letter names cannot be assembled during reading-the hookup only concerns phonemes. But phonemes are rather abstract and covert speech units. A true mental revolution will have to take place before the child finds out that speech can be broken down into phonemes, and that the sound ba is made up of two such units, the phonemes /b/ and /a/." ~by: Stanislas Dehaene Reading in the Brain: The New Science of How We Read
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May 7 2013: I don't take offense. I'll tell you my aha moment story. Elle is a 4th grade student. Her reading skills are slipping, but she is not reading significantly below grade level. Her rate was slow and choppy, but her accuracy was that of an instructional fourth grade reading level according to the running record. Next, I checked her letter sounds. What I learned taught me worlds more about what Elle needed for success in fluency than the running record would have. After going through the single letter sounds, I found she was missing 9. The next week, I checked six digraphs. She knew half. One of the digraphs she did not know was /th/. When I asked her the sound these two letters together made, she said, "/t/". So, after doing some hands-on letter sound practice, I asked her to read the Itty Bitty Phonics Readers, Bud in the Mud, short u. When I did the Sound Check the week before, she didn't remember what sound u made, so I wanted to make sure it was in place. I am so glad I did this. She read the /u/ words with ease, but I learned two very important things. First, she is still using picture clues when reading. On page five she read tub as bath because of the picture displayed on the page. This further enforces something Brenda taught me. When children are beginning to read, all they need are words on a page. Pictures are a distraction and slow them down.
Then, she read the page that said, "Jump in the mud with a thud, thud, thud!" But, what she said what "Jump in the mud with a tud, tud, tud." AHA! When I had asked her what the /th/ digraph said while checking letter sounds she said /t/. Another observation made while Elle read is that she clearly said and read "the" several times. She knows HOW to say the /th/ sound. She probably memorized "the" as a sight word. She could not read /th/ in a new word outside of words she's memorized. Think of all the words containing /th/ that she hasn't memorized and will neither decode nor understandMay 7 2013: How interesting, Della!
My daughter was always commended because she was able to draw at a very young age. This would come in so handy when she starts reading a writing, we were told. Not because of the fine motor skills she was developing, but because of her ability to recognize shapes and forms that she would later need to recognize the shapes and forms of letters!May 7 2013: In response to your comment, Chris,
"I disagree that it's "... too much information for a child to take in, process and then apply to a complex language code"
I couldn't agree more.
Children are extremely acute to the miniscule idiosyncrasies of language, which Patricia Kuhl so clearly shows:
We simply cannot underestimate the power of our own brains and what it can or cannot cope with when it comes to learning.
Fritzie -
May 6 2013: I had thought that reading pedagogy typically begins with sounding out from lower case letters, as that is what I saw in my children's schools.
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Now I will look it up. I believe we have among our very active participants a very experienced reading teacher. I hope she will soon jump in with a broad view of this area.
May 6 2013: Hi Fritzie,
Typically, what is done in kindergarten, is to introduce letter names.....A-Z
Perhaps, if the majority of kids mastered the letter recognition, a teacher might want to start to introduce consonant sounds, and work on phonics. Although, this in primarily done in First grade.
But it really depends on the kids, and their rate of mastery.
However, many of the alphabet songs out there....on youtube and such, showcase the letters and their sounds, which is ok. It is good to expose kids to information, even though they might not be ready to make it their own.
I just hope, that they don't start to change the way reading is taught.....again!......just to come to find out that the old way works best for most children.
I remember a time when someone decided that phonics was not important and they used a whole language approach to reading. That did not work very well.
Some children learn to be a fluent readers by the end of kindergarten. By the time they reach 4th grade, they might be reading at an 8th grade level........other children, not so much.
I am not familiar with Montessori, but I am fascinated by what I am learning.
May 6 2013: Hi Mary,
in case someone hasn't already provided the link:
May 7 2013: Thanks a whole lot Lizanne!!May 6 2013: Mary, I think I know why. With older struggling readers, I check their letter sound knowledge and then listen to them read while doing a running record. I have learned more than ANY reading assessment I ever administered during my time in the classroom, and I administered a lot. I WISH I could go back to the classroom with the knowledge I have now. Check letter sounds. Listen to the child read. Teach them the missing sounds. Watch a notable improvement in accuracy. It's like magic! However, this lack of letter sound knowledge is disguised by a heavy memorization of sight words. It took me a while to figure out what was going on, but I'm pretty convinced right now, letter sounds trump names and sight words should never be memorized out of the context of reading.May 6 2013: Mary, I'm so glad you mentioned changing the way reading is taught again. I ordered a McGuffey Reader because I wanted to know what they used in a one room schoolhouse when everyone read better than they do today, or so they say. It uses lowercase letter, sounds, consonant-vowel-consonant words and simple phonetic passages. It does not say to teach them the letter names first. Google it and you can check out the first few pages.
May 7 2013: Della, thank you for the link, and also for both replies.
Let me ask you, what kind of children have you had the above experience?
Were they native speakers, or were they esol children, or perhaps low achievers?
What was the population of the school?May 7 2013: Hi Dear Mary M.Any more detail information about phonics?is there any website about it?Because I am chinese,sometimes I heard some foreigners spoke chinese,the speaking and words pronunciation are really funny,so I doubt if I speak in english as funny as they did in chinese?So I think I should learn to speak english from very basic phonics too.Thanks:)
May 7 2013: Hi edulover learner, wow, there are so many free sites to play phonics games.May 7 2013: Mary,
I taught 8 years in a Title One Public School. That was before I learned what has changed the way I approach literacy. Since, I have worked with ages 0- adult, second-language learners, children in intermediate grades starting to slip, affluent children attending public school, orphans, children living in poverty, teenagers, etc. All have benefited from letter sounds in different ways. I have even worked with some special children with significant special needs with hopeful results. But, I am only one person.
. "Phonemic awareness instruction helped all types of children improve their reading, including normally developing readers, children at risk for future reading problems, disabled readers, preschoolers, kindergartners, 1st graders, children in 2nd through 6th grades (most of whom were disabled readers), children across various SES levels, and children learning to read in English as well as other languages." p. 2-5
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction
by: The National Reading PanelMay 10 2013: Edulover,
Here is a good place to start learning the letter sound pronunciation. You could start as simply as sitting with your daughter and saying the sound while pointing to a written letter. The video can help you practice saying the sounds together since I believe our languages have a few different sounds. http://m.youtube.com/virtualmontessori?uid=lJVM4CQqI_e7LitkB5kOCw&desktop_uri=%2Fvirtualmontessori You are a wonderful mother. Bart is absolutely right about interest, though.May 11 2013: I am searching for online resources since you are a world away, but most are too colorful and combine letter names and sounds, say the sound multiple times, and have too many pictures taking away from the reading of the words etc.
Remember, the simpler the better.
There are a few samples here that are nice. http://www.learntoreadfree.com//a>
Search Montessori reading and that is where I would suggest you start.May 8 2013: Hi,Dear Mary M.thanks a lot:).I had a look about starfall.com.It is great.lots of games and vedios in english learning are very vivid,I plan to advocate some of my school's teachers donate their old computers to a countryside primary school,and I try to collect some of chinese and english learning videos and games to install in those old computers and send to countryside priamry school freely.Just let those kids click keyboard to play for fun.
if you have any english learning vedios for children's english learning?please share with me.now I sent my email to u.thanks.
Those countryside primary schools haven't internet yet.So I guess the way will help them a lot.May 12 2013: OOO,Dear Della Palacios,thank you very much.How great those kindergarten teachers are teaching children english in the way:)Thanks.May 11 2013: Hi Dear Della Palacions,thank you very much for the email and the information for helping my daughter's english learning:).A bit pity we can't access youtube.com website in china.I do appreciate a lot you and Mary M. sharing those english learning materails with me and help my daughter a lot to motivate her interest in learning:).
My daughter can have free time to open phonics games and fallstar.com website to play while learning english there.Last night she followed the first grade reading to read folks tale"Mr.Bunny's carrot soup".I asked her:do you like Mr.Bunny?She said:Yes.I asked her why?She said:Because Mr.Bunny likes to share his carrots with others .
I do always appreciate a lot those reading materials can cultivate children's kindness,love...all those virtues around our world.
I hope UN can support fallstar.com website to open all english learning materials for all over the world children to learn english well.Thank you.
May 11 2013: I didn't think of that. You Tube is also blocked in many schools here. I would love for students to have access to many of the educational videos offered on You Tube. It sure would be helpful to have a sorted section of educational YouTube videos.
Here is the website of the program developed by Brenda Erickson, my mentor, that began my intense reading and exploration of letter sounds. The program is called Souns® and it is a literacy outreach program of Counterpane Monterssori, a 501C3 in Georgia.
Website http://souns.org/
Whitepaper http://souns.org/images/texts/reduced_whitepaperforwebsite.pdf
Here is a video demonstrating its use that is not on YouTube. Hopefully you can view it. This is with small children, but it demonstrates the simplicity.
greg dahlen
May 10 2013: i don't knowMay 8 2013: Thank you for your comment... Chinese writing is not alphabeticalMay 8 2013: HI Dear Mary M. Thank you very much,I can open them all,my daughter likes the second and the third link very much,She likes listening children's reading voice:).thanks again:)
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May 8 2013: I'm so glad!! Hurray!!
Starfall is my favorite site for little children. It is colorful, and fun, and very educational.
Hope she enjoys it very much.
I copied down your email, you may want to come back and delete it from the comment section if you want.
bart hsi
May 8 2013: Let me try to answer edulover's inquiry here, but also comment on the posted topic.
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First I was born in Shanghai, and start with instructions in Chinese . But the schools at that time were all oriented toward English as a secondary language. So by the age of eleven I had at least 2 English courses in the school under my belt. But due to my own interest, I also started to read some English books borrowed from the landlady who was a graduate from an English church high school. The important point here is that if one is extremely interested in any field, it needs very few formal instructions to be good at it. By the time when I was in 7th grade, I already mastered the rules of pronunciation and spelling in English, I was the best in the English class. I quit school and went to work because of the financial problems in my family, but when one learned the relationship of the phonetic connection, one would never forget and always stay with you all your life. For example, when my younger sister decided to participate in a spelling bee contest. I gave her a few advices on phonics in English language, she eventually got the first place in the contest.
So I I would suggest is that you could easily give her some lessons yourself based on some children's book on phonetics with graphic interpretations. That's it. If she develops further interest, she will ask for more. If not, you could always wait for several years of when she goes to college where English is needed for many fields in science and technology anyway.
My comment on the relationship of letters and sound is very clear, However, the usual method of teaching the pronunciation is by reciting similar words with the same vowel or consonant without explaining the rules of phonics is a very inefficient way of teaching. If a student realizes these rules, then s/he could easily link the pronunciation with the spelling of the word, except when the word was derived from a foreign language carrying its original pronunciation.
May 8 2013: Bart, your explanation is very valuable.
It is nice to hear from a foreign student who acquired English as a second language how valuable phonics is. Thank you for sharing your experience.
May 8 2013: I agree. I love the diversity of voices and experiences chiming in on this conversation!May 7 2013: Teaching by letter sounds - phonics - is widely used in some countries.
See http://jollylearning.co.uk/overview-about-jolly-phonics/ for exampleMay 7 2013: Your commitment without compromise for children is such a gift. The research about how the brain works and how children learn best is paving a road to literacy; but we must adapt our practice to align with that knowledge. Children are waiting!
I can't wait to share the astounding progress in a class of preschoolers in Colorado Springs! The graph is on its way tomorrow. I came expecting success ...but my expectations have been surpassed. Letter-sounds first is a change agent for building fundamental literacyMay 7 2013: Perhaps children should first learn the IPA
May 7 2013: I'm going to ask Brenda to answer this one... I defer to her.May 10 2013: As my focus is on children under three, I believe keeping it simple is the best approach. One phoneme to one grapheme (except for x and q)...represents the basic tool of a language using the Latin alphabet. Empowering young children to identify what they see in their world is the direct and positive link to their printed language.
It is important to see the most common letter-sound associations as the simplest tools of print. Early reading is not the goal, but reading readiness IS the goal. Every child deserves to have the the fundamental tools of printed language when they first say, "I want to read." KISS is a good thing!
This is SUCH a good conversation! Thank you all! Thank you, Della, for such a good topic.May 7 2013: A4, beef or mutton... Consider how children growing up in a different letter soup have to learn! How come many children, especially boys, can easily identify logos when they are stuck on the butt of a motor vehicle?
May 7 2013: "In Dehaene's evolutionary terms, early pictographic symbols, which utilized known shapes in the external world, 'recycled' the circuits used for object recognition and naming." p. 33 Proust and the Squid by Marianne Wolf
"After many centuries people discovered that they could even turn their pictures into symbols that represented the sounds of their language… These 'sound pictures' are called letters, written symbols standing for the sounds that make up all of our words." p. 6-7 Ox, House, Stick: The History of Our Alphabet by Don RobbMay 7 2013: There simply is no "one way" to teach the fluency of reading and writing. What works for one child, doesn't for another. Some children learn to read without any "instruction" or plan and others need to be taken through step by step no matter which method you use: lower, upper, chicken or egg.
The goal of learning to read is not to "learn to do it faster" but to learn to do it by the time you are seven or so and enjoy it enough that you will stick with it throughout a lifetime.
May 7 2013: I agree with everything you said and probably would have said the same thing myself before learning what I learned in the past year and a half. i am truly trying to figure out if I am missing something.
I really want to know why letter names are so prevalent in society. Everything I thought I knew about kids having reading comprehension is now showing itself as a problem with letter sounds. If you happen to teach, grab a struggling reader, check their basic letter sounds and listen to them read-carefully. Keep a running record and see what you notice. I bet you will notice something.May 9 2013: Heidi, I agree ...."The goal of learning to read is not to learn to do it faster"...I would add, by the time the child is ready to read......whatever the age. Each child is SO different and when the fundamental tools of print are known - sound-letter associations - reading can happen more incidentally in child time. Fluency is another subject and suggests another conversation, as does comprehension.
I also believe a more child oriented approach will ensure our mutual hope that a child ..."will stick with it throughout a lifetime."May 6 2013: Hi Della, nice to meet a fellow educator from the sunshine state!!
As an elementary teacher I have always done both simultaneously.
In many occassions, children come to school already knowing the letter names from parents, or from watching children's educational programs.
I find your idea interesting though. Do you think it should be implemented starting in kdgtn?
May 6 2013: Check out this video, a synopsis of literacy in our house....
http://www.youtube.com/watch?v=8-C5aKzZWu8May 6 2013: I am happy to see this conversation, Della! Having taught in a Montessori program for over 3 decades, I was always frustrated by the desire in a child to learn to write and read and the many obstacles we put in their way: letter names in particular. It often took 6 months to a year longer to learn to read for the child who came to the school at three knowing letter names. I have heard words like "effortless" and " seamless" used to describe the ease with which a child discovers how to write and read when they know the actual tools of print - letter-sound associations ( actually sound-letter associations is more accurate). As a neuropsychologist friend of mine said in response to teaching letter names first, "why would you do that to a developing brain." The alphabet was designed to represent the sounds we speak . Encoding and decoding is about sound. Keeping it simple, introducing incrementally, building confidence, exploring and playing with the most useful information - sound-symbol associations - really makes a difference from my experience.
May 6 2013: I consider myself this woman's apprentice. I learned more in the (nearly) past two years from her than a bachelor's degree, master's degree, some doctoral work, numerous professional developments and classroom experience taught me.May 13 2013: I started this conversation to see if anyone can help me understand why preschoolers and kindergartners are taught the ABC's first with letter names.
-Everything I read points me to the conclusion letter sounds should be taught first with lowercase letters.
-Logical reasoning brings be to the conclusion letter sounds should be taught first with lowercase letters.
-Every child I work with leads me to the conclusion letter sounds should be (or should have been) taught first with lowercase letters.
"…what can psychology and neuroscience recommend to teachers and parents who wish to optimize reading instruction? …we know that conversion of letters into sounds is the key stage in reading acquisition. All teaching efforts should be initially focused on a single goal, the grasp of the alphabetic principle whereby each letter or grapheme represents a phoneme." p. 228 Reading in the Brain: The New Science of How We Read by Stanislas Dehaene (Don't let the name alphabetic principle fool you. It is all about the sound-symbol relationship. It has nothing to do with letter names.)
Stay tuned, world. Brenda Erickson is a long-time Montessori practitioner who developed Souns®, a literacy outreach program of Counterpane Montessori, a 501c3. I am a traditionally trained educator and consider myself her apprentice. Together, we are on a mission to see to it children read!May 12 2013: New readers should be taught words first not letters. And the first words children should and do learn are the words that are most important to them. Their names. Then children should be given the opportunity to see the similarities and differences in their own names versus the names of their friends. Other important sight vocabulary words include environmental print, words in favorite books, and commercial words like McDonalds and MOMA. Proceeding on, the next task is to use a child's meaningful sight vocabulary of ten to fifteen words to teach letters of the alphabet and their corresponding sound/symbol relationships. The question is not whether to teach lower or upper case letters of the alphabet. The question is how to systematically and with joy engage children in the development of a working sight vocabulary. This approach relies on the theory of learning that emphasizes whole to part learning rather than part to whole. This approach also relies on using inductive rather than deductive reasoning. It's an approach that values language usage over phonemic awareness. Emphasizing whole to part learning and inductive reasoning requires an integration of language, literature, art, and discussion through the language experience approach to reading and writing. After rereading this, it all sounds very complicated; but it's actually quite thrilling to run a classroom where reading and writing are presented to new readers in this manner. Although this is not an easy approach, it is quite invigorating and rewarding.
May 12 2013: Thank you for your reply, Marsha. I am in the midst of research on this topic. I am actually quite happy you posted this as it is a good lead into the next conversation I have in my head.
Some kids are going to learn no matter what we do to teach them or how we throw literacy at them. These kids will learn the way that you propose. I am focused on the kids who seem to "stick" at third grade and don't improve. I think I know why.
Evidence that the brain is a pattern decoder is described on page 72 of Pinker's work Words and Rules: The Ingredients of Language. "Children make errors such as blowed and knowed more often than for any other kind of irregular verb." These errors are not made because of poor modeling. The errors are made because the brain has picked up on patterns in the language and applies them to new situations."
The same applies to a brain that has memorized "sight" words or "instant" words on flash cards or in other ways out of context. I understand that all words are not phonetic but these words MUST be taught within a context. Over and over again I find kids firing out random sight words, "this" instead of "with" or "he" instead of "I." The words look nothing alike. Kids are not guessing. This is an intellectual activity of the brain having memorized whole words out of context and this does great damage to comprehension when a child reaches third or fourth grade.
This is especially true for second language learners. Imagine if a child has not yet mastered speaking the language and then he/she is expected to memorize 100 random sight words. The brain is clever. It finds patterns but it applies it in problematic ways while reading. Kids taught me this.
I feel SO strongly about this that I will not let my children memorize the "100 kindergarten words" words sent home by school. Instead, my kiddos learned sounds, constructed words, practiced reading, learned nursery rhymes and are read to a lot. It works.May 11 2013: At age 3 with my grandchildren, if you can get their full attention, they appear to remember just about everything.
My 3 year olds new word is 'paramecium'. I was showing her them in our microscope. Today, at the mother's day party, I told her to tell her mom her new word and she pronounced it perfectly. She does have a problem with the letter 'R'.May 8 2013: oh,I can't send any message to u..Please contact me anytime.Thanks.
May 8 2013: Look for an email from me coming soon!May 8 2013: Hi Dear Della Palacios,thanks you very much.Yes,English has been taught at grade three in China.But because of education system,all teaching been judged by students' scores.And students' scores are from a test which just forcus on words and sentences memory.100 percent students been bored learning english in primary schools.It is too bad.
Sometimes I keep thinking:why don't they go to teach students english for fun?let them speak,talk as much as they can.And why don't people go to judge students english learning by listen them talking,speaking,reading?for primary school students isn't it the best way to judge students' english level and teachers' teaching?May 7 2013: oh,my girl is eleven-years old,I would like her coming to learn english.She likes reading very much,of course all books she read are in chinese.She can write 400 to 600 words composition.on weekend,she often addicted to read books alone to midnight.she fancies fiction books:animals stories...but too bad,she doesn't like her chinese textbook as much as those fictions.And she often feels depressed about school's studying:because they are all judged by tests' scores.I am also a teacher,but sometimes I feel helpless to see my child growing up under such an environment which is lack of interests motivation.
I try to find many english learning website to stimulate her english learning,but it seems doesn't work.I read all your comments here,most of you are teachers and educators,Could you share with me how can I motivate her english learning interest?
May 7 2013: "…what can psychology and neuroscience recommend to teachers and parents who wish to optimize reading instruction? …we know that conversion of letters into sounds is the key stage in reading acquisition. All teaching efforts should be initially focused on a single goal, the grasp of the alphabetic principle whereby each letter or grapheme represents a phoneme." p. 228 Reading in the Brain: The New Science of How We Read by Stanislas Dehaene
I am depressed, too, by a culture of tests that suppress interest and motivation. Is she in school where English is taught? Once I find out a little more, I'll try to come up with some ideas for you!
May 8 2013: I am depressed three........after 25 years teaching.....we aren't any better off.
May 8 2013: I met a professor who said, "China is trying to break kids out of the box they have put them in with education and we are trying to put our kids into that box." I thought it was well said.
I have not yet watched the PBS special, but I saw Sir Ken Robinson was scheduled and I'm guessing he is last. He does know what he is talking about. It's recorded on my cable box and I plan to watch it soon!
By turning teaching into a standardized, rigid, scripted format followed by high-stakes, stressful, standardized testing, there is not much room left for closely watching students and learning what they need and enabling their abilities. A curriculum is not a script. It is not a textbook. A true "teacher" will recognize the "curriculum" needed for each student and allow that student to learn.May 6 2013: I love the lively conversation. And I truly want to know if there is something I am missing. Letter sounds with lowercase letters allow literacy to happen seamlessly. So, why as a society are we teaching our young so differently?May 6 2013: Hi,
"What do you see more of when you open a book, capital letters or lowercase letters?"
Capital letters stand out and are naturally more visible, but which words, names etc. start with capital letters depends on the language and which culture the language was born in. Maybe giving the children skills and possibility to see the diversity and figure out the language on their own would be a good idea, I've never worked with small children though. I was an eclectic child, learned the language, the sounds, through listening and observation while being literally trained in the language of music (musical dictandos and such), then learned which letters apply to which sounds, then caligraphy, capitalising and the rest. I cannot say all this worked, it was sabogated by other factors. But generally, I think that determining which skills a baby has and developing them as early as possible would be a good idea.
Best wishes.
May 6 2013: Excellent point that some languages use capital letters more extensively than others. For example, are there not some languages in which all the nouns are capitalized, regardless of placement in the sentence?
May 6 2013: True - German is riddled with capitals.
A friend of mine is American and raised her children in Germany - I'll have to ask her how they dealt with this!May 6 2013: Thank you, Fritzie, for hosting this conversation! I just realized this new TED forum. This is wonderful!
I propose this method for English as that is my experience. It also works brilliantly teaching students who are second language learners. Beyond that, I do not know.
Fritzie -
May 6 2013: Hi, Della. I am not the host of this thread, but I do scoot around as many conversations as I can, trying to help people think about things, find resources, and get good results from the exchanges. We have lots of steady members who are interested in engaging in meaningful discourse with people from all over the word on a variety of subjects, giving feedback on ideas in progress, and sharing what they have learned in their adventures in living.
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Welcome!May 7 2013: You're obviously speaking of German. In English, nationalities are capitalised, not in Norwegian. Only countries. It's interesting how this can influence the reading and learning process.
Has anybody in this thread/conversation/forum ever tried speed-reading, by the way?May 6 2013: Hi Della!
I happen to be a Montessori kid, and my children go to school here in the Netherlands, where the public school system is modeled after that of Montessori. My daughter is 6, and is learning to read and write right now, and like you suggest, they do learn only lowercase letters. (And on top of that, they learn cursive! It could be my faulty memory, but I don't remember learning cursive til much later... but that's off topic.)
She can read books for her age, which do not have any capitals either, and only minimal punctuation. She is excited about reading more, but gets confused when trying to read a capital letter. I sometimes wonder if learning caps will be like learning a completely different alphabet for her, but have faith the educators know what they're doing!
May 6 2013: I am a traditionally trained educator with a master's degree in education. Until I met a the woman who taught 40+ years in the Montessori school and opened my eyes to this method for my children. I used it with my two children. My daughter, 6, in kindergarten, can read just about anything you put in front of her at this point. My daughter who is 5, in VPK can read 3 letter words. I am not a Montessori teacher, but refocusing emphasis on sounds first makes total sense to me!May 6 2013: I have tried multiple approaches and have favored the sound first approach as it makes the most sense for natural mastery. Just like toddlers begin speaking by imitating sounds they hear spoken around them and to them, so reinforcing learned schema is best achieved by a continuation of this natural learning process. Building on that with images of the letter, (both upper and lowercase together to maximize sight and sound exposure and sometimes a picture of an object that demonstrates the sound) seems the most direct and logical approach to sound acquisition. I sing the "ABC" song with my students and my own children using only the letter sounds. Letter naming is really not significant for mastery until the Emergent Reader begins writing and spelling; processes that the brain computes very differently. This is not to say that we must avoid saying or teaching the names of the letters at all in the early years. No, it just should not be the first and most important concept to begin with. This would also prevent alot of confusion for many Emergent Readers if more emphasis was placed on sound-letter recall first vs Letter Name recall first as many learners struggle with transitioning between letter names and sounds letters make. Also, I favor teaching the letter/sound "q" always paired with the vowel "u" as rarely in the English language will one find the letter "q" alone so why not give learners the upper hand early on?
May 6 2013: Thank you, Rachel, for your comment. I agree. Sounds first does make the most sense.May 6 2013: Is an arithmetic analogy appropriate here? How would we teach youngsters the sum of 2+2 before we teach them the names of the digits? If they have no idea what the character "2" is called, what good would it do to try to teach them the sum of 2+2? Teaching the spelling and pronounciation of the digit's names must precede teaching the arithmetic operation. Just so, in language, what good does it do to teach the sounds a letter represents when the student has no idea what the letter is called?
May 6 2013: I agree, Edward.
In my post above, I commented on my concern about my daughter's ability to read lowercase, but struggling with uppercase letters. The system here teaches kids only lowercase when beginning to read and write, and do not teach the upper and lowercase letters simultaneously. I express my concern about that above.
May 6 2013: I'm not sure how to answer that. I don't argue for Montessori method, just this piece of it, teaching sounds before names. Give kids the important information first. Once the lowercase letter sounds are mastered, add capital letters. In the states, you can't avoid uppercase letters and names. Marketing is set on teaching children this way which is slowing down literacy.May 6 2013: Edward,
I love that you brought up math.
Think of it this way
A child is learning to read cat
That child has learned
With all of the extraneous information, a child has a 1/8 chance of getting /cat/ right.
The letter name is useful for spelling out loud, a memorization skill. Sounds are useful for literacy, a very analytic skill. Children need the important information first.
Adding 2+2 and understanding it has little to do with the name but first corresponding the meaning of the number with one-to-one correspondence as the name is learned. Unfortunately, many schools rely too much on memorization and too little on understanding.
May 6 2013: Do I understand you are saying that in the beginning classroom the FIRST aspect of reading, writing, and speaking a language which should be taught is the audible sounds (according to Spalding there are 70+ in English) used in that language? Oh heck, I can simplify my question even more-- are you saying teach sounds first and the alphabet second?
May 6 2013: Yes, but not 70 + to start. Start with hard consonant and short vowel. 1 symbol (letter) = 1 sound. When a child learns to read cat, or any consonant vowel consonant word, then teach letter names, but not until that point.
"Knowing the rules of a given language for letter-sound or grapheme-phoneme correspondence is the essence of the alphabetic principle, and becoming expert in these connections changes the way the brain functions.The person who hasn't learned these rules has a different brain by adulthood, a brain that is less precisely attuned to the sounds of his or her own language. p. 150 Proust and the Squid by Marianne WolfMay 6 2013: RE: "Yes, but not 70+. . . " Thanks for the fact-filled response. I learn slowly and none too surely, so tell me if I am looking at this question properly. If we teach sound without the alphabet I think the wheels will come off! For example, the teacher would ask the students to listen to and then audibly duplicate a given sound. The student would NOT be taught to associate that sound with any graphic representation? I do not see how that can work Della.
May 6 2013: I suggest teaching the sound with the alphabet letter first, before teaching the name.
So, instead A= aye or As is for apple and it says /a/, just teach...
a -> while saying /a/ (not aye)
Was that clear?
Teach the prominent sound first as if it is the letter name. Then, give them the "name" later because it is not critical for reading.
The Montessori method teaches this way.
The McGuffey Reader taught this way.
I taught both of my children this way (5 & 6)- 6 y/o reads with ease in kinder & 5 y/o reads 3 letter words in preK
I intervene with reading problems using sounds with every struggling reader I meet and it works.May 6 2013: Check out this video, a synopsis of literacy in our house....
http://www.youtube.com/watch?v=8-C5aKzZWu8May 7 2013: Edward......just when you thought your work with spelling and abc's was done....here we are revisiting language.
I'm learning a whole lot. I hope you are too.May 8 2013: Mary, I LOVE you for saying that. You are a lifelong learner and it shows! If you are anywhere near Orlando, perhaps we can meet sometime.May 7 2013: RE: "Check out this video. . ." I have two questions: 1) The little ones who are reading and reciting in the video do not know the alphabet? True or false? 2) They cannot recognize and recite the names of the letters used to write the words they are reading? True or false? I seem to keep hearing you say the names of the letters are NOT taught until "later". Perhaps these two single-word answers will penetrate my thick skull! Thank you Della!
May 7 2013: They do know the alphabet. Still sing the alphabet song. (Kids need to learn dictionary skills.) Just don't identify it to start. Society is out to teach children their alphabet. Check out bookstore aisles, online shopping for "early literacy" children's tv. It's unavoidable. (Neither of my children are in Montessori school. One is in kindergarten in a public school. The other is in a traditional preschool. Both learned to read at home, not at school.
My older daughter learned names first.
My younger daughter learned sounds first.
My older daughter fought me when we began working with sounds until she realized the use. She explains it here.
http://www.youtube.com/watch?v=7H5icTnAwAYMay 8 2013: RE: "They do know the alphabet. . . " OK. The answers to both of the true/false questions I asked you is "False". But I still think you do not agree that It is necessary to know the names of the letters before a student (of any age) can associate sounds with letters and groups of letters. Babys make sounds but they do not LEARN LANGUAGE until they are able to associate sounds with letters. I still do not understand how your younger daughter, or anyone else, could learn sounds without knowing the letters which represent those sounds. I think we agree sounds are essential to language. What I disagree about is in what sequence those sounds are learned. . . you say sounds first, then letters, I say letters first, then sounds. Why are you so adamant about not teaching the alphabet first?
May 8 2013: I am adamant about doing what is right and what is best for each child.
Every child I meet shows me this works.
Everything I read supports that this works.
I can't find anything that supports doing it the way we are doing it except for a cultural assumption it is done this way supported everywhere by marketing. (And I've read A LOT trying to figure out what I am missing.)
I truly want to know what I am missing. Why are we teaching letter names first, capital letters first or a combination of everything when teaching children sounds honors analytic skills. It frees the learning brain to understanding print that surrounds them every day.
I did not teach my daughter to piece together a word. She did it on her own. I heard her say, "/ss/ /a/ /n/ /t/ /a/. Does that say Santa?" That was the first word she read. She had all the pieces to the puzzle and put them together. I pulled the car over and made her reread the first word she read to me because I couldn't believe it. http://www.youtube.com/watch?v=BrCj69m0ek4May 8 2013: RE: "I am adamant. . . " What was your daughter seeing that prompted her to make a particular sound? Was it not a letter, or a combination of letters? How could she have proceeded if she had no prior knowledge regarding those letters, if they were meaningless to her?
May 9 2013: Oh, Edward. I don't think I'm communicating as clearly as I need to be.
Along with learning the letter, she is learned the sound. I am saying teach the letter (or symbol) w with the sound /w/ instead of "doubleyou."
Or, teach the letter symbol g as /g/ instead of "gee."
Or teach the letter symbol z as /zzz/ instead of "zee/"
Save the name matching the symbol for after the sound is learned and applied to literacy.
Does that make more sense?
Watch this example. http://sounstalk.wordpress.com/2013/02/17/the-magic-is-in-the-play/May 9 2013: RE: "Oh, Edward. . . " Delightful video! Thanks for taking the blame for our prolonged failure to agree but I think I might be the problem here. So if I pointed to a letter and asked your little one, "What is this?" They would answer with a sound rather than a name? They can sing the alphabet song with sounds rather than letter names? There is more than one sound for many (all?) letters so they have more that 26 characters in their version of the Alphabet Song? I keep seeing the math analogy. I could teach kids that 4+5=9 by telling them, "When you add this [pointing at the "4" character] to this [now pointing at the "5" character] the sum is this [now pointing at the "9" character]." I could teach all that without revealing the name of the character and the quantiy it represents. I realize that with numerals the name and the represented quantity are the same, and that is not so with letters. But I do not see the validity, let alone the advantage, of withholding the names of the letters until the sounds are learned. I just don't get it. It's not like it's a big waste of time to teach the letter names at the beginning of the learning process. In fact, it seems logical to start at the beginning. Are sounds a cause?. . . No, sounds are an effect. What causes sounds?. . . Letters! Teach letters (cause) first then teach what sounds (effect) those letters make. Please don't feel obliged by courtesy to endure more of this debate. I simply do not see the advantage or the rationale for teaching sounds before letter names. All the best, and welcome to TED!
May 9 2013: You are asking the right questions from the perspective of a deeply-rooted paradigm. I will take more time to respond soon if someone doesn't beat me to it.May 9 2013: I love your logical reasoning and I think you will soon see there much more logic behind this approach than the one you suggest. (I took a double dose of logic as an elementary education/ philosophy major in college and I love reason.)
Sounds are not an effect. They are the cause, the reason the letter exists.
"After many centuries people discovered that they could even turn their pictures into symbols that represented the sounds of their language… These 'sound pictures' are called letters, written symbols standing for the sounds that make up all of our words." p. 6-7 Ox, House, Stick: The History of Our Alphabet by Don Robb
-Sounds are needed for reading.
-Letter names are needed for spelling out loud. They are print knowledge, needed to identify a written letter and that's really it.
Which of the above, I ask, is more important for literacy, sounds or names?
Sing the ABC song with the letter names. Just don't associate the letter with the symbols to start. Children will need dictionary skills. http://souns.org/SounsResources/sounsclassroomwall.jpg
Once a child begins decoding a three letter word, consonant-vowel-consonant, the child is ready for letter names. Teach them, but give them the more meaningful information first.
It is the paradigm of a culture of letter names that probably didn't exist before kindergarten or marketing. I'm not sure, but the McGuffey Reader is my best proof.
If I didn't have every child I work with pointing me to this conclusion, I wouldn't be engaging in this "debate."
I see debating as the path to a paradigm shift.
I asked Brenda once, "How do we change a culture?"
Her answer, "The same way you eat an elephant... One bite at a time."May 6 2013: I think playing with the four operations with preschoolers is SO much fun. However, I believe the important bit is the value over the symbol. Putting together, taking apart, taking apart evenly, putting together evenly ... The hand feels the difference in the values and then the symbols are associated. Preschoolers love to move and gather and hand out.... Such an opportunity for concepts to be learned. As with Montessori, the experience comes before the language. I see this as true for both letters and numbers.
Comment deleted
May 6 2013: Have a look at the recently closed TED Conversation (Debate) titled, "Why Do We Bother With Spelling?"
Comment deleted
May 6 2013: Tehre wree so mnay rsoepcnes I froogt yuor cnrotitiubon. So srory!May 6 2013: Maybe this helps explain your spelling question...
"Upon entering the retina, a word is split up into a myriad of fragments, as each part of the visual image is recognized by a distinct photoreceptor. Starting from this input, the real challenge consists in putting the pieces back together in order to decode what letters are present, to figure out the order in which they appear, and finally identify the word." p.12 Reading in the Brain: The New Science of How We Read by Stanislas Dehaene
May 6 2013: WOW! What a fantastic function sight is! What of non-sighted people who use Braille? How do they learn to read, write and spell? The brain can work-around the absence of sensory input? Wow again!May 6 2013: Check out the book Reading and the Brain by Dehaene and then let me know if you still think so. Spelling is a skill that comes later. Children do not learn to spell every word they learn to read first. They practice it as a skill. Spelling is full of patterns in the language. The patterns in the language are full of sounds. While not entirely consistent, it's the best start to children to begin with sounds.
Also, when it comes to sight, John Medina says in Brain Rules it is responsible for 80% of learning. For those without sight, who use braille, I believe reading sparks the same parts of the brain. I read in one of the many books I've been through in the past few years that reading connects the object recognition circuit and the language circuit. (I think it was Proust and the Squid.) This would apply to letters as objects identified visually as or Braille as an object identified by touch.
May 6 2013: Della,
during a parent-teacher conference at the beginning of the year, we told my daughter's teacher that she was already writing and spelling and often asked for our help in spelling words. She pressed upon us, to spell out the letters using their sounds, not the word for the letter itself.
So, when spelling the word 'cat' for example, we sound out the word 'k', 'aah', 't' and she writes the corresponding letters.
Is this essentially the method you're suggesting?

subset: commoncrawl


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INHABITAT INTERVIEW: Waterstudio's Koen Olthuis on FLOAT!
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With a victory against Philadelphia next Sunday, the Cowboys are in the playoffs, but Tony Romo won't get the chance to help his team win or lose or whatever it is Romo does. According to Adam Schefter, he's out for the rest of the season with a back injury.
Romo injured his back in Sunday's comeback win against Washington, saying he "tweaked it in the game" and was in discomfort. Per ESPN, Romo's back started hurting after a hit in the first half. Owner Jerry Jones actually downplayed Romo's injury when asked about it Sunday:
"We think it'll be OK, but it was a tightening — it wasn't a contusion," Jones said. "It was a little tight, but they're working on him and we'll work on that all week. He really had a little of it in practice, to give you an idea, this past week — just a little tightness."
He received an MRI today, and although there were no further details about what was wrong with his back, it was apparently serious enough to shut him down for the season, and keep him out of the Cowboys' Week 17 game against the Eagles. The winner of that game will win the NFC East and advance to the playoffs. The loser goes home.
This is shitty news for anyone who likes good football. The Eagles-Cowboys game was specifically flexed to Sunday night because it featured such an enthralling matchup in a winner-take-all game. With Romo out, it's going to be significantly less entertaining. Win or lose, Romo would have done something worth watching.
So, Romo won't get a chance to catch praise or blame. Kyle Orton and his beautiful hair will have to help Dallas get to the playoffs for the first time since 2009.
Update: Cowboys head coach Jason Garrett denied that Romo's out for the season, and says a decision on the quarterback hasn't been made yet.
Jason Garrett asked about report Romo is done and says, "We've not made that determination at all."
— Aditi Kinkhabwala (@AKinkhabwala) December 23, 2013
Garrett:"Anytime you have an injury you have to think about what the contingency plans are...Right now we have a QB who's getting treatment"
— Aditi Kinkhabwala (@AKinkhabwala) December 23, 2013
Photo: AP


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Thursday, December 05, 2002JOHNSON CITY, Tenn. (Nov. 18, 2002) - East Tennessee State's women's basketball team survived a sluggish start in Thursday's home opener, but went on to a convincing 85-59 win over Tusculum College in Memorial Center. The win was a refreshing one for ETSU head coach Karen Kemp, whose squad opened the 2002-03 season losing five of its first six games, all of which were on the road. "We came out a little flat tonight," Kemp admitted after the game, "but that's to be expected in our first game at home after being away for so long. "It was good to see us come out in the second half with a little more intensity." The Buccaneers carried a 41-29 lead into the locker room at halftime, following six lead changes in the first half. ETSU extended the lead to 23 points just three minutes into the second half and at one time led by as much as 32 thanks to some big play from the Lady Buc's post players. ETSU had four players score in double figures led by junior forward Lauren Trantham (Asheville, N.C.) Trantham, who recorded her second double-double of the season, tallied 14 points and tied a career-high with 15 rebounds. Senior Misty Copas (Kingsport, Tenn.) and freshman point guard Adrienne Walker (Augusta, Ga.) scored 13 and 12 points, respectively. Junior Jessica Lonon (Sylvania, Ga.) added 11 points, nine rebounds, and five blocked shots. The Lady Bucs shot over 45% from the floor (35-77), but their woes from three-point land continued, as ETSU was 0-of-7 from beyond the arc. Julie Maples led Tusculum with 22 points on 9-of-10 shooting from the free-throw line, while Kari Karns added 10 points. East Tennessee State will now enjoy a little time off before heading to Coastal Carolina for a Dec. 18 contest versus the Lady Chanitcleers. The match up is set to tip-off at 5 p.m.
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Combining NASCAR's greatest heroes with the ever-popular motivational design concept...it's the amazing MotorVationals collection from The Time Factory! This picture-perfect entry in the series features superstar Mark Martin in his #6 Viagra Ford, with his pit crew displaying the teamwork and excellence that has led Mark and Rousch Racing to the highest level of NASCAR success. Topped off with a sharp black-bordered design and a large facsimilie autograph from Mark himself, this is a must-have for any true fan. A spectacular piece for your wall, and a true inspiration for anyone working in a team environment! Note: this poster is now out-of-print; limited quantity remains in our warehouse.
Product Specifications:


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$21.28 *
Catalogue No: RSK051210
Shop Product Code: 254823E
Usually despatched within 24 - 48 hours
Department: Rockschool - Bass Guitar
Publisher: RockSchool
This product includes pieces featured in grade exams. Click on a grade to view the full syllabus.
|Rockschool Bass Guitar 2012-2018
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As one chapter of his career is about to come to end, Lewis Hamilton is already looking forward to the start of the next one...
As one chapter of his F1 career is about to come to end, Lewis Hamilton is already looking forward to the start of the next one and he is confident he will be successful.
Six years after making his debut, Hamilton's McLaren stint came to a sad end at the Brazilian Grand Prix on Sunday as he crashed out while battling for the lead.
He will be driving for rivals Mercedes next year after signing a multi-year contract with the Brackley-based squad.
His current team principal Martin Whitmarsh has in recent weeks suggested that he may already be regretting his decision to leave Woking and sign for Merc, but Hamilton is happy with the move.
"I don't think there's a right or wrong decision," he said. "I made a decision, I'm happy with it, and I'll go and do the best job with it.
"I know McLaren has an amazing car next year, they'll be competitive, as will Red Bull, but I'm just going to wait and see what happens.
"I'm going to try and enjoy my winter break and come back strong next year when I hope to have a half-decent car."
It remains to be seen if he can help turn Mercedes into a title-challenging team as they are coming off a disappointing 2012 campaign during which Nico Rosberg won just one race while the team also had 11 retirements in 20 races.
Hamilton, though, has no doubt that he can help turn the team into race winners.
"Going to Mercedes, I have just got a lot of work to do to help mould them into a winning team and I believe they have the potential. That is why I made the decision. I am going to mould that car to how I like it," he said.
Hamilton isn't often hailed as one of the best when it comes to the technical side of F1 and developing cars, but he believes he is better than people give him credit for.
"I guarantee you that is not the case," he said.
"I don't need to blow smoke up my own a**e. I know what I am capable of, although it won't take a major effect until halfway through next season, although more so with the car for 2014. It just means I have to cram a lot into a short space of time. I don't have a problem with that."


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Is it possible to make a macro that casts Incinerate when Conflagrate is on CD? Sometimes Im mashing Conflagrate button even if its on cd, so id like macro to start casting Incinerate instead. I tried /castsequence, but it doesnt allow me to cast 2 Conflagrates in a row.
Not possible, Blizzard has specifically made sure to block anything that will auto-play for you and deciding which of 2 spells to cast based on what's on cooldown would be doing exactly that. The answer is pay more attention.
Having some issues creating a macro for what I'm looking for, figured this would be the best place to ask for help.
I want a macro for my main healing spells (Ex. Penance, Heal, ect..) that will work with mouseovers, but heal a friendly target if I have one (I guess prioritize target over mouseover) with no mod. If I have no mod and no one targeted, I would like it to cast the heal on me. With alt/ Shift/ crtl, I want them to do the heal to party1/party2/pet.
Also, I am wondering if it is possible to do all of them above I posted, plus put a harm conditional to the no mod. IE. if I have an enemy targeted it will do SW:Pain.
Not sure if all this is possible, not too worried about the harm/ help part, but would be nice.
thank you.
ty for your help. decided it was best to not add the harm effect into the same macro/ bind. One more request to make a change to the macro. Did a few instance runs and noticed a problem in the macro for my heals.
When I have the tank targeted and mouseover the dps on my frames, the heal will still go to the tank and not my mouseover. is it possible to change the macro to prioritize the mouseover over the target (at least for friendly units).
Thank you again
thanks again!
i'm very new in macros, a few times a tried to create one, but a failed every time. I really want to learn how to do it, to play more advanced and succesfully. My main is a druid, that is why I need a macro that allows me to pop Moonfire and Sunfire with one click. This macro will be the start for me
If you have any tips or guides i will read that. Thanks
I would like a new macro for my Rogue
When I am specced Shadowstep it will Shadowstep arena target 1.
When I am specced Cloak and Dagger it will Cheapshot arena target 1.
Is it possible to get this in the same macro on same keybind without a modifier?
---------- Post added 2013-02-24 at 01:10 PM ----------
This will cast Cheap Shot if you're holding down ANY modifier key - alt, shift, or ctrl. If you're not holding a modifier, it casts Shadowstep.Code:#showtooltip /use [@arena1, mod] Cheap Shot; [@arena1] Shadowstep
So it should use shadowstep whenever I have it as a talent, but when I don't have it and can't use it then it should use cheapshot.
Isn't there some macro that first looks if shadowstep works, if it doesn't it uses cheapshot?
Figured it out, this works
So I guess you're wrong. Thanks anywayCode:/cast [@arena1] Shadowstep /cast [@arena1] Cheap Shot
Last edited by Bodylotion; 2013-02-24 at 08:17 PM.
I'm sure this must've been asked on the forum before. I'm positive other mages have asked this. I just couldn't find it at all, so I'm sorry if this question has been answered a bunch of times already.
Is there any way to make a channeled skill impossible to interrupt by yourself?
In this case, I'm wondering if it's possible to cast evocation without having it be interrupted by myself. This so I can start spamming my fireball bind in advance, and have no risk of doing it a bit early and therefore losing the Invocation buff.
FPS MAP DESIGN | Core i5 3570k [email protected] | Be Quiet! Dark Rock Pro 2 | ASRock Z77 Extreme4 | 2x4GB Corsair Vengeance@1600 | Gigabyte Radeon 7950 Windforce x3 | Samsung 840 250GB SSD | WD Black 500GB | 2x WD Green 1TB | Antec HCG520 | Tt Chaser Mk I
This will make it impossible to use fireball while channeling evocation, but it can still break other channeled spells, if you want this to work on every channeled spell you can use:Code:#showtooltip fireball /cast [nochanneling:evocation]fireball
Code:#showtooltip fireball /cast [nochanneling]fireball
(The #showtooltip fireball makes sure your spellicon doesn't turn into one of those ugly red question marks while channeling, just remove it if you do want the red question mark to show.)
Last edited by madorable; 2013-02-25 at 02:02 PM.
I currently use this macro for my Lvl 90 warrior talents, and use variations of it for the lvl 60 and 75 talents.
It updates the icon and tooltip after it is used once. The "lvl90" is where you put the name of your macro, and just replace the abilities with your own class talents.Code:#showtooltip /use Avatar /use Bloodbath /use Storm Bolt /run local G=GetSpellInfo SetMacroSpell("lvl90", G"Avatar" or G"Bloodbath" or G"Storm Bolt")
Is that last line doing something that I'm not realizing?
UI & AddOns expert | Interface & Macros moderator - My work
i searched on net but couldn't find any macro for spamming slam/heroic strike when overpower when not avalible. Can some1 help me about it?


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TVA Fact Book
TVA helps make the Tennessee Valley region a better place to live through its work in energy, environment, economic development.
As the nation's largest public power provider, TVA delivers reliable and competitively priced electric power that gives businesses and families in the region more opportunity to prosper.
- {local} local power distributors
- {large} large industrial customers
- {federal} federal installations
- Service to more than {people} million people in {counties} counties in Alabama, Georgia, Kentucky, Mississippi, North Carolina, Tennessee and Virginia
Generation Assets
- {fossil} fossil plants ({fossilunits} active units, {fossil_idle} idle)
- {nuclear} nuclear plants ({nukeunits} units)
- {hydro} hydro plants ({hydrounits} units)
- {pumped} pumped-storage plant ({pumpunits} units)
- {turnbine} combustion-turbine sites ({turnbineunits} units)
- {combcycle} combined-cycle sites ({combunits} units)
- {diesel} diesel-generator sites ({dieselunits} units)
- {solar} solar energy sites
- {wind} wind-energy site
- {digestor} digestor-gas site
- {biomass} biomass-cofiring site
Generation Output
- {kilowatts} thousand kilowatts (net summer capability) capacity
- {billionkw} billion kilowatt-hours of electricity sold to communities and businesses across the TVA region.
Fuel Used
- {coal} million tons of coal
- {naturalgas} billion cubic feet of natural gas
- {water} trillion cubic feet of water through Chickamauga hydroelectric plant just north of Chattanooga, TN.
- Nearly {miles} miles of transmission lines (enough to span the continent six times)
- {towers} steel, wood and concrete towers
- {interconnections} interconnections with {neighbors} neighboring electric systems
- {reliability} percent reliability for {consecutive} consecutive years
By continually working to improve its environmental performance and taking a leadership role in clean-energy development, TVA helps safeguard our natural resources for future generations.
- {dams} dams ({gendams} generate electricity)
- {shoreline} miles of shoreline
- {wateracres} surface acres of water
- {landacres} acres of land
- More than {achaeology} archaeological sites
- ${investmnet} billion invested in equipment to reduce emissions
Economic Development
TVA helps strengthen the Tennessee Valley region's economy by building business and community partnerships that bring jobs to the region and keep them here. TVA's reliable, competitively priced power makes the region an attractive place to start or expand a business.
- Helped attract or retain more than {jobs} jobs
- Leveraged more than ${capital} billion in capital investment
December 2012


text: The McDevitt Center Director and Staff Steven G. Affeldt, Ph.D. Director Steven Affeldt received his bachelor's degree in philosophy from the University of California, Berkeley and his Ph.D. in philosophy from Harvard University. His research explores intersections of ethics, social/political philosophy, and aesthetics. Read more about Dr. Affeldt Drawing on a wide range of figures—including Plato, Augustine, Rousseau, Kant, Emerson, Kierkegaard, Nietzsche, Freud, Heidegger, and Wittgenstein—he works to show how philosophy and philosophical texts may be redemptive; possessed of the power to inspire, inform, and effect liberating transformations of both individuals and societies. Dr. Affeldt has presented papers at many national and international conferences, published highly influential articles on Rousseau, Wittgenstein, and Stanley Cavell and is currently completing several new essays dealing with Rousseau, Wittgenstein, and Emerson. Before coming to Le Moyne, Dr. Affeldt was a Junior Fellow in the Society of Fellows at the University of Chicago and held faculty appointments in philosophy and liberal arts at Johns Hopkins, the New School for Social Research, and Notre Dame. Chrissie Rizzo, M.A., M.Div. Grant Writing Coordinator Chrissie Rizzo has over 17 years of experience in fundraising, grant writing, and program management for nonprofit organizations and higher education institutions. She specializes in using writing to cultivate relationships between funders and organizations. Read more about Ms. Rizzo Most recently, she served as the College Development Officer and Executive Director of the Jefferson Community College Foundation in Watertown, NY. Chrissie was responsible for all aspects of fundraising for the college—grants, special events, major gifts, alumni relations, annual giving, and endowment investment management. She previously served as the Area Director for the Upper New York State Area Office of the American Friends Service Committee (AFSC) in Syracuse, NY. AFSC is an international Quaker peace and social justice agency with local programs that empowered low-income women, at-risk youth, and the Mohawk community at Akwesasne. Prior to that, Chrissie served as the Director for Resource Development for the InterReligious Council of Central New York (now known as InterFaith Works), also in Syracuse. She served as Assistant Director of the Renaissance Neighborhood Opportunity Center in St. Louis, MO, where she began honing her grant writing skills. Chrissie holds Master of Divinity and Master of Arts in Theology degrees from Aquinas Institute of Theology, a graduate school in the Dominican tradition in St. Louis, MO. She earned a Bachelor of Science degree in Agriculture Education from Cornell University in Ithaca, NY. Chrissie was first introduced to Jesuit higher education and Ignatian Spirituality while working for St. Louis University's campus ministry as a resident chaplain in a dormitory during graduate school. Kathryn S. Hennigan Program Coordinator Kathryn Hennigan is the Program Coordinator for the McDevitt Center. She holds a Bachelor's of Arts degree in History with a minor in Latin from Le Moyne College. She is a member of Phi Alpha Theta (the National History Honor Society), Pi Gamma Mu (the International Honor Society in Social Sciences) and serves on the editorial board for the college's Archive News. Read more about Ms. Hennigan Ms. Hennigan has received several scholarly awards for her research in early Mormon history. Her research interests are focused on antebellum American religious and cultural movements. A lifelong academic, Ms. Hennigan is thrilled to be involved with the Center as her profession allows her to interact with budding researchers, like the McDevitt Center Scholars, as well as some of the most eminent scholars in various fields. Endowed McDevitt Chairs Rev. George Coyne, S.J. Endowed McDevitt Chair in Physics Father Coyne was born in 1933, in Baltimore, Maryland, and joined the Jesuits in 1951. He obtained his B.S. in mathematics and his licentiate in philosophy from Fordham University in 1958. He earned his PhD in astronomy in 1962 from Georgetown University and completed the licentiate in sacred theology at Woodstock College in 1965 when he was ordained a Roman Catholic priest. Read more about Rev. Coyne Following his doctoral work he continued his astronomical research at Harvard University and at the Lunar Planetary Laboratory (LPL) of the University of Arizona. He taught at the University of Scranton and in the Department of Astronomy at the University of Arizona. In the 1970s he served as director of the University of Arizona's Catalina Observatory, Associate Director of the Steward Observatory and the Lunar Planetary Laboratory, and as acting director of the astronomy department of University of Arizona. He served as director of the Vatican Observatory from 1978-2006 and founded the Vatican Observatory Summer School and the Vatican Observatory Research Group. He is director emeritus of the Vatican Observatory Foundation. Fr. Coyne's research interests have been in polarimetric studies of various subjects including the interstellar medium, stars with extended atmospheres and Seyfert galaxies. Most recently he has been studying the polarization produced in cataclysmic variables, or interacting binary star systems that give off sudden bursts of intense energy. He has been active in promoting the dialogue between science and religion and has contributed to the continuing debate about the religious implications of scientific evolution. He also pioneered a series of conferences on "Scientific Perspectives on Divine Action." Fr. Coyne has been awarded honorary doctorate degrees from St. Peter's College, Jersey City; Loyola University Chicago; University of Padua, Italy; Jagiellonian University, Krakow, Poland; Marquette University, Milwaukee, Wisconsin; Boston College; Le Moyne College, Syracuse, New York; the College of the Holy Cross, Worcester, Massachusetts; Santa Clara University, Santa Clara, California. Also among his honors has been the naming of asteroid 14429 Coyne after him. Fr. Coyne is a member of the International Astronomical Union, the American Astronomical Society, the Astronomical Society of the Pacific, the American Physical Society, the Optical Society of America and the Pontifical Academy of Science. Marcus Rogers, Ph.D. Endowed McDevitt Chair in Computer Science In his role as endowed chair, Dr. Rogers will plan and implement six master lectures and three panel discussions during the 2014-15 academic year. He is the director of the Cyber Forensics & Security Program in the College of Technology at Purdue University and professor and fellow of the American Academy of Forensic Sciences. Read more about Dr. Rogers Among his past achievements are international chair of the Law, Compliance and Investigation Domain of the Common Body of Knowledge committee, chair of the Planning Committee for the Digital and Multimedia Sciences section of the American Academy of Forensic Sciences, chair of the Certification and Test Committee of the Digital Forensics Certification Board, and former advisory board member of the Digital Forensics Certification Board. A former police officer, he also served as the editor-in-chief of the Journal of Digital Forensic Practice. He has authored several books, book chapters and journal publications in the field of digital forensics and applied psychological analysis and his research interests include applied cyber forensics, psychological digital crime scene analysis, and cyber terrorism. Dr. Rogers received his Ph.D. in psychology-forensics, his M.A. in psychology-personality, and his B.A in psychology/criminology, all from the University of Manitoba MB. Carl Landwehr, Ph.D. Visiting Professor of Computer Science Dr. Landwehr received his B.S. from Yale University in engineering and applied science and his Ph.D. from the University of Michigan in computer and communication sciences. His graduate work included development work on the MERIT computer network, which eventually became the Internet. Read more about Dr. Landwehr After teaching computer science at Purdue University, he joined the U.S. Naval Research Laboratory (NRL), where his interest in understanding how we can have confidence in what a computer program does led him to a 23-year career in what is now called cybersecurity research and development. After leaving NRL in 1999, he spent 12 years developing, funding, managing, and guiding national cybersecurity research programs for the National Science Foundation, the Intelligence Advanced Research Projects Activity, and the Defense Advanced Research Projects Agency. In addition to his contributions to the research literature, Dr, Landwehr served four years as editor-in-chief of IEEE Security and Privacy Magazine. He is an IEEE Fellow for his contributions to cybersecurity and was in the first class of 11 individuals inducted into the National Cyber Security Hall of Fame in 2012. Dr. Landwehr will teach "Cybersecurity for Future Presidents" in spring 2015. This course is designed as an inter-disciplinary course for undergraduate non-majors. The course will examine how future presidents (of the U.S., but also of multi-national and domestic corporations) will need to understand the science and technology behind cybersecurity well enough to make informed decisions when provided advice and options for action. McDevitt Distinguished Professor Martha R. Grabowski, Ph.D. In addition to serving as the Endowed McDevitt Chair in Information Systems, Grabowski is also professor and chair of the business administration department, and director of the information systems program at Le Moyne College, as well as research professor of industrial and systems engineering at Rensselaer Polytechnic Institute in Troy, N.Y. Read more about Dr. Grabowski A member of the American Bureau of Shipping, she is a lifetime national associate of the National Academies/National Research Council and served as vice chair of the National Academies' policy committee for the National Oceanographic and Atmospheric Administration assessing the nation's tsunami readiness. Most recently, she chaired the National Academies' study examining the future of naval engineering in the 21st century for the U.S. Navy's Office of Naval Research. Grabowski is widely published in engineering, information systems, large-scale systems, human systems, and safety science journals and publications. A licensed former merchant officer and retired LCDR in the U.S. Naval Reserve, her research group is currently studying the effectiveness of social media in extreme warning events and the impact of technology in highly reliable virtual organizations such as natural disaster prevention and response organizations. Grabowski and her research group have conducted a series of major maritime risk assessments in Valdez, Alaska, the port of Houston, the lower Mississippi River, and for oil tanker operations in Puget Sound; she developed a suite of embedded intelligent piloting systems in a decade of research projects for the oil and gas industry following the grounding of the Exxon Valdez. Her research interests focus on the impact of technology in safetycritical systems; risk analysis and risk mitigation in large-scale systems; the role of human and organizational error in high consequence settings; and financial cybersecurity in complex, heterogeneous data environments. McDevitt Research Associate Donald McCrimmon, Jr., Ph.D. Donald A. McCrimmon, Jr. earned a Ph.D. in zoology from North Carolina State University. From 1975 – 1984, he directed the Cooperative Research Program at the Cornell Laboratory of Ornithology, studying bird populations and reproduction throughout North America. Following professional opportunities that then led him and his family to live in California, Maine and Michigan, he relocated back to central New York in 2003. In 2013, after 10 years of service, he retired as Vice President for Academic Affairs and Dean of the Faculty at Cazenovia College. Read more about Dr. McCrimmon McCrimmon's research interests have centered on the quantitative assessment of bird populations, especially herons and egrets, as well as some birds of prey and songbirds. He has also published species accounts and life histories of several wading birds in the Second Atlas of the Breeding Birds of New York State as well as the innovative and highly regarded online Birds of North America. He is an Elected Member of the American Ornithologist's Union a Past-President of the Waterbird Society and for four-years was Editor-in-Chief of the international journal, Waterbirds. As McDevitt Research Associate, McCrimmon will investigate changes in bird migration patterns as they have been influenced by climate change. He will be conducting this research in partnership with Le Moyne Professors George Coyne (Endowed McDevitt Chair in Religious Philosophy) and Lawrence Tanner (Associate McDevitt Chair in Biology) and under the auspices of the Center for the Study of Environmental Change and the Jesuit Environmental Change Network. McCrimmon recently assembled a data base of spring arrival data for birds in the Cayuga Lake Basin and the Boston metropolitan area. Two Le Moyne undergraduates will work with him in 2014 to assess apparent differences in species' abilities to adjust arrival dates to warming temperatures with special attention to differences in species which migrate longer as compared to shorter distances. As the research proceeds McCrimmon anticipates expanding the studies to other regions and species in North America as well as other continents. McDevitt-Core Professor Jennifer A. Glancy, Ph.D. Glancy was selected as the inaugural McDevitt-Core Professor for her proposed lecture series and course entitled, "Transfiguration and Other Metamorphoses: The Future of Being Human." According to Glancy, "In the words of the apostle Paul, the future of the human person is transformation from glory into glory. But the experience of being human is haunted by specters of other metamorphoses, mutant, alienating, and dehumanizing. Thinking with and against classic musings on the metamorphic, engaging contemporary questions of science, technology, and culture, "Transfiguration and Other Metamorphoses" will ask the question of what it means to be human in the twenty-first century." Read more about Dr. Glancy As McDevitt-Core Professor, Glancy will offer a public lecture series which, in a typical semester, might include one event offering a theological, philosophical, or religious studies perspective on what it means to be human, one event offering either a scientific/technological perspective. Jennifer Glancy received her bachelor's degree in philosophy from Swarthmore College, and her Ph.D. in Religion from Columbia University. Among Dr. Glancy's research interests are the cultural history of early Christianity, women's history in antiquity, gender theory, and comparative slavery studies. She recently received funding from the National Endowment for the Humanities Enduring Questions grant program to develop an interdisciplinary Core course, "What does prayer do?" She is the author of Corporal Knowledge: Early Christian Bodies (Oxford University Press, 2010), Slavery as Moral Problem: In the Early Church and Today (Facets; Fortress, 2011), Slavery in Early Christianity (Oxford University Press, 2002, a History Book Club alternate selection; paperback edition Fortress Press, 2006), and several dozen scholarly articles and chapters. A member of the faculty at Le Moyne since 1990, she has served as the Catholic Biblical Association Visiting Professor at L'Ecole Biblique in Jerusalem (2004), George & Sallie Cutchin Camp Professor of Bible at the University of Richmond (2008-2010), and as Georg Professor (2000-2003) at Le Moyne, where she has also been honored as both Teacher of the Year and Scholar of the Year. Associate McDevitt Chairs Christopher Bass Associate McDevitt Chair in Physics David Craig Associate McDevitt Chair in Physics Aparna Das Associate McDevitt Chair in Computer Science Lara Deruisseau Associate McDevitt Chair in Biological Sciences, Core Director Fred Glennon Associate McDevitt Chair in Religious Studies Jennifer Gurley Associate McDevitt Chair in English, Undergraduate Research Director Devon Keeney Associate McDevitt Chair in Biological Sciences Stamatios Kyrkos Associate McDevitt Chair in Physics Karmen MacKendrick Associate McDevitt Chair in Religious Philosophy Donald Maldari Associate McDevitt Chair in Religious Philosophy Hilary McManus Associate McDevitt Chair in Biological Sciences Michael Miller Associate McDevitt Chair in Mathematics Anna O'Brien Associate McDevitt Chair in Chemistry Holly Rine Associate McDevitt Chair in History, Integral Honors Director Mario Saenz Associate McDevitt Chair in Religious Philosophy Thaddeus Sim Associate McDevitt Chair in Business Analytics Trijya Singh Associate McDevitt Chair in Mathematics Lawrence Tanner Associate McDevitt Chair in Biological Sciences Ludger Viefhues-Bailey Associate McDevitt Chair in Religious Philosophy David Voorhees Associate McDevitt Chair in Computer Science Chris Zimmer Associate McDevitt Chair in Management/Information Systems


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Scott Arend
Scott Arend is a local food writer, consulting chef and personal culinary trainer. For the past several years he has also worked as a dresser for theatrical venues around town and is currently the principal male artist dresser for Seattle Opera.
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A delicious surprise on Grays Harbor's Highway 105
The weekend before last I headed down to the ocean to see mom and hit a few sales at the "30 Miles of Junk", an annual garage sale/community event that runs down Highway 105 from Westport to Raymond. While I was hoping to find some funky vintage furniture or cool old kitchen stuff, I was […] [Read More]


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Fabian Coulthard's flawless MSS Security-backed V8 Supercars Challenge campaign at the 2013 Formula 1 Rolex Australian Grand Prix has continued, with the Holden driver winning the second 12-lap race this afternoon to add to his success earlier today.
The only driver who proved to be of minor nuisance value for Coulthard was fellow-Holden driver Craig Lowndes, but the New Zealander dispensed with him on lap nine, and was then unchallenged to the finish.
His final winning margin was 2.1309 seconds, with Jason Bright (Holden), Will Davison (Ford), James Moffat (Nissan) and teenager Scott McLaughlin (Holden) completing the top six.
"If you sat me down before this meeting and told me I'd qualify on pole position and win the opening two races, I'd take it," said Coulthard.
"This hasn't been a bad way to start off the Albert Park campaign, and the team has put in a massive effort in getting the cars together.
"I am looking forward to a good battle with the other drivers over the final few races."
Lowndes was the big mover in race two, finishing three positions higher than the opener, as well as setting the fastest lap of 1min57.2371secs.
"When the grid is based on finishing order of the previous race, it's important to make progress and that's what we did in race two," said Lowndes.
"The car was much better in that race but I was in a catch-22 situation: I chose to pit early to try and gain an advantage, but then I had to complete the balance of the race on tyres that were going off."
But Lowndes still fared better than his team-mate Jamie Whincup, who was slapped with a pit-lane penalty for spinning his wheels while his car was still jacked up.
Sanction served, his misery then continued when he ran off the circuit at turn one. He was the last driver home in 25th position, while Mercedes driver Tim Slade and Garth Tander (Holden) both retired with mechanical gremlins.Race three is at 3:20pm tomorrow.


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When kids have medical problems that prevent them from taking in adequate nutrition by mouth, they may get a gastrostomy tube, or G-tube. A G-tube is a tube that's inserted through the abdomen to deliver nutrition directly into the stomach.
Here, three parents share their tips and experiences on caring for children with G-tubes.
Note: All information is for educational purposes only. For specific medical advice, diagnoses, and treatment, consult your doctor.
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