Table Of ContentDOCUMENT RESUME
ED 467 524
CE 083 641
Garner, Barbara, Ed.
AUTHOR
Focus on Basics, 2001-2002.
TITLE
National Center for the Study of Adult Learning and Literacy,
INSTITUTION.
Boston, MA.
National Inst. on Postsecondary Education, Libraries, and
SPONS AGENCY
Lifelong Learning (ED/OERI), Washington, DC.
2002-00-00
PUB DATE
155p.; Published quarterly. For volume 4, see ED 451 397.
NOTE
R309B60002
CONTRACT
National Center for the Study of Adult Learning and Literacy,
AVAILABLE FROM
World Education, 44 Farnsworth Street, Boston, MA 02210-1211
($8 annual subscription; $2 per issue). For full text:
http://ncsall.gse.harvard.edu/fob/index.htm.
Collected Works
PUB TYPE
Serials (022)
JOURNAL CIT Focus on Basics; v5 nA-D Aug-Jun 2001-2002
EDRS Price MF01/PC07 Plus Postage.
EDRS PRICE
DESCRIPTORS
Adoption (Ideas); Adult Basic Education; Adult Development;
Adult Educators; *Adult Learning; *Adult Literacy; Annotated
Bibliographies; Beginning Reading; Classroom Techniques;
Cooperative Learning; *Educational Practices; *Educational
Research; Educational Resources; English (Second Language);
Guidelines; *Literacy Education; Multisensory Learning;
Partnerships in Education; Professional Development; Reading
Ability; Reading Instruction; Recreational Reading; Resource
Materials; Staff Development; Teaching Methods; *Theory
Practice Relationship; Writing (Composition); Writing
Instruction
Career and Technical Education; Kentucky; Learning
IDENTIFIERS
Organizations; Maine; Study Circles
ABSTRACT
This volume of newsletters focuses on connecting research and
practice in adult literacy programs. Issue A of August 2001 includes:
"Techniques for Teaching Beginning-Level Reading to Adults" (Ashley Hager);
"Beginning ESOL Learners' Advice to Their Teachers" (MaryAnn Cunningham
Florez); "The Neurobiology of Reading and Dyslexia" (Sally E. Shaywitz,
Bennett A. Shaywitz); "Using a Multisensory Approach To Help Struggling Adult
Learners" (Gladys Geertz); "Reading for Pleasure" (Sondra Cuban); "Theory to
Practice, Practice to Theory" (Anne Murr); and "Teaching Reading to First-
Level Adults" (Judith A. Alamprese). Issue B of October 2001 contains:
"Describing the NCSALL Adult Development Research" (Eleanor Drago-Severson,
et al); "Three Developmentally Different Types of Learners" (Eleanor Drago-
Severson, et al); "Three Different Types of Change" (Eleanor Drago-Severson,
et al); "The Power of a Cohort and of Collaborative Groups" (Eleanor Drago-
Severson, et al); "A Conversation with FOB" (Sylvia Greene, Matthew Puma); "A
Mingling of Minds" (Carol Eades); "Four Adult Development Theories and Their
Implications for Practice" (Lisa M. Baumgartner); "Letting Learners
Lead" (Debby D'Amico, Mary Ann Capehart); "TV411 and the Transformation of
Self" (Earle Reybold); and "Common Ground" (Lynne M. Bedard). Issue C of
February 2002 includes: "A Maturing Partnership" (Rima E. Rudd);
"'Struggles': Writing as Healing" (Leslie Ridgway, Dale Griffith);
Reproductions supplied by EDRS are the best that can be made
from the original document.
"Reflections on the Women, Violence, and Adult Education Project" (Elizabeth
Morrish); "Literacy, Health, and Health Literacy: State Policy
Considerations" (Marcia Drew Hohn); "ESOL Teachers: Helpers in Health
Care" (Kate Singleton); and "The Elizabeth West Project: A Health
Professional Joins a Literacy Program in Downeast Maine" (Beth Russett).
Issue D of June 2002 contains: "Pathways to Change" (Cristine Smith, Judy
Hofer); "Teachable Moments: Videos of Adult ESOL Classrooms" (Reuel Kurzet);
"Using a Learning Organization Approach To Enhance ABE Teachers' Professional
Development" (M. Cecil Smith, Amy D. Rose); "Study Circles Challenge the
Intellect and Strengthen the Professional Community" (Tom Smith); "PDK
Couples Web Resources with Peer Interaction" (Shelly Ratelle); and "New
Directions for Professional Development: Kentucky's Journey" (Sandra
Kestner). Each newsletter also includes an annotated listing of literacy-
related publications and information on literacy-related events.
(MN)
Reproductions supplied by EDRS are the best that can be made
from the original document.
Focus on Basics
Volume 5
nA-D Aug-Jun 2001-2002
Barbara Garner, Editor
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and Improvement
EDUCATIONAL RESOURCES INFORMATION
CENTER (ERIC)
This document has been reproduced as
received from the person or organization
originating it.
Minor changes have been made to improve
reproduction quality
Points of view or opinions stated in this
o
document do not necessarily represent
official OERI position or policy.
2
BEST COPY AVAILABLE
on
Focus
CONNECTING RESEARCH & PRACTICE
IFIrst-Leve
rners
Techniques for
Teaching Beginning-Level
Reading to Adults
Ashley Hager
Beginning ESOL Learners'
Advice to Their Teachers
Mary Ann Cunningham Florez
The Neurobiology of
Reading and Dyslexia
Sally E. Shaywitz, M.D., and
Bennett A. Shaywitz, M.D.
ll
Using a Multisensory
Approach to Help
Techniques for Teaching
Struggling Adult Learners
Gladys Geertz
Beginning-Level Reading
2®
Reading for Pleasure
Adults
to
Sondra Cuban
by Ashley Hager
Theory to Practice,
Practice to Theory
Anne Murr
have been teaching beginning-level reading (equivalent
to grade 0-2) at the Community Learning Center in
2E3
Cambridge, MA, for the past eight years. The majority of
Teaching Reading to
First-Level Adults
students in my class have either suspected or diagnosed reading
Judith A. Alamprese
disabilities (dyslexia). The difficulty they experience learning to
read is as severe as the urgency they feel about mastering the
211
task. One of my students, a former Olympic athlete, had to
Blackboard
turn down a job offer as a track coach because of his inability
22
to read the workout descriptions. He describes his life as "an
All About NCSALL
ice cream that he is unable to lick."
continued on page 3
3
'-SALL
Worm)
Volume 5, Issue A August 2001
EDUCATION
Focus on Ei
Welcome
Focus on Basics is the quarterly pub-
lication of the National Center
for the Study of Adult Learning
and Literacy. It presents best practices,
current research on adult learning and
"First-level readers," "beginners," "new readers," "0-4 level," adult basic education
literacy, and how research is used by
adult basic education teachers, coun-
has struggled with what to call those learners who are really still building decoding and
selors, program administrators, and poli-
comprehension skills. This inability to settle on a name may be masking a larger issue:
cymakers. Focus on Basics is dedicated
Why are we, as a field, failing to serve these learners well?
to connecting research with practice, to
I can think of three general reasons.
connecting teachers with research and
researchers with the reality of the class-
The first is the system. The funding structure for many adult basic education programs
room, and by doing so, making adult
does not encourage service to beginners, because beginners often progress slowly.
basic education research more relevant
Discomfort with providing direct instruction, which can feel childish to teachers
to the field.
who are attempting to create adult learning environments, is another stumbling block.
All subscription and editorial
A third is that serving first-level learners well is hard work and requires specific
correspondence should be sent to:
training. Native English-speaking adults who have not learned to read probably have some
learning difficulties or disability. Teachers must know a lot about the craft of reading to
Focus On Basics
teach someone with a learning disability, and many adult basic education teachers, while
World Education
44 Farnsworth Street
well intentioned, lack the formal training in reading instruction they need to reach these
Boston, MA 02210-1211
learners effectively.
e-mail address: [email protected]
The teachers writing in this issue of Focus on Basics do know a lot about teaching
Focus on Basics is copyrighted, but we
reading. Ashley Hagar, of Cambridge, Massachusetts; Gladys Geertz, of Anchorage, Alaska;
urge readers to photocopy and circulate
and Anne Murr of Des Moines, Iowa, all bring immense skill to their classrooms and
the publication widely. When reprinting
programs. They all have found that very structured classes, with direct instruction in
articles, please credit Focus on Basics
specific subskills such as phonological awareness, word analysis, and sight word recognition,
and the National Center for the Study
of Adult Learning and Literacy.
among other skills, provide the best results. Their students don't chafe under direct
instruction, they welcome it: finally, they have the tools they need to join, however
Editor: Barbara Garner
belatedly, the reading club.
Layout: Mary White Arrigo
The beginning learners in MaryAnn Cunningham Florez's English for speakers of
Illustrator: Mary White Arrigo
other languages (ESOL) program had valuable feedback to share about the strengths and
Proofreader: Celia Hartmann
weaknesses of their instructors. Included in their list was the suggestion to "talk to us
Focus on Basics is published by the
about learning and the learning process." It echoes the metacognitive strategies provided
National Center for the Study of Adult
to students by Hagar, Geertz, and Murr. Florez shares her students' complete list of
Learning and Literacy (NCSALL).
NCSALL is funded by the Educational
suggestions, and her techniques for getting such input from students.
Research and Development Centers
Drs. Sally and Bennett Shaywitz, in their overview of the neurobiology of dyslexia,
Program, Award Number R309B60002,
explain that an inability to segment the written word into its underlying phonologic elements
as administered by the Office of
results in readers having difficulty in decoding and identifying words. But, they remind us,
Educational Research and Improvement/
National Institute of Postsecondary
the phonologic deficit is "domain-specific." That is, other cognitive skills are intact. This
Education, Libraries, and Lifelong
is important information to share with first-level learners. It explains the paradox so often
Learning, U.S. Department of Education.
encountered of otherwise intelligent people who experience great difficulty reading.
We hope that the articles in this issue provide first level teachers with an introduction
The contents of Focus on Basics do not
necessarily represent the positions or
to the techniques useful for teaching first-level learners. Let us know what works for you.
policies of NCSALL or the National
* *
*
Institute on Postsecondary Education,
Libraries, and Lifelong Learning; World
You've noticed that this issue of Focus on Basics looks different. We decided to
Education; the Office of Educational
"freshen" our layout and design with new typeface and a few other small changes.
Research and Improvement; or the U.S.
"Blackboard" is now inside the back page, and we've added the section "All About
Department of Education, and you
should not assume endorsement by
NCSALL" to the back cover. We hope that the editorial content remains as relevant and
the Federal Government.
useful as it has always been.
NCSALL
Sincerely,
National Center for the Study of
Adult Learning and Literacy
Barbara Garner
\X'ORLD CDUCALION
Editor
2
ICSALL
AUGUST 2001
Focus on
teach the structure of the English
Techniques for Teaching
four to 12 years of school; one student
language using a phonics-based
has a high school diploma. One
continued from page 1
approach.
student has documented learning
I draw from a number of phonics-
disabilities (LD). Students typically
Little research is available on the
based reading programs, including
enter my class knowing little more
most effective methods for teaching
the Wilson Reading System, the
than the names of the letters and a
reading to beginning-level adults. My
Orton-Gillingham System, and the
handful of letter sounds. They are
continuing challenge has been to
Lindamood-Phoneme Sequencing
usually only able to write their name
determine how reading acquisition
Program (LiPS; see the "Blackboard"
and, in most cases, the letters of the
research conducted with children can
on page 31 for contact information).
alphabet. However, one student had
be applied to teaching reading to
The Wilson Reading System is a
never held a pencil before he entered
adults. In this article, I describe the
multisensory, phonics-based program
my class.
techniques I have found most useful;
developed specifically for adults.
Our class meets two evenings a
I hope other teachers working with
Unlike phonics-based programs for
week for three hours each evening.
beginning readers will find them
children, the Wilson system is
Because skilled reading depends on
helpful.
organized around the six syllable
the mastery of specific subskills, I find
types, which enables even beginning
it helpful to teach these explicitly. I
Our Class
level adults to read works with
organize the class into blocks of time
This year our class includes nine
somewhat sophisticated vocabulary
in which, with the help of two
students: six men and three women.
(see the box on page 4 for the
volunteers, I directly teach eight
Three are from the United States,
six syllable types). The Orton-
components of reading: phonological
five are from the Caribbean, and one
Gillingham program is a phonics-
awareness, word analysis, sight word
is from Ethiopia. Their ages range
based program similar to the Wilson
recognition, spelling, oral reading for
from late 20s to late 50s and all
Reading System but designed for
accuracy, oral reading for fluency,
are employed. Their educational
dyslexic children. Students learn
listening comprehension, and
about syllables much later in the
experiences range from completing
writing. These components embody
program. I find particularly helpful
the skills and strategies
the Orton-Gillingham technique for
that successful readers
learning phonetically irregular sight
have mastered, either
words (see page 5). The LiPS Program
Typical Lesson Plan
consciously or
is useful for helping students acquire
unconsciously. My
Three- Hour- Class-- ---
an awareness of individual sounds in
curriculum also includes
words. This ability, referred to as
an intensive writing
-Comporient
phonemic awareness, is a prerequisite
component.
for reading and spelling.
Over the last
10
Phonological Awareness
30 years, a significant
Flonological
amount of research
Word-Analysis-
-20- --
has compared the
Awareness
effectiveness of different
Word Recognition
Phonological awareness, which
approaches to teaching
_!_tSight_Words!!___
involves the ability to differentiate
beginning reading to
and manipulate the individual sounds,
children. It consistently
or phonemes, in words, is the strongest
concludes that approaches
predictor of future reading success for
that include a system-
BREAK
10
children (Adams, 1995). No research
atically organized and
exists that describes the affects of
explicitly taught program
__Oral_Reading.(Accuracy.)__
phonological awareness on reading
of phonics result in
35--
for adults. However, I have found
significantly better word
Oral-Reading-(Flifericy)
that teaching phonological awareness
recognition, spelling,
to my beginning-reading adults
vocabulary, and com-
-
25
Comprehension
significantly improves their reading
prehension (Chall, 1967;
accuracy and spelling, especially for
Curtis, 1980; Stanovich
30
Writing
reading and spelling words with
1986; Adams, 1990;
blends.
Snow et al., 1998). For
continued on page 4
this reason, I directly
WICSAIE. 0 AUGUST 2001 r
5
33
BEST-COPY AVAILABLE
Focus on
Three phonological tasks that
phonics while reading, especially for
I use the Wilson Reading System
I use with my students, in order of
students with suspected reading
to teach phonics because the six
difficulty, are auditory blending,
disabilities (Blackman et al., 1984;
syllable types are introduced early on.
auditory segmenting, and phonemic
Chall, 1967, 1983). Beginning readers
This enables even beginning-level
manipulation. Auditory blending
should be encouraged to decode
adults to read words that are part of
involves asking students to blend
unfamiliar words as opposed to
their oral vocabulary and overall
words that the teacher presents in
reading them by sight, because it
cognitive abilities. After learning
segmented form. For example, I say
requires attention to every letter in
the closed syllable rule, for example,
"/s/-/p/-/1/-/a/-/shr and the students
sequence from left to right. This helps
students are able to read three-
responds with "/splash/." Auditory
to fix the letter patterns in the word
syllable words such as "Wisconsin,"
segmenting is exactly the opposite.
in a reader's memory. Eventually,
"fantastic," and "Atlantic." Reading
I present the word " /sprint /" and the
these patterns are recognized
multisyllabic words provides my
student must segment the word into
instantaneously and words appear
students, who have acquired a history
its individual sounds "/s/-/p/-/r/-/i/-/n/-
to be recognized holistically (Ehri,
of reading failure, with an unexpected
/t/." Phonemic manipulation, which is
1992; Adams, 1990).
sense of accomplishment and opens
the strongest predictor of reading
acquisition, is also the most difficult.
Syllable Types
The student must recognize that
SYLLABLE TYPE
individual phonemes may be added,
DESCRIPTION
deleted, or moved around in words.
Closed Syllable (vc/cv)
The following exchange is an
one vowel per syllable
example of a phonemic manipulation ends with one or more consonants
the vowel has a short sound
task. I ask the student to repeat a
example: pit, bath, splash, mitten
word such as "bland." Then I ask
the student to say the word again,
Vowel-Consonant-e
one vowel, then a consonant, then an e
changing one of the phonemes. For
Syllable (vice)
the first vowel has a long sound
example, "Say it again without the
the e is silent
"/1/." The student responds with
example: hope, mine, bedtime
"/band/." While phonological
awareness does not include the
Open Syllable (v/cv), (vc/v)
one vowel
student's ability to associate sounds
ends with the vowel
with letter symbols, and tasks are
vowel has a long sound
presented orally, the research
example: me, so
, flu, why
concludes that the most effective
way to promote phonemic awareness
R-Controlled Syllable
one vowel, followed by an r
is in conjunction with the teaching
vowel sound is neither short or long
of sound-to-symbol relationships
vowel sound is controlled by the r
(Torgesen, 1998).
/ar/ as in "car," /or/ as in "Ford,"
/ er/, /ir/, /ur/ all sound alike as in "her,"
Word Analysis
"bird," "church"
Word analysis, or phonics,
The Consonant-LE Syllable
has three letters: a consonant, an "I,"
involves teaching the alphabetic
and an "e"
principle: learning that the graphic
the e is silent
letter symbols in our alphabet
the consonant and the "I" are blended
correspond to speech sounds, and
together
that these symbols and sounds can
example: little, grumble, table
be blended together to form real
words. Word analysis strategies
The Double-Vowel Syllable
two vowels side-by-side making one
enable students to "sound out" words
sound
they are unable to recognize by sight.
usually the first vowel is long, and the
Explicit, direct instruction in phonics
second is silent
has been proven to support beginning
example: maid, may, leaf, seen, pie, goat
reading and spelling growth better
Credit: Wilson Reading System
than opportunistic attention to
4
NCSALL
AUGUST 2001
I
3E,
Focus on p
This places a lighter burden on short-
words. To avoid unnecessary
possibilities for them. Recognizing
term and working memory.
frustration, it is best to tell
syllable types is important because the
For beginning-level readers who
beginning readers which words they
syllable pattern determines the sound
are native speakers of English, it is
should decode and which words
of the vowel and how the word must
important to include nonsense words
they must recognize by sight.
be pronounced.
as part of dictation practice. Nonsense
I have found that the Wilson
words require the student to use word
Spelling
Reading System Sound Tapping
attack strategies as opposed to sight
technique is a particularly effective
Spelling is an effective way to
recognition.
way to teach decoding. In this
reinforce both word analysis skills
technique, each sound in a word is
and automatic word recognition.
Oral
ending
represented by one tap. Students tap
Research consistently indicates
the first sound with their index finger
Oral reading builds accuracy and
that fluent, skilled readers (both
and thumb, the second sound with
fluency, both of which contribute to
children and adults) make use of
their middle finger and thumb, the
improved reading comprehension. It
spelling patterns when they read
third sound with their ring finger and
is also the most practical way for me
and, conversely, reading itself
thumb, etc. If the student runs out of
to monitor a student's progress. It
reinforces a knowledge of spelling
fingers, he or she returns to the index
gives a student an opportunity to
patterns (Adams, 1995). Spelling
two letters that
finger. Digraphs
practice applying word attack and
for practicing word analysis skills
make one sound (/sh/, /ch/, /th/, /ck/,
word recognition skills in context.
and spelling for promoting word
/ph/) are represented with one tap.
recognition (usually of phonetically
Because reading for fluency and
Example: bed = 3 sounds, 3 taps;
irregular words), however, involve
reading for accuracy involve different
shed = 3 sounds, 3 taps; stint = 5
objectives and require different
different tasks and call for different
sounds, 5 taps. This technique
materials, I find it useful to teach
teaching techniques. The VAKT
helps students to hear all the sounds
and evaluate them as two separate
method, described earlier, is a
in a word.
activities.
process for teaching learners how
ai "Sight Word"
Oral reading for accuracy gives
to spell phonetically irregular
students an opportunity to use the
words. When dictating phonetically
w Recognition
word analysis skills they have been
regular words, include only those
taught directly, so I choose reading
words that include letter sounds
Since many of the words that
and spelling rules that have been
selections from controlled texts.
appear most frequently in print are
During accuracy reading, the
taught directly.
phonetically irregular, even beginning
emphasis is on using word analysis
An especially effective
readers must learn to recognize some
technique for the spelling of
knowledge to decode unfamiliar
words by sight. Students with reading
phonetically regular words is the
words. The goal of fluency reading,
disabilities have typically relied
on the other hand, is to encourage
LiPS technique. This involves
almost entirely on their ability to
students to read smoothly and with
asking students to put down a
memorize words. In most cases,
poker chip for each sound they
expression. When asking my students
however, their strategies for
hear. After identifying the correct to do fluency reading, I do not
remembering the way words look
interrupt the flow of the reading to
number of sounds in the word,
in print have proved ineffective.
discuss the content of the text or to
students locate the vowel sound
I have experienced some success
analyze a particular spelling pattern.
and place a different-colored chip
in teaching sight words using the
If the student makes a mistake, I
over the chip that represents the
Visual-Auditory-Kinesthetic-Tactile
vowel sound. Only after they have
provide the word. Because it is
(V-A-K-T) method that is part of the
difficult to find materials that are easy
identified the sounds and isolated
Orton- Gillingham program. The
enough for a beginning reader to read
the vowel sound are students asked
VAKT method, which emphasizes
fluently, I often address fluency in the
to select the letter symbols that
memorization through visualization,
context of rereading material students
represent the sounds in the word.
involves asking the student to say the
name of each letter in a word and to
trace each letter with his or her finger
g, 9,
in the air before covering the word
and attempting to spell it on paper.
The VAKT method may be used to
/i/
/p/
/i/
/p/
/sh/ /sh/
s-h-i-p
=
help students with both the reading
and spelling of phonetically irregular
7
BEST COPY AVAILABLE
CSALL
3
AUGUST 2001
1
Focus on
References
have first read for accuracy. The
comprehension skills. I ask questions
Wilson Reading System describes a
such as "What do you think the
Adams, M.J. (1990). Beginning to Read:
technique for promoting fluency
people in the photograph are feeling?"
Thinking and Learning About Print.
called penciling that I have found
"How can you tell?" or "What do you
Cambridge, MA: MIT Press.
particularly useful. I encourage the
think may have happened to make
Adams, M.J. (1995). "Resolving the
student to read more than one word
them feel that way?" Open-ended
"great debate"." American Educator, 19(2).
in a breath by scooping a series of
questions encourage students to make
words together with a pencil. First, I
inferences, draw conclusions, and
Blackman, J., Bruck, M., Herbert, M., &
model how the sentence should be
Seidenberg, M. (1984). "Acquisition and
express opinions.
use of spelling-sound correspondences in
read. For example: "The man
with
reading." Journal of Experimental Child
Conclusion
the hat
is big." Eventually, students
Psychology, 38, 114-133.
are able to pencil the sentences for
Progress can be excruciatingly
themselves but, at the beginning, I
Chall, J.S. (1967). Learning to Read: The
slow for beginning-level adult readers.
scoop words into phrases for them.
Great Debate. New York: McGraw-Hill.
The volunteers who work in my class
When working on oral reading
Chall, J.S. (1983). Stages of Reading
are struck by the lack of novelty in my
for either accuracy or fluency, I divide
Development. New York: McGraw-Hill.
classes. Each class follows the same
the class up according to ability. I
Curtis, M.E. (1980). "Development of
routine (see the Typical Lesson Plan)
assign my teaching volunteers to
components of reading skill." Journal of
and a significant amount of class time
work with the higher-level groups.
Educational Psychology, 72, 656-669.
is spent reviewing previously taught
Periodically, I pair stronger readers to
Ehri, L.C. (1992). "Reconceptualizing
skills and rereading texts. For
act as student teachers with their less
the development of sight word reading
beginning-level readers, and especially
skilled classmates.
and its relationship to encoding." In P.
for those with reading disabilities, a
Before being paired with a less
Gough, L. Ehri, & R. Treiman (eds.),
predictable routine helps to alleviate
skilled reader, however, student
Reading Acquisition (pp. 107-144).
anxiety. Students get upset when the
teachers receive explicit instruction
Hillsdale, NJ: Erlbaum Associates.
class does not follow its expected
in providing decoding clues and
Snow, C., & Strucker, J. (2000).
course. The volunteers are also
handling errors. I find this activity
"Lessons from preventing reading
surprised that students do not feel
effective for two reasons. First, by
difficulties in young children for adult
insulted or embarrassed working with
teaching someone else, the more
learning and literacy." In J. Comings, B.
the letters of the alphabet and reading
skilled student teachers consolidate
Garner, & C. Smith (eds.), Annual
texts that may appear babyish. On the
their own knowledge and become
Review for Adult Learning and Literacy,
contrary, after years of only using a hit
cognizant of their own relative
Vol. 1, 25-69. San Francisco: Jossey-
or miss approach, my students are
progress. Second, the more-skilled
Bass, Inc.
extremely relieved to discover that
readers become a source of inspiration
Stanovich, K.E. (1986). "Matthew
reading involves patterns of letters
and support for the less-skilled readers
effects in reading: Some consequences
with predictable sounds.
in the class.
of individual differences in acquisition
One student describes his early
of literacy." Reading Research Quarterly,
experience with reading: "When I
Comprehension
21, 360-407.
was in grade school, I would listen to
Torgesen, J. (1998). "Catch them before
For readers at the 0-3rd grade
the other kids read aloud and I had
they fall; Identification and assessment
level, I teach higher-level
no idea how they knew that those
to prevent reading failure in young
comprehension skills using materials
letters said those words. When it was
children." American Educator, 32-39.
other than those the students can
my turn, all I could do was guess.
read themselves. In my class, critical
Now it makes sense! It's like I found
About the Author
thinking usually takes place in the
the key."
context of a classroom debate. Topics
The challenge of teaching reading
Ashley Hager teaches a beginning- and
I have found particularly conducive
intermediate-level reading class at the
to beginning-level adults can be daunting.
Community Learning Center, Cambridge,
to a heated discussion include "Why
In my opinion, however, teaching at
MA. She is also the Boston Region Young
do you think it is or is not appropriate
the beginning level is also the most
Adults with Learning Disabilities (YALD)
to hit your children when they
rewarding. It is extremely moving to
Coordinator and teaches a 16-week,
misbehave?" and "Why do you think
witness an adult who, after years of
graduate-level course on the theory of
there is so much crime in this
struggling with the sounds of individual
reading. Ms. Hager has designed basic
country?"
letters, is able to read a letter from a
reading and foundations of reading and
Using photographs is also
family member or a note that his or her
writing certification courses for the
effective in building higher-level
child brings home from school.
Massachusetts Department of Education.
AUGUST 2001 ° ECZLial
Focus on
El
g3EalgO
wonderful window into what
Beginning ESOL Learners'
teachers need to know and
Advice to Their Teachers
do-4o support beginning-level
English language learners,
and also gave me valuable
Florez
by Mary Ann Cunningham
information for planning
and implementing the
might not
effort, spirit
"They [the teachers] have
training of their teachers.
seem that informative,
a lot of 'esfuerzo'."
In ESOL, we often talk about
but we were holding these
learner-centered instruction and
discussions in the learners'
It seemed like an
the value of including learners'
native Spanish, and the
perspectives and realities in our
innocuous comment
program and classroom planning
implications of that word in
from a learner about a
and implementation. Teachers and
Spanish and the comments
two-teacher team, and it
administrators everywhere work to
it sparked provided a wealth
was only one of many that I
gather learners' input on issues from
of insights into the instruc-
furiously noted as I talked
content topics to teaching methods. I
began conducting learner focus groups
tional process in that class-
with a focus group of adult
as a way of including learners' voices
room. The learners were
learners from a beginning-
in our small program's end-of-semester
telling me what they valued
level class in English for
evaluation. In what specific areas did
in their teachers' practices:
I think learners' comments might be
speakers of other languages
applied? I was probably expecting
not only their heart and
(ESOL). When I opened my
them to be helpful in identifying
dedication, but also the
notebook a day or two later,
barriers to participation or providing
focus, pace, activity, and
however, I realized exactly
comments that might help me as I
sense of purpose in the
how much this learner and
talked with individual teachers about
their practices.
lessons they conducted.
others were telling me. The
I was missing the potential
It provided me with a
word "esfuerzo" made me
impact that direct comments and
stop and think. The English
ideas from learners could have on staff
development, especially for
translation from a
teachers working with
dictionary
beginning-level
EECSJ RA o AUGUST 20011
