Teaching Adult Non-Readers Low-Level Readers

1. Teaching Adult Non-Readers &Low-Level Readers Marie Hassett Spadaro, Ph.D. Steck-Vaughn Publishers

2. Chall�s Reading Stages Prereading Initial Reading/Decoding Confirmation/Fluency Reading for Learning the New Multiple Viewpoints Construction & Reconstruction

3. Components of Reading Systems Skills Structures

4. Reading Systems Orthographic Phonemic Semantic

5. Reading Skills Phonemic Awareness Decoding Comprehension Vocabulary Fluency

6. Reading Structures Phonemes Morphemes Semantics Syntax Discourse Metalinguistics

7. Adult Reading Components Study (ARCS) 676 ABE/GED Learners Seven States Three Reading Assessments Each Ten Reading Profiles

8. Key Findings Low level students need direct, systematic, sequential instruction in phonemic awareness & word recognition skills. Intermediate students need to increase fluency, develop a more literate vocabulary, and acquire greater background knowledge. Many students below the GED level have reading skills similar to those of children at risk for reading difficulty.

9. Skill Needs Identified by ARCS Decoding Reading Rate Print Skills Meaning Skills (Comprehension) Background Knowledge Vocabulary

10. Beginning readers at GE 2 or below (7%). These students need instruction in basic phonics and word recognition. ARCS Level VIII

11. Beginning readers at GE 2 or below with severe rate impairment (2%). They are similar to the previous group but show signs of underlying rate impairment. ARCS Level IX

12. NRS Level 1 Individual has no reading or writing skills in any language, or has minimal skills, such as the ability to read and write own name or simple isolated words. The individual may be able to write letters or numbers and copy simple words and there may be no or incomplete recognition of the alphabet; may have difficulty using a writing instrument. There is little or no comprehension of how print corresponds to spoken language.

13. NRS Level 2 Individual can read and print numbers and letters, but has a limited understanding of connected prose and may need frequent rereading; can write sight words and copy lists of familiar words and phrases; may also be able to write simple sentences or phrases such as name, address, and phone number; may also write very simple messages. Narrative writing is disorganized and unclear; inconsistently uses simple punctuation (e.g., periods, commas, question marks); contains frequent errors in spelling.

14. Questions for Planning Instruction What are the learner�s stated reasons for attending your program? What will constitute acceptable progress, for you and for your learner? What do you believe to be the best possible long-term outcome for this learner?

15. Remember! �If you don�t know where you�re going, you might end up somewhere else.� Yogi Berra

16. TABE Objectives Level L Matching Letters Recognizing Letters Recognizing Beginning & Ending Sounds Middle Sounds

17. Instructional Strategies Building Pre-Reading Skills Establishing a Base Core Vocabulary Classroom Routine Sequencing Individual v. Group Instruction

18. Building Pre-Reading Skills Developing accurate recognition of core sight words. Increasing accurate alphabetic recognition. Creating links between sight and sound. Developing handwriting skills.

19. Establishing a Base Selecting a group of words to focus on. Creating materials/strategies to teach those words. Developing activities for group and individual instruction.

20. Core Vocabulary Personally relevant vocabulary Locally relevant vocabulary Level-appropriate vocabulary

21. Classroom Routine Consistency Variety Pacing Support Exposure

22. Sequencing Phonemic Semantic Syntactic Metalinguistic

23. Individual v. Group Instruction How similar are your students? How comfortable are they with each other? What can you do to make group activities �safe�? What individual activities will generate the greatest progress?

24. Your Turn! Site-Based Activities with Trainers