Teaching Adults To Read

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Teaching Adults To Read

• The Partnership for Reading
• http//www.nifl.gov/partnershipforreading/publicat
  ions/html/teach_adults/teach_adults.html

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Teaching Adults To Read

• Evidence-Based Reading Instruction
• Research
• Adult Learners Characteristics

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Components of Reading

• Alphabetics
• Fluency
• Vocabulary
• Comprehension

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Questions to Address

• What is the component?
• Why teach it?
• How do you assess it?

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ALPHABETICS

• Phonemic Awareness
• sounds manipulation
• Word Analysis
• Connect letters and letter patterns with the
  sounds
• Sight Words
• irregularly spelled words

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Assessing Alphabetics

• Graded Word Lists

Alphabetics Instruction

• Explicit Instruction

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Fluency

• Accuracy
• Decoding words correctly
• Prosody
• Reading with appropriate pausing and expression
• Rate
• Fast enough to support comprehension and not too
  fast that it hinders comprehension

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Fluency Scale
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Fluency Scale

• Mastery Level for Fluency highest grade level
  of passage difficulty on which a student is rated
  a 3.
• Instructional Level for rate and prosody
  highest grade level rated a 2.
• Instructional Level for Accuracy is the highest
  grade level rated a 1.

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Vocabulary

• Meaning know and understand meanings
• Breadth how many words are known
• Depth how deeply we understand words

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Assessing Vocabulary

• Oral Vocabulary Test measures general knowledge
  of word meanings.

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Comprehension

• Constructing Meaning From What is
  Read

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Assessing Comprehension

• Ask Students to Read and Answer
  Questions

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Ultimate Goal

• Comprehension
• People read to learn and understand.

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Reading Profiles

• Creates a Picture of a Readers Strengths and
  Needs for Instructional Purposes

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Diagnostic Assessments

• One-on-one assessments
• Purpose determine strengths needs
• 35-40 minutes dont chat
• Get Organized
• Assess early on to determine instruction in the
  classroom

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BADER Diagnostic Reading Assessment

• Alphabetics
• 
  Student reads aloud words
  from a graded word list until reaching ninth
  grade
• 70-90 correct
• Begin with TABE score

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Diagnostic Reading Assessment

• Fluency
• Start at the alphabetics mastery level
• Student reads aloud graded passages until
  reaching ninth grade OR the passages become too
  difficult to continue
• Fluency Scale Score
• Highest level rated 3 is Mastery

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Diagnostic Reading Assessment

• Vocabulary
• Student is asked to give definition of Words
• Mastery Level
• Highest grade level where 75-80 of words defined
  are correct

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Diagnostic Reading Assessment

• Comprehension
• Student reads a graded passage silently and then
  answers questions
• Mastery Level
• Highest grade level at which at least 75 of
  questions are answered correctly

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Kims Reading Profile

• TABE Score 6.4
• Alphabetics (Word List) 8.0
• Fluency Mastery 6.0
• Rate Prosody Instructional 8.0
• Alphabetics Instructional 8.0
• Accuracy NA
• Vocabulary Mastery 4.0 Instructional 5.0
• Comprehension Mastery 4.0 Instructional 5.0

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Kims Strengths and Needs

• Strengths
• Alphabetics
• Fluency is at 8.0
• Needs
• Vocabulary Instruction at 5.0
• Comprehension Instruction at 5.0

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Other Suggestions

• Use adult oriented material
• Devote sufficient classroom time to reading and
  writing instruction
• Encourage students to spend more time in ABE
  programs
• Employ certified or experience teachers for ABE
  instruction

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Assignment

• Review Ben Readers Reading Assessment
• List his strengths
• List his needs
• Begin thinking about how you would help this
  student in class
• Trainers will show you the pieces of the BADER
  assessment