Author(s): NCSALL

Institutional affiliation/Agency/Program: NCSALL

Publication date or date of most recent update: September 2005

Number of pages: 17

Website URL: www.ncsall.net/fileadmin/resources/teach/teach_learners_role.pdf

Type of product (lesson plans, curriculum, training product): Lesson plan, training module

Subject of materials: Components of reading for fluency

Target population: Instructors, ABE

Skill levels of instructional materials (lessons, curricula): ABE Beginning Literacy (NRS Educational Functioning Level 1), ABE Beginning Basic Education (NRS Educational Functioning Level 2), ABE Intermediate Low (NRS Educational Functioning Level 3)

Training required: None. Resource is a self-contained manual.

Abstract: This resource introduces adult education practitioners to the components of reading that are part of making more fluent readers. It provides details, including objectives, audience, time, agendas, session preparation, and resources for 13 lessons designed to help learners understand the research-based components of reading.

What the experts say: This resource provides a rather simplistic but useful tool for seminar leaders or teacher development teachers/leaders. It's most useful features are the concrete ideas for teachers to use with their students, especially the goal setting piece.

These resources should be used with students who are in the upper part of the targeted range (GLE 2.5ish - 6.0). Emphasis should be placed on spending more time with each skill/strategy and selecting from the provided activities those that actually match students' existing skills. Finally, the reader should keep in mind that the teaching module is not a reading curriculum-it is more of an "introduction to" a curriculum and that much more instruction and assessment would need to occur than is described in the module.

This resource is valuable because it attempts to include adult learners as decision-makers in their learning process and to be explicit about different factors involved in skilled reading.