Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h75IF1702006; Tue, 5 Aug 2003 14:15:01 -0400 (EDT) Date: Tue, 5 Aug 2003 14:15:01 -0400 (EDT) Message-Id: <000701c35b7b$7f90b1c0$130101c8@workstation1> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: "George Demetrion" <george.demetrion@lvgh.org> To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2479] adult literacy students at a very basic level X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2800.1106 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1948 Lines: 52 I am developing a chart of the skill level of Basic Literacy students at three levels: (a) very basic-190s range on CASAS), Low intermediate (high 190s-204), Advanced intermediate (200-209 range). We have very few students outside of this range. The following is a draft of what I would convey to new tutors about the very basic level group. A few questions: a) From your experience, to what extent are the statements below accurate? b) What would you add or perhaps take away from this list? c) Does anyone have any convincing information that one methodology or one set of methodologies is more effective than another, including a definition of effectiveness? d) What balance would you recommend between a focus on basic skill development activities and content development in the various areas that students have an interest in learning more about? e) What would you identify as some possible core goals among students at such levels--goals that a literacy program could have some impact in helping students to realize? Thanks. George Demetrion Literacy Volunteers of Greater Hartford george.demetrion@lvgh.org Here's the list * Minimal progress on reading ability even after several years. * Knows only a few sight words. * May know the sounds of consonants, but has difficulty using that knowledge in figuring out the sounds of words. * May do reasonably well in simulating reading through the assisted reading approach, though very little carries over into independent mastery. * Neither assisted reading approaches or systematic phonics approaches are particularly effective with this group. * Some students at this level progress more than others and the more advanced may move into a second level. * May benefit from the content of instruction even if reading level remains minimal. * Focus slowly and with much repetition on small reading assignments. Concentrate equally on basic skills and instructional content.
This archive was generated by hypermail 2b30 : Thu Mar 11 2004 - 12:14:43 EST