Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3TDSxG19541; Fri, 29 Apr 2005 09:28:59 -0400 (EDT) Date: Fri, 29 Apr 2005 09:28:59 -0400 (EDT) Message-Id: <2f2692fbd3.2fbd32f269@gmu.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: bgiven@gmu.edu To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2143] RE: high motivational literacy program for high X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=us-ascii X-Mailer: iPlanet Messenger Express 5.2 HotFix 1.21 (built Sep 8 2003) Status: O Content-Length: 6939 Lines: 199 Thanks, Barb, I had read this article with great interest earlier and I'm so glad you brought it back to my attention. thanks. barb given ----- Original Message ----- From: Barbara Garner <b.garner4@verizon.net> Date: Friday, April 29, 2005 8:49 am Subject: [NIFL-AALPD:2142] RE: high motivational literacy program for high > The reading program at Boys Town, described in an article in > "Focus on > Basics" (see http://www.ncsall.net/?id=466) might be of interest > to you. > It's a four stage program that builds on strengths. > Barb Garner > Editor, Focus on Basics > -----Original Message----- > From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov] On Behalf Of > bgiven@gmu.edu > Sent: Friday, April 29, 2005 8:11 AM > To: Multiple recipients of list > Subject: [NIFL-AALPD:2141] RE: Creating the big picture of student > > With re: to a high-motivational, literacy program for high > schoolers and > young adults, people in my lab are working with Bobbi DePorter of > LearningForum in Oceanside, CA to develop such a program.Although > the program is > still in development, we've piloted iterations in two schools (one > middleand one high) and plan to investigate our more comprehensive > version within > adult literacy programs this coming fall. > > We are also developing a computer-driven, self-administered reading > assessment that generates a diagnostic report that is also in the > researchand development stage. The assessment prototype will be > field tested this > summer or fall. I'll keep the list serve posted on our progress. > In the > meantime, you may wish to go to our web site and read some of the > adultliteracy stories written by literacy teachers in Northern > Virginia. > http://krasnow.gmu.edu/aalrc/ > > I hope you enjoy the stories. The learning systems referred to in the > discussion of the stories are from the book, Teaching to the > Brain's Natural > Learning Systems, an ASCD publication. > > barb given > > > > > Barbara K. Given, Ph.D. > Director, Adolescent and Adult Learning Research Center > Krasnow Institute for Advanced Study, and > Director, Center for Honoring Individual Learning Diversity and > International Learning Style > George Mason University > Fairfax, VA 22030-4444 > Fax: 703-993-4325 > Ph: 703-993-4406 > > > ----- Original Message ----- > From: "Bryan A. Wilson" <bryan_a_wilson@bellsouth.net> > Date: Friday, April 29, 2005 6:22 am > Subject: [NIFL-AALPD:2140] RE: Creating the big picture of student > involvement > > > Jackie, > > > > Thank you for the note. I went to your "work in progress" and found > > a website for value (www.valueusa.org). I've bookmarked in my "Adult > > Literacy" folder, and am excited about reading it carefully over > > the summer. > > > > ASIDE: The "Spaced" teacher part in my last post is about hitting > > the "change" button on my spell checker as Outlook sent the > > message. At the > > same time, many may say that "Spaced" is a valid description. > > > > There is something piquing my interest through listening to the > > discussions about adult literacy. It has become especially > significant> through these discussions about VALUE training: > Literacy for the Late > > Juvenile (14-17yo). As a High School Special Educator for the > > Severely EBD, > > what I have more than anything else is a student profile that > > generalizes as > > follows: > > > > Age: 15 > > > > Grade: 10 > > > > Overall Grade > > Equivalency: 5.0 > > > > Reading Level: 2nd - 4th (with many reading below basic). > > > > Motivation to > > Learn: Learned Helplessness is the internalized theme about > > academics and behavior. > > > > My school district is using Scholastic's Read 180 program, and I > > have found it somewhat effective for Middle School students (Average > > increase of about 1 Grade level when using the system about 3hrs/wk > > throughout the academic year), and nearly ineffective for High > School> students (very small movement within one stanine). > > > > I am totally convinced that with a pedagogy tailored to this > type of > > population PLUS the "right" kind of learning tools (High-Interest > > books/materials for struggling readers), my students can rise > out > > of their > > illiteracy to a literate level within an academic year. > > > > Do you know of a program design for the population of which I > speak?> > > Bryan > > > > -----Original Message----- > > From: nifl-aalpd@nifl.gov [nifl-aalpd@nifl.gov] On Behalf Of > jataylor> Sent: Thursday, April 28, 2005 11:10 AM > > To: Multiple recipients of list > > Subject: [NIFL-AALPD:2126] Creating the big picture of student > > involvement > > Hi Bryan, > > > > Your question seems simple enough. The short answer is that I do > > not think > > there is a website about the VALUE training, though I could be > > (and hope) > > that I am wrong. Will someone from VALUE tell us if there is? > > > > However, part of the answer -- and part of the reason for this > > discussion -- > > > > is to capture the professional wisdom regarding what has been > > learned by > > learners and practitioners about the VALUE training and about > student> involvement. That knowledge is spread across several > states and > > practicedwithin programs and known by some (like the Student > > Action Health Team in > > Massachusetts, MOMS in Texas, Vermont learners and > practitioners, > > and many > > other programs and groups across the country), but not known by all. > > > > So I've started a centralized location (under construction), > using > > the posts > > > > from NIFL-AALPD to capture what we learn from this discussion. > > NIFL-AALPD > > subscribers & others will be able to find: > > > > - learners and practitioners' Q & A about learner leadership in > PD > > and PI > > (professional development and program improvement) > > - bulleted lists of strategies shared in the discussion > > - learner leadership in states > > - description of the VALUE training & how states/programs can > get > > involved- any research conducted or being conducted > > - the full discussion of learner leadership > > > > For this to work, we need: > > - to continue discussing our rich experiences with learner > > leadership on the > > > > listserv > > - to give feedback about the wiki area, how to improve it, etc. > > > > This is the puzzle board (under construction): > > http://wiki.literacytent.org/index.php/DiscussionOfLearnerLeadership > > > > Here is where you can find the full discussion: > > > http://wiki.literacytent.org/index.php/LearnerLeadershipFullDiscussion> > > Each of us holds pieces to this puzzle; and thru our discussion on > > NIFL-AALPD > > we are seeing the picture unfold of what learner leadership is -- > > > and can be > > > > -- in professional development and in our field....Jackie > > > > > > > > > >
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