Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id iB3MWwF27228; Fri, 3 Dec 2004 17:32:58 -0500 (EST) Date: Fri, 3 Dec 2004 17:32:58 -0500 (EST) Message-Id: <LOBBICLOAFKBEPDBHIAJAEGMFKAA.l.cuttler@comcast.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Lucille Cuttler" <l.cuttler@comcast.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1223] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook IMO, Build 9.0.6604 (9.0.2911.0) Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3184 Lines: 63 Right on! My observations conform with yours, Anne. Thank you. Let's all remember that you learn to read, and then read to learn. Lucille Cuttler -----Original Message----- From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of Anne Murr Sent: Friday, December 03, 2004 5:18 PM To: Multiple recipients of list Subject: [NIFL-FOBASICS:1222] RE: Plateaus for ABE readers--2nd/3rd+Big Ideas What we find with adults who have low literacy skills in our Center is that they plateau at the 2nd to 3rd grade reading level because they lack the decoding skills to read text beyond that level. George, you said, "These adults, obviously could read some, but were still quite basic in the scheme of things." Their "read some" is most often based on memorization and guessing at words. Tom, you said in your program that most of your adult early and non-readers have pretty good phonics skills. In observing adults who come to our Center, I find a completely different profile. Many of our adult learners have vocabulary and comprehension skills far beyond the 2-3 grade level in oral comprehension, but they have very minimal skills in connecting letters and sounds, in their ability to segment sounds in words and to segment syllables in larger words, i.e., phonological processing skills and phonics skills. They can't "get the words off the page." (This is what dyslexia is. See current postings on the LD listserv.) It's the "Matthew Principle": the rich get richer and the poor get poorer. Low literacy skills deprive learners of exposure to the vocabulary and knowledge that good readers acquire through reading. I agree, Tom with what you learned in teacher training: "normal readers will acquire all of the reading skills and strategies needed to read. Everything after that is further refinement and honing." At our Center literacy lessons are structured to allow time for both direct instruction in phonological and phonics skills and in comprehension. Tutors address comprehension and vocabulary needs by reading aloud and then discussing meaningful text, chosen with the adult learner's needs and interests in mind. In this way, the learners have the rich experience of literature and information without the frustration of fumbling through text that is beyond their instructional level. When teaching adults to read, those who have vocabulary and background knowledge but lack decoding skills, the instructional focus should be on basic skill development. (The majority of adults in our Center have this profile and learning need.) If they can't independently read at the 3rd grade level, they deserve to be taught the skills to reach that level -- and beyond. Those who lack basic knowledge and vocabulary certainly need to experience text which enriches their knowledge, BUT ALSO include basic decoding skills development so they can become more independent learners. Addressing "philosophy" is fine and a critical component for some learners. But don't deprive them of instruction which builds their ability to become more functionally literate. Anne Murr, M.S. Coordinator Drake University Adult Literacy Center Des Moines, IA
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