Promising Practices Exchange How to Recognize Low reading adults with Low reading Skills. my hand so I ll needsome help filling out this now. My handwriting is bad. reading out loud http://www.literacyvolunteers.org/ppe/pr_marketing/adults_low_lvl.html
Extractions: Opening Comfort Lines "Let me know if you need any help." "A lot of people say that this is a difficult form to fill out." "I'm sorry about all this paperwork." "If you have any problem understanding this, let me know." "Would you like someone to explain this information to you." "Do the best you can with this form." "Take your time with reading the information. I can explain what you don't finish, and if you have any questions, just let me know." "Let me help you with that form." "They could make these forms easier for people to understand."
Oxford University Press supplement this twolevel topic-based reading and writing ll find some additionalresources to help use the popular 3-level course for young adults and adults. http://www.oupjapan.co.jp/links/
Extractions: The Oxford Teachers' Club is a free source of high-quality resources and information to support your language teaching. Please note that the Oxford Teachers' Club is administered separately by Oxford University Press, UK and requires a separate registration process for first time users. We invite you to register and access the wealth of resources available to you.
References For Adults - KSRA REFERENCES FOR adults. Bialostok, Steven. helpING YOUR CHILD LEARN TO READ. Availablefor a nominal fee through How to help Your Child Learn to Read Dept. http://www.ksra.org/Families & Reading/references.html
G4tv.com - Page Not Found Finally, head to these other sites to get help with life and being a young adult. Theycan also spend hours here reading the news, playing games, and http://www.techtv.com/callforhelp/catsclicks/story/0,24330,3395616,00.html
Learning Disabilities OnLine - LD-Indepth: Reading And Dyslexia in children and youth, suggestions for parents on how to help their schoolage childrenlearn, and considerations for adults with reading and learning problems http://www.ldonline.org/ld_indepth/reading/reading.html
Extractions: Visit other areas of LD In Depth Select a Topic Abilities ADD / ADHD Adult Issues Assessment Behavior / Discipline Bilingual / LD Early Identification Family Relationships Foreign Language Acquisition Gifted / LD Glossaries I.E.P. LD In-General Math Skills Nonverbal Paraprofessionals Parenting Postsecondary Education Processing Deficits Reading Research Digest Self-Esteem Social Skills Special Education / IDEA 97 Summer Programs Teaching Technology Transition Writing The Coordinated Campaign for LD The National Joint Committee on LD Reading David: A Mother and Son Journey Through the Labyrinth of Dyslexia Late-Emerging Reading Disabilities Journal of Educational Psychology , 95, 211-224.This study looks at the apparent "fourth grade slump" in reading achievement for some students. The study explores whether this is due to unidentified reading problems in the primary grades or if these are deficits related to the more complex thinking skills needed by fourth graders.
Extractions: ERIC Digest No. 189 THIS DIGEST WAS CREATED BY ERIC, THE EDUCATIONAL RESOURCES INFORMATION CENTER. FOR MORE INFORMATION ABOUT ERIC, CONTACT ACCESS ERIC 1-800-LET-ERIC In the 1990s, more attention has been focused on adults with learning disabilities (LD) as a result of increased advocacy and research, several major federal laws, and heightened awareness of the changing demands of the workplace. Until now, most programs, research, and funding had been directed toward children, although it is clear that most people do not outgrow learning disabilities (Gerber and Reiff 1994). This digest looks at current definitions of learning disabilities, the experiences of adults with LD, factors influencing their successful adjustment to adult life, and strategies for adult educators and counselors. DEFINITIONS OF LEARNING DISABILITY Federal regulations for implementing the Rehabilitation Act and the Americans with Disabilities Act use the term "specific learning disabilities"disorders in one or more central nervous system processes involved in perceiving, understanding, and using verbal or nonverbal information (Gerber and Reiff 1994). "Specific" indicates that the disability affects only certain learning processes. Although adults with LD consistently describe themselves as being labeled stupid or slow learners (Brown, Druck, and Corcoran in Gerber and Reiff 1994), they usually have average or above average intelligence.
Focus On Basics - August 2001 A. Shaywitz, MD Using a Multisensory Approach to help Struggling Adult Practice toTheory by Anne Murr Teaching reading to FirstLevel adults by Judith A http://gseweb.harvard.edu/~ncsall/fob/2001/hager.html
Extractions: Techniques for Teaching Beginning-Level Reading to Adults by Ashley Hager I have been teaching beginning-level reading (equivalent to grade 02) at the Community Learning Center in Cambridge, MA, for the past eight years. The majority of students in my class have either suspected or diagnosed reading disabilities (dyslexia). The difficulty they experience learning to read is as severe as the urgency they feel about mastering the task. One of my students, a former Olympic athlete, had to turn down a job offer as a track coach because of his inability to read the workout descriptions. He describes his life as an ice cream that he is unable to lick.
Focus On Basics - May 1997 Curriculum has successfully reversed reading failure in young adults. This successwould not have been possible without the cooperation and help of the http://gseweb.harvard.edu/~ncsall/fob/1997/curtis.htm
Extractions: When most people think of Boys Town, they think of Mickey Rooney or Spencer Tracy, or maybe even the phrase, "He ain't heavy, Father, he's m' brother." They might wonder if it still exists. It does, and today Boys Town is the home of a reading center that is part of the National Resource and Training Center. A laboratory for older adolescents with reading problems, the goals of the Reading Center are to develop research-based programs that prove effective in Boys Town's schools and to disseminate them to other schools around the country. Toward these goals, the Reading Center has developed the Boys Town Reading Curriculum. Our purpose in this article is to describe that curriculum, along with the research and experiences that led us to design it the way we did. Although boys and girls typically come to Boys Town two to three years behind in reading, some are as far as five to six years below grade level. We needed a curriculum that would help students at several different points along a continuum of reading development. We also needed a curriculum that would give us huge results in a relatively short period of time; the average length of stay for Boys Town youth, placed mostly through courts and social service agencies, is 18 to 22 months.
Extractions: By Traci A. Hart Summary: Thirty-six websites designed for older adults were evaluated as to how well they complied to 25 "senior-friendly" guidelines recommended by the National Institute of Aging. Results indicate that a majority of the sites complied to guidelines related to basic navigation and content style but not for text size, text weight, or site map availability. Implications of compliance to these guidelines on user satisfaction and performance are discussed. Regardless of age, however, users are not always considered in website design. Thus, many groups and researchers have developed comprehensive sets of guidelines to improve accessibility such as the Web Content Accessibility Guidelines (W3/WAI) and the government instituted U.S. Section 508 Guidelines. The National Institute on Aging and the National Library of Medicine advanced the above guidelines one step further by developing senior friendly guidelines that are even more specific to the older adult Internet user. In 2002, these two groups published Making Your Web Site Senior Friendly: A Checklist consisting of twenty-five empirically-based guidelines for those websites targeting users 60+ (National Institute on Aging). Research in aging, cognition, human factors, and print materials lead to the development of the guidelines
Optimal Web Design Older adults also prefer text to have very clear headings (see headings help orientateusers as well as help those who have difficulty reading because of http://psychology.wichita.edu/optimalweb/older_adults.htm
Extractions: Criteria for optimal web design (designing for usability) By Michael L Bernard How can I make my site more accessible to older adults? Older users generally take more steps than younger users in finding the same amount of information. In another study , Groff, Liao, Chaparro, and Chaparro (1999) found that older users were slower than college-age users in finding information. In general, older users took the time to carefully read the text on a web page before continuing the tasks, which tended to slow them down. This finding is supported by the research of Youngs (1999) who found that older users tended to carefully read information before exploring, which further supports the idea of placing a site index at the homepage level. Older adults also prefer text to have very clear headings (see Hartley, 1994). Clear and large headings help orientate users as well as help those who have difficulty reading because of degraded or impaired vision by giving them obvious signposts. Usually the greatest factor affecting older web users is their decline in vision Figure 1.
Helping Your Child With Homework need to know that their parents and adults close to drawing a picture or a chartmay help with some For example, after reading her science book, she may not http://www.kidsource.com/kidsource/content/homework.html
Extractions: Helping Your Child Succeed in School Families play a vital role in educating America's children. What families do is more important to student success than whether they are rich or poor, whether parents have finished high school or not, or whether children are in elementary, junior high, or high school.
Reading Lists From TeachersFirst interests are, and these lists can help you interest them Web, this list providessome great reading ideas for Library Best Books for Young adults 2000 This http://www.teachersfirst.com/readlist.html
Extractions: window.document.form1.pagename.value = window.document.location; TeachersFirst's Reading Lists Updated: Do you have "reluctant readers" in your classroom? These are the students who can read at or above grade level, but who can't seem to find anything to read that they find interesting. There are one or two in every class, and suggesting the right book can often make the difference in these students' performance. But what to suggest? The book lists below contain suggestions to fit a wide variety of interests typical in middle and high school students. The works include literary classics as well as contemporary works. Find out what your reluctant readers' interests are, and these lists can help you interest them in reading. Banned Books Week - The start point for the American Library Association's banned books week activities provides lots of resources on banned books for students, parents, and schools. A popular discussion topic this year is Harry Potter - a character sure to resonate with many students. General Interest Lists: The TeachersFirst Lifetime List - Editor Brenda Walton's picks of more than 200 works. It's a mix of classic and contemporary. Some selections work for middle schoolers; others - especially the philosophy - are better suited to adult level readers. Teachers will like some of these, too! The list includes
Extractions: For Adults and Caregivers who Live, Work, and Play with Children - Welcome! Opening the world to children through reading and exploring books is a gift the people at HCPL take pride in providing. All library branches have books and materials for all ages, interests and reading levels and here in the KidZone, we can help you explore what the library has to offer on line. See More Online Resources below Just Fun Stuff (Also Folk Tales, Tall Tales and Legends). These timeless stories will help children learn valuable life lessons, reinforce various skills, and also to "visit" other places and people. Visit a story title or theme to find the story text and/or online story, lesson plans & activities that include easy instructions and a list of materials needed.
Welcome To The Northern Ireland Dyslexia Association Web Site do to help adults. 1. Dyslexia is a condition for life, so they will always needencouragement and support to keep their hard gained skills in reading, writing http://www.nida.org.uk/helpadult.htm
Extractions: ADULTS Dyslexia is a condition for life, so they will always need encouragement and support to keep their hard gained skills in reading, writing, spelling and maths. If they have come to the stage in their careers where they need additional literacy skills, they should be encouraged to find help. This should be given by someone trained to teach dyslexics and should be on a one-to-one basis. Throughout this period they must be given every opportunity to succeed. Great patience and understanding may be needed. They must be treated by the tutor as an equal, intelligent adult - never as anything less. With hard work and determination adult dyslexics can make good progress. Families and husbands and wives of dyslexics can be of the utmost help, but they must understand the condition. They must take a positive approach and help them to design ways to compensate for their difficulties. Dyslexia can and does run in families, so it is essential to watch for its occurrence in the next generation and to take the necessary steps to get the correct help in the early stages.
Extractions: I have in the past heard a great deal about this piece of software. People often, when it is mentioned, say how helpful it is to dyslexics. I was once offered an earlier version at university and found it more annoying than helpful, so turned it down. This new version is supposed to have ironed out all of those, so lets get down to testing it. The introduction in the manual says, "Read and Write is designed to provide help to computer users with reading and writing difficulties". During this review I will be testing this out. I myself am dyslexic and spend a great deal of time on the computer, writing articles for the web site, sending mails promoting and chatting to friends etc. I also read a lot on the Internet and think I'll start with how Read and Write V6 helps with the reading aspect. The second tool that could help reading is the dictionary. This is great for any word that you just don't know the meaning of, or that you just don't recognise. You don't even need to type the word. Just highlight it and hit the dictionary button from the Read and Write tool bar. This brings up a window with a list of all meanings. I haven't found many words that it doesn't recognise, but it does have trouble with scientific and the more specialised words.
YMCA By tutoring adults who have low reading skills or are a learner has reached a 6thgrade reading level, they are referred to other programs to help them attain http://www.ymcastlouis.org/servicesprograms/literacy.html
Extractions: Select your local YMCA Carondelet * Downtown-Marquette Edward Jones * Emerson * Four Rivers * Jefferson County * Kirkwood-Webster Groves * Mid-County * Monsanto * Northwest County * South City * South County * St. Charles * Tri-County * Trout Lodge/Camp Lakewood * Washington University West County * Wildwood * YMCA Literacy 35% of the adult population in St. Louis is functionally illiterate. They struggle to read simple printed material, and many cannot read or write at all. The 90 million Americans who score in the lowest two levels of literacy proficiency are far less likely than average Americans to work full-time, earn high wages or vote. Seven in ten prisoners perform at the lowest two literacy skill levels.
Extractions: I. WHAT DO WE KNOW ABOUT ADULTS WITH LIMITED ENGLISH PROFICIENCY? A. Linguistic Diversity in the U.S. Population The 1990 Census reports that 25.5 million adults in the U.S. speak a language other than English. Of those, more than 5 million indicate they speak English "not well" or "not at all." The National Adult Literacy Survey (NALS) indicates that the number of speakers of other languages who have difficulties with English literacy is significantly higher than the Census figures. While 33% of legal immigrants come to the states with postsecondary education and training and advanced professional degrees, just as many have had only a few years of schooling in their home countries. These latter adults have not had the opportunity to develop strong literacy skills in their native languages. Still others come from cultures where there are different cultural uses of literacy than in the United States. In these cultures, specific classes or groups, such as business people or religious leaders, may have strong literacy skills, while others, such as farmers and adult women, have no experience with reading or writing at all. Recent immigrants include the Hmong of Cambodia who do not rely on a written language at all. Although many of these adults have acquired conversational skills in English, they often lack the reading and writing skills necessary for access to training, job mobility, or success in regular ESL classes.
HEATHER NEWMAN: Computers Teach Adults, Kids To Read Williamson s office is working on using computers to help match tutors and adultlearners based on reading level and location, something that has traditionally http://www.freep.com/money/tech/newman3_20030403.htm
Extractions: FREE PRESS COLUMNIST Using computers has traditionally been a problem for adults and children who can't read well. Now, it's becoming a solution. Literacy agencies are using technology to help clients read, recruit new volunteers and tutors, and even share lessons between groups. People making use of those services get a double bonus: Not only do they improve their reading skills, but they also become computer-literate. Take Literacy Volunteers of America, the granddaddy of literacy groups. Its Detroit office works with the Warren Community Center to use computers for play and tutoring sessions for children and their parents. "This program helps with homework, software, books and games for the whole family," said Executive Director Margaret Williamson. The software includes programs that read aloud what is shown on screen. The Warren program is especially useful, she said, because it draws in children with the promise of new computer skills, and they bring their parents along. Then, once they're in the room, they get a brushup on their reading skills as well. Williamson's office is working on using computers to help match tutors and adult learners based on reading level and location, something that has traditionally been done by hand. It's also computerizing profiles and histories for learners and volunteers, including what people need and what they have to offer, thanks in part to a grant last year from SBC.
NAESP : The Right To Read - 4/4/01 give children. Schools need to work hard to find adults to help childrenby reading with them and to them. It works wonders. Every http://www.naesp.org/ContentLoad.do?contentId=894
Reading Rockets: Help Spread The Word The goal of the reading Rockets project is to provide information on how young childrenlearn to read, why so many struggle, and how caring adults can help. http://www.readingrockets.org/linkto.php
Extractions: Help Spread the Word The goal of the Reading Rockets project is to provide information on how young children learn to read, why so many struggle, and how caring adults can help. You can assist us in the vital task of getting the word out to parents, teachers, and caregivers! Help spread the word about the importance of reading and reading readiness by letting others know about the information and resources available on Reading Rockets. Here are some things you can do: Feel free to add a link directly from your Web site to Reading Rockets. The address to use to make the link is http://www.readingrockets.org/home.php. You're also welcome to put the following images on your site. If you're using a PC, place the cursor over the image, right click with your mouse, and select "save image as" in order to save a copy of the image to your own computer. Then make the image clickable to http://www.readingrockets.org/home.php. Please contact us if you have any problems downloading these files or if you need a button in another format.
