Word Concepts: An Adult Approach to Decoding Skills. Instructional Concept Guide No. 6.

Autor/in	Palmatier, Robert A.
Institution	Georgia Univ., Athens. Regional Adult Literacy Service Unit.
Titel	Word Concepts: An Adult Approach to Decoding Skills. Instructional Concept Guide No. 6.
Quelle	(1976), (35 Seiten)Verfügbarkeit
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Adult Learning; Adult Literacy; Adult Reading Programs; Adult Students; Decoding (Reading); Paraprofessional Personnel; Reading Instruction; Reading Processes; Sight Vocabulary; Teaching Methods; Tutorial Programs; Tutoring; Volunteer Training; Word Lists; Word Recognition; Word Study Skills + Suchen Sie Ihr Suchwort? Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Dekodierung; Laienhelfer; Leseunterricht; Leseprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderkonzept; Nachhilfeunterricht; Freiwilliges Betriebspraktikum; Wortliste; Worterkennung; Wortschatzanalyse
Abstract	The instructional concept guide is part of a system developed for tutor training and support. It is primarily designed for volunteers, but it can also be adapted to the training of paraprofessional tutors for any type of adult literacy program. A key component in the system is the Tutor Support Library, consisting of Instructional Concept Guides (training and reference aids for tutors) and Functional Content Units (models for the practical application of tutoring skills). Guide Six is designed to help the tutor understand an approach for teaching adults to read which does not involve the learning of phonics rules. It is an informal method of decoding words which involves attempting to break the word into familiar parts or elements. Many examples of the process are given utilizing words from several basic word lists. Topics presented for the tutor are: beginning reading methods for children, adult decoding approaches, preparing the student for the decoding process, developing decoding ability, and defining stages of decoding ability. A table delineates three stages in developing decoding competence. (Author/MS)
Anmerkungen	Dr. Robert A. Palmatier, Reading Department, 309 Aderhold Building, University of Georgia, Athens, Georgia 30602 ($1.50)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC