Adult Basic Education Teacher Training Project. Teaching Adults to Read. Final Report.

Autor/in	Cable, Maryjane A.
Institution	Virginia State Dept. of Education, Richmond. Adult Education Service.
Titel	Adult Basic Education Teacher Training Project. Teaching Adults to Read. Final Report.
Quelle	(1978), (81 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Reading Programs; Adults; Functional Literacy; Graduate Study; Higher Education; Illiteracy; Models; Reading Diagnosis; Reading Instruction; Reading Material Selection; Reading Tests; Teacher Education; Teaching Methods; Tutorial Programs + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Funktionale Kompetenz; Aufbaustudium; Graduiertenstudium; Hauptstudium; Hochschulbildung; Hochschulsystem; Hochschulwesen; Analphabetismus; Analogiemodell; Leseunterricht; Lesetest; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem
Abstract	Based on adult learning and reading acquisition theories, the model forming the basis of a one-semester graduate course resulted in increased competencies of thirty-five presently employed or future adult basic education teachers each of whom taught reading to one adult illiterate during the course. The model consisted of assessment of reading by a standardized reading test to determine grade equivilency and by a criterion-referenced assessment to determine specific word recognition strengths and needs; (2) student and teacher review of assessments and consequent planning and carrying out of programs based on mutually acceptable goals; and (3) student/teacher evaluation of progress. Results of pre- and post-assessment showed that the teachers gained confidence in their ability to teach illiterates and that although 42% of the illiterate students spoke languages other than English, 88% showed increased reading abilities at the endof the six-month tutoring period. Followup recommendations include establishing a year round learning center in which students and teachers can get help in learning how to read or to teach others, duplication of this university-sponsored class, and addressing of the problems associated with teaching illiterate speakers of another language to read materials written in English. (Course schedule and requirements, class activities and assignments, evaluation instruments, and selected class handouts are included.) (MEK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01