Deaf Adult Literacy Tutor Handbook--Revision (Final Report).

Sonst. Personen	Bober, Gail (Mitarb.)
Institution	Pennsylvania School for the Deaf, Philadelphia.
Titel	Deaf Adult Literacy Tutor Handbook--Revision (Final Report).
Quelle	(1992), (70 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Unterricht; Lehrer; Adult Basic Education; Adult Literacy; Classroom Techniques; Deafness; Illiteracy; Literacy Education; Reading Skills; Teaching Guides; Teaching Methods; Tutoring; Tutors; Volunteers; Writing Skills + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Adult; Adults; Education; Adult education; Erwachsenenbildung; Klassenführung; Gehörlosigkeit; Taubstummheit; Analphabetismus; Reading skill; Lesefertigkeit; Lehrerhandbuch; Teaching method; Lehrmethode; Unterrichtsmethode; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor; Freiwilliger; Writing skill; Schreibfertigkeit
Abstract	This handbook is designed for individuals who tutor hearing impaired adults in literacy skills. It provides general information about a number of topics: adult learners; deaf adult learners; deaf awareness; deaf culture; communication tips; language, communication, and literacy for deaf adults; and teaching strategies. A 13-page report describes the project conducted to revise the handbook. In the handbook, several techniques for teaching reading are described: language experience approach; directed, reading-thinking activity (DRTA); skim, predict, question, read (SPQR); reading aloud; pleasure reading; storytelling; modeling the decoding process; obtaining information from written material; using context clues; vocabulary building; phonics and word patterns; retelling; reading conferences; minilessons; mapping/semantic webs; and workbooks. A list of reading characteristics of learners is provided. The following techniques for teaching writing are discussed: the writing process; the teacher as a "model" writer; group writing; language experience approach; journals; writing to communicate; writing to inform; writing to entertain; writing to persuade; minilessons; writing conferences; spelling dictionaries or word boxes; writing portfolios; and use of videotapes. A list of writing characteristics of learners is provided. Other contents include information on computer technology and tutor characteristics and responsibilities. Appendixes include 13 references, tutor job description, and volunteer application and log sheet. A report describing the project that revised the tutor training handbook is attached. (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC