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From: Anne Murr <anne.murr@DRAKE.EDU>
To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov>
Subject: [NIFL-FOBASICS:325] Re: Wilson Reading System
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Judith wrote:
>what data on the amount of reading progress adults make
with individual or small group tutoring using the Wilson method.
I have begun a study to measure the progress learners make after 50
hours of WRS tutoring. I am using assessments other than the Wilson
Assessment of Decoding and Encoding (WADE). I am also attempting to
form a control group of basic literacy learners in a community
college literacy program. That's going slowly, so I don't know when
I'll have results.
I lead the tutor training, so it is not Wilson certified. I give the
tutors an overview of reading disabilities and how the WRS addresses
reading deficits and then the volunteers write a sample lesson plan
and do a practice teaching session.
what level of Wilson Training does the Drake program provide to its volunteers?
At a pilot training session which Barbara Wilson led for adult
literacy providers, she told us to start where we can. The
instructor's materials are specific and explicit. Videos are also
available. They are piloting a distance learning training on their
website www.wilsonlanguage.com. (Can't access the training -
passsword protected). But they are experimenting with other ways to
deliver training.
Anne Murr
Drake University Adult Literacy Center
anne.murr@drake.edu
>Some of the Adult Education teachers working in our Even Start program use
>the Wilson Reading System with good results. These are English speaking
>adults at beginning and intermediate ABE levels. We are working on program
>quality indicators for Vermont Even Start presently. So I am curious as to
>whether any programs have data on the amount of reading progress adults make
>with individual or small group tutoring using the Wilson method. For
>example what gains are seen after 50 hours of instruction? What are the
>characteristics of those adults who make the most gains, the least gains
>with Wilson. Also, what level of Wilson Training does the Drake program
>provide to its volunteers?
>
>Judith Lashof
>Rutland Region Even Start Coordinator
>RCSU/257 S. Main St./Rutland, VT 05701
>802-775-4342
>jlashof@rcsu.org
>
>
>-----Original Message-----
>From: nifl-fobasics@nifl.gov [mailto:nifl-fobasics@nifl.gov]On Behalf Of
>Mary Bloom
>Sent: Wednesday, December 13, 2000 6:56 PM
>To: Multiple recipients of list
>Subject: [NIFL-FOBASICS:322] Re: NIFL-FOBASICS digest 191
>
>
>I'm very interested in Anne Murray's program at Drake in which she uses the
>Wilson Reading System and volunteers. I am the coordinator of volunteers at
>Portland Adult Education in Portland, Maine and we are considering using a
>form of the Wilson system with our ESOL students who haven't learned to read
>and write despite our best efforts. Has anyone else used this system with
>ESOL adults, and /or has anything else worked with this population?
> --Mary Bloom, Partnership Developer, Portland Ådult Education, Portland
>Maine. (207) 874-8155.
>
>nifl-fobasics@nifl.gov wrote:
>
>> NIFL-FOBASICS Digest 191
>>
>> Topics covered in this issue include:
>>
>> 1) Re: Trauma and the Adult English Language Learner
>> by Anne Murr <anne.murr@DRAKE.EDU>
>>
>> ----------------------------------------------------------------------
>>
>> Date: Tue, 12 Dec 2000 13:52:37 -0600
>> From: Anne Murr <anne.murr@DRAKE.EDU>
>> To: nifl-fobasics@nifl.gov
>> Subject: Re: Trauma and the Adult English Language Learner
>> Message-ID: <a05001909b65c2eb3318c@[10.3.3.118]>
>>
>> --Boundary_(ID_5aZ4JCElR6cVKFS1Y49kfg)
>> Content-type: text/plain; charset=us-ascii; format=flowed
>> Content-transfer-encoding: 7BIT
>>
>> I am new to this listserv so did not know about the book you refer
>> to. When I saw the title of your email, my thoughts of trauma and
>> the literacy learner went to the trauma each of our learners has
>> experienced because of their inability to read. They carry so many
>> "I'm dumb", "you'll never learn cause you can't read," etc., etc.,
>> messages which affect their self-perceptions as learners and impair
> > their ability to learn NOW. I'ts difficult for vounteer tutors to
>> know how to help their students move beyond that emotional baggage.
>> Any thoughts?
>>
>> I also just came across the title of this book - "Too Scared to
>> Learn: Women, Violence and Education," by Jenny Horsman. The review
>> states that "without an acknowledgment of the impact of violence on
>> learning, women, rather than getting a chance to succeed and improve
>> their literacy skills, get only a chance to fail, confirming to
>> themselves that they really cannot learn." For more information,
>> visit www.erlbaum.com.
>>
>> My introduction:
>> I coordinate a volunteer literacy program in the Drake University
>> School of Education. We serve mainly adults with very low literacy
>> skills. Volunteers provide one-to-one tutoring using the Wilson
>> Reading System. We also serve ESL students, some of whom are tutored
>> using the WRS, some of whom are working on higher level written
>> language proficiency.
>>
>> Anne Murr
>> Adult Literacy Center
>> Drake University School of Education
>> 3206 University
>> Des Moines, IA 50311
>> anne.murr@drake.edu
>>
>> --Boundary_(ID_5aZ4JCElR6cVKFS1Y49kfg)
>> Content-type: text/html; charset=us-ascii
>> Content-transfer-encoding: 7BIT
>>
>> <!doctype html public "-//W3C//DTD W3 HTML//EN">
>> <html><head><style type="text/css"><!--
>> blockquote, dl, ul, ol, li { margin-top: 0 ; margin-bottom: 0 }
>> --></style><title>Re: [NIFL-FOBASICS:317] Trauma and the Adult
>> English L</title></head><body>
>> <div>I am new to this listserv so did not know about the book you
>> refer to. When I saw the title of your email, my thoughts of
>> trauma and the literacy learner went to the trauma each of our
>> learners has experienced because of their inability to read.
>> They carry so many "I'm dumb", "you'll never learn
>> cause you can't read," etc., etc., messages which affect their
>> self-perceptions as learners and impair their ability to learn NOW.
>> I'ts difficult for vounteer tutors to know how to help their students
>> move beyond that emotional baggage. Any thoughts?</div>
>> <div><br></div>
>> <div>I also just came across the title of this book - "Too Scared
>> to Learn: Women, Violence and Education," by Jenny Horsman.
>> The review states that "without an acknowledgment of the impact
>> of violence on learning, women, rather than getting a chance to
>> succeed and improve their literacy skills, get only a chance to fail,
>> confirming to themselves that they really cannot learn."
>> For more information, visit<u> www.erlbaum.com</u>.</div>
>> <div><br></div>
>> <div>My introduction:</div>
>> <div>I coordinate a volunteer literacy program in the Drake University
>> School of Education. We serve mainly adults with very low
>> literacy skills. Volunteers provide one-to-one tutoring using
>> the Wilson Reading System. We also serve ESL students, some of
>> whom are tutored using the WRS, some of whom are working on higher
>> level written language proficiency.</div>
>> <div><br></div>
>> <div>Anne Murr</div>
>> <div>Adult Literacy Center</div>
>> <div>Drake University School of Education</div>
>> <div>3206 University</div>
>> <div>Des Moines, IA 50311</div>
>> <div>anne.murr@drake.edu</div>
>> </body>
>> </html>
>>
>> --Boundary_(ID_5aZ4JCElR6cVKFS1Y49kfg)--
>>
>> ------------------------------
>>
>> End of NIFL-FOBASICS Digest 191
>> *******************************
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