I have used phonics tutor- it is good and inexpensive.
http://www.phonicstutor.com/


Maureen Hoyt
Basic Education Manager
ACYR 
602-252-6721ext 223
fax: 602-252-2952
www.azcallateen.k12.az.us
www.az-aall.org
 Equal Opportunity Employer/Program. Auxiliary aids and services are
available upon request to individuals with disabilities.

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of
professionaldevelopment-request at nifl.gov
Sent: Thursday, September 18, 2008 9:00 AM
To: professionaldevelopment at nifl.gov
Subject: ProfessionalDevelopment Digest, Vol 36, Issue 10

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Today's Topics:

   1. [ProfessionalDevelopment 2508] Re: Teaching adults to read
      using	phonics (Sandy  Phillips)
   2. [ProfessionalDevelopment 2509] Re: Teaching adults with
      phonics (tsticht at znet.com)
   3. [ProfessionalDevelopment 2510] Re: Where to find info on
      phonemic	awareness (Wayne Hall)
   4. [ProfessionalDevelopment 2511] Re: Looking for information
on
      Adult	Literacy for Masters project (Grace Temple)
   5. [ProfessionalDevelopment 2512] Re: Where to find info on
      phonemicawareness (Greer, Karen)


----------------------------------------------------------------------

Message: 1
Date: Wed, 17 Sep 2008 09:07:41 -0700
From: "Sandy  Phillips" <SPhillips at ci.oceanside.ca.us>
Subject: [ProfessionalDevelopment 2508] Re: Teaching adults to read
	using	phonics
To: "The Adult Literacy Professional Development Discussion List"
	<professionaldevelopment at nifl.gov>
Message-ID:
	
<760C83108E6EF94AAC40563C299179E002B868CD at hornet.oceanside-nt.ocean.loca
l>
	
Content-Type: text/plain; charset="us-ascii"

 
Deborah,

One of the most successful methods that we use with adults that need to
master phonics is the Wilson Reading System.  You may reach them at
800-899-8454 or their web site www.wilsonlanguage.com.  Although we do
have other methods this program has shown constant success.

Sandy Phillips
Literacy Coordinator
Volunteer Coordinator
(760) 435-5683
(760) 435-5681 FAX#
sphillips at ci.oceanside.ca.us 

-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Deborah
Stewart
Sent: Sunday, September 14, 2008 1:33 PM
To: professionaldevelopment at nifl.gov
Subject: [ProfessionalDevelopment 2490] Teaching adults to read using
phonics

Greetings All,
I am a first year graduate student in Instructional technology. I have
an assignment to write an instructional design document using ADDIE. I
have chosen to write my instruction on adult literacy with a focus on
teaching adults to read using phonics. If anyone can help me find the
necessary information needed I really appreciate it. Websites,
publications or other helpful information would be great. Thanks  all.


Regards,

Deborah Stewart

----------------------------------------------------
National Institute for Literacy
Adult Literacy Professional Development mailing list
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opment




------------------------------

Message: 2
Date: Wed, 17 Sep 2008 16:57:34 -0700
From: tsticht at znet.com
Subject: [ProfessionalDevelopment 2509] Re: Teaching adults with
	phonics
To: professionaldevelopment at nifl.gov
Message-ID: <1221695854.48d1996e65e5d at webmail.znet.net>
Content-Type: text/plain; charset=ISO-8859-1

The following article may be of interest in the discussion of teaching
phonics with adults. The Auding and Reading book referenced in the
article
is available free online at:
http://www.nald.ca/fulltext/sticht/aar/cover.htm<http://www.nald.ca/full
text/sticht/aar/cover.htm>

Tom Sticht


www.literacytrust.org/database/primary//phonicsSticht.html


Synthetic phonics and the shift from oracy to literacy - lessons from
adult
literacy research - an article by Tom Sticht (October, 2005)

Recent calls for additional emphases upon synthetic phonics in the
United
Kingdom caused me to ask, "Suppose that you could wave your hands in
front
of the eyes of children entering the primary schools and make it
possible
for them to instantly know phonics and to be able to decode any text.
Would
all children then be equally literate?" Research on adult literacy
development suggests not.

Several years ago the US Partnership for Reading published a report
authored
by John Kruidenier entitled Research-Based Principles for Adult Basic
Education Reading Instruction. The report laments the paucity of
research
on adult reading and discusses how it draws upon K-12 [Kindergarten to
Grade 12] research to inform adult reading instruction when that is
appropriate. Missing in most of the recent guidance on scientific,
evidence-based research for teaching children to read is any reference
to
adult literacy research that can inform K-12 educational practice.

However, the Spring 2003 issue of the American Educator, the
professional
journal of the American Federation of Teachers, an AFL-CIO labour
organisation for educators, published a special issue with the title:
"The
Fourth-Grade Plunge: The Cause, the Cure". The cover of the special
includes a summary that states:

"In fourth grade, poor children's reading comprehension starts a drastic
decline-and rarely recovers. The Cause: They hear millions fewer words
at
home than do their advantaged peers - and since words represent
knowledge,
they don't gain the knowledge that underpins reading comprehension. The
Cure: Immerse these children, and the many others whose comprehension is
low, in words and the knowledge the words represent- as early as
possible."
Inside the journal, the major article is by E. D. Hirsch, Jr., author of
the
bestselling, and controversial book Cultural Knowledge: What Every
American
Needs to Know (Houghton Mifflin, 1987). In the present article, Hirsch
offers one approach to building children's comprehension ability in a
section called, Build Oral Comprehension and Background Knowledge. The
section begins with the statement, "Thomas Sticht has shown that oral
comprehension typically places an upper limit on reading comprehension;
if
you don't recognise and understand the word when you hear it, you also
won't be able to comprehend it when reading. This tells us something
very
important: oral comprehension generally needs to be developed in our
youngest readers if we want them to be good readers."

Hirsch cites a book entitled Auding and Reading: A Developmental Model
by
Sticht, et al (HumRRO, 1974) in support of his statement. In an earlier
book entitled The Schools We Need and Why We Don't Have Them (Doubleday,
1996) Hirsch has referred to the limits of oral language comprehension
on
reading comprehension once decoding has been acquired as "Sticht`s Law."

Later in this special issue of the American Educator, Andrew Biemiller,
a
professor at the Institute of Child Study at the University of Toronto
extends Hirsch's point in an article entitled, Oral Comprehension Sets
the
Ceiling on Reading Comprehension. In support of his argument Biemiller
cites a chapter by Sticht & James (1984) which includes an extended
discussion of the concepts of "oracy to literacy transfer" and the use
of
listening assessment to determine "reading potential."

What I have found particularly interesting is that these articles cite
research by colleagues and myself that was done as part of a programme
of
research to better understand adult reading education, not childhood
reading. Almost 30 years ago, to aid in the better understanding of
adult
literacy issues, colleagues and I wrote Auding and Reading: A
Developmental
Model to provide a summary and synthesis of how the "typical child," a
theoretical abstraction of course, born into our literate society grows
up
to become literate in the judgment of other adults. This was done to
provide a frame of reference for better understanding how it is that
some
children, unlike the "typical child," grow up to be less than adequately
literate in the judgment of other adults and might benefit from
participating in an adult literacy programme.

The Auding and Reading book offered guidance for adult reading
instruction
that presaged the present guidance in the American Educator for K-12
education. For instance, on page 122 of Auding and Reading we stated the
need for: "Methods for improving oral language skills as foundation
skills
for reading. In this regard, it would seem that, at least with beginning
or
unskilled readers, a sequence of instruction in which vocabulary and
concepts are first introduced and learned via oracy skills would reduce
the
learning burden by not requiring the learning of both vocabulary and
decoding skills at the same time. It is difficult to see how a person
can
learn to recognise printed words by "sounding them out" through some
decoding scheme if, in fact, the words are not in the oral language of
the
learner. Thus an oracy-to-literacy sequence of training would seem
desirable in teaching vocabulary and concepts to unskilled readers."

The Auding and Reading book goes on to discuss concepts of automaticity
in
decoding, which underlies fluency of decoding in both auding and reading
and why it is important to develop fluency (automaticity) of decoding
for
the constructive processes involved in comprehension by languaging to
proceed either by listening to the spoken language or by reading the
written language.

It is indicative of the rather long time that it takes for ideas to be
disseminated and assimilated in a field of knowledge that this year the
American Educator, which reaches a million or so educators, has brought
many of the ideas from adult literacy research into the arena of K-12
education.

There remains a need for further understanding of the life span changes
that
affect reading. For instance, the International Adult Literacy Survey
(IALS)
indicated that as adults got older, their performance of IALS literacy
tasks
dropped. In research on the use of the telephone to assess literacy,
colleagues and I found that we could draw upon the theoretical
foundation
of literacy given in the Auding and Reading book and subsequent research
on
listening and reading to assess knowledge development across the life
span.

In this case, we found that older adults knew more than younger adults
about
a wide range of subjects. We used techniques that did not overload
working
memory like most of the National
Assment of Adult Literacy  tasks do. Because older adults generally lose
some working memory capacity, we felt that NAAL type tasks are
inappropriate for assessing the literacy ability of older adults.
Whatever
the case, the fact that adults change across the life span argues for
more
research to better understand literacy development in adulthood beyond
what
we have learned today and what we can gleam from studying the literacy
development of children. Interestingly, as the foregoing illustrates,
what
new learning we acquire about adult literacy development across the life
span may have additional, important implications for K-12 literacy
education. This adds weight to the importance of policies that emphasise
the need for research on adult literacy education.

Thomas G. Sticht
International Consultant in Adult Education
(Basic Skills Agency website, October 2005)


Sticht, Thomas G., Beck, Lawrence J., Hauke, Robert N., Kleiman, Glenn
  M., & James, James H.(1974). Auding and Reading. Retrieved May 05,
2006,
  from
http://www.nald.ca/fulltext/sticht/aar/cover.htm<http://www.nald.ca/full
text/sticht/aar/cover.htm>

  Auding and Reading: A Developmental Model

Note: the word "auding" stands for "listening comprehension" and was
coined
in the 1950s by a blind graduate student to serve as a parallel word to
"reading".

  Contents

  I. Introduction
  Language and Learning
  Previous Reviews on These Topics
  A Call for Theory
  And Yet Another Literature Review
  Overview of the Report

  II. The Developmental Model of Auding and Reading

  III. The Languaging Process
  The Nature of the Conceptual Base
  The Acquisition of the Conceptual Base
  The Acquisition of Languaging Ability
  The Phonological System
  Semantics: Individual Words as Holophrases
  Semantics: Meanings of Individual Words
  Acquisition of Syntactic Knowledge

  IV. The Development of Listening/Looking and Auding/Reading Processes
  Hearing and Seeing: The Continuity of Organismic and Environmental
  Information
  The Memory System
  The Development of Looking and Listening as Attentive Processes
  Auding as Listening
  Auding as Languaging
  Auding as a Tracking Task
  Reading as Looking
  Reading as Languaging
  Auding and Reading Compared

  V. A Review of Literature Related to Four Hypotheses Derived From the
Model
  Hypothesis 1
  Hypothesis 2
  Hypothesis 3
  Hypothesis 4

  VI. Summary and Implications
  Review of the Hypotheses
  Some Accomplishments and Limitations of the Modeling Effort
  Implications







------------------------------

Message: 3
Date: Thu, 18 Sep 2008 01:07:17 -0700 (PDT)
From: Wayne Hall <bw_hall at yahoo.com>
Subject: [ProfessionalDevelopment 2510] Re: Where to find info on
	phonemic	awareness
To: The Adult Literacy Professional Development Discussion List
	<professionaldevelopment at nifl.gov>
Message-ID: <566262.65932.qm at web33002.mail.mud.yahoo.com>
Content-Type: text/plain; charset="windows-1252"

I work as an EFL teacher in a corporate training center in Korea, and I
have been looking into phonemic awareness as well, in the context of
improving the listening skills of Korean adult learners of English. Can
anybody suggest any sites and/or skills exercises for improving phonemic
awareness, tailored to second language acquisition listening skills?
?
Thanks in advance,
?
Wayne Hall
LG Electronics Learning Center
Gumi, Korea

--- On Wed, 9/17/08, Marie Cora <mariecora at gmail.com> wrote:

From: Marie Cora <mariecora at gmail.com>
Subject: [ProfessionalDevelopment 2505] Re: Where to find info on
phonemic awareness
To: professionaldevelopment at nifl.gov
Date: Wednesday, September 17, 2008, 10:40 PM





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Hi everyone,
?
Yes, there has been a brief discussion regarding phonemic awareness on
the assessment list this past week or so.? Go to the archives at: 
http://www.nifl.gov/pipermail/assessment/2008/date.html
and start with post #1416 by Ted Klein ? there are a handful of emails
on this topic.
?
Marie
?
Marie Cora, Moderator
Assessment Discussion List 
National Institute for Literacy 
Email me at:? marie.cora at hotspurpartners.com
Subscribe at:? http://www.nifl.gov/mailman/listinfo/assessment
?
Coordinator of Assessment? 
Program Planning Resource Collection
National Institute for Literacy 
Visit at:?
http://www.nifl.gov/lincs/resourcecollections/resource_collections.html
?
?
-----Original Message-----
From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Brian, Dr
Donna J G
Sent: Tuesday, September 16, 2008 4:02 PM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2503] Where to find info on
phonemicawareness
?
Hi all,
I've looked for phonemic awareness posts on the discussion list archives
and by far the biggest number of posts and the most in depth discussion
was on the Learning Disabilities List.? Go to the LD archives at
<http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html> .
?
There are also some good resources on the topic available through the
NIFL itself.? See
http://www.nifl.gov/partnershipforreading/publications/html/mcshane/chap
ter4.html ??and 
<http://www.nifl.gov/partnershipforreading/publications/html/adult_ed/ad
ult_ed_5.html>. ?
?
Donna Brian----------------------------------------------------
National Institute for Literacy
Adult Literacy Professional Development mailing list
professionaldevelopment at nifl.gov
 
To unsubscribe or change your subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/professionaldevelopment

Professional Development section of the Adult Literacy Education Wiki 
http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel
opment


      
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------------------------------

Message: 4
Date: Thu, 18 Sep 2008 09:25:56 -0400
From: Grace Temple <templege at hotmail.com>
Subject: [ProfessionalDevelopment 2511] Re: Looking for information
on
	Adult	Literacy for Masters project
To: The Adult Literacy Professional Development Discussion List
	<professionaldevelopment at nifl.gov>
Message-ID: <BAY106-W62386DA622170A3E40095C84F0 at phx.gbl>
Content-Type: text/plain; charset="iso-8859-1"


Diane, Have you tried nifl.gov (National Institute for Literacy) that's
where I'd start.  Also I found a ton of useful stats and information by
just googleing - adult literacy Sanilac Literacy CouncilExecutive
Director,Grace Temple

To: professionaldevelopment at nifl.govFrom: wrmuth at vcu.eduDate: Wed, 17
Sep 2008 10:51:53 -0400Subject: [ProfessionalDevelopment 2506] Re:
Looking for information on Adult Literacy for Masters projectDiane -
this is a very broad area, as the "benefits" of correctional education
are described and measured in so many ways (academics, reducing crime,
recidivism, employment, salary, etc. Here is a cost benefit analysis of
adult CE programs by Steve Aos et al. at Washington State Institute for
Public policy . You are wise to look for stories (qualitative) data as
well. I've included two (of many) references. You should also visit the
Center for the Study of Correctional Education at:
http://www.csusb.edu/coe/programs/correctional_ed/ and the Correctional
education Association at: http://www.ceanational.org/ Good luck. And
congratulations for selecting such a great topic for your adult literacy
topic! Bill Muth, VCU Boudin, K. (1993). Participatory literacy behind
bars: AIDS opens 
 the door. Harvard Educational Review, 63, 207-232. Geraci, P. M.
(2000). Reaching out the write way. Journal of Adolescent and Adult
Literacy, 43, 632-634. 



Diane Maag <dmaag14 at hotmail.com> Sent by:
professionaldevelopment-bounces at nifl.gov 
09/17/2008 09:02 AM 




Please respond toThe Adult Literacy Professional Development Discussion
List        <professionaldevelopment at nifl.gov>





To
<professionaldevelopment at nifl.gov> 


cc



Subject
[ProfessionalDevelopment 2504] Looking for information on Adult
Literacy for Masters project




Hello,I am a special education teacher looking for information to
complete a project regarding adult literacy.  I am tutoring at a local
youth prison facility and want to know if the wards are benefiting from
the help being offered.  Does anyone know where to acquire both
quantitative and qualitative research in this area?Thank you.Diane Maag 

Stay up to date on your PC, the Web, and your mobile phone with Windows
Live. See
Now----------------------------------------------------National
Institute for LiteracyAdult Literacy Professional Development mailing
listprofessionaldevelopment at nifl.govTo unsubscribe or change your
subscription settings, please go to
http://www.nifl.gov/mailman/listinfo/professionaldevelopmentProfessional
Development section of the Adult Literacy Education Wiki
http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel
opment 
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------------------------------

Message: 5
Date: Thu, 18 Sep 2008 09:48:23 -0500
From: "Greer, Karen" <kGreer at victoriacollege.edu>
Subject: [ProfessionalDevelopment 2512] Re: Where to find info on
	phonemicawareness
To: <bw_hall at yahoo.com>,	"The Adult Literacy Professional
Development
	Discussion List"	<professionaldevelopment at nifl.gov>
Message-ID:
	
<F5BB04C51A1844449BF1683F8DAA3B0B013F03A2 at mail.victoriacollege.edu>
Content-Type: text/plain; charset="iso-8859-1"

I teach low level adult ed. and I use starfall.com which is for children
but my students like it. Karen greer Victoria Colllege,Victoria,Tx.

________________________________

From: professionaldevelopment-bounces at nifl.gov on behalf of Wayne Hall
Sent: Thu 9/18/2008 3:07 AM
To: The Adult Literacy Professional Development Discussion List
Subject: [ProfessionalDevelopment 2510] Re: Where to find info on
phonemicawareness


I work as an EFL teacher in a corporate training center in Korea, and I
have been looking into phonemic awareness as well, in the context of
improving the listening skills of Korean adult learners of English. Can
anybody suggest any sites and/or skills exercises for improving phonemic
awareness, tailored to second language acquisition listening skills?
 
Thanks in advance,
 
Wayne Hall
LG Electronics Learning Center
Gumi, Korea

--- On Wed, 9/17/08, Marie Cora <mariecora at gmail.com> wrote:


	From: Marie Cora <mariecora at gmail.com>
	Subject: [ProfessionalDevelopment 2505] Re: Where to find info
on phonemic awareness
	To: professionaldevelopment at nifl.gov
	Date: Wednesday, September 17, 2008, 10:40 PM
	
	

	Hi everyone,

	 

	Yes, there has been a brief discussion regarding phonemic
awareness on the assessment list this past week or so.  Go to the
archives at: 

	http://www.nifl.gov/pipermail/assessment/2008/date.html 

	and start with post #1416 by Ted Klein - there are a handful of
emails on this topic. 

	

	Marie 

	

	Marie Cora, Moderator 

	Assessment Discussion List 

	National Institute for Literacy 

	Email me at:  marie.cora at hotspurpartners.com 

	Subscribe at:  http://www.nifl.gov/mailman/listinfo/assessment 

	

	Coordinator of Assessment  

	Program Planning Resource Collection 

	National Institute for Literacy 

	Visit at:
http://www.nifl.gov/lincs/resourcecollections/resource_collections.html 

	

	

	-----Original Message-----
	From: professionaldevelopment-bounces at nifl.gov
[mailto:professionaldevelopment-bounces at nifl.gov] On Behalf Of Brian, Dr
Donna J G
	Sent: Tuesday, September 16, 2008 4:02 PM
	To: The Adult Literacy Professional Development Discussion List
	Subject: [ProfessionalDevelopment 2503] Where to find info on
phonemicawareness 

	

	Hi all, 

	I've looked for phonemic awareness posts on the discussion list
archives and by far the biggest number of posts and the most in depth
discussion was on the Learning Disabilities List.  Go to the LD archives
at <http://www.nifl.gov/pipermail/learningdisabilities/2008/date.html> .


	

	There are also some good resources on the topic available
through the NIFL itself.  See
http://www.nifl.gov/partnershipforreading/publications/html/mcshane/chap
ter4.html   and 

	
<http://www.nifl.gov/partnershipforreading/publications/html/adult_ed/ad
ult_ed_5.html>.   

	

	Donna Brian 
	
	----------------------------------------------------
	National Institute for Literacy
	Adult Literacy Professional Development mailing list
	professionaldevelopment at nifl.gov
	 
	To unsubscribe or change your subscription settings, please go
to
	http://www.nifl.gov/mailman/listinfo/professionaldevelopment
	
	Professional Development section of the Adult Literacy Education
Wiki 
	
http://wiki.literacytent.org/index.php/Adult_Literacy_Professional_Devel
opment


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End of ProfessionalDevelopment Digest, Vol 36, Issue 10
*******************************************************