[ProfessionalDevelopment 2521] Re: ProfessionalDevelopment Digest, Vol 36, Issue 10 phonicsmaureen hoyt maureenh at azcallateen.k12.az.usThu Sep 18 18:17:03 EDT 2008
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 Send ProfessionalDevelopment mailing list submissions to professionaldevelopment at nifl.gov To subscribe or unsubscribe via the World Wide Web, visit http://www.nifl.gov/mailman/listinfo/professionaldevelopment or, via email, send a message with subject or body 'help' to professionaldevelopment-request at nifl.gov You can reach the person managing the list at professionaldevelopment-owner at nifl.gov When replying, please edit your Subject line so it is more specific than "Re: Contents of ProfessionalDevelopment digest..." 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 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 ------------------------------ 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 #yiv136892403 <!-- #yiv136892403 p.MsoNormal, #yiv136892403 li.MsoNormal, #yiv136892403 div.MsoNormal {margin:0in;margin-bottom:.0001pt;font-size:12.0pt;} #yiv136892403 a:link, #yiv136892403 span.MsoHyperlink {color:blue;text-decoration:underline;} #yiv136892403 a:visited, #yiv136892403 span.MsoHyperlinkFollowed {color:purple;text-decoration:underline;} _filtered #yiv136892403 {margin:1.0in 1.25in 1.0in 1.25in;} #yiv136892403 div.Section1 {} #yiv136892403 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/200809 18/ae43ea3c/attachment-0001.html ------------------------------ 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 -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/professionaldevelopment/attachments/200809 18/db400b86/attachment-0001.html ------------------------------ 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 -------------- next part -------------- A non-text attachment was scrubbed... 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