Profile 4: "EVEN ON SKILLS"

High Intermediate Group - Silent Reading GE 6-8.9

Suggestions for instruction for ASRP Profile 4 learners

Reading components work together. Increasing skill on any component increases skill on the others. ^RR

Word Meaning (Vocabulary)

• Some of the new vocabulary words that are appropriate to middle and high school social studies and science curricula also can be used for both Word Recognition and Spelling instruction. In that way, learners will be able not only to read and understand new words but also to use them in written work. There will be reciprocal reinforcement among all three of these reading components (Word Meaning [vocabulary], Word Recognition, and Spelling).

Silent Reading Comprehension

• Other than subject content words, there are groups of words that are important for reading comprehension and writing clarity. Most helpful are the signal words that tell the reader "…how information is organized and provide clues about what is important." Some examples are: "… also, next, although, even though, until, already, since, because, therefore, different from, either…." (Fry et al., pp. 185-187).
• Elicit Background Knowledge before reading. Provide additional Background Knowledge. Learners need all the information about the content that they missed in middle school and high school.

Fluency

• Profile 4 learners have relatively strong Print Skills, including Fluency, but guided oral reading with discussion can be helpful for building Background Knowledge and developing skill in acquiring Word Meanings in context.
Effective techniques for practicing Fluency can be found in Chapter 5 of McShane, S. (2005). Applying research in reading for adults: First steps for teachers.

Find more suggestions for instruction:

• To read more about strategies for instruction and supporting research, see related pages within the Reading Components section of this Web site, especially Silent Reading Comprehension, Word Meaning and Fluency—the components that are of particular interest for Profile 4.
• McShane, S. (2005). Applying research in reading for adults: First steps for teachers. Washington, DC: National Institute for Literacy.
  http://www.nifl.gov/publications/pdf/applyingresearch.pdf (1.1MB)

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Last updated: Thursday, 23-Jul-2009 11:49:20 EDT