The need for intensive reading approaches in adult literacy: Good practice guide
By Helen de Silva Joyce, Susan Hood, David RoseResearch summary21 November 2008
Description
Reading is a crucial skill for adults participating in social and work contexts. However, its importance can often be missed in the programming of adult literacy classes. Where reading has been a focus in adult literacy and English as a second language (ESL) classes, activities often focus on assessment rather than the teaching of reading. That is, the activities are more about seeing who can and cannot read, and are generally not concerned with extending the reading ability of the student. This guide outlines a way to apply a more systematic approach to the teaching of reading in adult literacy and ESL classes.
This study examined the implementation of an intensive reading pedagogy, Reading-to-Learn, in adult… Show more
This study examined the implementation of an intensive reading pedagogy, Reading-to-Learn, in adult literacy classrooms. In this method, the teacher plays a crucial role in carefully selecting relevant topics, genres and texts that are slightly beyond the current reading ability of students, and in designing 'scaffolding moves' that build very deliberate preparation into every level of classroom tasks. This approach had a positive impact for students in terms of achievements in reading and writing, and for teachers in terms of growth in professional knowledge. There were also flow-on implications for day-to-day practice in systematic and principled planning and teaching. Show less
