How To Teach Reading To Adults

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How To Teach Reading To Adults. For Teachers and Tutors Edward Fry, PH.D. Where Do I start?. Step ONE Determine the students Reading Ability Oral Reading Test Silent Comprehension Test TABE Results. Oral Reading Test. Make photo copies of pages 108 113 - PowerPoint PPT Presentation


  • How To Teach Reading To AdultsFor Teachers and Tutors

    Edward Fry, PH.D.

  • Where Do I start?Step ONE

    Determine the students Reading AbilityOral Reading TestSilent Comprehension TestTABE Results

  • Oral Reading TestMake photo copies of pages 108 113Ask the student to read from the Student copyYou will mark the examiner copyCount one mistake for each word the student is unable to pronounce.Underline each word the student cant pronounce or needs help.

  • ORAL TESTCount the mistakes and record. (Independent, Instructional, or Frustration)First find the Independent level, move to Instruction level and then find the frustration level. Then stop.Record the results

    Use this same form to retest using a different color to mark results

  • Silent Reading Comprehension TestMake copies of pages 116-124Two levels 3rd and 7thRead the directions to your studentsFirst five questions are literal/second five are inferentialScore test page 115

  • TABE ResultsTABE will give reading skills based on National Standards using GE or scale scoresThey have both skill and sub-skill componentsRemediation is provided SAMS allows practice for each skill level and full practice Survey test

  • Selecting the Right Reading MaterialsReadability Chart page 13 syllables/sentencesInterest inventory What do they read now? What would they like to read?Life skills, Job skills, educational pursuits, parenting skills, high interest reading, fiction and non fictionPage 18 Real Life Reading Materials

  • Read Aloud and SilentlyStart with reading to your studentsHave students read silentlyStart encouraging oral reading byChoral ReadingReading to a peerQuietly tell the student the word and let them read onHaving variety of materials to read 28/29

  • Comprehension-Do Not READBefore ReadingLook over the story. Read the title and subtitlesLook at the illustrations predict what they think the story is about Ask the students what they know about the topicIntegrate experience with the purpose for reading

  • ComprehensionDuring ReadingBe Investigators Ask the 5 WsWho, What, When, Where, WhyAsk to recall detail questionsAsk Inference questions What do you think the author wants us to think?Pages 30 and 31 great examples

  • Vary ways for Comprehension ResponseUse extended answers, short answer, Multiple choice, Cloze Procedure, Student generated Questions, Retelling the storyPages 34-35Make sure you talk about common Idiomatic Expressions pages 37-38Use Graphic Organizers for review

  • Vocabulary BuildingBasic sight words five at a timeShould be able to read the first 300 instantly because they make up 65% of all written wordsTake Instant word test page 56-57Instant words on pages 50-55Index cards are great for practiceEasy Reading Practice is important 1 or 2 years below actual levelGames word bingo, concentration, Picture NounsCollect new words notebookImportant words pages 125-126

  • New WordsLearn prefix, suffix, Latin and Greek root words pages 60-64Teach students to:Pay attention to new wordsTry to learn its meaning from contextLook it up in the dictionaryLearn a new word each dayUse Prefix, suffix, roots to expand vocabularyUse new words often

  • Teaching PhonicsTeach Phonics rules in logical order Pages 74-82Phoneme awareness English uses 44 sounds to form wordsPhonics Charts pages 74-82 Phonic Survey pages 72-73Phonograms word families 83-88Keep the PHUN in Phonics

  • Language Experience ApproachMotivate a student to write a storyRead itDiscuss it, extend it, correct it, and read againPages 98-99 Good story startersLearn parts of speech, use color to categorize, introduce prepositional phrases

  • Listening is Good for Your StudentsIt improves their vocabularyImproves their grammarIt broadens their horizonsIt allows them to work on material harder than they currently can read and this expands their choice of materials.If you do nothing else in this book. The least you can do is read to your students

  • Among the BestUse reading materials from other content areas- SS and ScienceWrite every dayWrite summaries of what you readSet aside regular reading times and teachers should set the exampleUse graphic organizersEncourage students to use a typewriters or computers cont on page 102Look at sample lessons pages 102-105

  • SummaryRead Aloud to StudentsBuild sight wordsTeach phonicsTeach How words are madeTeach How Sentences are madeTeach How stories are builtUse variety and have fun