How To Teach Reading To How To Teach Reading To AdultsAdults

For Teachers and TutorsFor Teachers and Tutors

Edward Fry, PH.D.Edward Fry, PH.D.

Where Do I start?Where Do I start?

Step ONEStep ONE

Determine the student’s Reading AbilityDetermine the student’s Reading Ability

Oral Reading TestOral Reading Test

Silent Comprehension TestSilent Comprehension Test

TABE ResultsTABE Results

Oral Reading TestOral Reading Test

• Make photo copies of pages 108 – 113Make photo copies of pages 108 – 113• Ask the student to read from the Ask the student to read from the

Student copyStudent copy• You will mark the examiner copyYou will mark the examiner copy• Count one mistake for each word the Count one mistake for each word the

student is unable to pronounce.student is unable to pronounce.• Underline each word the student can’t Underline each word the student can’t

pronounce or needs help.pronounce or needs help.

ORAL TESTORAL TEST

• Count the mistakes and record. Count the mistakes and record. (Independent, Instructional, or Frustration)(Independent, Instructional, or Frustration)

• First find the Independent level, move to First find the Independent level, move to Instruction level and then find the Instruction level and then find the frustration level. Then stop.frustration level. Then stop.

• Record the resultsRecord the results

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

Silent Reading Comprehension Silent Reading Comprehension TestTest

• Make copies of pages 116-124Make copies of pages 116-124

• Two levels 3Two levels 3rdrd and 7th and 7th

• Read the directions to your studentsRead the directions to your students

• First five questions are literal/second First five questions are literal/second five are inferentialfive are inferential

• Score test page 115Score test page 115

TABE ResultsTABE Results

• TABE will give reading skills based on TABE will give reading skills based on National Standards using GE or scale National Standards using GE or scale scoresscores

• They have both skill and sub-skill They have both skill and sub-skill componentscomponents

• Remediation is provided Remediation is provided • SAMS allows practice for each skill SAMS allows practice for each skill

level and full practice Survey testlevel and full practice Survey test

Selecting the Right Reading Selecting the Right Reading MaterialsMaterials

• Readability Chart page 13 Readability Chart page 13 syllables/sentencessyllables/sentences

• Interest inventory – What do they Interest inventory – What do they read now? What would they like to read now? What would they like to read?read?

• Life skills, Job skills, educational Life skills, Job skills, educational pursuits, parenting skills, high interest pursuits, parenting skills, high interest reading, fiction and non fictionreading, fiction and non fiction

• Page 18 Real Life Reading MaterialsPage 18 Real Life Reading Materials

Read Aloud and SilentlyRead Aloud and Silently

• Start with reading to your studentsStart with reading to your students• Have students read silentlyHave students read silently• Start encouraging oral reading byStart encouraging oral reading by

– Choral ReadingChoral Reading– Reading to a peerReading to a peer– Quietly tell the student the word and let Quietly tell the student the word and let

them read onthem read on– Having variety of materials to read Having variety of materials to read

28/2928/29

Comprehension-Do Not READComprehension-Do Not READ

Before ReadingBefore ReadingLook over the story. Read the title Look over the story. Read the title and subtitlesand subtitles

Look at the illustrations predict what Look at the illustrations predict what they think the story is aboutthey think the story is about

Ask the students what they know Ask the students what they know about the topicabout the topic

Integrate experience with the purpose Integrate experience with the purpose for readingfor reading

ComprehensionComprehension

• During ReadingDuring Reading

• Be Investigators Ask the 5 W’sBe Investigators Ask the 5 W’s

Who, What, When, Where, WhyWho, What, When, Where, Why

Ask to recall detail questionsAsk to recall detail questions

Ask Inference questions “What do you Ask Inference questions “What do you think the author wants us to think?think the author wants us to think?

Pages 30 and 31 great examplesPages 30 and 31 great examples

Vary ways for Comprehension Vary ways for Comprehension ResponseResponse

• Use extended answers, short answer, Use extended answers, short answer, Multiple choice, Cloze Procedure, Multiple choice, Cloze Procedure, Student generated Questions, Student generated Questions, Retelling the storyRetelling the story

• Pages 34-35Pages 34-35

• Make sure you talk about common Make sure you talk about common Idiomatic Expressions pages 37-38Idiomatic Expressions pages 37-38

• Use Graphic Organizers for reviewUse Graphic Organizers for review

Vocabulary BuildingVocabulary Building• Basic sight words – five at a timeBasic sight words – five at a time• Should be able to read the first 300 Should be able to read the first 300

instantly because they make up 65% of all instantly because they make up 65% of all written wordswritten words

• Take Instant word test page 56-57Take Instant word test page 56-57• Instant words on pages 50-55Instant words on pages 50-55• Index cards are great for practiceIndex cards are great for practice• Easy Reading Practice is important – 1 or 2 Easy Reading Practice is important – 1 or 2

years below actual levelyears below actual level• Games – word bingo, concentration, Games – word bingo, concentration,

Picture NounsPicture Nouns• Collect new words notebookCollect new words notebook• Important words pages 125-126Important words pages 125-126

New WordsNew Words• Learn prefix, suffix, Latin and Greek Learn prefix, suffix, Latin and Greek

root words pages 60-64root words pages 60-64• Teach students to:Teach students to:

– Pay attention to new wordsPay attention to new words– Try to learn its meaning from contextTry to learn its meaning from context– Look it up in the dictionaryLook it up in the dictionary– Learn a new word each dayLearn a new word each day– Use Prefix, suffix, roots to expand Use Prefix, suffix, roots to expand

vocabularyvocabulary– Use new words oftenUse new words often

Teaching PhonicsTeaching Phonics

• Teach Phonics rules in logical order Teach Phonics rules in logical order Pages 74-82Pages 74-82

• Phoneme awareness – English uses Phoneme awareness – English uses 44 sounds to form words44 sounds to form words

• Phonics Charts pages 74-82 Phonics Charts pages 74-82 • Phonic Survey pages 72-73Phonic Survey pages 72-73• Phonograms – word families 83-88Phonograms – word families 83-88• Keep the PHUN in PhonicsKeep the PHUN in Phonics

Language Experience Language Experience ApproachApproach• Motivate a student to write a storyMotivate a student to write a story

• Read itRead it

• Discuss it, extend it, correct it, and Discuss it, extend it, correct it, and read againread again

• Pages 98-99 Good story startersPages 98-99 Good story starters

• Learn parts of speech, use color to Learn parts of speech, use color to categorize, introduce prepositional categorize, introduce prepositional phrasesphrases

Listening is Good for Your Listening is Good for Your StudentsStudents

• It improves their vocabularyIt improves their vocabulary• Improves their grammarImproves their grammar• It broadens their horizonsIt broadens their horizons• It allows them to work on material It allows them to work on material

harder than they currently can read and harder than they currently can read and this expands their choice of materials.this expands their choice of materials.

• If you do nothing else in this book. The If you do nothing else in this book. The least you can do is read to your studentsleast you can do is read to your students

Among the BestAmong the Best

• Use reading materials from other content Use reading materials from other content areas- SS and Scienceareas- SS and Science

• Write every dayWrite every day• Write summaries of what you readWrite summaries of what you read• Set aside regular reading times and Set aside regular reading times and

teachers should set the exampleteachers should set the example• Use graphic organizersUse graphic organizers• Encourage students to use a typewriters or Encourage students to use a typewriters or

computers cont on page 102computers cont on page 102• Look at sample lessons pages 102-105Look at sample lessons pages 102-105

SummarySummary

• Read Aloud to StudentsRead Aloud to Students

• Build sight wordsBuild sight words

• Teach phonicsTeach phonics

• Teach How words are madeTeach How words are made

• Teach How Sentences are madeTeach How Sentences are made

• Teach How stories are builtTeach How stories are built

• Use variety and have funUse variety and have fun