1. Lowest Literacy Learners:What Doesnt Work and WhyJean Marrapodi jmarrapodi@applestar.org @jmarrapodi 401-440-61615

2. How is Reading Taught?Theories and Methodology 3. BrainstormWork with aneighbor to list allof the necessaryskills for reading 4. During Reading Every moment of reading involves interpreting print through neural networks that assign sounds to the letters and bring meaning from the lexicon, the language dictionary that develops in the brain through life. When a word does not make sense, the reader sounds it out in an effort to connect it to the lexicon and may bring an alternative interpretations to make sense of the message. An expert reader does this within milliseconds without being conscious of the process. Abadzi, H. (2009). Improving Adult Literacy Outcomes, p 22 5. PhonicsMethods ofTeaching Reading 6. Sight WordsMethods ofTeaching Reading 7. Language ExperienceMethods of Teaching Reading 8. Methods of Teaching ReadingWhole Language 9. Reading Today: Four AreasAlphabetics Comprehension Vocabulary Fluency 10. Label Your ListAlphabetics ComprehensionAC VocabularyFluencyVF 11. Scarborough, H. 2001. Connecting early language and literacy to later reading (dis)abilities: Evidence, theory, and practice. Pp. 97-110 inS. B. Neuman & D. K. Dickinson (Eds.) Handbook of Early Literacy. NY: Guilford Press. 12. http://www.sedl.org/reading/framework/ 13. What DOESNT WorkIf at first you dont succeed, try, try again, & again & again. 14. Context Faith-based setting Adult Sunday School Class Liberian refugees Senior citizens, age unknown (not tracked inLiberia) Meet 1 hour/week for past 6 years 15. Preamble: Spring 2006 Lesson One: Palm Sunday Story told with help of an interpreter Draw a picture to illustrate the story Could not do. Through a translator: We cant do that. We haventpracticed like you have to be able to do that. 16. Preamble Two Lesson Two: Easter Ok, lets copy some drawings to tell the story. We cant do that. 17. Preamble Three Lets try to copy some symbols then. Could not completeunless dots were drawnto connect the lines. Circles were misshapenand barely recognizable. 18. Why Didnt That Work? Never touched pencil, paper or book No experience drawing Did not know what markers did No concept of symbols representing thingsBetter Approach Demonstrate writing tools Allow to experiment with drawing materials 19. From the researchThe learner who knows how to learn comes to class withtools for tackling the different process of masteringlearning to read in a new language. The learner who doesnot have some educational experience usually has lessinformation upon which to draw in coping with conceptsas well as fewer techniques with which to tackle the job.(Brod, 1999, p5) 20. Adult Non-literates Have NotDeveloped Most School SkillsAwareness of individual sounds in words; a sense of language associated with printVisual processing and discrimination skills (e.g. seeing what is important in pictures, seeing differences in letters and words)Fine motor skills for holding writing utensils, writing on lines, in boxesThinking and processing skills which are learned in school(Lovrien Schwarz, 2012) 21. Some DifferencesLiterate LearnersNon-literate LearnersLearn from print Learn by doing and watchingTend to be visually oriented Tend to be aurally orientedMake lists to remember Repeat to rememberSpend years learning to read Have limited time for learning to readKnow they can learnLack confidence in their learning abilityCan distinguish betweenMay accept all content asimportant and less important being of equal valuepointsBrod, 1999, p6 22. Even their brains are different Schooling and in particular the knowledge oforthography introduces in the brain new strategiesfor information processing (Castro-Caldas & Reis,2003) Learning to read and write during childhoodinfluences the functional organization of the adulthuman brain. (Castro-Caldas, Petersson, Reis, Stone-Elander &Ingvar,1998) Brains of illiterate subjects show patterns ofactivation that are different from those of literatesubjects, thus reflecting that environmentalconditions can influence brain organization.(Ostroski-Solis, Garcia & Perez, 2004) 23. Some SimilaritiesLiterate learnersNon-literate learnersHave varying needs and goalsLearn best when content is relevant to their livesCome with life experiences and skills that can be leveragedWant to succeed 24. Sight Word ApproachElizabeth loves Jesus Switched cards:Jesusloves Elizabeth Said: Elizabeth loves Jesus. 25. Why Didnt That Work? No print awareness No idea that language is made of words No connection between word and concept Too much, too fastBetter Approach Need foundation of symbolism Introduce idea of words as print 26. Language Experience 27. Why This Worked Began with the familiar Used photographs Repetitive patternsSome Issues Reading pictures, not words Memorized patterns, leveraged storytelling skills 28. WorkingWithWords 29. Why Didnt That Work? Words were not by the picture Did not make sense they were out of order Didnt understand concept of drawing the line to the wordBetter Approach Practice matching cards to pictures Explicit explanation of the concept in a group Draw lines after concept of matching words to pictures is wholly understood 30. Limited Memory Resources Peoples level of education influences their ability to solve abstract problems, use readily presented data in decisions, recognize and name pictures of objects and understand radio broadcasts. Most important, the unschooled perform less well in most memory tasks: recalling a series of digits backward and forward, remembering lists of words, reproducing a short story, reproducing complex figures that were presented, recalling common objects, remembering sequences. The limited memory and cognitive resources probably also reduce performance in literacy classes. Abadzi, H. (2003).Adult Literacy Outcomes, p 2 31. Learn the Alphabet 32. Find the As 33. Find 34. Impossible! 35. Not seeing letters, but shapesFrances turned the word vertically to copy the shapes of the letters. 36. Elizabeth did the same thing 37. Why Didnt That Work? Letters were things new words to learn Capital or lower case, no connections No ideal of what a letter was Unable to discriminate between lettersBetter Approach Need foundation of symbolism Need to learn phonological concepts words, sounds Introduce idea of words made of letters Talk about how letters look Learn to listen for sounds slowly 38. From the researchYoung-Scholten and Strom found that while all of theirstudy participants demonstrated solid knowledge of thealphabet in their ability to read letters in different fontsand out of order . . . many demonstrated no phonemicawareness and no decoding ability (p. 63).Such findings indicate that knowledge of thealphabet alone does not lead to phonologicalawareness and the ability to decode words.(Vinegrov and Bigelow, 2010) 39. Key Words 40. Match letter to pictureNot successfulUsed puzzle shapeclues, not letters. 41. Why Didnt That Work? No phonemic awareness Unable to differentiate all sounds Pictures did not connect with real things No phonemic manipulation skillsBetter Approach Learn to listen for sounds Need foundation of symbolism Introduce idea of words made of letters Work with photographs Build visual literacy 42. From the researchAdults with limited literacy are generally lacking somecritical skills, such as sound-symbol association anddecoding skills (Gombert, 1994; Kurvers & van deCraats, 2007; Young-Scholten & Strom, 2006).Children learning in their first language have a naturalfacility for distinguishing and reproducing languagesounds (Minnesota Literacy Council, 1994). They canwork easily with the sounds they hear. Adults learningin a second language have limited abilities; they areconditioned to hear only the sounds that occur in theirnative languages and have less facility in reproducingunfamiliar sounds. (Brod, 1999) 43. Learners Have Limited Visual LiteracySilver (1999) points out that learners frompre-literate societies may also haveproblems in seeing the third dimension inpictures: a simple line drawing of achair on the chalkboard may not convey theconcept of chair to someone withoutexperience with print media. 44. What does this mean?a) Headacheb) Feverc) Worriedd) Sleepe) Busy 45. What does this mean? a) Headache b) Fever c) Worried d) Sleep e) BusyThese were actual answers from learners describing the picture 46. Actual Answersa) Talkingb) Screamingc) Womans braind) Something about to hit the womans heade) Rain is coming 47. Actual Answersa) Basketballb) Basketball backboard and courtc) Computer monitord) Tiree) Book and stereo speaker 48. Actual Answersa) Clockb) Arrow counts minutesc) Arrow shows direction of movementd) Guidance for the short hande) Shadow cast by hand 49. Actual Answers a) Family b) Teacher and students c) Watching something d) Screaming e) Taking a picture 50. Studentsmust havementalmodels ofthe concept 51. Teach them to read pictures Students did not know this was autumn. 52. Four Stages of Reading DevelopmentStudents begin to make correlations Emergent among oral, written, and printedstimuli Beginning to read, uses problem Early solving to collect clues about meaning of new wordsMake sense of longer, more complexTransitionaltexts; employs strategies to supportmeaningReads independently for extendedFluentperiods; relies on text more thanillustrations Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34. 53. LESLLASTUDENTS Pre-emergent!Students begin to make correlations Emergent among oral, written, and printedstimuli Beginning to read, uses problem Early solving to collect clues about meaning of new wordsMake sense of longer, more complexTransitionaltexts; employs strategies to supportmeaningReads independently for extendedFluentperiods; relies on text more thanillustrations Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34. 54. Available in Ellery, V. (2009). Creating Strategic Readers 55. 6 Essential Pre-Reading Skills Narrative Skills Print Motivation Vocabulary Print Awareness Letter Knowledge Phonological Awareness From Every Child Ready to Read a joint project of the Public Library Association and the Association for Library Service to Children. 56. 6 Essential Pre-Reading SkillsNarrative SkillsBeing able to describethings and events andtell stories.How can weencourage thisin our learners? Image by Eric Westbrook http://www.ericwestbrook.com/p590.html 57. 6 Essential Pre-Reading Skills Print Motivation Being interested in and enjoying books. How can we encourage this in our learners? 58. 6 Essential Pre-Reading SkillsVocabularyKnowing thename of things.How can weencourage thisin our learners? 59. 6 Essential Pre-Reading SkillsPrintAwarenessNoticing print,knowing how tohandle books &how to followwords on a page.How can we encourage this in our learners? 60. 6 Essential Pre-Reading SkillsLetter Knowledge Knowing letters are different from each other, knowing their names and sounds and recognizing letters everywhere. How can we encourage this in our learners? 61. 6 Essential Pre-Reading Skills Phonological Awareness Being able to hear and play with the smaller sounds in words. Wait! Whats the difference between phonological awareness, phonemic awareness, and phonics? 62. Being phonologically aware meansknowing ways in which orallanguage is divided into smallercomponents and is manipulated.(Chard & Dickson, 1999) This is a sentence. It is made up ofwords. Words are made of syl lables. Syllables are made of /s//n/d/z/ 63. http://www.readingfirst.virginia.edu/prof_dev/phonemic_awareness/images/pyramid_low.gif 64. Vocabulary: Phonological Awareness Ellery, V. (2009). Creating Strategic Readers, Newark, DE: International Reading Association. P.34. 65. Helping Things WorkBegin at the beginning 66. Adult Learners are Swiss Cheese We need to teach to the holes 67. Task Analysis Process of identifying elements required tocomplete a task Step by step procedure or list of knowledge andskills Used in special education and training programsCompare with learnerabilities. This identifies the holes. Teach to the holes!! 68. Picture Recognition Task Analysis Identify pictures Know what items in pictures are [mental model] (elephant!?!) Know English word for item Sound Recognition Hear differences between sounds Isolate initial phoneme Word RecognitionLetter Recognition Connect word to picture Visually differentiate letters Identify letters Association Recognize capital and lower Connect letter, sound,case letters and picture for six items 69. What skills are needed to play? Card game Find the detail in the picture 70. What works? Whole-Part-WholeVowels Connect to real life ConceptBut FIRST Vocabulary1. Do a deep task analysis2. Ensure the foundation is in place3. Or it all just rolls away. 71. Connect with me! Jean Marrapodijmarrapodi@applestar.org @jmarrapodi401-440-616 5