NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: ED345758
Record Type: RIE
Publication Date: 1989-Dec
Pages: 9
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Community Literacy at Work with STRIDE (Success Through Reading Improvement and DEvelopment): Overview of a Successful Community Literacy Program.
Macy, Rita
STRIDE (Success Through Reading Improvement and DEvelopment) is a literacy program developed in 1986 by Crowder College, located in the rural Ozarks of southwestern Missouri. Serving all age groups with trained literacy tutors ranging in age from 11 to over 60, STRIDE has been built on five main activities: (1) develop a philosophy that is "community comprehensive" by making a commitment to an inclusive, flexible approach; (2) educate the community about the program; (3) use only those methods and materials that suit the program's purpose and the students' needs; (4) plan the program carefully, setting high goals; and (5) search for literacy funding from many sources. Under the STRIDE umbrella, the Peer, Adult, and Children's Tutoring (PACT) program has trained high school and junior high school youngsters alongside faculty members and other community adults to become literacy tutors for many age groups. Patterned after PACT, the Partners in Adult Literacy (PAL) program has been designed specifically for the workplace. PAL's goal is to train volunteer literacy tutors on site, matching literacy tutors and students in partnerships, and offering small group instruction in basic skill subject areas. Practical steps to consider when building a literacy program include finding a sponsoring base of operations, reading the research, planning an approach, establishing a purpose, determining the costs involved, maintaining a mailing list of interested volunteers, and working out a simple system of pre- and post-program evaluation. (JMC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Crowder Coll., Neosho, MO.
Identifiers: N/A