ERIC Number: ED262284
Record Type: Non-Journal
Publication Date: 1984
Reference Count: N/A
Learn to Read. A Project to Serve Functionally Illiterate English-Dominant Adults and Limited English Proficient Adults, Involving Instructors, Tutors and Students Interacting to Try New Approaches, Techniques and Methods.
Appelson, Marilyn; And Others
A 310 Project, Learn to Read, was conducted by Oakton Community College in suburban Chicago to teach reading to functionally illiterate and limited English speaking (LEP) adults using a variety of approaches. Participants included two groups. One group consisted of American-born adults who had basic oral competency but had failed to acquire literacy skills, while the other group (LEP) had limited experience with education, did not use the Roman alphabet, or lacked adequate comprehension skills and strategies. More than 50 persons from both groups were taught in classes carried out through three cycles. A variety of approaches were used, such as language experience, assisted reading, sustained silent reading, tape recorder, personal dictionaries, commercial material, newspapers, individualized reading material, pairing/peer instruction, group activities, and games. Instruction was provided by instructors and on a one-to-one basis by volunteers. Instructors, volunteers, and counselors provided a supportive environment. Through these measures, the program prevented a large amount of attrition, and helped all students to learn reading skills. Extensive appendixes to this report contain samples of the recruitment brochure and flyer, a suggested materials list, newspaper exercises, reading ads, coupon exercises, reading food labels, and the language experience approach and original stories for non-readers. (KC)
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Dropout Prevention, Educational Resources, English (Second Language), Functional Literacy, Individualized Reading, Language Experience Approach, Limited English Speaking, Literacy Education, Material Development, Oral Reading, Program Development, Program Implementation, Reading Games, Reading Instruction, Reading Materials, Reading Strategies, Second Language Instruction, Supplementary Reading Materials, Sustained Silent Reading, Tutoring
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Illinois State Board of Education, Springfield. Adult and Continuing Education Section.
Authoring Institution: Oakton Community Coll. District 535, Skokie, IL.