ERIC Number: ED312479
Record Type: Non-Journal
Publication Date: 1989-Nov
Reference Count: N/A
Learning Differently: Meeting the Needs of Adults with Learning Disabilities.
Bingman, Mary Beth
This document explains various approaches to diagnosing learning disabilities in adults learning to read and approaches to teaching these adults. Following an introduction, the first three sections answer the questions What are learning disabilities? How do learning disabilities affect reading? and How is a learning disability diagnosed? A section on how to teach reading to learning-disabled students includes eight general points to remember. The description of Educational Diagnosis provided by the Adult Literacy and Basic Skills Unit (ALBSU) in the United Kingdom explains the use of a learning history, miscue analysis, spelling error analysis, and writing analysis. The section on learning about learning lists ways in which good readers use metacognition as they read. Metacognition skills that are covered in ALBSU learning support classes are listed. The section on learning styles directs literacy coordinators to help their tutors deal with this aspect of teaching learning disabled adults. The conclusion includes the notion that much of what is useful for adults with learning disabilities is useful for all adult learners. The document includes a 17-item annotated bibliography and appendices that explain miscue analysis and summarize the Fernald multisensory approach, strategies for teaching learning disabled adults, and spelling teaching techniques. (CML)
Descriptors: Academic Failure, Adult Basic Education, Adult Literacy, Basic Skills, Classroom Techniques, Cognitive Style, Diagnostic Tests, Educational Diagnosis, Educational Testing, Functional Literacy, Learning Disabilities, Learning Processes, Learning Strategies, Literacy Education, Metacognition, Miscue Analysis, Multisensory Learning, Student Evaluation
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Tennessee State Dept. of Education, Nashville.
Authoring Institution: Tennessee Univ., Knoxville. Center for Literacy Studies.