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The Relationship Between Reading and Speaking Skills
syllables, or into onsets and rimes - the first consonant group and the ending, if it's a one syllable word); recognition of some letter sounds in words; simple word recognition; phoneme blending and deletion and full word segmentation (not just syllables but phone...
 The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
reported very limited English abilities. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify different types of readers for instructio...
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reported very limited English abilities. Implications of Our Latent Class Analysis for Instruction Ultimately, the technique of latent class analyses of adult reader profiles could be used by the adult education system to identify different types of readers for instructional purposes, from beginners through GED levels. University and hospital reading clinics have been using this reading profile approach for many years (Chall, 1994; Chall and Curtis, 1990). As our analysis suggests, patterns of strengths
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=47
reported very limited English abilities. Implications <span class="highlight">of</span> Our Latent Class Analysis for Instruction Ultimately, the technique <span class="highlight">of</span> latent class analyses <span class="highlight">of</span> adult reader profiles could be used by the adult education system to identify different types <span class="highlight">of</span> readers for instructional purposes, from beginners through GED levels. University and hospital reading clinics have been <span class="highlight">using</span> this reading profile <span class="highlight">approach</span> for many years (Chall, 1994; Chall and Curtis, 1990). As our analysis suggests, patterns <span class="highlight">of</span> strengths
Teaching to the Math Standards with Adult Learners
? Investigation, Communication I try to teach for understanding, using a problem-posing, questioning approach that connects the areas in which learners have strengths. For example, instead of directly teaching my learners to do these problems: 1. 3x5 + 6 2. 102 + 10...
Focus on Basics: Learning Disabilities
Focus onBasics agenda." Reading Research Quarterly, 42(1), 146-152. Higgins, E. & Raskind, M. (1995). "Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities." Learning Disa...
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Focus onBasics agenda." Reading Research Quarterly, 42(1), 146-152. Higgins, E. & Raskind, M. (1995). "Compensatory effectiveness of speech recognition on the written composition performance of postsecondary students with learning disabilities." Learning Disabilities Quarterly, 18, 159-174. McKenna, M. & Walpole, S. (2007). "Assistive technology in the reading clinic: Its emerging potential." Reading Research Quarterly, 42(1), 140-145 Raskind, M. & Higgins, E. (1999). "Speaking to read: The
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http://www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=20
www.ncsall.net/fileadmin/resources/fob/2007/fob_8d.pdf#page=20
Focus onBasics agenda." Reading Research Quarterly, 42(1), 146-152. Higgins, E. & Raskind, M. (1995). "Compensatory effectiveness <span class="highlight">of</span> <span class="highlight">speech</span> recognition on the written composition performance <span class="highlight">of</span> postsecondary students with learning disabilities." Learning Disabilities Quarterly, 18, 159-174. McKenna, M. & Walpole, S. (2007). "Assistive technology <span class="highlight">in</span> the reading clinic: Its emerging potential." Reading Research Quarterly, 42(1), 140-145 Raskind, M. & Higgins, E. (1999). "Speaking to read: The
Learner-Identified Outcomes of Participation in Adult Literacy Programs
NCSALL Reports #13 February 2000 88 Table 15: Changes in literacy skills and practices as reported by study participants (direct quotes are italicized) Name Skill change Practice change Bert - read quicker - learned a lot of new words - more reading - going to library Elizabe...
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NCSALL Reports #13 February 2000 88 Table 15: Changes in literacy skills and practices as reported by study participants (direct quotes are italicized) Name Skill change Practice change Bert - read quicker - learned a lot of new words - more reading - going to library Elizabe th - breaking words into syllables - compound words - understanding words better - how to do math better and better
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http://www.ncsall.net/fileadmin/resources/research/report13.pdf#page=96
www.ncsall.net/fileadmin/resources/research/report13.pdf#page=96
NCSALL Reports #13 February 2000 88 Table 15: Changes <span class="highlight">in</span> literacy skills and practices as reported by study participants (direct quotes are italicized) Name Skill change Practice change Bert - read quicker - learned a lot <span class="highlight">of</span> new words - more reading - going to library Elizabe th - breaking words into <span class="highlight">syllables</span> - compound words - understanding words better - how to do math better and better
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