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 The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead of focusing primarily on comprehension itself, Chall and Curtis’ approach addre...
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by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead of focusing primarily on comprehension itself, Chall and Curtis’ approach addresses the root causes of poor comprehension: lack of fluent, accurate word recognition and limited knowledge of word meanings. Direct instruction is provided in each of these areas, accompanied by extensive reading and
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead <span class="highlight">of</span> focusing primarily on comprehension itself, Chall and Curtis’ approach addresses the root causes <span class="highlight">of</span> poor comprehension: lack <span class="highlight">of</span> fluent, accurate word <span class="highlight">recognition</span> and limited knowledge <span class="highlight">of</span> word meanings. Direct instruction is provided in each <span class="highlight">of</span> these <span class="highlight">areas</span>, accompanied by extensive reading and
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