1. Review of Webcast:
From Assessment to Practice: Research-Based
Approaches to Teaching Reading to Adult
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Webcast now archived at
From Assessment to Practice: Research-Based Approaches
Reading to Adults
This weekend I was able to
watch the archived webcast. Here are just a couple of thoughts if
you haven't watched it.
Using Media Player versus Real
If you have trouble with
Media Player cutting in and out, try Real Player. I used both and
Real Player worked more smoothly.
Even if you do not get a
chance to watch the webcast, at least download the PowerPoint slides.
You will find excellent information on them. And who knows?
Some of the items might even pique your interest in watching the webcast.
webcast is a fantastic research tool itself. Even if you do not
consider yourself a reading teacher, you can gain a lot of information
from it that you can transfer to content areas.
Structured and Direct Instruction
Regardless of the content area, direct
instruction is a valid component of teaching adult learners.
Explicit instruction needs to be focused on specific assessed needs.
Research tells us that mid-level readers (often the largest
percentage of adult learners) have extremely varied reading needs, and
although they have learned some word identification skills, they often
donít make good use of these skills when reading. When they come to
a word they donít recognize, they may use the first few letter andí/or
context clues to guess rather than decode the word (Davidson & Strucker,
2002). Other learners need to increase fluency, build vocabulary, or
In other words, although they may not always understand the exact
nature of their problems, many adults in basic education programs need to
improve their reading.
Taken from Applying Research in
by Susan McShane
2. Adult Reading Components Study (ARCS):
Assessment Strategies and Reading Profiles
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I sat down to put together a brief overview on reading assessment, I
realized what a daunting task this can be. Brief? More tests?
Youíve got to be kidding!!! (Yes, I can read your minds!)
However, again it is my goal not to make this a cumbersome process but
something that you will use or at least think about using. If you have
not yet looked at the ARCS website (Adult Reading Components Study), now is
a good time to check it out.
When measures of achievement are obtained for
each crucial aspect of reading instruction (alphabetics, fluency,
vocabulary, and comprehension), instructionally relevant patterns of scores,
or profiles of adultsí strengths and needs in reading, may be observed.
These profiles suggest that ABE readers, including those in ESOL programs
and those with a reading disability, are very diverse and that any one
measure of reading achievement may not be sufficient to identify strengths
and needs for instruction.
Research-Based Principles for Adult Basic Education Reading Instruction
(Kruidenier, 2002, p.20.)
DIRECTIONS FOR ACCESSING INFORMATION FROM THE ARCS WEBSITE
the bottom of the websiteís homepage are two choices:
you have a studentís scores and would like help planning a program for the
student, click on Match a Profile. If you do not have the
necessary information, you can still see recommended tests to use plus links
to those tests just by clicking on Match a Profile. (Donít
worry Ė the TABE is one of the tests.)
you have a need for more background information in reading, click on Take
the Mini-Course. This is an excellent resource that any ABLE
staffer can use!
Have any of you used the Match a Profile
If so, what assessment tools did you use for
the studentís profile?
How did the website help you?
We donít just have to talk about reading, right? I would think that
there are other assessment tools out there for math also. What are
some of you using?
What other assessment tools are some of you using? Learning
inventories? Career assessments?
comments, thoughts, or questions to