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September 2007 Discussion
| Reading is the Bridge Workshop | Webcast |
Webcast - From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults
The following questions have been provided by both Dr. Davidson and Dr. Kruidenier in order to set the stage for Montana ABLE! Thank you, Ros and John!
Why is reading broken down into its component parts for research, assessment, and instruction in reading?
What is the most important conclusion that can be drawn from the assessment profiles research?
What does the research say about adult beginning readers’ phonemic awareness and word analysis abilities?
If you can't do a comprehensive assessment of your learner's reading abilities, which reading sub-skills do you think are the most important to assess before planning instruction?
Would knowing what formal research has found out about adult readers influence how you teach?
10/5//07
I am hoping that by using some of the information presented in the webcast, I will be more able to deal with all of the multi-levels in my classroom. Montana ABLE Participant
10/4//07
I thought the webcast was a great refresher/summary of what we learned at the Bridges Training. The Bridges binder and the assessment information available through ARCS reading profiles are also great tools that are helping me provide research based instruction with my low/intermediate readers. I thought the webcast was a great way to disseminate professional development information! Montana ABLE Participant
Review of Reading is the Bridge
- What is one strategy or material shown at the Reading is the Bridge conference that you have tried?
- Would you use it again?
- How would you modify it?
10/4//07
Reading is the Bridge Response
We have started using the Vocabulary Study Form for our students. Each day students come, they add one word to their lists, add their definitions, look up the dictionary definitions, and use them in sentences. We encourage the students to use their words with us, with family, and with friends until the words become comfortable for them to use We have also put our own "Word of the Day" on the white board each day. The result of this has been an enthusiasm to use new words and to check out what the word on the white board will be each day! The main modification we've made is to the Vocabulary Study Form we received at the conference---we retyped it landscape orientation so students have more room for definitions and sentences.
Melinda Lynnes
MCC Center for Academic Success9/19/07
I got a lot out of the Bridges workshop! Since then I have been playing with more 'explicit instruction' with my low level readers to increase comprehension. I have made some site copies of the 7 strategies of Successful Readers sheet and put it in clear covers, and I use it when I work with ABE readers. I also have been doing more with direct instruction on Bloom's Taxonomy with all my students, and when we correct Practice Tests, etc. we discuss what level of thinking the question was addressing. I am using graphic organizers and KWL charts a lot for Social Studies and Science. I love the handout resources and am passing a lot of them on to my tutors to use in 1-1 tutoring. I have a ton of high ESOL folks in my GED tract this year and have been using the Language Builders (Contemporary) worksheets with them.
They love them.
I hope to start doing more with vocabulary next.
Little by little!
Cheers!
Ellen (Bozeman ABLE)