Montana RIB Update

http://www.nwlincs.org/mtlincs/opi/reading/rbindex.htm

4/6/08

 

OVERVIEW

The MT LINCS RIB journey has been a very interesting one.  It is truly exciting to see how much knowledge Montana ABLE participants have.  However, what is even more exciting is just how willing everyone is to share with one another.  Collectively, Montana ABLE is a very strong resource!

 

During the past seven months, we have highlighted the following areas:

  • Phonemics
    • Word Recognition
    • Sight Words
  • Word Analysis
  • Spelling
  • Rate and Fluency
  • Vocabulary
  • Reading Comprehension

Along with the above information, participants have provided many reading strategies and activities, vocabulary lists, material lists, and websites that cross the curriculum.  Of course, we are not done yet! 

 

READING CONNECTIONS:  BEST PRACTICES

So now where do we go?  The journey is never-ending, for one idea just "lincs" us to another!  What happens when our students begin to strengthen their reading comprehension skills?  How does the reading connection transfer to other areas?

 

Research

 

#1

Most individuals need to read at least at a 4th- or 5th- grade level to meet everyday literacy demands.  Adults who are reading below that level may be excellent candidates for intensive basic skills instruction.  Adults reading at or above that level may profit from other curricular options.  (i.e. Learning Strategies, Critical Content, Social Skills, and Self-advocacy)

 

Bridges to Practice:  A Research-based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.  Guidebook 3, The Planning Process.  NIFL, 1999, p. 13

 

All Montana ABLE programs should have in their possession the Bridges to Practice binder.  Even though the goal of Bridges to Practice is to increase awareness among practitioners about learning disabilities (Bridges to Practice 1999), in reality B2P just echoes best practices that may be used with most ABLE students. 

 

#2

Instruction that is effective for an adult with learning disabilities is sensitive to the way the adult processes information or thinks about learning and performance.

Bridges to Practice:  A Research-based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.  Guidebook 4, The Planning Process.  NIFL, 1999, p. 24. 

#3

Research in the field of learning disabilities supports instruction that is direct, intensive, and systematic, as well as an instructional approach that is sensitive to the ways that learners process information.

Bridges to Practice:  A Research-based Guide for Literacy Practitioners Serving Adults with Learning Disabilities.  Guidebook 4, The Planning Process.  NIFL, 1999, p. 25.

With modification, reading strategies are just good learning strategies that cross over into all areas.

 

RESOURCES

 

QUESTIONS FOR THINKING/DISCUSSION:  You may reply to this email.

 

    1. What kind of reading connections do you see going on in your program?
    2. What are some ideas you have for MT LINCS RIB?  Needs?
 
SUMMARY

What is it that we are really wanting from our students?  Thinking?    

Conjunction Junction - what's your function?  I got "and", "but", and "or",
They'll get you pretty far. 
Schoolhouse Rock

Or is it critical thinking?

Connection Direction - who'll win the election?  I got John, Obama, or Hillary,
Just who will get you far?

Bottomline, we want our students to be able to make informed choices about everything they do.  So it is our job to provide a sound learning environment for them.  We must teach them strategies and demonstrate how to transfer those strategies to everything they read and do.  Ours may not be an easy job, but we are fortunate to be in the field we are.  Our connection is the right direction!  Connect now with MT LINCS! 

 

P.S.  If you no longer wish to receive this mailing, please let me know!  Thanks!

 
Norene Peterson
Adult Education Center
415 N. 30th
Billings, MT 59101

norenehp@bresnan.net