How To Teach Reading To Adults

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Transcript How To Teach Reading To Adults

How To Teach Reading To
For Teachers and Tutors
Edward Fry, PH.D.
Where Do I start?
Step ONE
Determine the student’s Reading Ability
Oral Reading Test
Silent Comprehension Test
TABE Results
Oral Reading Test
• Make photo copies of pages 108 – 113
• Ask the student to read from the Student
• You will mark the examiner copy
• Count one mistake for each word the
student is unable to pronounce.
• Underline each word the student can’t
pronounce or needs help.
• Count the mistakes and record. (Independent,
Instructional, or Frustration)
First find the Independent level, move to
Instruction level and then find the frustration
level. Then stop.
Record the results
Use this same form to retest using a different color
to mark results
Silent Reading Comprehension Test
• Make copies of pages 116-124
• Two levels 3rd and 7th
• Read the directions to your students
• First five questions are literal/second five
are inferential
• Score test page 115
TABE Results
• TABE will give reading skills based on
National Standards using GE or scale
• They have both skill and sub-skill
• Remediation is provided
• SAMS allows practice for each skill level
and full practice Survey test
Selecting the Right Reading
• Readability Chart page 13
• Interest inventory – What do they read
now? What would they like to read?
• Life skills, Job skills, educational pursuits,
parenting skills, high interest reading,
fiction and non fiction
• Page 18 Real Life Reading Materials
Read Aloud and Silently
• Start with reading to your students
• Have students read silently
• Start encouraging oral reading by
– Choral Reading
– Reading to a peer
– Quietly tell the student the word and let them
read on
– Having variety of materials to read 28/29
Comprehension-Do Not READ
Before Reading
Look over the story. Read the title and
Look at the illustrations predict what they
think the story is about
Ask the students what they know about the
Integrate experience with the purpose for
• During Reading
• Be Investigators Ask the 5 W’s
Who, What, When, Where, Why
Ask to recall detail questions
Ask Inference questions “What do you think
the author wants us to think?
Pages 30 and 31 great examples
Vary ways for Comprehension
• Use extended answers, short answer,
Multiple choice, Cloze Procedure, Student
generated Questions, Retelling the story
• Pages 34-35
• Make sure you talk about common
Idiomatic Expressions pages 37-38
• Use Graphic Organizers for review
Vocabulary Building
• Basic sight words – five at a time
• Should be able to read the first 300 instantly
because they make up 65% of all written words
Take Instant word test page 56-57
Instant words on pages 50-55
Index cards are great for practice
Easy Reading Practice is important – 1 or 2
years below actual level
Games – word bingo, concentration, Picture
Collect new words notebook
Important words pages 125-126
New Words
• Learn prefix, suffix, Latin and Greek root
words pages 60-64
• Teach students to:
– Pay attention to new words
– Try to learn its meaning from context
– Look it up in the dictionary
– Learn a new word each day
– Use Prefix, suffix, roots to expand vocabulary
– Use new words often
Teaching Phonics
• Teach Phonics rules in logical order Pages
• Phoneme awareness – English uses 44
sounds to form words
• Phonics Charts pages 74-82
• Phonic Survey pages 72-73
• Phonograms – word families 83-88
• Keep the PHUN in Phonics
Language Experience Approach
• Motivate a student to write a story
• Read it
• Discuss it, extend it, correct it, and read
• Pages 98-99 Good story starters
• Learn parts of speech, use color to
categorize, introduce prepositional phrases
Listening is Good for Your Students
• It improves their vocabulary
• Improves their grammar
• It broadens their horizons
• It allows them to work on material harder
than they currently can read and this
expands their choice of materials.
• If you do nothing else in this book. The
least you can do is read to your students
Among the Best
• Use reading materials from other content areas•
SS and Science
Write every day
Write summaries of what you read
Set aside regular reading times and teachers
should set the example
Use graphic organizers
Encourage students to use a typewriters or
computers cont on page 102
Look at sample lessons pages 102-105
• Read Aloud to Students
• Build sight words
• Teach phonics
• Teach How words are made
• Teach How Sentences are made
• Teach How stories are built
• Use variety and have fun