Return-Path: <nifl-4eff@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j3KM7gG19700; Wed, 20 Apr 2005 18:07:42 -0400 (EDT) Date: Wed, 20 Apr 2005 18:07:42 -0400 (EDT) Message-Id: <a3.72197426.2f982c11@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-4eff@literacy.nifl.gov Originator: nifl-4eff@literacy.nifl.gov Sender: nifl-4eff@literacy.nifl.gov Precedence: bulk From: MWPotts2001@aol.com To: Multiple recipients of list <nifl-4eff@literacy.nifl.gov> Subject: [NIFL-4EFF:2991] Re: Effective pedagogy in teaching X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: 9.0 Security Edition for Windows sub 1200 Content-Type: text/plain; charset="UTF-8" Status: O Content-Length: 4394 Lines: 84 Colleagues, Dr. Alba asked about the most effective teaching strategies for the pre and GED student. Thanks to Sarah and Carolyn for reminding us of the importance of direct/explicit instruction to readers at all levels. My I add a couple of things about effective pedagogy in teaching: First, I'm sure that you are aware, Dr. Alba, that students who are struggling in the lower levels of reading, i.e., their knowledge, skills, and abilities are not as developed as those in the higher levels) are still learning to read. Once they acquire a stronger skills set, they are able to read to learn. When students are able to read to learn, they have the ability to construct and explicitly show knowledge. Besides the simple mind maps that you mentioned, there are many more complex visuals (task-specific organizers for individualized and cooperative learning.) I urge you to investigate these tools. Secondly, I am pointing out an article written about teaching reading to adolescents in the American School Board Journal, April 2005. The reading abilities of GED students may, in fact, mirror some of the abilities of adolescent readers. Here are some suggestions from that article: Tackling the problem It’s possible to raise middle school and high school students’ overall literacy, including reading comprehension, Snow and Biancarosa contend. But to do so, schools must have the will and persistence to make literacy the cornerstone of learning. In Reading Next, a 2004 report from the Carnegie Corp. of New York and AEE, Snow and Biancarosa recommend the following classroom-based strategies to improve adolescent literacy: • Provide direct, explicit instruction in reading comprehension, such as summarizing and discussing texts with others. • Teach students reading and writing skills specific to subjects such as science and math. • Motivate students to become self-directed and independent readers. • Encourage students to work collaboratively, using text materials at different levels and on a variety of topics. • Individualize reading, writing, and content instruction for students who need extra help. • Include more writing in daily lessons. • Add technology, such as well-designed computer tutorials, to help struggling readers. • Assess students continuously and use information to monitor and adjust lessons and assignments. • Infuse literacy development into all classes, not only English and language arts. • Train teachers to teach literacy development well. • Use data to inform literacy policies and practices. • Organize interdisciplinary teacher teams that focus on literacy in daily lessons. High-performing middle and high schools that succeed in teaching students to read and write well “weave a web of connections” that support literacy, says Judith Langer, director of the National Research Center on English Learning & Achievement based at the State University of New York at Albany. Langer’s five-year study of English programs, conducted in 44 classrooms in 25 schools in four states, discovered major differences between effective adolescent literacy programs and ineffective ones. Highly successful programs, Langer found, practice six instructional practices concurrently and consistently: 1. Teach students using a variety of activities, including independent lessons, exercises, and drills; lessons involving reading and writing about new concepts and information; and lessons in which students apply new learning in class discussions. 2. Prepare students for tests by emphasizing the knowledge on which they’ll be assessed, and integrate test preparation into daily lessons instead of giving students separate drills. 3. Incorporate students’ real-life experiences both in and out of school into daily lessons. 4. Give students critical reading and writing strategies they need to succeed on daily lessons and homework assignments. 5. Provide time for students to read broadly on topics of interest, explore texts from many points of view, and conduct their own research. 6. Foster collaborative learning by placing students in well-chosen groups. Prompt students to raise questions, discuss ideas, and “bump minds” with one another. All the Best, Meta Potts, Moderator 4-EFF List Glen Allen, Va
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