Discovering What Works for Adult Emerging Readers: Research and Results. Presented by Geneen D. Massey with Loreta Jordan. Greetings!. March 31, 2011. Objectives for Presentation.
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Discovering What Works for Adult Emerging Readers: Research and Results
Geneen D. Massey with Loreta Jordan
March 31, 2011
Objectives for Presentation
Think about an adult learner who, despite having normal intelligence and having attending years of English classes, has been unable to decode words.
On one index card, answer “Who is she/he”?
On another index card, answer “What are her/his strengths”?
On another, answer “What are her/his challenges”?
The Strengths of Emerging Adult Readers
The Challenges for Emerging Adult Readers
Q: Why does the New York cab driver avoid hitting pedestrians?
A: “I always try to avoid hittin’ ‘em because every time ya hit one, yagotta write out a long report about it” (Lerner & Johns, 2009, 432).
Square Root Law
If it takes the normal learner 25 hours, it takes the dyslexic 125. [The square root of 25 is 5 and 25 x 5 = 125.] If it takes the normal learner 100 hours, it takes the dyslexic 1000. [The square root of 100 is 10 and 10 x 100 = 1000] (Nicholson and Fawcett, 2008)
“A major theme in research and practice focused on adults with LD is that effective interventions for this heterogeneous group are appropriate for all individuals who struggle with learning.”
“Areas of weakness can be remediated, but those areas will remain a relative weakness compared with areas of strength” (Bradley, Danielson, & Hallahan, 2002)
“The way a person’s brain functions sets up a predisposition for one or more weaknesses related to key learning processes that comprise reading, math and written expression.” (Fletcher, Lyon, Fuchs, & Barnes, 2007.)
“LD often run in families. If there is a family history of LD, the probability of having LD is significantly increased” (Shaywitz, Morris, & Shaywitz, 2008).
“Cross-cultural research indicates that individuals exhibit characteristics associated with LD across the world.” (Paulesu et al, 2001; Sideridis, 2007)
“Research on adolescents and adults with learning disabilities (LD) clearly indicates that a more structured teaching approach, known as explicit instruction, is associated with significant learning gains.” (Hock, 2009; Swanson & Deshler, 2003)
“Once the task is identified, a series of steps is developed for the learner to follow. Key teacher behaviors include providing clear explanations, modeling the strategy steps, practicing with the learner, and providing positive and corrective feedback.” (Hock, 2009.)
Intervention CASE Study – click black box to activate 15 minute video
Intervention Laubach Method
Loreta Jordan demonstrated.
Learning to Achieve: Professional Guide to Educating Adults with Learning Disabilities
Helpful websites for supplemental learning
Reading Horizons and Wilson Language Catalogs
4. Samples from the Wilson Assessment for Decoding and Encoding
5. Audio files of consonants and vowels with key words
6. Reading Horizons and Wilson Language Catalogs
Did We Meet the Objectives for Presentation?