Book Description

This guide provides comprehensive instructions for facilitating a ten-hour study circle that explores differing theories of the reading process, the four major components of reading and the implications for teaching, the development of learners' reading profiles, and the Equipped for the Future framework. The guide is based on a review of adult reading research conducted by the Reading Research Working Group and published in a report by John Kruidenier, Research-Based Principles for Adult Education Reading Instruction. It is also supplemented by other readings from a variety of sources. Summaries of research on reading and definitions of key terms and acronyms are included. This guide provides all the necessary materials and clear instructions to plan and facilitate a three-session study circle with an option for a fourth. Each session lasts three-and-a-half hours. In Session One, study circle members learn about different theories of the reading process and consider their own assumptions about reading. Participants discuss the studies that are included in Research-Based Principles for Adult Basic Education Reading Instruction and take part in an activity that introduces four major components of reading instruction: alphabetics, vocabulary, fluency, and comprehension. In Session Two, participants review the main points raised in the readings about the four components of reading instruction and discuss the implications of these points for their own teaching. In the closing activity, participants focus on techniques for using these components in teaching reading to beginning- and intermediate-level readers. In Session Three, participants consider how viewing reading through different research lenses can give them a better understanding of adults as readers. Participants will discuss a resource for developing reading profiles of adult learners, and they will examine reading instruction through the Equipped for the Future framework. The group will discuss the advantages and disadvantages of introducing adult learners to the four components of reading instruction. Participants identify next steps for teaching reading to adults in their own programs and, as a group, discuss the factors that may hinder them in carrying out their plans as well as the supports that are available to help them.