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Return-Path: <firstname.lastname@example.org> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j5MKeaG08793; Wed, 22 Jun 2005 16:40:36 -0400 (EDT) Date: Wed, 22 Jun 2005 16:40:36 -0400 (EDT) Message-Id: <200506222038.j5MKcBgS023545@ms-smtp-03-eri0.socal.rr.com> Errors-To: email@example.com Reply-To: firstname.lastname@example.org Originator: email@example.com Sender: firstname.lastname@example.org Precedence: bulk From: "Michael & Sunay Gyori" <email@example.com> To: Multiple recipients of list <firstname.lastname@example.org> Subject: [NIFL-ASSESSMENT:1110] RE: Literacy needs X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Office Outlook, Build 11.0.6353 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3794 Lines: 99 Greetings! I find that if, during the intake process, you gather demographic information about a prospective student, you'll have predictors to work with in terms of their literacy levels. Perhaps the most important clue is a student's formal educational background. Another is experiencing a student fill out an intake form: how fluently and accurately he or she fills it out. Unfortunately, having a high school diploma from the U.S. is much less predictive of literacy levels than graduation from high schools in foreign countries. Indeed, we often experience high school graduates with reading levels at 3rd or 4th grade-level equivalency. Thankfully, high school graduates will generally not also enter a GED program, although many would be extremely well-served by doing so. My suggestion is to test "upwards" and not "downwards." It's much more motivating to test a student again using a more difficult instrument as a result of out-of-accuracy range scores on the high end using an easier test, than "demoting" a student who doesn't do well on the TABE by then having him or her take an easier test. Finally, I am EXTREMELY cautious about testing on enrollment, because there are too many variables amongst adult learners that come into play when their first experience is the need to take a test. You could administer a "locater" test first (such as those offered by CASAS and AMES), while keeping in mind that the limited number of test questions, especially in the AMES (Adult Measure of Essential Skills) have unreliable predictive value. Bottom line, all that said, is to administer the easier test first, and to acknowledge the psychological domain that plays such a key role with students who return to school as adults. A lot has to do with how you help "package" the experience from the student's point of view. I hope this helps! Michael Michael A. Gyori, Educational Linguist Language Development & Technology Director Language and Literacy Resource Center Hui Malama Learning Center, Inc. 375 Mahalani Street Wailuku, Maui, Hawaii, 96793, U.S.A. Tel: (808) 249-0111 Fax: (808) 249-0119 E-mail: email@example.com <mailto:firstname.lastname@example.org> Website: www.huimalama.org <http://www.huimalama.org/> ________________________________ From: email@example.com [mailto:firstname.lastname@example.org] On Behalf Of Tina_Luffman@yc.edu Sent: Wednesday, June 22, 2005 6:36 AM To: Multiple recipients of list Subject: [NIFL-ASSESSMENT:1108] Literacy needs Hi there, I am writing from sunny Arizona to share some concerns we have here with low-level literacy students. We find that in our literacy programs in Yavapai County, students come and start working on computers and then realize that the software is too difficult. Then when they realize they have to do one-on-one tutoring, they feel discouraged and drop out. In the GED program where I work, I find that students who come as ABEI seldom return for class or stay with us if they do. I sense that these students realize that they have a long way to go to get their GED after taking the TABE assessment and give up on themselves. Yesterday I was speaking with the literacy program coordinator, and we agreed to start using a referral form to send students between our programs. When I get lower students, I will refer them to her, and whe! n she get ll keep them for a short time until they feel successful in her program and then she will send them to me. What successful motivators do any of you have that could help us with student retention? We would be glad to hear of your success stories. Tina Luffman GED Instructor Tina Luffman Instructional Specialist, ABE-GED Verde Valley Campus 634-6544 email@example.com <mailto:firstname.lastname@example.org>
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