NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1279] FW: [AAACE-NLA] Re

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From: Marie Cora (marie.cora@hotspurpartners.com)
Date: Tue Oct 11 2005 - 12:07:56 EDT


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Subject: [NIFL-ASSESSMENT:1279] FW: [AAACE-NLA] Research on listening and reading
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Dear List Members:

I am forwarding this post from Tom Sticht here because I believe the
assessment aspect of working with ABE students in listening and reading
plays an important role in informing practice and research.  Please read
on.
Thanks,
marie cora

-----Original Message-----
From: aaace-nla-bounces@lists.literacytent.org
[mailto:aaace-nla-bounces@lists.literacytent.org] On Behalf Of
tsticht@znet.com
Sent: Monday, October 10, 2005 7:25 PM
To: aaace-nla@lists.literacytent.org
Subject: [AAACE-NLA] Research on listening and reading

Aaace-nla Colleagues: I am looking for research on listening and reading
with native language speakers (not ESOL)(see below). If you have
information please send it to me at tsticht@aznet.net. Thanks a lot! Tom
Sticht

Outline for a presentation at the United Kingdom conference on:

Speaking and Listening Skills for Skills for Life Learners.

Friday 14 October 05 at The British Library, 96 Euston Road, London, NW1
2DB

Presentation Title: Listening, Reading, and Succeeding: A Forty Year
Perspective

Presenter: Tom Sticht, International Consultant in Adult Education

Though almost all surveys of important skills that adults need for
fulfilling their roles as family members, workers, and citizens include
the
oracy skills of speaking and listening, there is a paucity of research
on
such skills amongst first language adults, whether in basic skills
programs
or elsewhere.

The most extensive research on the listening and reading skills of
adults
with low literacy skills has been conducted by colleagues and myself in
the
forty years from the 1960s up to the turn of the 21st century.  This
presentation provides a succinct overview of a large share of this
research
and draws important implications for the education of listening and
reading
skills for adults, and education policy which recognizes that adult
basic
skills education can have important intergenerational transfer effects
for
language and literacy.

The presentation is in three parts:

Part 1: Relationships of Listening and Reading Processes. A Simple
Developmental Model of Literacy. The Oracy to Literacy Transfer
Hypotheses:
Listening and Reading. Correlations Should Increase as People Acquire
Reading Decoding Skills. The "Reading Potential" Concept: Listening
Comprehension Forms  A Potential For Reading Comprehension.

Part 2: Learning by Listening and by Reading. Laboratory Studies on
Transfer
from Listening to Reading. Classroom Study on Improving Listening and
Reading Using Speech Rate Controlled Recordings. Training and Assessing
Fluency of Decoding During Listening While Reading at Different Speech
Rates

Part 3: Listening, Reading, and Succeeding. Relationships of Listening
and
Reading to Job Knowledge and Job Task Performance. Relationships of
Knowledge and Listening to Occupation and Income. Relationships of
Knowledge and Listening to Civic Activities.  Relationships of Knowledge
and Listening to Reading Practices. Relationship of Parent's Education
to
the Knowledge and Listening of Their Children. An Intergenerational,
"Life
Cycles" Education Policy for Language, Listening, & Reading.

Related Refeences

Sticht, T. (2003, September). From oracy to literacy. Literacy Today
(No.
36).[http://www.literacytrust.org.uk/Pubs/sticht.html]

Hofstetter, R., Sticht, T., and Hofstetter, C. (1999). Knowledge,
literacy
and power. Communication Research, 26, 58-80.

Sticht, T., Hofstetter, R., and Hofstetter, C. (1996). Assessing adult
literacy by telephone.  Journal of Literacy Research, 28, 525-559.

Sticht, T. and Armstrong, W. (1994, February). Adult Literacy in the
United
States: A 	Compendium of Quantitative Data and Interpretive
Comments.
Washington, DC: 	National Institute for Literacy.

Sticht, T. & McDonald, B. (1992). Teaching adults to read. In: J.
Samuels &
A. Farstrup (Eds.) What Research Has to Say about Teaching Reading.
Newark,
DE: International Reading Association.

Sticht, T. and James, J. (1984). Listening and reading. In: P.  Pearson
(Ed.) Handbook of  Research on Reading. New York: Longmans.

Sticht, T.  (1984). Rate of comprehending by listening or reading. In:
J.
Flood (Ed.) 	Understanding Reading Comprehension. Newark, DE:
International
Reading 	Association.

Sticht, T. (1979). Applications of the AUDREAD model to reading
evaluation
and instruction. In: L. Resnick and P. Weaver (Eds.),  Theory and
Practice
in Early Reading: Vol. 1, Hillsdale, N.J., Lawrence Erlbaum and
Associates.

Sticht, T. (1978). The acquisition of literacy by children and adults.
In:
F. Murray and J. Pikulski (Eds.) The Acquisition of Reading. Baltimore,
MD.: University Park Press.

Sticht, T., Beck, L., Hauke, R., Kleiman, G., and James, J.
(1974).Auding
and Reading:  A Developmental Model. Alexandria, VA.: Human Resources
Research Organization.

Sticht, T. (1972).  Learning by listening. In: R. Freedle and J. Carroll
(Eds.) Language 	Comprehension and the Acquisition of Knowledge.
Washington
D.C.: V.H. 	Winston & Sons.

Sticht, T.G. and Glasnapp, D.R. (1972).  Effects of speech rate,
selection
difficulty, association strength and mental aptitude on learning by
listening. Journal of Communication, 22, 174-188.

Sticht, T.G. (1970). Mental aptitude and comprehension of
time-compressed
and compressed-	expanded listening selections. Journal of Auditory
Research,10, 103-109.

Sticht, T.G.  (1969). Comprehension of repeated time-compressed
recordings.
Journal of 	Experimental Education, 37, 60-62.

Sticht T. and Gray, B.  (1969). The intelligibility of time-compressed
words
as a function of age 	and hearing loss. Journal of Speech and Hearing
Research, 12, 443-448.

Foulke, E. and Sticht, T.  (1969). A review of research on the
intelligibility and comprehension of accelerated speech. Psychological
Bulletin, 72, 50-62.

Sticht, T.G. (1968). Some relationships of mental aptitude, reading, and
listening using normal and time-compressed speech. Journal of
Communication, 18, 243-258.

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619) 444-9133     Email: tsticht@aznet.net

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