[Assessment 1281] Free Workshop on Listening and Reading

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tsticht at znet.com tsticht at znet.com
Mon Mar 31 13:46:12 EDT 2008

Colleagues: Regarding Glenn Young's, David Rosen's, and others interests in
learning by listening (see the Technology discussion list at the NIFL
archives) and assessmetn of listening and reading, there is a very large
body of research on listening in relation to reading, including research
with adult literacy learners, blind adult learners, and other special needs
adults (e.g., older adults with central or peripheral nerve deafness),that
studies listening and reading (or as many blind students call it, reading
by listening. Much of this research is relevant to decisions about the use
of print to speech technologies, audio books, simultaneous listening and
reading tools, and other audio and print technologies.

Some of you may be interested in my free workshop that I first presented in
1999. This includes numerous studies of listeing rate (i.e., how rapidly
can adult listen to stories and expository information without loosing
comprehension), how rapidly do adults choose to listen (ie,listening
fluency choices), how cn listening and reading be assessed ? (including
mesures of listenabiity and readability of text materials) and other
research and practice (see below). I have recently (2006) participated in
seminars in London, England on listening, speaking, and reading processes
and instruction with adult learners and have incorporated new research into
my workshop. I charge no fee for the workshop but sponsors have to pay
travel expenses. A description of the workshop follows.
Tom Sticht

Workshop on Listening & Reading Processes of Adults

Presented by Tom Sticht, International Consultant in Adult Education

Listening has been identified as a critical work-related skill but it has
been almost totally ignored in national assessments of adult literacy. 2008
is the 100th anniversary of E. B. Huey's 1908 classic book, "The Psychology
and Pedagogy of Reading" in which he stated that, "The child comes to his
first reader with his habits of spoken language fairly well formed, and
these habits grow more deeply set with every year. His meanings inhere in
this spoken language and belong but secondarily to the printed symbols
." . This workshop presents extensive research and data from the United
States and United Kingdom on the oracy (speaking and listening) skills of
adults and how these skills relate to workforce development and the
intergenerational transfer of language and literacy skills from parents to
their children.

Goals. The goals of the Workshop on Listening & Reading Processes of Adults
are (1) to summarize three decades of R & D on adults' listening and
reading skills; (2) to present information on writing as a second
signaling system for speech and how that involves phonemic awareness and
phonics training in bridging from listening to reading for information and
for learning, (3) to illustrate techniques for training listening skills
for learning by listening and to improve reading fluency and comprehension,
and (4) to illustrate how listening and literacy practices can be assessed
using various methods including using the use of the telephone to provide
assessments of the need for listening and literacy education among the
local adult population.

Outcomes. Following the workshop, participants will be able to (1) discuss
the R & D on listening and reading using specific references to the R & D
literature and use this information in their planning for adult literacy
education, (2) incorporate information about the place and manner of
articulation and other types of information relating listening and reading
processes of adults into their planning for program development that helps
adults bridge from oral to written language skills, (3) use this
information in planning for the development of teaching and learning
activities for both native language speakers and for English as an
additional language for non-native English speakers, and (4) apply the
information to the design and conduct of local needs assessments for adult
literacy education including the assessment of adults' knowledge and
literacy practices by listening in telephone interviews.

I charge no fee for any of these workshops or presentations, but sponsors
must pay travel expenses and make all arrangements for the events. Contact
me at tsticht at aznet.net if you want to arrange for a workshop (or other
presentation) in your area. Following is a list of my presently scheduled
meeting and speaking events for 2008. However, none of these deal with the
Workshop on Listening and Speaking Skills of Adults. In past years I have
enjoyed meeting many members of various discussion lists and putting faces
with names! I look forward to meeting many more this year!

1. completed February 1, Miami, Florida. Adult Education Miami Dade County
Public Schools. Contact: Darlene Kostrub, dskostrub at aol.com [Full day
presentation of Adult Literacy Education in Industrialized Nations]

2. completed February 15, Washington DC, Adult Literacy Research Working
Group (ALRWG). [Scheduled meeting of ALRWG members, no presentation]

3. completed March 13, Connecticut. Connecticut Association of Adult and
Continuing Education. Contact: Andy Tyskiewicz, atyskiewicz at crec.org
[Keynote and follow-up session]

4. April 4, 2008 Delaware, Rehoboth Beach, Delaware Association for Adult
Continuing Education. Contact: Matt Davis, mhdavis24 at yahoo.com [Keynote
follow-up session]

5. April 15, 2008 Marlborough, Massachusetts, ACLS Curriculum Conference.
Contact: Anne Holbrook, aholbrook at doe.mass.edu [Keynote and follow-up on

:double duty dollars"]

6. May 6, Georgia, Atlanta, Reading Hall of Fame (RHF), International
Reading Association. Contact: Tom Sticht, tsticht at aznet.net [Presentation
in a special RHF session celebrating 100 years of E. B. Huey's The
Psychology and Pedagogy of Reading]

7. June 20, New Mexico. New Mexico Coalition for Literacy. Contact: Heather
Heunermund,heather at nmcl.org [General session presentation]

8. August 7, North Carolina, Raleigh. N.C. C.C. Basic Skills Conference.
Contact: Karen Brown, kbrown at nccommunitycolleges.edu [General session

References Used in the Listening & Reading Processes of Adults Workshop

Sticht, T. (2008). Listening, reading, and succeeding: a 40-year
perspective. In: C. Hudson (Ed.) The sound and the silence: key
perspectives on speaking and listening and Skills for Life. Nottingham,
England: Quality Improvement Agency.

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. 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. Some relationships of mental aptitude, reading, and listening
using normal and time-compressed speech. Journal of Communication, 1968,18,

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

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

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

About Tom Sticht, UNESCO Mahatma Gandhi Medal Laureate

Tom Sticht is recognized internationally for his work on the education and
training of under-educated youth and adults. He holds a Ph.D in psychology
from the University of Arizona and has taught at numerous universities,
including the Harvard Graduate School of Education, University of British
Columbia, and the U. S. Navy Postgraduate Shool. He has published over 170
books and articles on the education of under-educated youth and adults. Dr.
Sticht has served on the Secretary of Labor's Commission on Achieving
Necessary Skills (SCANS); the National Commission on Working Women; and he
chaired the California Workforce Literacy Task Force. Earlier he was
President, Applied Behavioral & Cognitive Sciences, Inc. and Project
Coordinator for the San Diego Consortium for Workforce Education & Lifelong
Learning. Articles on Dr. Sticht's work have appeared in newspapers and
magazines in several countries including the New York Times, the Washington
Post, the Boston Globe, the London Times, the New Zealand Herald, and the
Wall Street Journal. In 1994, Dr. Sticht was the first adult literacy
specialist elected to the Reading Hall of Fame in the United States, in
1997 the Reading Research Quarterly reported that the work of Paulo Freire
and Tom Sticht were the two most influential lines of adult literacy
research in the last 30 years, and in 2003 he was awarded UNESCO’s Mahatma
Gandhi medal for 25 years of volunteer work on the International Literacy
Prize Jury that selects the annual winners of UNESCO literacy prizes..

For additional information contact Tom Sticht, Email: tsticht at aznet.net

Thomas G. Sticht
International Consultant in Adult Education
2062 Valley View Blvd.
El Cajon, CA 92019-2059
Tel/fax: (619)444-9595,
Email tsticht at aznet.