Reading & Writing

Comprehension (TAR)

This 3.5-hour training applies content from Applying Research in Reading Instruction for Adults: First Steps for Teachers to learn about and practice methods for teaching reading comprehension to their adult students.

Components of Reading (TAR)

This 3.5 hour training introduces teachers to the essential components of reading: comprehension, fluency, vocabulary, and alphabetics. Participants will discuss what the components are, why they are important (the research), who needs it (assessment results), and in what kind of instruction. The answers to these four questions are explored for each component of reading. Applying Research in Reading Instruction for Adults: First Steps for Teachers is used as a resource.

Assessment Strategies and Reading Profiles (TAR)

This self-paced online course introduces, demonstrates, and provides practice in using the Assessment Strategies & Reading Profiles (ASRP) website. Participants learn how to navigate the website and use the Match-an-ASRP-Profile feature to access reading profiles that they can use to assess their individual students' reading strengths and weaknesses and target instructional needs. Participants review the research and assessment tools and learn how to use the site and the profiles to plan reading instruction for individuals and groups of students in the classroom setting.

Alphabetics (TAR)

In this self-paced online course, participants learn about alphabetics research conducted with adults and some important research with children, which supports and extends the research with adults. They practice using assessments for phonemic awareness, word recognition, and word analysis. Finally, participants develop an understanding of how structured reading programs are important to use with learners who have limited reading skills and how to plan instruction for intermediate-level readers who have “gaps” in their decoding skills.

Alphabetics (TAR)

Participants learn about alphabetics research conducted with adults and some important research with children, which supports and extends the research with adults. They practice using assessments for phonemic awareness, word recognition, and word analysis. Finally, participants develop an understanding of how structured reading programs are important to use with learners who have limited reading skills and how to plan instruction for intermediate-level readers who have “gaps” in their decoding skills.

Vocabulary Instruction for ESL English Language Learners in ABE Classes (ELL-U)

This training will begin with a discussion of some of the factors that affect the development of English vocabulary for English language learners (ELL): English speaking and listening ability, native language literacy, and the amount of English language reading they engage in. In addition, the relevance of the Basic Interpersonal Communication Skills/Cognitive Academic Language Proficiency distinction for ELL vocabulary instruction will be covered.

Teaching Strategies for Bottom-up and Top-down Literacy Instruction for Emergent Readers (ELL-U)

This study circle will provide an additional opportunity to discuss course content from Teaching ELLs Who Are Emergent Readers and related implementation strategies with peers and faculty. Participants should bring their questions and comments from the course to participate in a Question & Answer session with the facilitator. Participants will have the opportunity to explore the concepts and integration of bottom-up and top-down literacy instruction through the identification of related teaching strategies.