Skip to main content

Reading & Writing

Differentiated Instruction-Writing (TEAL)

Differentiated instruction is an approach that enables writing instructors to plan strategically to meet the needs of every learner. The approach encompasses the planning and delivery of instruction, classroom management techniques, and expectations of learners’ performance that take into consideration learners’ diversity and varied levels of readiness, interests, and learning profiles.

Teaching ELLs Who Are Emergent Readers (ELL-U)

This self-paced online course offers introductory, research-based information about teaching adult English language learners who are just beginning to acquire print literacy largely due to lack of access to formal schooling. This course will clarify how and why this population is unique, offer processes for identifying emergent readers, and explore a range of teaching/assessment strategies that build initial literacy.

Practitioner Study Circle: Action Research on Teaching Alphabetics (TAR)

This study circle will focus in-depth on moving from research to the practice of using this reading component in instruction within a practitioner-based learning community. Teachers who are currently teaching in Adult Basic Education or English language learners form a cohort community wherein they will explore implementation strategies for alphabetics and share lesson plans and experiences in using them with different student groups. Prerequisite online course: Teaching Adults to Read: Alphabetics (RG06VS)

Assisting Struggling Readers and Writers: Using Research-Based Resources to Support Adult Learners

This training introduces teachers, programs directors, and professional developers to LINCS and other evidence-based resources that instructors of adult learners can use to inform their classroom practices with struggling readers and writers.

Self-Regulated Learning-Writing (TEAL)

This facilitated online course will explore strategies for encouraging students to self-regulate their learning and for applying those strategies to the adult education context. Self-regulated learning refers to one’s ability to understand and control one’s learning behaviors. For a learner to do this, he or she must set goals, select strategies to achieve the goals, and monitor progress toward the goals. In monitoring his or her progress, a learner can determine whether a particular learning strategy is not working and can modify the approach to mastering a skill.

Student-Centered Learning: Keys to Motivation and Persistence-Writing (TEAL)

This facilitated online course provides an overview of student-centered learning as well as strategies for moving toward student-centeredness in adult classrooms. Student-centered learning is an instructional approach that focuses on student needs, allowing students to influence the content, activities, materials, and pace of learning according to their interests and needs. In student-centered instruction, the student is placed at the center of the teaching/learning dynamic so that information transmission is secondary to students’ needs, abilities, interests, and learning preferences.

Vocabulary (TAR)

The research on vocabulary is limited both for adults and in K–12; a few trends provide some direction. Basic formats for assessing vocabulary knowledge are reviewed and discussed for the purpose of informing instruction. Participants in this face-to-face training learn about approaches for identifying vocabulary words that should be taught and practice using instructional techniques to improve vocabulary skills.

Teaching Adult English Language Learners Who Are Emergent Readers (ELL-U)

This interactive training will prepare teachers to work effectively with English language learners who have had limited formal schooling by engaging participants in research-based, authentic teaching techniques and hands-on activities that will focus on teaching basic literacy skills (e.g., alphabetics, vocabulary, comprehension) in age-appropriate ways.

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.

Vocabulary (TAR)

The research on vocabulary is limited both for adults and in K–12; a few trends provide some direction. Basic formats for assessing vocabulary knowledge are reviewed and discussed for the purpose of informing instruction. Participants in this self-paced online course learn about approaches for identifying vocabulary words that should be taught and practice using instructional techniques to improve vocabulary skills.

Pages

Subscribe to RSS - Reading & Writing