Part 2: Specific Instructional Strategies for Fluency and Vocabulary
This webcast occurred on Friday, January 11, 2008
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The National Institute for Literacy is hosting Part 2 of the "From Assessment to Practice: Research-Based Approaches to Teaching Reading to Adults" webcast on Friday, January 11, 2008. This follow-up webcast will focus on specific instructional strategies for two other components of reading, fluency and vocabulary. The presenters will show how all four components provide a natural framework for assessing adult students' reading ability, and how assessment results can lead seamlessly to a program of instruction to improve students' reading.
This seventy-minute webcast is a part two for the webcast presented on September 28, 2007: From Assessment to Practice-Research-Based Approaches to Teaching Reading to Adults. This webcast presented a practical and compelling rationale for the use of research-based principles for adult reading instruction. Dr. John Kruidenier, Dr. Rosalind Davidson, and Ms. Susan McShane used two components of reading, word analysis and comprehension, as examples to illustrate research-based practices, focusing on specific assessment and instructional strategies derived from the research. Participants learned about the direct link between research and evidence-based practice. The presenters also explained how all four major components of reading provide a framework for assessing students' reading ability and how assessment results can lead to a program of instruction that improves students' reading.
Dr. Rosalind Davidson
Rosalind Davidson, Ed.D.
Consultant, Assessment Strategies and Reading Profiles Website
Rosalind Davidson, Ed.D. earned an Ed.D. from Harvard University Graduate School of Education in Human Development and Psychology. As a research associate at the National Center for the Study of Adult Learning and Literacy (NCSALL), she was assistant director of NCSALL's Adult Reading Components Study (ARCS) and principal developer of the ARCS interactive website, Assessment Strategies and Reading Profiles: Research Based Practices for the Adult Education Classroom. Dr. Davidson was an Adjunct Lecturer on Education at Harvard where, with John Strucker, she co-taught a laboratory practicum course, "Developing Reading in Adults and Older Adolescents". Her current work in adult education is an extension of many years of experience in diagnostic assessment and teaching of children and adolescents with reading difficulties.
Dr. John R. Kruidenier
Kruidenier Education Consulting
NIFL Consultant, Coordinator for the NIFL/NCSALL Adult Literacy Research Working Group
John Kruidenier is an education consultant based in Horsham, Pennsylvania, specializing in literacy and technology issues. In addition to working as a consultant for, among others, the IBM T. J. Watson Research Center and the New York Public Library, recent projects include work on a summary of adult basic education reading instruction research for the National Institute for Literacy. He has worked as a researcher at the Harvard Graduate School of Education, the IBM T. J. Watson Research Center, and the University of Pennsylvania. In addition to a private practice, teaching experience includes work at the high school level as a learning disabilities specialist and at the adult level as a course Instructor in the Harvard Reading Laboratory for Adults. John is the author of articles and conference presentations on adult literacy, the literacy development of students with learning disabilities, literacy instruction, assessment in adult education, the uses of educational technology, text processing, and literacy courseware.
Reading Initiative Specialist
National Center for Family Literacy
Susan McShane, Reading Initiative Specialist at the National Center for Family Literacy (NCFL), has more than 20 years of experience in adult education and family literacy. She has taught adult reading students in an adult basic education reading program, a private community-based organization, and a community college developmental reading program. She served as a trainer and director of training at NCFL from 1992-1995, and before rejoining the staff in 2003, she spent three years as Executive Director of the Literacy Volunteers of America organization in Charlottesville, Virginia and four years as Staff Development Coordinator at the Virginia Adult Learning Resource Center. In her current position she authored a book for adult education instructors, Applying Research in Reading Instruction for Adults: First Steps for Teachers, developed with funding from the National Institute for Literacy.