Volume 1, Issue B ::: May 1997
On the right menu is the table of contents of the web version of the second issue of Focus on Basics. Again, we have tried to replicate the original newsletter content as closely as possible. However, there might be slight changes due to the transfer of information while uploading. We have not included any graphics so that downloading Focus on Basics is as quick and as easy as possible.
Inside this Issue
- Letter from John Comings, Director of
The director of NCSALL outlines how a long-term research agenda for adult learning and literacy and for NCSALL will be developed and how you can get involved in the process.
- Learning to
Donna Earl describes a teacher research project in which she experimented with using reading journals/logs and incentives to get students to read outside of class.
- There's Reading
. . . And Then There's Reading
Victoria Purcell-Gates describes three different theories of reading and their implications for adult literacy instruction.
- Models of
Reading and the ESOL Student
David E. Eskey
David Eskey discusses the different reading models, how they need to be adapted for the ESOL student and how these models relate to the needs of the ESOL student. He also presents their limitations.
Themselves: Learning to Read for Survival
Melissa Nieves shares her development as an ESOL teacher, and how she and colleagues at the University Settlement Society in New York City created a three-phase program that draws upon learners' personal histories as topics and texts for ESOL literacy instruction.
- Editorial Board
A list of those who served on the Focus on Basics: Issue B Editorial Board and the themes of upcoming issues.
- What Silent
Reading Tests Alone Can't Tell You
John Strucker reports on his research on how silent reading tests alone can lead to misleading assessments of students' strengths and needs. He discusses the "uneven" profiles of adult basic education students and the implication that has for instruction. He also presents an overview of reading diagnostic tests.
- The ESOL
Adult and the Push Towards Meaning
Judith Rance-Roney describes the characteristics of ESOL readers that differ from those of native readers, and suggests implications for instruction.
Reading Failure in Young Adults
Mary E. Curtis & Ann Marie Longo
Mary E. Curtis and Ann Marie Longo describe a four-stage reading curriculum they developed at Boys Town. The curriculum draws upon Jeanne Challs' stages of reading for development. They also offer suggests on how to create an effective reading program.
Roles: Mathematics and Reading
Mary Jane Schmitt
Mary Jane Schmitt writes about how she has changed as a mathematics teacher and how she sees the field changing. Mathematics is being taught as a mode of communication, which means that reading and mathematics teachers must work and learn together more closely.
A list of suggested readings.