AlePlateauSummary
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ALE Plateau Discussion Summary
Adult New Readers Plateau at Second or Third Grade Level
This summary includes posts from 11/23/04 through 12/1/04.
Here is a summary of the main ideas put forth in the following email exchanges, regarding: Adult New Readers Plateau at Second or Third Grade Level. I have also noted references to resources for many of the points that people have been making. I think others must have further resources that they can post here so we can collect a bank of useful materials to refer to.
People's questions around plateau-ing at this level really focus on the WHY of it. That seems to be stumping people from a variety of angles. Bruce's posts expand on that question and ask more broadly why some students don't seem to ever master reading. Most of the posts below offer ideas about the reasons for this reading challenge (the plateau AND the inability to reach particular reading goals) - in folks' experiences they have found vocabulary to be a challenge; background and family context/involvement is raised; lack of time; learning disabilities; motivational factors - all have been cited as reasons for this reading learning dilemma.
Andrea notes that the plateau phenomenon also occurs in children, and some discussion ensues in which folks consider how the two might have connection, or if knowledge of the one might inform the other.
The question of appropriate reading tests is raised, and there is some critical discussion of the TABE and what it can and cannot do. Finally, there is throughout the notion of reporting in terms of GLEs (grade level equivalents), and whether or not this is either helpful or appropriate in ABE.
Thanks and carry on!
marie
This summary includes posts from 12/2/04 through 12/4/04.
The discussion continues with people asking further questions about and sharing information and resources on research in testing reading comprehension. More hypotheses are put forth as to why folks do not learn to read, and these include background, physical or physiological conditions, learning disabilities, teaching/learning styles, and curriculum. The dicussion around the curriculum explores the relative challenge or sophistication of the content of the curriculum, and that this can affect why or why not a person learns to read.
There is some comparison of ABE research to child research again, especially with the work of Chall. In addition to Chall, Purcell-Gates (her work in early FOBs) and Vygotsky are cited as authors providing insight into this phenomenon.
There is a resource from the Dyslexia Research Foundation (www.avko.org/Research/word_types.htm) regarding their "cut off theory" of reading. The writer felt that the 3rd/4th grade reading issue could be explained by the information in this chart. Other posters comment on the usefulness of the chart.
marie
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