Reading Profiles: Implications for Practice
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For the most part, implications and questions are presented as originally written by participants at the Meeting of Minds Symposium. This means that some items might be fragments of thoughts and therefore hard to understand. If you were a participant and see such a response, please feel free to edit the implication to reflect what you or your table was thinking.
To comment on the implications, use the edit function of the wiki. To add a new implication, use a single *. To add a comment to an implication, use **. Using this notation creates the following structure:
Topic
- Implication
- Comment
Reading Profiles of US ABE and ESOL Learners
John Strucker, Research Associate/Lecturer in Education
NCSALL/Harvard Graduate School of Education
Implications for Practice
- Is it possible, within existing resources (prof. dev., materials, tedious time)?
- I track closely, use managed enrollment
- What diagnostic tool to use to differentiate instruction adults are different from children
- “reading” skill actually have several, not one, component
- Need more than life skills approach to ESL
- Finding time and money for assessment and tools and training
- How to show progress in the component skills (assessment)
- What materials or strategies address the component skills?
- Differentiated instruction
- Diagnostic tools especially software
- Professional development
- Heavier attention on literacy (reading and writing) in lower levels of ESL
- Individual analysis and IEPs for each student, especially those at the lower levels, or those who are not progressing
- Changing delivery system to address the components of reading
- Teacher training – most ABE teachers come from elementary school backgrounds and do what is familiar
- Most ABE progress don’t have the luxury of classes by need. Teachers need grouping and management strategies in order to implement a diagnostic model
