About This Publication
Published by NIACE in partnership with the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), this is one of a series of guides to good practice – each in a key area of adult education – arising from five Effective Practice Studies carried out by NRDC from 2003 to 2007.
The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
This guide arose from a major research project on the teaching of reading in adult literacy classrooms. In close consultation with a group of experienced practitioners, teacher-trainers and managers, plus an action research group of teachers (trialling oral reading fluency), the author has included helpful guidelines for teaching reading to adults.
The book draws on practitioners’ experience and insights and is informed by what happens in adult literacy classrooms and by teachers’ concerns. Burton looked at the effects on achievement of dyslexia and of having a first language other than English and the actual words of teachers and learners are used throughout. This book parallels work discussed in the ESOL title in this series.
This guide will be useful as a source of ideas and suggestions for classroom practice, and will help to stimulate reflection by teachers on their own practice.
Special Offer
Buy all 8 books for £79.95.
The series looks critically at how emerging and published research can inform the development of teaching and learning strategies for adults. It is designed to support practitioners working in a variety of settings.
Each guide in the series aims to update teachers on research and to encourage them to reflect on their practice. They are intended to inspire teachers to try ideas and approaches which research suggests are effective. Principles of good practice are illustrated by clear and relevant case studies from current research. All examples are highly relevant to the classroom. Pointers to further reading are provided.
This guide arose from a major research project on the teaching of reading in adult literacy classrooms. In close consultation with a group of experienced practitioners, teacher-trainers and managers, plus an action research group of teachers (trialling oral reading fluency), the author has included helpful guidelines for teaching reading to adults.
The book draws on practitioners’ experience and insights and is informed by what happens in adult literacy classrooms and by teachers’ concerns. Burton looked at the effects on achievement of dyslexia and of having a first language other than English and the actual words of teachers and learners are used throughout. This book parallels work discussed in the ESOL title in this series.
This guide will be useful as a source of ideas and suggestions for classroom practice, and will help to stimulate reflection by teachers on their own practice.
Special Offer
Buy all 8 books for £79.95.
Developing Adult Teaching Learning: Practitioner Guides - Complete Set
Contents
| Acknowledgements | |
| About this guide | |
| Introduction | Setting the scene What is reading? Some theories So what is reading then? If you want to find out more |
| Chapter 1. | What does the research study
tell us about the teaching and learning of reading? Factors that affect progress What did we learn from the classroom practice observed? If you want to find out more |
| Chapter 2. | What can other research tell us
about reading? Introduction Oral reading fluency Reciprocal teaching Phonics Language experience Explicit comprehension strategies Conclusion If you want to find out more |
| Chapter 3. | How can we use professional
wisdom in our practice? Confidence Engagement Democracy An open mind Classroom management Strategies and materials If you want to find out more |
| Chapter 4. | What next? Further research |
| References |