Lifting Adults Out of Poverty by Teaching Them to Read Karen Kar - - PowerPoint PPT Presentation

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Oct 21, 2022 142 likes •403 views

Lifting Adults Out of Poverty by Teaching Them to Read Karen Kar en Guida Guida, , CAL CALT Dir Director ector of of Adult Adult Bas Basic ic Liter Literac acy y Edu Educa cation tion Liter Literac acy y Instr Instruction

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Kar Karen en Guida Guida, , CAL CALT Dir Director ector of

f Adult

Adult Bas Basic ic Liter Literac acy y Edu Educa cation tion Liter Literac acy y Instr Instruction uction for T

r Texas

xas kar kareng enguida@ uida@lif lift-te texas xas.o .org

Lifting Adults Out of Poverty by Teaching Them to Read

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About LIFT About LIFT

 LIFT has been teaching adults to read for 55

years

 Our goal is to Bend the Trend of escalating

illiteracy in the DFW area through Adult Basic Literacy, HSE/GED Prep and English Language Acquisition classes.

 1/5 adults in North Texas cannot read  Our goal is to increase access to jobs,

reduce reliance on social services, and improve the quality of life

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Adult Basic Literacy at LIFT

 Starting in 2012, LIFT advanced our basic literacy

classes by training staff at the Shelton School in the Sequential English Education program

 Since then LIFT has invested in continued training of our

volunteers in the program

 As Director of the Adult Basic Literacy program, I have

become a Certified Academic Language Therapist and am currently pursuing my Master of Arts in Multisensory Teaching at Dallas Baptist University

 I am also on the Board of the Dallas International

Dyslexia Association

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Root Causes

ot Causes of
f Illiter

Illiterac acy

Learning Differences ILLITERACY Poverty

High School Dropout Rate

Immigration Family Factors

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Wha hat t is is Dys Dysle lexia xia?

 One of several distinct learning disabilities  Specific language-based disorder which

develops in utero

 Characterized by difficulty decoding single

words

 Reflects insufficient visual and auditory

processing abilities

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Wha hat is t is Dysle Dyslexia? xia?

 Not a result of developmental disability or

sensory impairment

 Characterized by average or above average

intelligence

 Affects reading, writing, and spelling  Characterized by lack of fluency in reading

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Dysl Dyslexia A xia Affects ects the W the Whole hole Per erson son

1. Short Term Memory and Working Memory
2. Organization - affects judgment of time and space
3. Perception and Movement - sensitivity to light,

coordination,

4. Emotions – embarrassment, anger, guilt

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How the Brain Reads

 Not just one area for reading – each brain has to figure

it out

 Generally, language is in the left side of the brain  Visual input travels to the back of the brain, is then

sent other areas to interpret it

 A word form area of the left side of the brain

recognizes sight words

 As a person learns to read, pathways form so that

reading can be faster

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Benefits of Teaching Adults in a Classroom

 Energy  Humor  Camaraderie  Model for social interaction  Support system  Work together  Classroom culture  Routine and organization

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Need to Break Faulty Reading Habits

Don’t allow spelling out words before reading them - slows down processing and prevents fluency

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Need to Break Faulty Reading Habits

Don’t allow “guessing” - A person with dyslexia reads by the shape of the word.

def defea eat defend

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A Person with Dyslexia May Have Working Memory Deficits

bat fat sat bat

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Teach Effective Strategies

 Phonetic sounds of letters in a multisensory

program

 Teach decoding of words into beginning sound and

word families

 Teach patterns of letters in words  Use lots of repetition – it may take many times  Use the strategy of patting out syllables

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Comprehension

Vocabulary Rhythm Paraphrasing Visualization

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Vocabulary

Low-literate readers may have weak oral language. Have student give meanings in their own words. The teacher may have to give some help. Act it out! Have student use the word in a sentence.

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Rhythm

There is a rhythm to language that people with dyslexia may not experience. First have the student read the sentence. Then have him or her repeat the reading of the sentence with phrasing of sentences. Teach the stress on syllables, patting them out.

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Paraphrasing

The process used to understand sentences must be directly taught. After reading a sentence, the student should put it into his or her own words. This may involve going through each word and phrase with the student to help break it into parts.

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Visualization

A person with dyslexia does not picture in his or her mind what is read. Have the student not just paraphrase, but ask them to answer some questions: How old is the boy in the sentence? What does he look like? Is he skinny or not? Is he tall or short?

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Active Learning

"Tell me and I forget. Teach me and I remember. Involve me and I learn."

Benjamin Franklin

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Steps to Success

1. Welcome them with open arms
2. Give them what they need
3. Send them away with a smile

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Suc uccess cess!

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