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Author: Judith Kirsh Date: January 2007

Author: Judith Kirsh Date: January 2007. Basic Literacy in ESOL module. Session 1: Theory and practice of teaching basic reading. The Skills for Life Improvement Programme is delivered on behalf of the Quality Improvement Agency by CfBT Education Trust and partners. Aims.

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Author: Judith Kirsh Date: January 2007

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  1. Author: Judith Kirsh Date: January 2007

  2. Basic Literacy in ESOL module • Session 1: Theory and practice of teaching basic reading The Skills for Life Improvement Programme is delivered on behalf of the Quality Improvement Agency by CfBT Education Trust and partners

  3. Aims • For participants to: • have a working definition of basic literacy in an ESOL context • understand and make links between the theory and practice of teaching and learning reading at a basic level to adult ESOL learners. The Skills for Life Improvement Programme is delivered on behalf of the Quality Improvement Agency by CfBT Education Trust and partners

  4. Learning objectives • By the end of the session participants will have: • examined the reading process and the acquisition of reading • investigated the issues that arise for adult ESOL learners learning to read • analysed the sub-skills of reading and writing • classified sub-skills under text, sentence and word level • expanded awareness of classroom strategies for the teaching of reading at a basic level.

  5. Expectations of the module • Talk to another participant. • 1. Describe a learner you have taught who has basic literacy needs. • 2. Discuss what you would like to get out of this module.

  6. Definition of a basic literacy learner (1) • A basic literacy learner is… someone who has not yet reached Entry 1 Reading and Writing, and • is learning the sub-skills or mechanics of reading and writing • struggles to read and write a small number of key words, a very simple sentence and very simple text independently.

  7. Definition of a basic literacy learner (2)A basic literacy learner can... be found in almost any graded or mixed-level ESOL class and ESOL literacy class:

  8. How good readers read (1) • Good readers make use of four different kinds of clues: • Clues of meaning (semantic) • Clues of word order and grammar (syntactic) • Visual clues – recognising letter patterns such as -ight (graphic) • Phonic clues – sounding out letters

  9. How good readers read (2) • Good readers: • bring their knowledge of the world to inform their reading • understand and interact with what they read • move backwards and forwards within the text • recognise many common words and parts of words • use the sound system to make out unfamiliar words • use context to monitor meaning.

  10. Frith’s model of reading acquisition • There are three stages in the acquisition of literacy: • Logographic: based on crude, visual features • Alphabetic: based on phoneme awareness • Orthographic: based on visual analysis • – independent of sound • – use of internal lexicon

  11. Video of a reading lesson • What is the topic? • Can learners relate to it? • How did the teacher stage the lesson? • What reading skills were they practising? • What material did she use and how did she exploit it?

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