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“As a reading tutor for special needs adults, the material
helped me in many ways. I found strategies that are often overlooked
but are so very important in teaching special needs adults. Some
strategies parallel teaching non-handicapped, but more depth
is needed for Special Needs individuals. The content was exactly
what I needed.”
Kenneth Truman
Instructor, Special Friends, Inc.
Teaching Materials
for Evidence-Based Adult Literacy Practice
from National Center for the Study
of Adult Learning & Literacy
The Clearinghouse Library disseminates FREE hard copies
of NCSALL resources to Texas educators only.
Teaching Materials can be downloaded on this page: http://www.ncsall.net/index.php?id=25
Beyond the GED: Making Conscious
Choices About the GED and Your Future: Lesson Plans and Materials
for the GED Classroom.
Sandra Fass and Barbara Garner. Cambridge, MA: NCSALL, April 2000.
GED instructors are often working with people who are interested in
getting their GED because they hope or believe it will be the key to
their economic futures. This set of classroom materials is designed
to provide GED preparation learners with practice in graph and chart
reading, calculation, analyzing information, and writing, while they
examine the labor market, the role of higher education, and the economic
impact of the GED. The intent is to prepare learners to make wise decisions
about their work lives as well as being better prepared to pass the
GED.
Creating Authentic Materials and Activities
for the Adult Literacy Classroom: A Handbook for Practitioners.
Erik Jacobson, Sophie Degener,
and Victoria Purcell-Gates. Cambridge, MA: NCSALL, April 2003. Based
on the findings of NCSALL’s Literacy Practices of Adult Learners
study, this book is an introduction to providing literacy instruction
based upon the literacy needs and interests learners have outside of
the classroom. The introduction describes the study, and chapter one
provides a background of existing theory on contextualized instruction.
The handbook provides examples of contextualized classroom practice,
and teachers are invited to think about their own practice and consider
what might work best in their own class. Each chapter has a few discussion
questions and some exercises to be completed, so the handbook could
be utilized in a teacher study group.
Understanding What Reading Is All About: Teaching
Materials and Lessons for Adult Basic Education Learners.
Ashley Hager, et al. Cambridge,
MA: NCSALL, July 2005. Based on findings from reading research conducted
by NCSALL and others, this guide offers 13 lessons designed to help
learners understand the components of reading that are part of becoming
a more fluent reader. The lessons can be used as an independent mini-course
or be integrated into an existing curriculum. See also the Seminar
Guide described below — Teaching Learners What Reading is All
About — which introduces teachers and tutors to this resource.
NCSALL Seminar Guides
for Evidence-Based Adult Literacy Practice
The Clearinghouse Library disseminates FREE hard copies
of NCSALL resources to Texas educators only.
Study Circle Guides can also be downloaded on this page:
http://www.ncsall.net/index.php?id=25
Developed by National Center for the Study of Adult Learning
and Literacy, these Seminar Guides are designed to be used by professional
developers and practitioners in organizing and conducting three to four-hour
seminars in which practitioners, program directors, state staff, and other
policymakers engage in reading and discussion of evidence-based instructional
practice in adult literacy.
Establishing an Evidence-based Adult
Education System: Seminar Guide.
Hazel Parker, Cristine Smith, and Beth Bingman. Cambridge, MA: NCSALL,
January 2004. In this seminar, participants read and discuss NCSALL’s
proposal for creating an evidence-based system for the field. The goal is
to understand and judge the relevance of such a system to their work in adult
basic education.
Ideas for Teaching Reading: ABE: Seminar Guide.
Cambridge, MA: NCSALL, September
2005. In this seminar, participants examine several evidence-based approaches
to reading instruction for adult basic education (ABE) learners.
Ideas for Teaching Reading: ESOL: Seminar Guide.
Cambridge, MA: NCSALL, September
2005. In this seminar, participants examine reading instruction for ESOL (English
for speakers of other language) learners, and to consider how reading instruction
varies from that for learners who are native language speakers.
Ideas for Teaching Reading: Program Administrators
and Counselors: Seminar Guide.
Cambridge, MA: NCSALL, September 2005. In this seminar, program
administrators and counselors examine evidence-based practices for teaching
reading and consider what changes might be necessary for improving instruction
in their programs.
Reading Difficulties: Seminar Guide.
Cambridge, MA: NCSALL, September 2005.
In this seminar, practitioners discuss the risk factors identified in children
with reading difficulties, and compare these characteristics to those of adult
literacy students. Findings of the “Preventing Reading Difficulties” study
are discussed as they apply to teaching adults.
Reading Profiles: Seminar Guide.
Cambridge, MA: NCSALL, September 2005. In
this seminar, teachers and tutors discuss why developing reading profiles for
students is important for planning better, more focused instruction. Participants
learn to use the tools and reading profiles on the National Institute for Literacy’s
Assessment Strategies and Reading Profiles Web site.
Teaching Learners What Reading is All About: Seminar
Guide.
Cambridge, MA:
NCSALL, September 2005. In this seminar, teachers and tutors are introduced
to Understanding What Reading is All About: Teaching Materials and Lessons
for Adult Basic Education Learners (a separate title in the Clearinghouse library).
That set of 13 lessons is designed to help learners understand the components
of reading that are part of becoming a more fluent reader.
NCSALL Study Circle Guides
for Evidence-Based Adult Literacy Practice
Developed by National Center for the Study of Adult Learning
and Literacy, these Study Circle Guides are designed to be used by professional
developers and practitioners in organizing and conducting Study Circles that
help practitioners read, discuss, and use research to improve their practice.
The typical NCSALL Study Circle is designed for nine hours, divided into three
sessions of three hours each.
Adult Development: Study Circle Guide.
Cambridge, MA: NCSALL, August 2005.
This study circle addresses Robert Kegan’s work in adult development
theory and its application in the practice of adult basic education. Appendices
include: Study Circle Flyer; Pre-Meeting Packet of Readings and Handouts; Session
One and Two Materials; and Resources for the Facilitator. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Adult Multiple Intelligences: Study Circle Guide.
Andrea Parella, et al. Cambridge,
MA: NCSALL, January 2004. This guide addresses Howard Gardner’s theory
of Multiple Intelligences (MI) and its application in the practice of adult
basic education. It also incorporates findings from NCSALL’s Adult Multiple
Intelligences Study, the first systematic effort to examine how multiple intelligences
theory can support adult literacy education. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Adult Multiple Intelligences: Mentor Teacher Group
Guide.
Judy Hofer. Cambridge,
MA: NCSALL, January 2004. A mentor teacher group is a combination of a Study
Circle, where a group of practitioners come together to read articles and talk
about theories and topics on a particular topic, and mentoring, where an experienced
teacher comes to each participant’s classroom, observes her/his teaching,
and provides feedback that helps the teacher apply those theories and strategies
and learn from her/his own practice. This guide provides detailed instructions
for organizing a mentor teacher group to consider the implications of Multiple
Intelligences Theory in instructional practice. Appendices include: Meeting
One Handouts; Handouts and Articles in Classroom Observation, Peer Coaching,
and Mentoring; Meeting Two Handouts; and Meeting Three Handouts.
http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Health Literacy Study Circles.
Rima Rudd, et al. Cambridge, MA: NCSALL, August
2005. This 15-hour “study circle plus” is designed for nine hours,
divided into three sessions of three hours each, and is intended for use in
preparing literacy instructors to help their students develop basic skills
needed for accessing health-related services and for navigating health care
systems. These skills include filling out forms, reading signs, and interpreting
rights and responsibilities. Introduction includes overview and tips for planning
and facilitation. Facilitator’s Guide includes preparation and session
materials for five sessions. Eight sample lessons are included in the session
two materials. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Learner Persistence in Adult Basic Education: Study
Circle Guide.
Cristine
Smith, et al. Cambridge, MA: NCSALL, December 2003. This guide addresses research
that examines learner persistence, motivation, and retention in adult basic
education. Based on findings of NCSALL research on learner persistence and
on articles from Focus on Basics, NCSALL’s quarterly journal for practitioners.
http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Performance Accountability in Adult Basic Education:
Study Circle Guide.
Cambridge,
MA: NCSALL, January 2000. This guide provides step-by-step instructions to
facilitate a multi-session study circle for practitioners on
the topic of accountability. Practitioners will read and analyze research and
discuss how to apply it in their classrooms and programs. Appendices include:
Study Circle Flyer; Pre-meeting Packet; Day 1 Materials; Study Circle Resource
Center Materials; and Feedback Form for NCSALL.http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Rethinking Instruction and Participation for Adult
Basic Education: Study Circle Guide.
R. Jones. Cambridge, MA: NCSALL, July 2005. NCSALL and Goodling
Institute collaborated to create this guide, which addresses issues around
organizing learning services for students in ways that make sense for them,
and what the research says about it. The focus is on the structure and organization
of instruction and how programs can broaden the range of options that students
have so that classes aren’t the only option. Appendices include: Study
Circle Flyer; Pre-Meeting Packet of Readings and Handouts; Session One Materials;
Session Two Materials; and Resources for the Facilitator. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Research-Based Adult Reading Instruction: Study Circle
Guide.
Cambridge, MA:
NCSALL, July 2005. This guide covers the latest research on reading instruction.
Components include: Introduction; “To Do” Before Session One; Session
One, Two, and Three materials; and Facilitation Tips.
Teaching and Learning in Authentic Contexts: Study
Circle Guide.
Beth Bingman,
et al. Cambridge, MA: NCSALL, November 2003. This guide addresses research
that examines the relationship between two dimensions of instruction (the degree
of authenticity of activities and the degree of teacher/student collaboration)
and changes in the literacy practices of students outside the classroom. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
Other NCSALL Guides
for Health Literacy and Program Improvement
Health Literacy Public Health Forums: Partners for
Action.
Rima E. Rudd and
Emily K. Zobel. Cambridge, MA: NCSALL, 2004. This guide was designed to assist
public health professionals and members of departments of health to conduct
a forum on health literacy and thereby raise awareness about health literacy
and links to health
outcomes. Health Literacy Forums, already implemented in several cities and
states, have increased awareness about literacy skills of U.S. adults and health
implications. The forums have helped staff members of departments of public
health forge statewide, county- or city-wide partnerships to develop action
plans that improve health messages, health materials, programs and services,
as well as outreach. The guide takes you through a planning and implementation
process and contains all needed materials for a forum, including a sample invitation
letter, evaluation forms, as well as DVD/video and PowerPoint slide show, either
of which can be used for a presentation and discussion trigger. In addition,
the guide includes options for follow-up workshops and an outline and materials
for one. Please feel free to use the materials as is or modify as needed. http://www.ncsall.net/index.php?id=25 Scroll
down to find title.
How Are We Doing? An Inquiry Guide for Adult Education
Programs.
Beth Bingman
and Olga Ebert. Cambridge, MA: NCSALL, 2001. From the Introduction: “What
difference are we making? How do we know? How can we show it? This guide is
designed to be used by local adult education programs to facilitate a systematic
inquiry process answering these kinds of questions. In this process, program
staff take part in activities that involve them in identifying and clarifying
program goals, examining current documentation processes, addressing the challenges
of performance accountability and outcomes documentation at the program level.
They produce a number of documents that their program can use (a) to make a
decision about implementing ongoing improvement work and (b) to conduct this
ongoing work.” http://www.ncsall.net/fileadmin/resources/teach/inquiry_guide.pdf
Family Literacy
Children’s Emotional Development is Built Into the Architecture of their
Brains.
National Scientific Council on the Developing Child. Waltham, MA: The
Heller School for Social Policy and Management, Brandeis University, Winter
2004. In this second installment in a series of Working Papers, the authors
review the growing body of scientific evidence “that emotional development
begins early in life, that it is a critical aspect of the development of overall
brain architecture, and that it has enormous consequences over the course of
a lifetime.” They also describe the gap between science and policy, and
the implications for policy and programs that affect the health and well-being
of young children.
Excessive Stress Disrupts the Architecture of the
Developing Brain.
National
Scientific Council on the Developing Child. Waltham, MA: The Heller School
for Social Policy and Management, Brandeis University, Summer 2005.
In this third installment in a series of Working Papers, the authors state
that “studies of children are beginning to document a compelling story
about the relation between early stress experiences and human development.” Sections
provide an overview of “What Science Tells Us” as well as “Popular
Misrepresentations of Science”. The paper concludes by suggesting implications
for policy and programs.
  
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