Read with Understanding

tandingEFF Project Provides Strategies, Skills for Teachers and Learners

by Meta Potts with Amy Trawick oughly 85% of children

Rdiagnosed with learning are more likely to have strengths in some of a fulcrum, positioning holistic learndifficulties have a primary areas and gaps in others. Those gaps ing opportunities and skills instruction problem with readingand related language skills. Reading diffi-culties are neuro-developmental in nature, and they don’t go away (Rivkin 2002.) Many of the adults who enter our ABE programs were among those 85% when they were in school. Had their problems been identified early, they might have learned strategies that would have helped them progress in school and in life. Unfor-tunately, that didn’t happen, but research is showing that it is not too late.Recent reports on reading research t provide the targets for intentional and purposeful instruction. Reports from the EFF Reading Project conclude that a mix of explicit instruction in knowledge, skills, and strategies, combined with the practical application of these concepts, is essential to build expertise. These findings underpin the concept of a balanced approach to reading instruction. Amy Trawick led the Equipped for the Future Reading Project Team. Her eam provided training and technical asas two opposing forces to be equalized. David Pearson explains that the term “ecologically balanced” suggests a symbiotic relationship among elements within a coordinated system. It is precisely this symbiotic potential of authentic activity and explicit instruction that I want to promote by using the term, “balance.” The EFF Reading Project advocates this approach through its emphasis on purposeful and contextualized reading instruction, beginning with authentic purposes for reading and continuing with (Kruidenier 2002; National Reading sistance to 10 sites in 2002-03. Writing the development of lessons to emphasize Panel 2000) have helped the Equipped about the teaching of these strategies, the key elements of knowledge, skills, and for the Future Read With Understanding Amy says: strategies. As teachers, our task is to supProject (NIFL 2003) identify the knowl- There is a growing understanding in port adult learners in building their bank edge, skills, and strategies that expert the field that an “ecologically balanced” of strategies by (1) explicit instruction in readers integrate during the reading pro- approach is a more effective metaphor the knowledge and strategies learners need cess. Knowledge refers to what readers of balance than one that uses the image Continued on page 14... have learned about the four reading elements: alphabetics, fluency, vocabulary, and comprehension. Skill refers to what Useful Strategies for Teaching Reading: the reader can do with that knowledge. Strategies refer to intentional ways that •Access their prior knowledge and use other prereaders perform skills. Skilled readers or- reading strategies ganize these reading elements so that they can select the most appropriate ones to •Clarify their purposes for reading match their reading tasks. Knowing what •Select texts that will help them reach their reading goals these elements are, when they are useful, and how to apply them, indicates that the •Learn to make letter and sound relationships when they are reader is aware of his own thinking. These having difficulties decoding metacognitive abilities help him monitor and adjust his thinking and actions to achieve his reading goals. If lower-level •Make predictions and ask questions to help them comprehend passages and longer texts readers learn to use these elements as they •Organize texts for better understandingread, they can begin to understand and experience reading as a process that re- •Develop a schema that will help them look for relationships quires them to make decisions. The EFF Reading Project focuses on teaching all •Develop vocabulary and search for meaning in passages four of the reading elements. •Use think-aloud strategies during reading to help themThis information has enormous implications for teaching and learning decide next steps in ABE classes. The research indicates •Paraphrase ideas in passages to ensure comprehension that while skilled readers have developed their knowledge, skills, and strategies in • Take simple notes to help them with retention all four areas, the students in ABE classes •Become persistent in completing reading tasks