Adult Readers' Problems: How a Language-Based Approach Can Help.

Autor/in	Winser, W. N.
Titel	Adult Readers' Problems: How a Language-Based Approach Can Help.
Quelle	(1992), (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Reading Programs; Adult Students; Foreign Countries; Language Experience Approach; Literacy Education; Reading Difficulties; Reading Instruction; Reading Strategies; Teaching Methods; Whole Language Approach + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Ausland; Language; Languages; Experience; Sprache; Erfahrung; Reading difficulty; Leseschwierigkeit; Leseunterricht; Reading strategy; Leselernstufe; Lesetechnik; Teaching method; Lehrmethode; Unterrichtsmethode; Integrierter Sprachunterricht
Abstract	In order to help adult readers with problems, it is necessary to develop an approach to teaching them that is sensitive to language and that makes explicit reference to the way language works to make meaning in texts. A language-based approach requires teachers to become more aware of the relatively invisible language system that lies behind the text, as well as the social aspects of purpose and ideology that are always involved in making meaning through language. This approach suggests that teachers and students need to become more aware of the meaning-making powers of language as the basis for developing better teaching strategies. Some of the types of teaching strategies that may help adults with reading problems include the following: (1) cloze with discussion, focusing on chosen words; (2) modeling; (3) joint construction, encouraging students to gradually take on more responsibility; (4) building on students' field knowledge; and (5) use of the language experience approach for very low-level readers or with very anxious readers. (Contains 26 references.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01