This publication was developed by the U.S. Department of Housing and Urban Development to assist in the

planning and development of Neighborhood Networks centers.

The guides in this series offer “how to” information on starting up a center, creating programs and identifying

center partners; center and program profiles and a wealth of resources.

Neighborhood Networks is a community-based initiative established by the U.S. Department of Housing and

Urban Development (HUD) in 1995. Since then, hundreds of centers have opened throughout the United States.

These centers provide residents of HUD-assisted and/or -insured properties with programs, activities and

training promoting economic self-sufficiency. These guides contain examples of successful center initiatives and

how you can replicate them.

To receive copies of this publication or any others in the series, contact:

U.S. Department of Housing and Urban Development

Neighborhood Networks

9300 Lee Highway

Fairfax, VA 22031-1207

Neighborhood Networks Information Center

Toll-free (888) 312-2743

TTY: (703) 934-3230

All publications are available from the Neighborhood Networks website at:

www.neighborhoodnetworks.org
ENGAGING ADULTS IN

LITERACY PROGRAMS AT

NEIGHBORHOOD NETWORKS

CENTERS

JUNE 1999
Engaging Adults in Literacy Programs Page i

TABLE OF CONTENTS

Page

Engaging Adults in Literacy Programs at Neighborhood Networks Centers............................................................1

Introduction.....................................................................................................................................................................1

Chapter 1: About Adult Learners......................................................................................................................................2

Chapter 2: Getting Started and Finding the Right Methods and Tools ......................................................................3

Going the Extra Mile to Attract Adult New Readers.....................................................................................................3

Identifying and Assessing Adult New Readers.............................................................................................................3

Designing a Work Plan ..................................................................................................................................................3

Finding the Right Tools..................................................................................................................................................4

Using Methods That Lead Toward Self-Sufficiency .....................................................................................................6

Using Technology to Develop Reading Skills...............................................................................................................7

Rewarding Progress ......................................................................................................................................................7

Chapter 3: Resources .........................................................................................................................................................9

Resource Lists................................................................................................................................................................9

Organizations .................................................................................................................................................................9

Conferences and Professional Development...............................................................................................................9

Curriculum, Projects and Lesson Plans......................................................................................................................10

Assessment Tools........................................................................................................................................................10

Publications and Books................................................................................................................................................10

Educational Software: Information and Publishers ....................................................................................................10

Websites .......................................................................................................................................................................11

Appendix A: Skills Checklist

Appendix B: The Language Experience Approach
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Engaging Adults in Literacy Programs

at Neighborhood Networks Centers

Introduction

In 1992, the National Adult Literacy Survey

documented that nearly 40 million adults across

America could not read well enough to meet the high

literacy demands of an information-driven society.

The lack of basic reading, writing, information and

computing skills holds people back from reaching

their personal and career goals. It can also make

financial self-sufficiency nearly impossible.

Fortunately, there are tools and methods that can

successfully help adults gain these basic skills. This

document is designed to help Neighborhood

Networks centers create programs that meet the

goals of adult literacy learners.

q Chapter One highlights the special

characteristics of adult learners – the challenges

they face and what motivates them to acquire

and strengthen their basic skills.

q Chapter Two explores how to get started and

choose the best methods and tools for your

center.

q Chapter Three offers links to resources that can

aid in setting up programs.

q The appendices provide special checklists and

tools to help you identify and serve adult new

readers.
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Chapter 1

About Adult Learners

Teaching adults is not the same as teaching children.

Not only is the learning process itself different, but

adults have other considerations, responsibilities and

issues.

Time. Family responsibilities and work obligations

vastly limit the amount of time adults have to spend

on educational pursuits. Knowing your clients’ time

constraints and keeping computers free for them will

be especially helpful. Engaging adult learners in

meaningful activities where they can see visible gains

in their skills will keep them coming back.

Motivation. Adults willingly engage in learning

experiences that they perceive are important – that

will help them be better parents, for example, or find

better jobs. Learning is usually a means to a

concrete end, often sought out because of a specific

change in the adult’s life. The new learner may have

become a parent, lost a loved one who provided

economic support or moved to a new country. What

the adult learns at your center should connect

meaningfully to that event. Find out what motivates

each adult to seek learning at your center and design

a work plan with them that responds to that situation.

The more the learning links to life goals, the more

willing the adult will be to commit long enough to

sustain growth.

Self Esteem. Adults feel vulnerable in unfamiliar

learning environments. Many have had bad

classroom experiences which made them especially

cautious about entering a learning setting where

someone might make fun of them, lose patience or

make them feel foolish. You can reduce anxieties by

using an informal but respectful and friendly

approach. Present an accurate picture of what the

adult learners will be doing and show the physical

layout. Make sure you let them know it’s okay to ask

questions and introduce them to the people who will

be working alongside.

Life Experience. Adults bring with them a great deal

of life experience into new learning situations.

Capitalize on that by helping adults recognize what

they already know or do well. Then connect that to

the skill they are about to learn. This will help adult

learners integrate and remember new skills and

ideas. Adults tend to forget unfamiliar things taught

out of a meaningful context.

For example, when teaching how to use a word

processor, be sure to ask the adult learners what they

know about the typewriter keyboard. Extend that

knowledge by showing them several new functions on

the computer keyboard. Likewise, when talking about

a database, ask the learners how they keep their own

addresses organized. If they say they frequently lose

addresses, discuss creating a database as a solution.

And make sure you talk about a database all adults

recognize – the phone book.

Practice. Adults need time to practice their new skills

without judgment. Part of creating a risk-free

environment that supports learning is respecting your

learners’ need to go slow. Adults may need to ask

the same question more than once and practice to

gain proficiency before moving on to the next skill.

Involvement. Adults direct their energies toward that

which is most important to them. Their involvement

therefore fluctuates. At times, the adult learner may

not seem interested or involved in an activity that is

important to you. Don’t force things. Your

responsibility is to help adults learn what’s important

to them.

Confidentiality. Confidentiality is essential in forging

a respectful relationship with adults who need to work

on their reading and writing skills. But respecting

their privacy doesn’t mean adults need to work in

isolation. Asking questions, sharing information,

giving and receiving positive feedback and

collaborating on a project are all building blocks for

learning, especially where technology is involved. Try

not to attach the label "literacy" to these learners

since it has a negative connotation.
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Chapter 2

Getting Started and Finding the Right Methods and Tools

Going the Extra Mile to Attract Adult

New Readers

Although fliers, meetings and word of mouth will get

the news out, adult new readers may need special

assurances to take the first step. They most probably

perceive their low basic skills as an insurmountable

obstacle to using technology. They may be hesitant

to enter an environment they don’t understand – one

which is almost certain to reveal their deficits.

You can ease the transition by finding volunteers from

the community who are trusted and respected. Their

friendly faces and knowledge of the community will

help you bring potential literacy students through your

doors. Later on, these volunteers can act as a liaison

between the new readers and your staff. They can

help identify fears or problems, encourage your

learners or simply find out why they’re having a bad

day.

Holding special functions of interest to the community

in your technology center could be another way of

bringing potential literacy students through your

doors. For example, when you invite a person from a

local day care facility to give a talk on parenting

issues, have the computers booted with software

applications and learning products displayed. Tack

your own informal, friendly presentation onto the end

and invite people to stay and look around. Bring

home the point that computers have something to

offer all visitors. They can be used in myriad ways.

Identifying and Assessing Adult New

Readers

Adults who need to work on reading and writing will

usually tell you at the outset to avoid later

embarrassment. You should inform them

immediately that this information will be kept

confidential – and that you are highly confident they

can still use the computer technology successfully.

Let them know you will work with them to set up a

comfortable program that meets their special needs

and goals and assure your adult new readers that

people will be on hand to respond to their questions.

An informal assessment will enable you to develop a

work plan and a starting point for each of your adult

new readers. You can do the assessment in a oneon-one interview, asking questions to get an idea of

each adult’s reading and writing level, goals and

needs, interests and skills.

Skill Checklists can be very helpful in making your

assessment. The Skill Checklists for Writing and

Reading starting on page 15 of this document are

designed to help you initiate an informal discussion.

You don’t have to stick precisely to the questions

here. Remember, this is not a formal assessment

tool.1 Your questions will probably vary depending on

the learner. In any event, the questioning shouldn't

be too long or daunting.

During this interview, find out if the adult has vision

problems. Using a larger font size can make a big

difference for many people. In fact, adjusting the font

size may be the first feature you teach your adult

learner. It will reinforce what you have been saying

from the start – that technology is a wonderful tool

that will make their learning easier and fun.

Leave time at the end of this first meeting to give a

tour of the facilities, a brief overview of the technology

and a chance for the adult to type his or her name

and address onto a word processor and print it out.

This last important step will show learners that they

can use computers successfully even without

keyboarding skills. Remember, they may need time

to locate the letters on the keyboard.

Designing a Work Plan

You and the adult learner can now begin to work

together to develop a meaningful work plan. The

work plan should respect the learner’s goals and

needs, and make the best use of his or her time. The
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Checklists that start on page 15 suggest meaningful

activities to get started for each reading and writing

level. Work plans will also vary from center to center.

q A work plan to fill an hour for a beginning reader

might have two activities:

• 15 minutes developing mouse skills using a

game such as Solitaire.

• 45 minutes typing and finishing a language

experience story (see Appendix B).

q A work plan to fill 90 minutes for an adult learner

at a higher basic reading level might look like

this:

• 45 minutes using Storybook Weaver, a word

processor that allows users to add illustrated

pictures to the stories they write. The stories

print out looking like a children's book. The

learner can use a real family story and read

it aloud to his or her children.

• 15 minutes to practice typing to build

speed and increase productivity for a

business environment. Adults will also

value this practice time because their

speed gives them a visible way of

measuring how their skill levels are

growing.

• 30 minutes playing a computer game for

relaxation while developing mouse or

problem solving skills. Or using programs

such as Print Shop Deluxe (by Broderbund)

or Print Artist (by Maxis) to make a birthday

card. Or adding a new name and address to

a database. Or participating in a center

discussion on safe uses of the Internet for

kids.

It is important that the work plan offer adults a routine.

That will help your learners feel grounded at the

center as they get familiar with the new experience

and take charge of their own learning. The work plan

should develop around concrete milestones or shortterm goals so learners can track their

accomplishments.

The first milestones may be to learn how to open and

close programs, save and print texts or indent

paragraphs when writing a letter. When goals are

broken down this way, adults can score new

achievements in almost every lesson.

Make sure you monitor as much of the hands-on

activity as you can. Invite questions as you do and

make suggestions. This way, you create

opportunities to steer them toward new levels of

understanding. Your prompts can lead adult learners

to discover an answer or solution of immediate

relevance to their work, thereby making them feel

competent.

Some adults feel self-conscious about having their

writing visible to others on a computer screen. Put

these learners at computers where screens face a

wall – or at least don't face a door. This gives them

the extra comfort level they need to work without

marking them as different.

The work plans will probably contain a flexible format

and use a combination of typing, productivity tools,

Internet use and educational software.

Finding the Right Tools

Can Adult New Readers Use Productivity Tools?

Yes. They should begin using productivity tools at the

start. Some tools, however, are easier to use than

others.

For example, office software, such as Microsoft Word,

can overwhelm the new reader with all of its dropdown lists, dialog box options and tab, text and check

boxes. Instead, try to select an easier software tool,

such as ClarisWorks, Microsoft Works or Lotus Office

Suite.

All-in-one productivity software is easier to learn

because the word processor, database, spreadsheet

and drawing tool all share the same simple

commands and procedures. The menu and tool bars

are less cluttered and provide fewer options. But

these programs still offer the same basic functions

and are organized in the same fashion as the high

powered office software – Microsoft Word, Excel and

Access. Students can get started on them right away
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and later easily transfer to the more complex office

tools.

Part of the work plan should include working with a

word processor, database or spreadsheet. Although

you could begin with any of these, most people start

with the word processor because it is the most

familiar and can hook into what they already know

about typewriters.

As you use these tools, be sure to use the

terminology. Don't say 'click up here'. Use the terms,

'click on that dialog box', or ' find it on the tool bar.'

That way, adults can begin to absorb the terminology

they will need later when they develop a marketable

skill such as using the word processor.

Keystrokes To Literacy (National Textbook

Company, 1991) by Antonia Stone is a good resource

for helping adults learn to use productivity tools. It

offers dozens of concrete activities that teach specific

computer skills.

What Should I Look for in Packaged, Educational

Software?

Educational software has come a long way. There

are CD-ROM programs that combine sound, graphics

and animation to create a stimulating multimedia

learning experience that allows adults to practice at

their own rate to achieve proficiency.

When choosing packaged software, take into account

how much CD-ROM technology can do to make

learning more enjoyable. Good software offers virtual

environments and uses sound, graphics and

animation in meaningful ways. Avoid any software

that is no more than a workbook on a screen. For

example, GED software should go beyond providing a

paragraph of text and multiple choice questions.

ESL (English as a Second Language) software

should provide multimedia learning aids that include

video dialogues, graphic illustrations of common

words, phrases and cultural icons, or buttons that

provide native pronunciations of core sounds. The

content should be in small segments offering many

different vocabulary and pronunciation activities.

With the latest ESL software, the user can listen to

native speakers pronouncing words from real life

dialogues. Other features include recording options

so learners can compare their diction to the teaching

software and speech recognition technology that

evaluates responses and provides feedback. When

previewing software, also check to see if the software

adjusts to the user’s skill level, provides flexible

options for users to work at their own pace and allows

learners a way to easily check their progress.

Whatever software you choose, make sure adult

learners preview and evaluate it along with you.

Examine its interactivity. Is it grown up? Does it

make sense and offer learners opportunities to

practice and get feedback? Is it fun and absorbing?

Check how the information is organized. It should be

easy for learners to navigate without your help –

especially to exit, go backward and forward, and quit.

Check out the pop-up menus and click on the icons to

see what is offered and to make sure they work.

Can Adult New Readers Begin Using Information

Tools on CD-ROMs?

Adults with some reading skills can use tools, such as

multimedia encyclopedias. These wonderful

programs can stimulate the imagination and help

students develop basic information finding and

research skills. Also, they will help adults learn about

navigating in a nonlinear, electronic environment.

This important skill will be especially useful when they

start using the Internet.

Try to show your learners the possibilities for

interactivity without focusing on reading the text. For

example, CD-ROM encyclopedias offer photographs,

sounds, film clips and animations. Ask a learner or

group of learners to find a sound clip, picture or film

clip of an important event to watch, listen to or look at

– and then write about.

For example, ask your learners to write down the

topic of interest, Dr. Martin Luther King, Jr. Then

show them how to find the index text box on an

encyclopedia and let them type the name themselves.

Ask them to find and listen to a speech (check to

make sure a speech is there!). Ask them to write

about the experience using a word processor. This

would be a good group activity. Learners could help

each other input the name, and find and click on the

speech.
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An atlas program is also very useful. Even beginning

readers can find a map of their country that they can

then cut and paste into a short piece they are writing

on the word processor. Most atlas programs offer

charts, graphs and demographics. Several adults

working together on a simple project easily can

access this information, comparing populations or

literacy rates on a spreadsheet. In doing so, they

begin to learn about alphabetizing information,

reading information in charts and the difference

between the political and typographical maps. Also,

they can learn how to use the scroll bar, pop-up

menus and dialog boxes. Many Internet sites offer

maps.

Is It Useful for Adults to Use Games and

Adventure Software?

Yes. Many adults have a preconceived idea that

learning should be difficult and serious, requiring

them to plod through lots of boring exercises. Adults

need to find out that learning can be fun. Problem

solving and thinking skills are developed while playing

a game and sometimes, adults just need to reward

themselves for all the hard work they put into writing a

story on a word processor.

The game of Solitaire offers a great way for new

users to develop mouse skills. Most adults will readily

recognize this game. Spending part of those first

sessions getting the hang of the computer mouse

while playing this game will provide the adult with

confidence to tackle the next task.

Should Adults Learn to Keyboard Before They

Use a Word Processor?

No, adult learners don't need keyboarding skills to

compose text. But many adults will want to work on

their typing skills since these are marketable.

Learning the keyboard can be a milestone that gives

a sense of accomplishment. You may want to build

practice time on a typing program into the adult

learner’s work plan from the start.

Using Methods That Lead Toward SelfSufficiency

Good tools and the right methods can help adults

gain confidence, find their own learning approaches

and become more self-sufficient. As they become

confident users of technology, they will require less

time from you and your staff.

Writing With Word Processors. Begin by

introducing adults to the function keys they’ll need to

get started – the enter/return key, shift key, space bar

and backspace. Make sure they know where to find

the period and question mark and briefly explain word

wrap so they are not using the enter key at the end of

each line.

At the beginning, you will want to teach your adults

about saving text. Most will need to lose text before

they really get the "save and save often" motto. From

the start, teach skills, such as starting a new

document, printing, opening a document, and opening

and closing an application tool. Teach by talking the

new user through the steps. This is a good time for

new readers to begin learning to recognize words

such as file, save, print, print preview, edit, cut, copy,

paste, insert and format. As they learn to write, they

are also reading. For this reason, you may want to

teach them to find and click on these words in the

menu before you show them the shortcuts on the tool

bar.

Writing. Writing is a process. Typically, it begins

with brainstorming followed by creating a first draft.

Next comes rereading, revising and editing the text.

When the text is finished, it is ready to be printed.

Everyone struggles with evolving texts – not just adult

new readers. Fortunately, word processors can make

that struggle much easier.

Revising and Editing. Adults who are just learning

to write often say they hate their texts because they

are messy. Words are scratched out and drafts are

hard to change because they have to be handwritten

all over again. Your learners will be delighted when

you show them how easy it is to delete text using the

backspace key or by selecting and deleting. The

spell-check will give them a way to control spelling

problems, and the cut and paste feature will give

them the capability of moving text around without

tedious rewriting or retyping. The computer is

wonderful for these purposes. You won't have to tell

them; they'll get that on their own.
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What adults like to write about. For most of us,

coming up with topics is the hardest part of writing.

Adults need to write about things that are meaningful

to them, such as family or goals. Avoid artificial

writing topics. You can help your learners find a topic

that connects to their lives through a brief discussion

or a good question such as: Why don't you tell me

more about your daughter? Or why did you

immigrate to the United States? Photographs can

also be a big help. Keep a folder of photographs

snipped from magazines and newspapers. Or ask

your learners to bring a photograph of someone they

will write about. Better yet, show them how to scan

the picture in once the writing is finished.

Using Technology to Develop Reading

Skills

The Language Experience Approach. Adult literacy

programs are increasingly using a method known as

the Language Experience Approach. It was

developed to create reading material for non-reading

adults by using the learner’s own dictated words as

text. After interviewing your learner, use a word

processor to type in his or her exact words – just

three or four sentences. Have the student reread the

text several times and type it over again. More

information about the Language Experience

Approach can be found on page 18.

If your word processor offers a synthesized speech

feature, your learners can listen to text that is

highlighted. Adults can highlight and listen to the text

until they can read it through on their own, freeing you

to do other things.

Educational software. You may want to choose

educational software that provides a more structured

approach to learning phonics or developing a sight

word vocabulary and reading strategies. You can

read more about such software beginning on page

13. The information under packaged, educational

software applies here also in making selections. This

software should never be used in exclusion to

productivity tools and the Internet.

Projects adults can do together. A group of adults

can organize their learning around a common goal by

doing a joint project. In the process, they can develop

their reading, writing, information and technology

skills in a meaningful context.

For example, adults can create and publish their own

anthologies around popular themes including their

families, autobiographical narratives and immigration

stories. Recipe books or neighborhood guides to "the

best" are also fun to write. A group could compile a

database of books to keep in the home, videos to

watch or worthwhile family TV programs. Other group

projects could include holiday cards made on Print

Shop Deluxe or a brochure with tips to help their kids

succeed in school. Chapter 3 includes suggested

resources for project-based learning and websites.

Using the Internet. Adult new readers can use the

Internet. Although the web is very print-driven, it can

be made manageable for people with weak reading

skills. Try to find Internet sites that offer audio,

photographs or maps so learners are not

overwhelmed with print.

Remember that adults have an important incentive for

learning how to use this tool – their kids. They’ll want

to track their children's Internet use. Focusing

lessons around issues of parenting and controlling

use of the Internet will be of high value for adults.

You may want to show them how they can keep track

of the websites their kids are visiting or ways to talk to

their kids about what they are learning on the Internet.

E-mail and keypals can be a great way for adults to

develop writing as a vital communication tool.

Neighborhood Networks centers around the country

can work together to find keypals for their learners.

Rewarding Progress

In order to keep coming back, adults need to see their

progress and feel that they are making headway.

Several initiatives can clearly communicate this to

them.

Encourage learners to create some sort of product

with each visit that they can take home. Make sure

that there is enough time to print out their work. Set

up folders for them to store copies of their work over

time, so they can watch them pile up.
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Be sure to attach value to the struggle and failures

that are inherent to using unfamiliar tools as much as

you do final products. Adult learners will feel safe in

their explorations when you acknowledge them in

private or verbally.

Celebrate their work by inviting learners to post their

work on a bulletin board, or hold a writing celebration

where people can read their work out loud to each

other and applaud at the end, or design a certificate

that acknowledges attendance, hours spent exploring

a program or landmarks reached. As a matter of fact,

have the learner design and generate his/her own

with a staff person signing off.
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Chapter 3

Resources

Resource Lists

You can begin your search for adult literacy resources

at http://www.literacyonline.org/. This website

contains a list of organizations that provide

information about technology planning,

implementation and education.

Literacy List at http://www2wgbh.org/

mbcweis/ltc/alri/websites.html provides a

comprehensive, updated listed of Adult Literacy,

ESOL and Family Literacy websites.

A listing of State Literacy Resource Centers is at

http://www.state.ky.us/agencies/wforce/adult/slrc.htm

Organizations

A range of national and regional agencies offer adult

literacy resources at their websites, plus links to other

useful sites.

National Center for Adult Literacy (NCAL). This

website offers a variety of resources, including the

Educational Technology Resources for Adults.

http://ncal.literacy.upenn.edu/

National Center for Family Literacy is a nonprofit

organization supporting family literacy across America

through programming, training, research and

information dissemination. http://www.famlit.org/

National Institute For Literacy (NIFL). This website

offers directories of resources and links to NIFL’s four

regional centers, each providing rich collections of

literacy resources. It also lists toll-free numbers of

organizations dealing with literacy and learning

disabilities. http://novel.nifl.gov/

System for Adult Basic Education (ABE) Support

is a Massachusetts-based training and technical

assistance initiative for ABE practitioners and

programs. Its website offers useful information and

links to other important resources.

http://www.sabes.org/

Outreach and Technical Assistance Network

(OTAN) is funded by the California Department of

Education. It provides technical assistance to adult

education providers in California, online resources,

and government and grant information.

http://www.otan.dni.us/

Literacy Assistance Center is a New York-based

technical assistance center. http://www.lacnyc.org/

Midwest LINCs provides links to national, regional

and state-specific resource materials for adult literacy

practitioners. http://literacy.kent.edu/Midwest

National Adult Literacy and Learning Disabilities

Center provides a resource guide with information on

assessment and treatment for adults with learning

disabilities. http://novel.nifl.gov/nalld/resource.htm

Conferences and Professional

Development

National Education Computing Conference

(NECC) is sponsored by the National Educational

Computing Association. It offers hands-on

workshops, lectures, interactive sessions,

presentations with key industry speakers and a very

large vendor exhibition. Conference participants can

develop new technology skills; learn about funding,

development, maintenance and support; learn how to

develop strategies that reach target audiences, like

adult literacy students; and learn the latest in using

the Internet, CD-ROMs and distance learning.

http://www.neccsite.org/

Florida Educational Technology Conference

(FETC) attracts educators nationwide. Teachers,

principals, technical personnel and industry leaders

gather to share and discover ways of reaching

reluctant learners. This conference also offers a large

software vendor exhibit. http://www.fetc.org/

Technology, Reading and Learning Difficulties

(TRLD). This conference offers both hands-on
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workshops and presentations on technology as it

applies to learning difficulties. Featured are ways

multimedia, web-based instruction, word processors,

speech recognition and text reading technologies can

enhance instruction. The conference has an adult

literacy component offering workshops in motivating

reluctant readers and writers. Call Educational

Computer Conferences at 1-888-594-1249.

Telecommunications/Multimedia in Education

Conference (Tel*Ed) is sponsored by the

International Society for Technology in Education.

Workshops explore many areas including access

issues, the impact of the Internet on learning, creating

global communities and safety on the web.

http://www.iste.org/

Curriculum, Projects and Lesson Plans

PBS's Literacy Link is funded by the U.S.

Department of Education Star Schools Project. It was

created to integrate instructional video and online

computer technology to help adult learners advance

their GED and workplace skills. It offers professional

training and development resources.

http://www.pbs.org/ (click on Adult Literacy or Literacy

Link)

Literacy Assistance Center conducted a 2-day

technology Institute sponsored by NetTech and in

collaboration with the Eastern Lincs projects. If you

click on the Web-based Lesson Plan Gallery at their

site, you can see the lesson plans developed by the

participants of this project. http://www.lacnyc.org/

Browsing through projects completed by adult

learners can suggest ideas for projects for your

learners. http://members.aol.com/

CulebraMom/pblprt.html

More resources for teaching adult literacy and basic

education students about computers and the Internet

can be found at http://easternlincs.worlded.org

Assessment Tools

The following resources can guide you toward an

appropriate assessment tool.

q National Center of Adult Literacy

http://www.ncal.literacy.upenn.edu/

q National Institute For Literacy

http://novel.nifl.gov/

q Literacy Volunteers of America

http://www.literacyvolunteers.org/

Publications and Books

International Society for Technology in Education

(ISTE) offers a wide selection of books and

periodicals. Books cover a range of topics, including

using software tools such as ClarisWorks or Microsoft

Office for educational purposes, web publishing,

guides to educational websites, multimedia,

technology planning, funding, community relations,

assessment and equipment.

ISTE also publishes Learning and Leading With

Technology, 8 times a year. The publication is filled

with ideas, resources and information about support.

http://www.iste.org/

Electronic Learning. This magazine covers the

most recent trends in using technology as a learning

tool and software reviews. http://www.wienerart.com/

studio/portfolio/EL/elhome.html

Keystrokes To Literacy by Antonia Stone is sold

through New Readers Press for $23.95 at

1-800-448-8878.

Surfing for Substance: A Professional

Development Guide to Integrating the World Wide

Web into Adult Literacy Instruction by Emily

Hacker is an easy-to-use book packed with ideas to

help teachers and facilitators learn how to construct

meaningful web-based instructional activities. It was

developed by the Literacy Assistance Center through

support from MetTech. To request a copy, call

1-212-803-3300 or visit their website at

http://www.lacnyc.org

Educational Software: Information and

Publishers

New software and websites are constantly coming out

on the market. PC Magazine offers excellent reviews

on the best websites and CD-ROM software. Check

out these issues each year:

q February for the 100 best websites

q November for the top 100 CD-ROMs
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The Learning Company website offers a free online

classroom flier, resource center, information about

conferences and sample lesson plans.

http://www.learningco.com/

Tom Snyder Productions website offers lesson

ideas, Internet tips and web links. If you click on their

conference schedule, you can get the dates and

locations of technology and computing conferences.

http://www.teachtsp.com/

Websites

There’s a complete listing of virtual museums at

http://www.icom.org/vlmp/world.html

You can click on audio symbols and listen to news

reports that coincide with the words on the screen at

http://www.cbs.com/ and http://www.cnn.com/

You can cut and paste maps into a word processor

using the right mouse button from

http://www.mapblast.com/

If your students enjoy music,

http://www.lyrics.ch/search.html has the lyrics to their

favorite songs. In finding lyrics, they’ll learn about

searching for information on the web, entering a

question into a text box and printing.

You can listen to the web at

http://www.audionnet.com/
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Appendix A

Skills Checklist

This checklist can be used in an informal discussion to find out the approximate skill level of adult new readers and

writers. It is an assessment tool. Launch the discussion by asking the adult about how they use reading and

Skills

Writing and reading are presented in separate charts because adults are often better readers than writers

be comfortable reading newspapers, but are still at the beginning stages of writing.

0 Writing

Skills Writing Activities To Start With

Level 1. Does very little writing

q Writes name and address on forms

q Signs greeting cards

1. Add 1–2 sentences to a Language Experience story

2. Write a short narrative (2–3 sentences) about self, goals, family

member using a word processor. Then add a graphic or scan a

photograph into that document

3. Make a greeting card or letterhead

Level 2. Uses a limited selection of words to

address real life needs, such as:

q Fills out a money order

q Jots down items on shopping list

q Keeps information on a calendar

1. Write short narratives about self, goals, family members and

important events, using a word processor. Then add a graphic or

scan a photograph into the document

2. Make a greeting card, calendar or letterhead

3. Organize vocabulary words into a database

4. Cut and paste a picture from a CD-ROM, into a word processing

document and write about it

5. Use bullets and numbering to make a list

6. Participate in an online chat group

Level 3. Puts whole thoughts on paper and is

confident enough to communicate with others in

writing. The following are some examples of uses

of writing:

q Jots down notes to self

q Writes notes to a child's teacher

q Writes letters to family member(s)

1. Write narratives about self, goals, family members and events, using

a word processor. Then add graphics or scan photographs into the

document

2. Make a greeting card, calendar or letterhead

3. Find a map or photograph on a CD-ROM, and add it to a word

processing document

4. Use CD-ROM encyclopedias to write short research paper about an

event or hero

5. Send e-mail to keypal

Level 4. Uses writing to think and communicate

and is ready to work on passing an entrance test,

or brushing up on business writing.

q Fills out a job application on a timely basis

q Writes business letters, such as requests for

information or letters of complaint

q Keeps journal

1. Create a business letter, using tabs and margins

2. Create a resume using word processor and font, bullets and margin

features

3. Write narratives about self, goals, family members or important

events, using a word processor and adding graphics or scanning

pictures

4. Create a newsletter on a topic of interest, such as events at the

technology center or news items

5. Use a spreadsheet to set up a budget
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® Reading

Reading ability is not only determined by what people read, but also how they use reading in their lives.

Skill Reading Activities To Start With

Level 1. Non-readers are not in the habit of looking

at print in their environment. They use other

strategies to get information. At this point, they may

only recognize a few words, names and signs.

q Identifies own name and address on envelope

q Reads family names on greeting cards

1. Use word processor to write, print out and practice reading language

experiences. They can take them home to reread

2. Create a greeting card

Use a word processor to make a New Words List using center

alignment, enlarged font sizes, or the bullets or numbers feature.

They could collect words from their environment and then print out

the list to review at home

Level 2. Beginning readers often use reading only to

solve immediate information needs. The following

are some examples:

q Can find a terminal of an arriving plane on an

electronic display, often by matching up letters

from a piece of paper

q Matches coupon to shelf item

q Can find a price on store flier

q Can find amount on utility bill

1. Use the word processor to practice reading with language

experiences

2. Create cards, fliers, and banners

3. Organize names and addresses into a database

4. Use the Internet to find a news site that has audio, and listen to a

story that is also visually displayed on the screen. The audio will

supply support as the beginning reader learns other things they need

to know about using the Internet. Then, write about the experience

using a word processor

5. Find a picture of a famous person, or map of a place on a CD-ROM

and write about it. By finding media, the new reader is not

overwhelmed with print. At the same time, he/she starts to learn

about how information is organized in an electronic environment

Level 3. At this level, readers can read simple texts

and are using reading, with varied success, to find

information or follow instructions.

q Can read jury summons

q Reads preparation instructions (for instance, on

a frozen turkey)

q Reads a menu

q Reads highway signs

q Interprets train and bus schedules

q Uses an ATM machine

1. Create cards, fliers and banners. If they are self-employed, help

them create fliers for their business

2. Learn about reading information in a table by organizing names and

addresses, a CD collection, books read or anything into a database

3. As a group, find websites of interest on the Internet. Then the

learner could write about the experience using a word processor

4. Find information, a map or a table on a CD-ROM and then write

about it

5. Write a recipe on a word processor, using numbers and bullets to

organize. This will help readers get the most out of reading recipes

and any procedural information for that matter

6. Use a word processor to write about the steps in a procedure

Level 4. The adult is comfortable with reading, but

may say improvement is needed in order to pass a

test. In other words, test-taking skills are needed.

q Reads newspapers

q Reads own mail

q Reads out loud to a child

q Reads memos and instructions at work

1. Use the CD-ROM encyclopedias to research information for short

reports

2. Find information using the Internet. For example, finding websites

for their hobbies or favorite TV programs. They can also research

the exam they have to take or employment opportunities for when

they pass that exam

3. Develop the ability to read and use the menu bars, drop down menus

and text boxes on productivity tools by creating things: a database of

personal addresses, a spreadsheet of expenses or a letter and

resume for a job
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Appendix B

The Language Experience Approach

Procedure for Creating a Language Experience Story2

1. Take time to find out what interests your learners. Language experiences can be launched from any discussion

about goals, concerns, family stories or news events.

2. After your brief discussion in which the learners do most of the talking, explain that you are going to record what

they said on the computer screen.

3. Using a clear, easy-to-read font on any word processor, write the short text using the student's own words. It's

important that you use the student's exact words and language patterns.

4. Select and enlarge the text for easy reading. Then, pointing at each word, read through the text. Let learners

practice reading the text until they can read through it without assistance.

5. Encourage learners to read for meaning. If a learner gets stuck on a word, encourage them to read ahead to the

end of the sentence and then go back to try again to identify the word. Or, simply, supply the word.

6. Ask the learners to select one or two words to remember. Using Select and Underline functions, highlight these

words.

7. If several learners are working together, get them engaged in an activity where they have to help each other

copy and paste the text onto their own disks for further work.

8. Once learners have the text on their own disks, encourage them to reread it. You can have them add sentences

to the text or use the selected vocabulary words in new sentences.

9. Keep In Mind: Use the learners' exact words. Spell words correctly, but don't change the words or the word

order.
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Tutor Guidelines for Writing Instruction3

Prewriting. The student experiments with ideas and chooses a topic. Take a few minutes to talk with students

about potential topics. Use this time to get to know your students. Note their interests for possible topics later.

Drafting. Students write a first draft. The object here is for students to get their thoughts on paper. Spelling,

sentence structure and grammar are not important now. It is difficult not to do so, but do not correct students'

mechanics now. If a student asks for help with mechanics, say that there will be time later to work on those areas.

Sharing. The writer reads the piece aloud to the tutor, computer aide or a group of students. Respond to the

writing after he or she has read it aloud. Questions you pose – tell me more about your daughter or what was it like

coming to another country – will be used by writers to clarify the writing.

Revising. Based partly on feedback, each student expands ideas, clarifies meanings, reorganizes

information. Each student now can make changes and additions. You should still stress getting information on

paper rather than spelling and structure.

The students should go through this writing/sharing/revising process several times until the writing has

been fully developed.

Editing. The student focuses on eliminating mechanical and grammatical errors. Encourage students to do as

much of their own editing as possible. If grammar is a problem, you may ask students to print out their work and

draw lines under the places where the language does not sound right. Then, provide assistance. This way the

student sees how conventional punctuation, spelling and grammar are used to provide meaning.

Publishing. Students share their work with other students. Students should be encouraged to publish their

writing to share with other students. Try to keep a bulletin board for posting finished work. Reading the writing of

other students may help them identify topics that are important to them. Getting feedback on their writing from other

students may help them improve as writers.
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Endnotes

 

1

 Assessment tools must be administered consistently, used correctly and connected with your goals and outcomes.

2

 Adapted from an updated version of "The Language Experience Approach: A Tool for Reading Instruction" by Karen

Griswold, Literacy Assistance Center, New York, New York.

3

 From Mosaic: Research Notes on Literacy, June 1991, Vol. 1 No. 2