WORD AID

CO KILKENNY
ADULT LEARNING
SCHEME

TUTOR TRAINING
2016

Introduction to
Reading and
Writing
An appreciation of how

intimidating print can be

to literacy students.

The difficulty of decoding.

Introduction to language
experience approach

exercis
e

NALA Getting Started A Tutor Training Resource

Pack 2006

Correct version
Writing needs to form part of the
literacy learning process from the very
beginning of tuition.
Not only does writing reinforce the
functional aspects of learning to read,
but it also gives learners additional
opportunities for expression, for
exploring different forms of language
and for experiencing mastery over the
written word (often for the very first
time in their lives) all of which leads to
increasing confidence in handling
language.
Ex: Word in
Code

Learning to Read
involves

*Helping student to develop a good basic sight

vocabulary.
*Ensuring student understands how to decode
words.
*Checking understanding of what they are
reading.
*Helping student to monitor their own
understanding.
*Using materials based on background
knowledge and interest.
*Using adult vocabulary.
*Giving relevant and interesting information.

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Writing exercise

WORD IN CODE
Together = ea
as in seal

Together = ch
as in chew

LEA

Advantages
Based on learners own
vocabulary
Involves learner - gives
sense of ownership of
material
Provides instant reading
material for beginner
readers.
Can provide instant
reading material for
beginning readers.
Can provide a bank of
essential sight words

Beginner Readers:
LANGUAGE EXPERIENCE APPROACH

During discussion find something

student is interested in.
Write one or two sentences using
their exact words as they say
them. (Do NOT change grammar
or syntax)
Discuss the piece.
Read the piece to the student
(pointing to each word as you
say it)
Read the piece together.
Point out unusual words.
When student can read the piece
easily:
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LEA contd..

1. Cut the first sentence.

2. Ask student to read.

3. When student confident reading sentence,

cut into individual words.
4. Mix words up, see if student can put them
together to form the sentence.
5. When confident, repeat with second
sentence.
6. Type up the piece using large clear font
(Comic sans 16) and double spacing.
7.

Use for following sessions - ask student to

practise reading it again.

8.

Gradually build up a collection of pieces to

use regularly as reading pieces.

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Russian Writing
then gombllin g

MEET LEARNERS
L U N C H

SUNDAY
10TH APRIL PM

MORE
STRATEGIES
FOR WORKING
WITH
LEARNERS
Exercise: assessing
comprehension

Comprehension
READING PERFECTLY DOES NOT NECESSARILY MEAN
THE LEARNER UNDERSTOOD WHAT THEY READ.

From title discuss what text may be about.

Discuss and explain in advance vocabulary
you think learner likely to find difficult.
(helps fluency and prediction)

Ask if any part not understood.

Reread to make sense.

Ask student to summarise verbally main

point of piece.

Repeat. (perhaps 1 paragraph at a time)

Once text completed, ask students

opinion of piece.

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More Tips

Ask who, what, why where, when

questions.

Discuss quality of text. Does it raise

other questions?

When decoding, learners need to ask

themselves if the word makes sense
in relation to rest of text.

If it doesnt make sense, reread.

Good readers reread when they feel

they have not fully understood text.

Encourage learner to use these

strategies on their own.

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Pack 2006

Exercise
:

Reasons for
Reading
Skimming to

Scanning to look

identify main

for a specific piece

ideas in a piece

of information, or

of text.

to answer a

Proof

specific question.

reading a
piece of
writing to
find
errors.
Reading for
enjoyment.
Reading
material
containing
numerical
information.

Reading for
information
(reference books,
internet etc)

Critical Reading
becoming aware of
different types and
styles of writing,
reading books for review
or analysing poems.

CLOZE

Cloze procedure is a method which encourages

learners to develop and rely upon their own
ability to predict meaning in what they are
reading, through the use of context clues and
their own previous knowledge.
Developed from Gestalt psychology - human
mind tends to complete an incomplete pattern.
Useful to encourage students to develop ability
to predict what word comes next from context
clues available in a piece.

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Cloze
exercise

STEPS FOR
SIMPLIFYING TEXT
Simplify the vocabulary but keeping the

words that are crucial to the meaning.

Reduce the amount of new vocabulary by
repeating some words where appropriate.
Be aware of idioms or colloquialisms the
learner might be unfamiliar with.
Try breaking longer sentences into shorter
ones. (5-10 words a line)
Use active voice easier to read than
passive. e.g.
The woman posted the letter
rather than
The letter was posted by the woman

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SIMPLIFYING
TEXT
Try to limit the length of overall text to
200-250words.
Space text clearly. Headings, paragraphs,
indentations and wider margins are
easier to read than dense print.
Use illustrations to give clues to text.
Keep text simple e.g. Comic Sans 16.
Use pastel coloured paper check with
learner if they find his helps.
(Sometimes black text on white glares)

NALA Getting Started A Tutor Training Resource

Pack 2006