Guiding Adults in Learning the Art of Reading

Evaluate the reader's existing knowledge. Determine which letter sounds or phonemes the learner is familiar with. This assessment helps identify areas requiring reinforcement without revisiting already mastered concepts.

• Utilize pre-existing curriculum assessments or create customized evaluations based on the six phonemic tasks.

Inquire about phoneme isolation through questioning. Phoneme isolation involves identifying individual sounds within words. For example, you may inquire, 'What is the initial sound in 'finish'?' or 'What is the final sound in 'past'?'

Determine the student's understanding of phoneme categorization. Phoneme categorization entails recognizing sounds that do not fit. For instance, you could ask, 'Which word has a different vowel sound: bat, bag, or babe?'

Engage in a conversation about phoneme identity. In this exercise, the student identifies common sounds across different words. For example, you might inquire, 'What sound is shared by 'paper,' 'pitch,' and 'pipe'?'

Interrogate the student regarding phoneme blending. Phoneme blending involves combining separate sounds to form words. You might prompt, 'What word is spelled by these sounds? /s/ /k/ /u/ /p/ (scoop)?'

Evaluate the student's phoneme segmentation abilities. This task involves determining if students can identify individual sounds within words, contrasting with blending. For example, you could ask, 'How many phonemes are in 'scoop'?' (/s/ /k/ /u/ /p/)

Engage in discussions about phoneme deletion. In this activity, instruct students to remove a sound from a word and identify what remains. For example, you could inquire, 'How would you pronounce 'scoop' without the /s/ sound?'

Present sounds individually. Introduce each phoneme through listening exercises. For instance, demonstrate the /f/ phoneme, representing the 'F' sound in English. Begin by articulating the sound while displaying a card labeled /f/. Then, use flashcards to illustrate words starting with /f/ while enunciating them slowly, such as 'fine,' 'fall,' 'fast,' and 'furry.'

• You can also showcase words with the same sound but different letters, like 'phone.'

Distinguish between each distinct sound and others. Roam around the classroom and indicate various objects. If the object emits the /f/ sound, exhibit the corresponding card and pronounce the word. If it lacks the sound, refrain from displaying the card.

Consolidate each sound through a brief assessment. Administer a short quiz for reinforcement. Instruct individuals to number their paper from 1 to 10, if feasible. Pronounce a word corresponding to each number. Students should mark an 'f' beside words containing the /f/ sound, for instance.

Explore phoneme blending. Demonstrate how individual sounds merge to create words, like /k/ /a/ /sh forming cash. Pronounce each sound, then articulate the word slowly to illustrate its formation.

• After providing examples, encourage students to attempt sounding out words themselves.

Engage in various phoneme exercises. Practice different phoneme tasks such as phoneme deletion and segmentation. Present examples of each task and prompt students to provide answers.

• For instance, demonstrate how removing /s/ /p/ from 'splash' yields 'lash.'
• You can also demonstrate how 'hat' can be segmented into /h/ /a/ /t/.

Assist with non-decodable words. Non-decodable words, like 'who,' defy phonetic rules. English incorporates words from various languages, resulting in irregularities. While adults attempt to sound out words, aid them in identifying non-decodable words by pronouncing them. Typically, these words require memorization.

Practice spelling. Pronounce a word aloud, one that adheres to phonetic principles previously discussed. Instruct students to place a token for each sound in the word, followed by a different-colored token for each vowel sound. Then, have students write down the corresponding letter for each sound.

Utilize children's literature. While employing children's books with adults can be contentious, as it may seem belittling or patronizing, they can evoke nostalgic feelings of early reading experiences, which can aid learning. Additionally, children's books often feature rhymes and alliteration, facilitating phonetic comprehension for beginner readers.

• Consider reading these books aloud to your students. If concerned about condescension, break the ice with humor, such as 'Well, we all know about Humpty-Dumpty's tumble, but now we get to relive it! Extra, extra!'

Engage students in reading a passage. Start with passages that students can read at least partially. Each student should read the passage aloud, while receiving feedback on pronunciation and any areas needing assistance.

• Begin with very simple passages suitable for novice learners.

Read the passage aloud to the class. Allow students to listen as you read the passage aloud, following along with the text. This enables them to grasp proper pronunciation and intonation.

Promote passage re-reading. Revisiting passages is fundamental for developing fluency. Encourage students to read the passage aloud multiple times, while providing constructive feedback.

Introduce fresh words during each session. Dedicate 10 to 15 minutes per session to expand vocabulary. Present 6 to 10 new words along with their definitions. Discuss the meaning of each word and provide examples in sentences. Encourage different students to incorporate the words into sentences.

Encourage students to search for unfamiliar words while reading. An effective method to enhance vocabulary is encountering new words in texts. As students read at home, they will encounter unfamiliar words. Instruct them to try deducing the meaning from the context before looking it up.

Engage in vocabulary-focused activities. Vocabulary games offer a fun way for students to expand their word repertoire. Common games like Pictionary, Scategories, and charades can be utilized to bolster vocabulary skills.

• Consider playing chalkboard anagram. Write a word on the board, and have students create a word for each letter. Encourage them to select words related to the anagram.
• For example, if the word is 'COMPUTER,' students might suggest words like 'Crash,' 'Order,' 'Mouse,' 'Pictures,' 'User,' 'Technology,' 'Email,' and 'Reboot.'

Encourage paraphrasing. During shared or independent reading, prompt students to rephrase what they've read in their own words. Guide them with questions to focus their attention.

• For instance, ask students to paraphrase the following passage: 'The cat wanted to go outside. It waited by the door and slipped out when no one was looking. It explored the neighborhood, chased a mouse, and found a sunny spot to rest. When it grew dark, the cat returned home for dinner.'
• A student might respond, 'The cat desired to go outdoors, so it did. It had an adventure and then returned when it got hungry.'

Encourage students to illustrate what they hear. Another method to aid students in understanding auditory content is to have them draw a picture while listening to the reading. Creating a visual representation can help students synthesize information by engaging them in active listening and visualizing the text.

• If students struggle with this activity, begin by guiding them through examining illustrations accompanying the text. Additionally, discuss what imagery comes to mind when reading the text.

Summarize by identifying key points. Ask students to read a passage and highlight or underline what they consider to be the main ideas or concepts. Afterwards, instruct them to compile these highlights into a summary.

• Adult learners offer the advantage of self-directed learning and often possess strong motivation and life experience. However, they may have limited time and may experience heightened frustration due to self-consciousness about their reading abilities. Patience and encouragement are key when working with adult learners.