Implementing an Extensive Reading Program and Library for Adult Literacy Learners

Fuente: ERIC Institute of Education Sciences

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Bibliographic Details
Main Authors:	Rodrigo, Victoria, Greenberg, Daphne, Burke, Victoria, Hall, Ryan, Berry, Angelee, Brinck, Tanya, Joseph, Holly, Oby, Michael
Format:	Recurso educativo Open Access
Language:	en
Published:	2007
Subjects:	Sustained Silent Reading Silent Reading Reading Programs Teacher Role Adult Literacy English (Second Language) Program Implementation Second Language Learning Program Design Reading Material Selection Reading Aloud to Others Adult Students Second Language Instruction Native Speakers
Online Access:	Acceder al recurso
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author	Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael
author_facet	Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael
collection	Education Resources Information Center
contents	Implementing an Extensive Reading Program and Library for Adult Literacy Learners Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael Sustained Silent Reading Silent Reading Reading Programs Teacher Role Adult Literacy English (Second Language) Program Implementation Second Language Learning Program Design Reading Material Selection Reading Aloud to Others Adult Students Second Language Instruction Native Speakers This article describes the implementation of an extensive reading (ER) program with 43 first language (L1) and second language (L2) adult literacy students. Among them, 16% were nonnative speakers of English. The main principles considered in the design of the program were (a) purpose of reading, (b) reading tactics, (c) material used, and (d) teacher role. The program included sustained silent reading, book talk, and reading aloud. Because a well-equipped library is essential for a successful ER program, this article discusses practical considerations for implementing a library and establishes principles that could guide others working on similar programs. This article also discusses criteria teachers should consider when selecting books for a reading-aloud activity as well as the books and genres that were popular with our sample. The following are appended: (1) A form for recording books read in a week; and (2) A form for recording why a particular book is chosen. (Contains 6 tables and 2 notes.)
format	Recurso educativo Open Access
id	eric_EJ777732
institution	ERIC Institute of Education Sciences
language	en
publishDate	2007
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spellingShingle	Implementing an Extensive Reading Program and Library for Adult Literacy Learners Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael Sustained Silent Reading Silent Reading Reading Programs Teacher Role Adult Literacy English (Second Language) Program Implementation Second Language Learning Program Design Reading Material Selection Reading Aloud to Others Adult Students Second Language Instruction Native Speakers Implementing an Extensive Reading Program and Library for Adult Literacy Learners Rodrigo, Victoria Greenberg, Daphne Burke, Victoria Hall, Ryan Berry, Angelee Brinck, Tanya Joseph, Holly Oby, Michael Sustained Silent Reading Silent Reading Reading Programs Teacher Role Adult Literacy English (Second Language) Program Implementation Second Language Learning Program Design Reading Material Selection Reading Aloud to Others Adult Students Second Language Instruction Native Speakers This article describes the implementation of an extensive reading (ER) program with 43 first language (L1) and second language (L2) adult literacy students. Among them, 16% were nonnative speakers of English. The main principles considered in the design of the program were (a) purpose of reading, (b) reading tactics, (c) material used, and (d) teacher role. The program included sustained silent reading, book talk, and reading aloud. Because a well-equipped library is essential for a successful ER program, this article discusses practical considerations for implementing a library and establishes principles that could guide others working on similar programs. This article also discusses criteria teachers should consider when selecting books for a reading-aloud activity as well as the books and genres that were popular with our sample. The following are appended: (1) A form for recording books read in a week; and (2) A form for recording why a particular book is chosen. (Contains 6 tables and 2 notes.)
title	Implementing an Extensive Reading Program and Library for Adult Literacy Learners
topic	Sustained Silent Reading Silent Reading Reading Programs Teacher Role Adult Literacy English (Second Language) Program Implementation Second Language Learning Program Design Reading Material Selection Reading Aloud to Others Adult Students Second Language Instruction Native Speakers
url	https://eric.ed.gov/?id=EJ777732

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