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If the learner says she or he cannot read at all, can barely sign his or her
name, would have difficulty with simple reading or writing tasks, then this
learner is most likely a Stage One Learner. People who read at this level are
able to read with assistance, parts of some of the following kinds of
materials: basic banking items, labels (grocery and pharmacy items), signs
(street, store, entrance, exit, etc.) and everyday items (menus, Yellow Pages,
bills). Introductory work will focus on: language experience stories,
introduction of the alphabet and the notions of print, word recognition
activities, photo stories, listening to stories on tape, listening to others
read, doing assisted reading with a tutor or teacher.
People reading at this level can do some independent reading; however, they are
still very hesitant and uncomfortable with the reading process. They tend to
believe that reading should be perfect and often try to figure out every word.
If the learner can read some headlines, can write simple sentences (even if
these have spelling errors in them), can read basic literacy text, then the
learner should be working on the following:
Developing writing skills - especially writing for a variety of purposes
with some beginning ideas of how to organize ideas, inventing spelling for the
purposes of writing, learning spelling words from their writing, practising
silent reading, doing assisted reading of more difficult texts with other
tutors or teachers, developing an understanding of what they are reading, etc.
People reading at this level can read longer parts of texts, but may be unsure
that they have understood the text. They also tend to read quickly, skimming
over parts of the text or parts of words which are critical for real
understanding of a piece. Stage 3 writers are composing longer passages (one
page or more) and are working to organize their ideas clearly into paragraphs.
These learners are people getting reading for college, further training or
GED. For the most part, these learners will need the most guidance in:
developing a variety of writing skills (e.g. essay writing, proofreading,
re-drafting and re- writing, styles of writing), individualize spelling for
their own particular needs, reading comprehension vocabulary development and
advanced reading assignments.
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