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  • Apples : Journal of Applied Language Studies
  • 2013, Volume 7
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JYX > Lehdet > Apples : Journal of Applied Language Studies > 2013, Volume 7 > 2013, Volume 7, Issue 1 > View Item

What Doesn’t Work for the Lowest Level Literacy Learners and Why?

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Marrapodi, J. (2013). What Doesn’t Work for the Lowest Level Literacy Learners and Why? Apples – Journal of Applied Language Studies Vol. 7, 1, p.7-23. Retrieved from http://apples.jyu.fi/
Published in
Apples - Journal of Applied Language Studies
Authors
Marrapodi, Jean
Date
2013

 
Traditional approaches for teaching reading to Low Educated Second Language and Literacy Acquisition (LESLLA) adults are problematic because foundational learning and cognitive areas are generally underdeveloped in these students. Three methods for reading instruction (phonics, sight words and whole language) are explored in light of the LESLLA learner. Task analyses are undertaken for each method, and gaps present in LESLLA learners are revealed. The task analysis method is advocated for lesson planning, and a recommendation is made for teachers to consider what is being expected of students when activities are presented. Educators must be reminded that LESLLA learners are likely to be pre-emergent readers with developmental areas needing identification and instruction and will not be successful with conventional methods for reading instruction without significant pre-reading skill preparation.
Publisher
Centre for Applied Language Studies at the University of Jyväskylä
ISSN Search the Publication Forum
1457-9863
Keywords
LESLIA language learning kielet oppiminen low-educated people level of education koulutustaso

Original source
http://apples.jyu.fi

URI

http://urn.fi/URN:NBN:fi:jyu-201308062115

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