What Doesn’t Work for the Lowest Level Literacy Learners and Why?
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 StudiesAuthors
Date
2013Traditional 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 JyväskyläISSN Search the Publication Forum
1457-9863Keywords
Original source
http://apples.jyu.fiMetadata
Show full item recordCollections
Related items
Showing items with similar title or keywords.
-
Learning to read for the first time as adult immigrants in Finland : Reviewing pertinent research of low-literate or non-literate learners’ literacy acquisition and computer-assisted literacy training
Malessa, Eva (Centre for Applied Language Studies, University of Jyväskylä, 2018)Against the backdrop of increasing global humanitarian migration to highly literate countries and the resulting necessity and challenge to provide language and literacy education to non-literate or low-literate adult second ... -
"Shiner the sun?" : question development in the writing of Finnish learners of English
Roiha, Minna (2008) -
Syntactic complexity in Finnish-background EFL learners’ writing at CEFR levels A1–B2
Khushik, Ghulam Abbas; Huhta, Ari (Walter de Gruyter GmbH, 2022)Eurooppalaisen viitekehyksen (EVK) merkitys kielikoulutukselle on lisännyt tutkimusta sen taitotasojen kielellisistä piirteistä; tarkempi tieto näistä piirteistä auttaisi EVK:n soveltamista opetusmateriaalien, kurssien ja ... -
Drivers of job-related learning among low-educated employees in the Nordic countries
Tikkanen, Tarja; Nissinen, Kari (Taylor & Francis, 2018)This study explored drivers of participation in job-related lifelong learning (LLL) among low-educated mature-aged employees and compared them across four Nordic countries. Workplaces can be low-threshold, effective arenas ... -
"Välillä mua on melkein itkettäny mennä luennolle" : advanced language learners' experiences with foreign language anxiety
Tikkanen, Riikka (2014)Tutkielman tarkoituksena oli selvittää vieraiden kielten yliopisto-opiskelijoiden kokemuksia kielijännityksestä. Tavoitteena oli tarkastella missä tilanteissa opiskelijat kokevat kielijännitystä, mistä se heiden mielestään ...