DOCSLIB.ORG

ADULT READING and WRITING WORKSHOP MANUAL ©2013, 2019 North American Mission Board of the Southern Baptist Convention, Alpharetta, Georgia

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ADULT READING and WRITING WORKSHOP MANUAL ©2013, 2019 North American Mission Board of the Southern Baptist Convention, Alpharetta, Georgia ADULT READING AND WRITING WORKSHOP MANUAL ©2013, 2019 North American Mission Board of the Southern Baptist Convention, Alpharetta, Georgia. All rights reserved. This manual is provided as a free download for personal use only. If reproduction for workshops or not-for-profit distribution is required, please obtain a permissions request from www.namb.net/literacy or www.LiteracyMissionsSBC.net. Completed forms may be mailed to the address provided on the form. Scripture quotations marked (CEV) from the Contemporary English Version © 1991, 1992, 1995 by American Bible Society, Used by Permission. Scripture quotations marked (NIV) are from The Holy Bible, New International Version® NIV® Copyright © 1973 1978 1984 2011 by Biblica, Inc. TM Used by permission. All rights reserved worldwide. Table of Contents Introduction .........................................................................................................................................................................................v Chapter 1 Adult Reading and Writing Ministry as Missions ......................................................................................1 Think it Over .............................................................................................................................................................................................4 Chapter 2 Organizational Plan for an Adult Reading and Writing Ministry ................................................... 5 Appendix A Literacy Missions Volunteer Covenant .................................................................................................... 15 Appendix B Job Description for Volunteer Adult Reading and Writing Tutor .........................................16 Appendix C Community Agencies and Organizations to Contact for Potential Students ............... 17 Appendix D Sample Letter to Community Agencies and Businesses ............................................................ 18 Appendix E What to Do After the Workshop if You Don’t Have a Student ................................................19 Think it Over ..........................................................................................................................................................................................20 Chapter 3 Understanding the Adult Low-Level Reader ...........................................................................................21 Think it Over ..........................................................................................................................................................................................25 Chapter 4 What Is Reading? ....................................................................................................................................................27 Think it Over ..........................................................................................................................................................................................30 Chapter 5 Guidelines for Initial Interview and Evaluating the Student’s Reading Ability .....................31 Appendix A Practice Pages for the Basic Workshop ................................................................................................ 37 Appendix B Adult Reading and Writing Student Information and Placement Interview Forms .................................................................................................................................................................................. 40 Appendix C Interviewer’s Copies of Word Lists for Student Placement Interview ...............................43 Appendix D Interviewer’s Copies of Reading Passages and Guidelines for Student Placement Interview ...................................................................................................................................................................................................48 Appendix E Student’s Copies of Word Lists for Student Placement Interview .......................................56 Appendix F Student’s Copies of Reading Passages for Student Placement Interview .....................64 Think it Over .......................................................................................................................................................................................... 72 Chapter 6 Teaching Reading Skills Using the Laubach Way to Reading and the Bible .....................73 Appendix A Bible Verses to Use with Skill Book 1 .......................................................................................................76 Appendix B Bible Material Teaching Outlines for Skill Book 1, Lessons 1-2 ................................................ 77 Appendix C Bible Verses to Use with Skill Book 2 ......................................................................................................83 Appendix D Bible Material Teaching Outlines for Skill Book 2, Lesson 1 ......................................................85 Appendix E Scripture Alphabet ...............................................................................................................................................89 Think it Over ...........................................................................................................................................................................................91 Chapter 7 Creating a Reading Lesson Plan Using Any Reading Material .................................................... 93 Appendix A Story for Lesson Planning Practice ................................................................................................ 100 Appendix B Adult Reading and Writing Lesson Plan Form ................................................................................ 101 Think it Over ........................................................................................................................................................................................103 Chapter 8 Introduction to High School Equivalency Tests ..................................................................................105 Think it Over ........................................................................................................................................................................................106 Chapter 9 Learning Differences ...........................................................................................................................................107 Think it Over ..........................................................................................................................................................................................116 Chapter 10 Sharing Your Faith with Your Student .....................................................................................................117 Appendix A Witnessing Word Chart ...................................................................................................................................123 Appendix B Personal Testimony Outline ......................................................................................................................... 124 Appendix C Literacy Missions Prayer ................................................................................................................................. 126 Think it Over .........................................................................................................................................................................................127 Chapter 11 Tutoring Strategies and Resources ...........................................................................................................129 Tutoring Tips ....................................................................................................................................................................................... 129 Responding to Needs .....................................................................................................................................................................131 Specific Reading Difficulties .....................................................................................................................................................131 The Sounds of American English .........................................................................................................................................134 Dolch Word List ................................................................................................................................................................................ 139 Phonics Word Line Practice Pages .....................................................................................................................................140 Creating a Reading Lesson Plan Using the Student’s Experience ...............................................................164 How to Determine Reading Level of Material ............................................................................................................. 167 Final Word Introduction Welcome to the family of Christians who demonstrate and express their love for Christ through meeting the needs of adult, low-level readers. You are joining a growing number of churches and associations intentionally demonstrating and sharing their faith in Jesus Christ through Adult Reading and Writing Ministries. In 1959, the Home Mission Board, now the North American Mission Board
Load more

Recommended publications
  • Concepts and Issues in Orthographic Design
    CONCEPTS AND ISSUES IN ORTHOGRAPHIC DESIGN By GREGORY H. BONTRAGER A THESIS PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS UNIVERSITY OF FLORIDA 2015 © 2015 Gregory H. Bontrager To my grandparents, without whose constant and eager support I would be neither half the scholar nor half the man that I am today ACKNOWLEDGMENTS I would like to acknowledge my advisory committee, comprised of Dr. Fiona McLaughlin and Dr. Ann Kathryn Wehmeyer, for expanding the horizons of my outlook on orthography, for aiding in the procurement of valuable sources of information, and for their constructive scrutiny of my work. Additional acknowledgements must be made to the authors whom I have cited in this project, especially the inspirational and indispensable Mark Sebba. Like many scholars, I stand upon the shoulders of giants. 4 TABLE OF CONTENTS page ACKNOWLEDGMENTS ...............................................................................................................4 LIST OF TABLES ...........................................................................................................................6 LIST OF FIGURES .........................................................................................................................7 ABSTRACT .....................................................................................................................................8 CHAPTER 1 INTRODUCTION ....................................................................................................................9
    [Show full text]
  • FRANK-C-LAUBACH-Man-Of-Faith
    FRANK C. LAUBACH: MAN OF FAITH BY J. GREGORY LAWSON BAPTIST LITERACY MISSIONS CENTER AT BAYLOR Many thanks to Carolyn Porterfield, WMU of Texas Interim Director, for creating the online version of this manuscript. FRANK C. LAUBACH: MAN OF FAITH Copyright © 1991 by J. Gregory Lawson ISBN: 0-9624512-23 Cover photo provided courtesy Dr. Robert Laubach Printed by Baylor Printing Service All rights reserved. No part of this book may be used or reproduced in any manner whatsoever without written permission, except in the case of brief quotations embodied in critical articles and reviews. Published with use of the Bettie Draper Literacy Missions Publishing Funds By the Baptist Literacy Missions Center at Baylor Lester Meriwether, Consultant Church Ministries Department Baptist General Convention of Texas P. O. Box 97291 Waco, TX 76798-7291 The Baptist Literacy Missions Center at Baylor is a joint project of Baylor University and the Baptist General Convention of Texas FORWARD Most persons who become acquainted with Frank Laubach first learn of his work in literacy. Greg Lawson “met” Dr. Laubach in a seminary class on spiritual development. Lawson’s professor began each class by reading from Laubach’s devotional writings. Lawson was impressed by what he heard and wrote this book as a result of those impressions. Frank C. Laubach: Man of Faith is an account of one man’s struggle and eventual victory in the arena of Christian faith and practice. The book will inspire those who appreciate Laubach’s contribution to world literacy even as it will call to action those who seek practical expression of Christian witness in a hurting world.
    [Show full text]
  • Paulo Freire and the Cold War Politics of Literacy'
    H-Education Reyhner on Kirkendall, 'Paulo Freire and the Cold War Politics of Literacy' Review published on Friday, September 28, 2012 Andrew J. Kirkendall. Paulo Freire and the Cold War Politics of Literacy. Chapel Hill: University of North Carolina Press, 2010. xvi + 246 pp. $34.95 (cloth), ISBN 978-0-8078-3419-0. Reviewed by Jon Reyhner (Northern Arizona University) Published on H-Education (September, 2012) Commissioned by Jonathan Anuik Andrew J. Kirkendall follows Paulo Freire’s (1921-97) career promoting adult literacy from northern Brazil to the world stage. Freire was thrown into poverty at age thirteen when his father died. As a young man, he worked for ten years with adult education programs with the illiterate poor who were excluded from political participation by the literacy requirement of Brazil’s 1891 Constitution, a requirement that did not change until 1988. In the beginning, the Alliance for Progress, part of the U.S. post–World War II Cold War strategy, supported the efforts of Freire and others to educate the poor in Latin America but that support was abandoned under President Richard Nixon. Freire and his colleagues experimented with teaching methods to replace traditional night schools with “cultural circles” where teachers would become “dialogue coordinators” and students “small group participants” (p. 39). His egalitarian idea was to promote “the work of ‘man with man’ and not ‘for man’” (p. 21). Instead of using textbooks, Portuguese vocabulary would come from the students’ lived experiences and slides depicting learners’ daily lives, including people voting. The slides would be used to promote discussions.
    [Show full text]
  • The Effectiveness of the Adult Tutoring Program in Increasing Reading Levels Within the Kalamazoo Literacy Population: a Research Proposal
    Western Michigan University ScholarWorks at WMU Honors Theses Lee Honors College 4-26-2013 The Effectiveness of the Adult Tutoring Program in Increasing Reading Levels Within the Kalamazoo Literacy Population: a research proposal Sarah Beu Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/honors_theses Part of the Social Work Commons Recommended Citation Beu, Sarah, "The Effectiveness of the Adult Tutoring Program in Increasing Reading Levels Within the Kalamazoo Literacy Population: a research proposal" (2013). Honors Theses. 2246. https://scholarworks.wmich.edu/honors_theses/2246 This Honors Thesis-Open Access is brought to you for free and open access by the Lee Honors College at ScholarWorks at WMU. It has been accepted for inclusion in Honors Theses by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. Running head: EFFECTIVENESS OF THE ADULT TUTORING PROGRAM\ 1 The Effectiveness of the Adult Tutoring Program in Increasing Adult Reading Levels within the Kalamazoo Literacy Council Population Research Proposal Sarah Beu Western Michigan University March, 2013 EFFECTIVENESS OF THE ADULT TUTORING PROGRAM 2 Abstract Purpose: This study will examine the effectiveness of the Adult Tutoring Program in increasing adult reading levels within the population served by the Kalamazoo Literacy Council (KLC). Method: This study will used a mixed-method design to compare the reading levels of participants who participated in the Adult Tutoring Program to those who dropped out of Program by comparing the participants’ reading levels at initial enrollment, between three months and two years prior to the implementation of this study, to their current reading levels.
    [Show full text]
  • A Model Literacy Framework for Adult Learners
    A MODEL LITERACY FRAMEWORK FOR ADULT LEARNERS: ANALYZING THE IMPACT OF A COMPONENT-SKILLS APPROACH A Dissertation presented to the Faculty of the Graduate School at the University of Missouri-Columbia In Partial Fulfillment of the Requirements for the Degree Doctor of Education by JOHANNAH D. LYNCH-BAUGHER Dr. Carole Edmonds, Dissertation Supervisor MAY 2016 © Copyright by Johannah D. Lynch-Baugher 2016 All Rights Reserved The undersigned, appointed by the dean of the Graduate School, have examined the dissertation entitled A MODEL LITERACY FRAMEWORK FOR ADULT LEARNERS: ANALYZING THE IMPACT OF A COMPONENT-SKILLS APPROACH presented by Johannah D. Lynch-Baugher, a candidate for the degree of doctor of education, and hereby certify that, in their opinion, it is worthy of acceptance. Professor Carole Edmonds Professor Timothy Wall Professor Victoria Seeger Professor Dana Melton Dedication Page ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ To my husband, Blake, who has willingly supported me along this three-year educational journey we call, pursuing my doctorate degree. Night after night when I was working, writing, or thinking about working and writing, you were self-sufficient and left me uninterrupted to make progress. I love you! To my dad, Tom, who traveled back and forth with me while I was in my consecutive weeks of data collection, hours away from home. Thank goodness for large bags of cheese puffs. I love you! To my mom, Karen, who served as my prayer warrior throughout this entire journey. On the days when I thought I could not get through another day, you reminded me that God had equipped me to do this and His grace combined with your prayers allowed this to happen.
    [Show full text]
  • ***********************************************.T**************** * Reproductions Supplied by EDRS Are the Best That Can Be Made * * from the Original Document
    DOCUMENT RESUME ED 321 251 CS 010 224 AUTHOR Newman, Anabel Powell. Beverstock, Caroline TIME Adult Literacy: Contexts and Challenges. INSTITUTION ERIC Clearinghouse on Reading and Communication Skills, Bloomington, IN.; International Reading Association, Newark, Del. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. REPORT NO ISBN-0-87207-356-4 PUB DATE 90 CONTRACT RI88062001 NOTE 232p. AVAILABLE FROM International Reading Association, 800 Bardsdale Rd., Newark, DE 19714 ($9.00 members; $13.50 nonmembers); ERIC Clearinghouse on Reading and Communication Skills, Indiana University, 2508 E. 10th St., Bloomington, IN 47408-2698 ($9.95 plus $2.00 postage and handling). PUB TYPE Information Analyses - ERIC Information Analysis Products (071) -- Books (010) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Adult Literacy; Adult Reading Programs; *Adults; *Educational History; Futures (of Society); Illiteracy; Literature Reviews; *Reading Research; Theory Practice Relationship IDENTIFIERS Workplace Literacy ABSTRACT Reporting recent and significant studies across the spectrum of the literacy movement to help plan the United States' literacy future, this book discusses the history of the adult literacy movement, especially in the United States, and the emergent definitions of adult literacy. The book also reports on the scholarship about, practice of, and challenges confronting the adult literacy movement. Chapters include:(1) "Adult Literacy: A New American Value"; (2) "What Literacy Has C-ne To Mean";(3) "Measurilig Amcrica's Literacy"; (4) "The Emergence of Thinking about Adult Literacy";(5) "Adult Literacy Research: Surveyinga New Field"; (6) "The National Coalition for Literacy"; (7) "Literacy Initiatives"; and (8) "The Challenges of Adult Literacy." (RS) ******************************************************.t**************** * Reproductions supplied by EDRS are the best that can be made * * from the original document.
    [Show full text]
  • The Internationalization of the Protestant Missionary Movement Between the World Wars Dana L
    The First Globalization: The Internationalization of the Protestant Missionary Movement Between the World Wars Dana L. Robert he global vision intrinsic to Christianity-one world, internationalism withthe kingdom of God. Particularlyin North Tone kingdom of God under Jesus Christ-has been the American mainline Protestant churches it became difficult to motive and purpose behind much missionary fervor. Driven by distinguish internationalism from the mission impulse itself. this idealistic vision, the mission of the church nevertheless has Although internationalism was central to mainline Protes­ beenconductedwithinhumanhistory. Modemmissionsemerged tant missions in the 1920s and 1930s, scholars have not used it as in the context of the Enlightenment, the industrial revolution, an interpretive framework for the missionary issues of the era. and the subsequent expansion of capitalism and modernization. Many have preferred to interpret the interwar period in light of With its internal logic of universalism, or catholicity,' Christian the Kraemer/Hocking debate or in relation to the tension be­ mission of necessity finds itself in dialogue with the secular tween evangelistic and social gospel approaches to missions. globalizing tendency of the historical moment-whether Euro­ This essay explores the relationship between internationalism pean expansionism, Western capitalism, or the World Wide and indigenization in the mission movementbetween the world Web. 2 wars, with primary reference to a North American conversation. The Anglo-American Protestant missionary movement of I hope to demonstrate that internationalism and indigenization the 1920s and 1930s functioned within the globalizing discourse were two sides of the same coin. of "internationalism"-amoral vision of oneworld thatemerged The globalizing vision of one world stood in tensionwith the after the horrors of World War I and stemmed from the idealism cultural particularities that emerged in relationship to the global ofWoodrowWilson'sFourteenPoints.Internationalismlaunched context itself.
    [Show full text]
  • Laubach in India: 1935 to 1970
    Syracuse University SURFACE The Courier Libraries Fall 1991 Laubach in India: 1935 to 1970 S. Y. Shah Follow this and additional works at: https://surface.syr.edu/libassoc Part of the Asian History Commons, Asian Studies Commons, Educational Sociology Commons, and the International and Comparative Education Commons Recommended Citation Shah, S.Y. "Laubach in India: 1935 to 1970." The Courier 26.2 (1991): 9-23. This Article is brought to you for free and open access by the Libraries at SURFACE. It has been accepted for inclusion in The Courier by an authorized administrator of SURFACE. For more information, please contact [email protected]. SYRACUSE UNIVERSITY LIBRARY ASSOCIATES COURIER r--.~ ~T~ ~T::Jff ,~T T ~ ~ ~~~.~-c~.-_dl---+------------! - -i 1ffil'q'T ;rT ;rT ~- ~ ~ ~ VOLUME XXVI, NUMBER 2, FALL 1991 SYRACUSE UNIVERSITY LIBRARY ASSOCIATES COURIER VOLUME XXVI NUMBER TWO FALL 199 I Foreword By Alexander Charters, Professor Emeritus ofAdult 3 Education, Syracuse University Preface By Mary Beth Hinton, Guest Editor, 5 Syracuse University Library Associates Courier Laubach in India: 1935 to 1970 By S. Y. Shah, Assistant Director, Adult Continuing 9 Education and Extension Unit, Jawaharlal Nehru University, New Delhi The Portfolio Club: A Refuge ofFriendship and Learning By Constance Carroll, Assistant for Continuing 25 Education, The New York State Education Department Omnibus: Precursor ofModern Television By Mary Beth Hinton, Guest Editor, 41 Syracuse University Library Associates Courier The Adult and Continuing Education Collections at Syracuse University By Terrance Keenan, Manuscripts Librarian, 53 Syracuse University Library The E. S. Bird Library Reconfiguration Project By Carol Parke, Associate University Librarian, 79 Syracuse University Library News ofthe Syracuse University Library and the Library Associates 95 Laubach in India: 1935 to 1970 BY S.
    [Show full text]
  • Volunteer Tutor Training Handbook
    Volunteer Tutor Training Handbook Literacy Action of Central Arkansas 100 Rock Street, Suite 530 Little Rock, Arkansas 72201 501-372-7323 literacylittlerock.org Hello Tutors! I’m always amazed and humbled by the quantity and quality of people that come to Literacy Action Volunteer Tutor Trainings. Without a doubt, our volunteer tutors are extraordinary and are the foundation of Literacy Action of Central Arkansas. We are grateful, to say the least, for your service to our students and we look forward to working with you this year and in the years to come. Literacy Action has worked hard since 1986 to teach literacy skills to struggling readers in the Central Arkansas area. We have offices in Little Rock and Conway, but serve students from a seven county area - Pulaski, Faulkner, Jefferson, Grant, Lonoke, Perry, and Saline. In the last 12 months, Literacy Action served over 500 adult students delivering over 7,000 hours of individualized instruction. Learning to read enables our students to get family-supporting jobs, have better access to health information and teach their children the value of literacy. We believe in acknowledging and advocating for the important role adults play in fostering their children’s basic literacy skills and attitudes toward learning. Parents are often children’s first and most influential teachers. With 145,000 adults in Central Arkansas reading at below basic levels, Literacy Action provides a crucial service that benefits the entire community. I am so THANKFUL for YOU! I’m thankful for the generosity of hundreds of people, like YOU, who provide support at all levels to keep Literacy Action of Central Arkansas open and serving those who need us.
    [Show full text]
  • American Colonial Culture in the Islamic Philippines, 1899-1942
    Western University Scholarship@Western Electronic Thesis and Dissertation Repository 2-1-2016 12:00 AM Civilizational Imperatives: American Colonial Culture in the Islamic Philippines, 1899-1942 Oliver Charbonneau The University of Western Ontario Supervisor Dr. Frank Schumacher The University of Western Ontario Graduate Program in History A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Oliver Charbonneau 2016 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Asian History Commons, Cultural History Commons, Islamic World and Near East History Commons, Race and Ethnicity Commons, and the United States History Commons Recommended Citation Charbonneau, Oliver, "Civilizational Imperatives: American Colonial Culture in the Islamic Philippines, 1899-1942" (2016). Electronic Thesis and Dissertation Repository. 3508. https://ir.lib.uwo.ca/etd/3508 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. i Abstract and Keywords This dissertation examines the colonial experience in the Islamic Philippines between 1899 and 1942. Occupying Mindanao and the Sulu Archipelago in 1899, U.S. Army officials assumed sovereignty over a series of Muslim populations collectively referred to as ‘Moros.’ Beholden to pre-existing notions of Moro ungovernability, for two decades military and civilian administrators ruled the Southern Philippines separately from the Christian regions of the North. In the 1920s, Islamic areas of Mindanao and Sulu were ‘normalized’ and haphazardly assimilated into the emergent Philippine nation-state.
    [Show full text]
  • Pidgins and Creoles in Education (PACE) NEWSLETTER Number 10 December 1999
    Pidgins and Creoles in Education (PACE) NEWSLETTER Number 10 December 1999 SHORT REPORTS WELCOME TO THE 10th ANNIVERSARY ISSUE USA from: Georgette Gonsalves The PACE Newsletter started in 1990, and 308 Columbus Ave now has over 170 subscribers in 27 countries. Boston, MA 02116 USA Many thanks go to all of you who have been Despite the general, hostile climate towards the sending in contributions over the years. use of languages other than English in US This 10th issue contains the usual reports school classrooms, the City of Boston and information about new publications, continues to support the role of native theses and conferences dealing with the use of languages in its Transitional Bilingual pidgins, creoles and minority dialects in Education programs. Current efforts are education. But in this issue, we have three underway to develop learning standards in the special longer reports from three different following languages: Spanish, Chinese, countries and an article about adult literacy Vietnamese, Haitian Creole and Capeverdean programs in Vanuatu using Bislama Creole. Truly exciting! Especially for the last (Melanesian Pidgin). two languages. Of course they are spoken by Special thanks to all the contributors for significant numbers of students in the schools, this issue. Please pass it around and urge grades K-12. people to send in contributions for the next Starting October 1998, I will be teaching an issue in 2000! innovative graduate course for Haitian and Capeverdean language teachers in the Boston Jeff Siegel schools. Entitled “Creoles in Education: the Linguistics Role of Reading and Writing in Capeverdean University of New England and Haitian Bilingual Education”.
    [Show full text]
  • Strang, William TITLE the Major National Adult Literacy Volunteer Organizations
    DOCUMENT RESUME ED 359 370 CE 063 997 AUTHOR Tenenbaum, Ellen; Strang, William TITLE The Major National Adult Literacy Volunteer Organizations. A Descriptive Review. Final Report. INSTITUTION Westat, Inc., Rockville, MD. SPONS AGENCY Office of Policy and Planning (ED), Washington, DC. PUB DATE 92 CONTRACT LC89015001 NOTE 181p. PUB TYPE Reports - Research/Technical (143) EDRS PRICE MF01/PC08 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; Case Studies; Educational Practices; Futures (of Society); *National Organizations; National Programs; *Organizational Effectiveness; Organizational Objectives; Program Content; *Program Effectiveness; State Programs; *Voluntary Agencies IDENTIFIERS *Laubach Literacy Action; *Literacy Volunteers of America Inc ABSTRACT A study confirmed that Laubach Literacy Action (LLA) and Literacy Volunteers of America (LVA) remain the primary national providers of volunteer-based literacy instruction. Bothorganizations provide basic literacy instruction and beginning instructionin English as a Second Language ona one-to-one or small-group basis by tutors. Each organization has developed itsown formal training program for tutors and its own training methods and materials. LLA and LVA programs are often considered the outreacharm of the adult education system. As of 1990, LLA reported 98,271 volunteertutors serving 147,087 adult learners through 1,023 local LLA councilsin 45 states. As of 1991, LVA reported 51,437 volunteers serving 52,338 adult learners through 434 state and local LVA affiliateprograms in 41 states. The instructional approaches of bothorganizations are firmly grounded in phonics; however, both organizationsincorporate other teaching approaches and tools to meet students' individual goals and interests. Of LLA's $8.7 million annual budget for 1990, $7.5 million came from the sale of LLA publications.Forty percent of the LVA national budget of $2.2 millioncame from the sale of LVA publications.
    [Show full text]