ABE Reading Instruction: Beyond Comprehension Strategies
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I am teaching a 10 week ABE reading course to prepare students for entrance into CTE programs that have specific TABE achievement scores. I am not a certified reading specialist, per se, but rather self taught over the years of Level 0 and 1 ELA instruction and more recently ABE. There is a lot I know about the components of sound reading instruction, but am struggling with time and resources (as a part time instructor) to best focus my time and efforts on implementing interventions that will have the quickest impact. I desire a community of practice to work through this with.
My teaching context (perhaps many of you are in similar situations):
Evening classes of 5 to 10 multi-national students, not all of whom have come up through ELA instruction. Many require a TABE D GLE 9 score to enter Health Sciences courses but who are making slow progress around the M or D GLE 5 - 7 level. (We meet for 3 hours, 2 times a week). We use TABE focused readers, workbooks, and test practice book/materials all focused on the D level. I supplement in each lesson with a high interest reading text from NEWSELA https://newsela.com/ At my school I have access to shelves and shelves of ELA materials, but I am out of touch with titles and tried and true publications at this point.
Comprehension Strategies - I feel solid on this front, and as a result have created a course that is clearly too heavy in this category.
In the interest of time, I need to collaborate on cheap, reliable and valid assessment (and the necessary data management ) and instructional strategies for uncovering comprehension barriers related to:
phonemic awareness, fluency, and vocabulary development
Let me start with vocabulary development - am I safe to simply start with daily vocab lessons that target the Tier 2 vocabulary? I found 30+ lessons online here https://abspd.appstate.edu/vocabulary-lessons?page=1 Is this a safe bet? What issues so you see with jumping in with these lessons?
Fluency - I understand and could, with some work, establish Curriculum Based Materials to assess (long term, but we only have 10 weeks) fluency. Am I barking up the wrong trww on how to know more about fluency barriers to comprehension?
Phonemic Awareness - Ideas please - it seems such a big thing to tackle and, with such different learners and so little time, I feel overwhelmed with this category and fear wasting time for little information.
Thank you all so much - for the work you do, for any consideration of my request to collaborate, and for simply reading this far. I hope to hear from you.