Learning to Achieve

Mike and Colleagues,

Last week I attended a state conference and presented three Learning to Achieve workshops:  Reading Disabilities, Workforce Preparation Strategies, and Explicit Instruction for Strategy Learning.  While these are individual workshops, the information and strategies presented are all aligned with providing our adult students with learning disabilities with the skills and competencies they need to be successful in academics and the workplace.

In Reading Disabilities, we focused on the characteristics of reading disabilities, as well as the four components of reading.  In Workforce Preparation Strategies the goal was to provide adult educators with strategies to help their students develop effective skills for finding and retaining employment.  Explicit Instruction for Strategy Learning aligned both previous workshops with explicit instructional (EI) strategies and how EI is a research-based effective method of instruction, especially for students with LD.  We specifically addressed the strategies of Visualization for reading, TOWER for writing, and RAP for paraphrasing.  During Workforce Preparation Strategies we addressed the four major components of career development:  awareness of self, awareness of opportunity, preparation, and work history.  As previously stated, we applied the method of explicit instruction to all strategies:  provide clear expectations, model the learning, engage in scaffolded practice, and provide elaborated feedback that is immediate, positive, and corrective throughout. 

For more information on the Learning to Achieve courses visit the LINCS Learning Portal.  

Are there any specific strategies you have used with your students that have been effective for reading and/or workforce preparation? 

Please share your ideas and strategies!

Jeri