When the goal is supporting excellent teaching, there is no "one-size-fits-all" approach. This book helps literacy coaches and administrators navigate the many choices involved in developing and fine-tuning a coaching program that offers the best fit for a particular school. The authors draw on current research and their personal experiences in…

Describes the Active Reading Techniques System (ACTS), developed at Ohio State University as an instructional system for use by tutors of adult learners. ACTS consists of five techniques, each of which are described separately: Language Experience Technique, Information Reading Technique, Life-Skills Technique, Context Clues Technique, and Silent…

Traces the progress of a beginning adult reader along the literacy continuum shown by child readers. Provides suggestions for teaching reading and writing to beginners which build on a learner's personal experiences and knowledge of language. (ARH)

Describes five steps for increasing the literacy level of adult beginning readers using creative plays. Notes that creative plays as reading material empowers the adult beginning reader because (1) the content is personalized; (2) it allows for positive reinforcement on an affective level; and (3) it provides insights into possible strategies for…

Though adult students have rich and varied backgrounds which enhance their reading, too often teaching methods have focused on the print on the page rather than the ideas presented. There is a range of strategies for teaching reading comprehension which is applicable to any material. (JOW)

Argues that requiring student input and responsibility is an effective method for teaching reading to adults. (RB)

Describes how pornographic books were used in a successful three-month program designed to teach 15 low-income adult males how to read. (DD)

A series of short articles describing the involvement of parents in the educational process. (MB)

How successful are speed reading courses for adults? Author, who teaches speed reading and improvement of reading comprehension, backs up his assertion of their effectiveness with test result tables showing businessmen in particular benefit from such training. (PD)

Making adults aware that they regularly pick out main ideas in their everyday lives makes it easier for them to do it in reading. (DD)

Discusses the multi-modal approach to basic-level reading instruction and methods by which the teaching of reading skills can take place in a multi-modal context. Identifies the philosophical view of adult reading-skill acquisition which serves as the foundation of the program. (JOW)

Discusses the latest research findings and includes teaching strategies successful with aged readers. Exploration of appropriate reading materials and teaching strategies needs to be performed. Educational needs and interests of the elderly need to be identified so that reading programs offered actually are attended. (Author)

Reviews two current models of reading and examines their relevancy for adult learners of English as a second or other language. Explores implications and presents seven practical principles for the ESL/literacy teacher. (JK)