apt - and comprehension of information are more important...

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Another way to adjust to this difference in achievement could be to teach the developmental students the abilities assessed on the test. The NSACS used the assessment materials prepared for the National Assessment of Adult Literacy, or NAAL . This assessment defined literacy as a functional skill and it identified text materials and questions to evaluate facility two types of literacy. Prose literacy requires that a reader “search, comprehend and use information from continuous texts,…editorials, news stories, brochures, and instructional materials.” (p4) . Document literacy applied the same abilities to “non-continuous texts,… job applications, payroll forms, transportation schedules, maps, tables and drug or food labels” (p4) . These abilities and tasks are common. Of course, teaching these aptitudes would require, to some extent, teaching to the test. The skills – selection
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Unformatted text preview: and comprehension of information - are more important than the materials. It is possible that the skills outlined in the NAAL could be assessed with a wide variety of texts. A careful selection of reading aptitudes would actually be inclusive and draw teachers from a variety of subjects into the development of reading abilities. “[E]xpanding the conception of literacy beyond conventional reading and writing is not merely to be inclusive. The more specialized forms of literacy in occupational courses create the same kinds of cognitive demands and pedagogical problems as the teaching of reading and writing” (Grubb, et al, 159-60). Grubb, W. Norton and Associates. Honored But Invisible: An Inside Look at Teaching in Community Colleges. New York: Routledge, 1999....
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This note was uploaded on 09/13/2011 for the course LEARNING L 110 taught by Professor Afrancis during the Spring '11 term at Community College of Philadelphia.

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