|
Author
|
Title
|
Publishing
Information
|
Abstract
|
| Auerbach,
E. |
Making
meaning, making change: participatory curriculum development for adult
ESL literacy |
Center
for Applied Linguistics Delta Systems, McHenry, IL, 1997 |
A
guide to participatory curriculum development based on adult education
theory and Paolo Freire's approach to education for conscientization and
action. It includes a chapter on the principles and research that inform
this approach drawn from adult development and adult learning theories. |
| Bley,
N, Thornton, C. |
Teaching
Mathematics to the Learning Disabled |
Pro-ED,Austin,
Texas, 1995
www.proEdinc.com - $39.00 |
This
book presents a brief overview of learning disabilities and their effect
on learning elementary through junior-high math. It focuses on general
techniques that can aid the planning and implementation of mathematics
instruction. It also deals with specific areas of mathematical instruction
and looks at new curricula content and ways of helping LE students cope
with them. |
|
Bransford,
John D., A.L. Brown, R.R. Cockings, eds.
|
How
People Learn: Brain, Mind, Experience and School
|
National
Academy Press, Wahsington, DC, 1999
|
Covers
the latest research on how people learn, focusing on four dimensions
of performance--knowledge base, fluency, independence, and range--which
"influence how people move from novice to expert in any area."
|
| Brown,
H.D. |
Principles
of Language Learning and Teaching (4th) |
Prentice
Hall, 2000 |
The
core text for the Massachusetts ESOL licensure-compatible courses to date,
and improved in the new edition. Strong, comprehensive coverage of language
learning theory and teaching methods, and one of the richest and most
revealing examinations of what "cultural differences" can entail. |
|
Christison,
Mary Ann; Kennedy, Deborah
|
Multiple
Intelligences: Theory and Practice in Adult ESL
|
|
This
article underlines the basic tenets of Multiple Intelligence (MI) Theory
and describes how it has been applied in teaching ESOL to adults. MI
Theory broadens the traditional view of intelligence. MI Theory maintains
that all humans have at least eight different intelligences that represent
a variety of ways to learn and demonstrate understanding. Teachers who
use MI to inform their curriculum development find that they gain a
deeper understanding of their students' learning preferences and a great
appreciation of their strengths, which generally results in higher levels
of student engagement.
|
| Cromley,
Jennifer |
Learning
to Learn, Learning to Think |
For
ordering information:
www.nifl.gov/activities/
or
www.ed.gov/pubs/
edpubs.html |
Rapidly
becoming a virtual handbook for the "cognitive revolution" in
research and practice, and one of the most practitioner-friendly resources.
Cromley covers a wide range of adult development and learning theories,
dispels myths, connects research to practice, and provides a host of handy
appendices, factsheets, and templates for ready reference. |
| Demetrion,
G. |
"A
Critical Pedagogy of the Mainstream" |
Adult
Basic Education, Summer 1998 |
Links
adult literacy learning within mainstream programs to a personal philosophy
of self-actualization, a scaffolding pedagogy, and the quest for inclusion
into the main fabric of American economic, cultural and social life. These,
in turn, are interpreted as important components undergirding John Jewey's
concept of growth in its application to adult literacy, the philosophicd
premise which frames this essay. The author warns that several thinkers
in the field are promoting philosophical ideals that might do harm rather
than good because they create unrealistic expectations in learners. |
| Fingeret,
Hanna Arlene |
Adult
Literacy Education: Current and Future Directions |
www.ericacve.org
ERIC 354391 |
What
is literacy? The definition has evolved from simple reading and writing
to literacy in social settings, to critical reflection and action. Who
has power in literacy education? Learner participation ranges from teachers
depositing information to instruction in which students participate in
developing materials, to participatory literacy efforts in which students
share power and responsibility for curriculum development, instruction,
and program management. What is the purpose of literacy education? Literacy
can be used for individual social mobility or for community development
and social change. Individually-oriented and community-oriented approaches
vary depending on which view of literacy underlies them. A number of issues
should be considered as adult literacy education is growing and evolving,
moving from a narrow view of literacy as discrete skills to a richer understanding
of the relationship between literacy, culture, and people. |
| Hallowell,
E. & Ratey, J. |
Driven
to Distraction: Recognizing & Coping w/ Attention Deficit Disorder
from Childhood thru Adulthood |
Simon
& Shuster Trade, 1995 |
Recognizing
and coping with attention deficit disorder from children through adulthood.
Discusses the varied forms ADD takes and the transforming impact of precise
diagnosis and treatment. Discusses medication and behavior-modification
techniques for overcoming the syndrome. |
|
Holcomb,
Tom; Peyton, Joy Kreeft
|
ESL
Literacy for a Linguistic Minority: The Deaf Experience
|
|
This
article offers possible explanations for the difficulties deaf individuals
face when dealing with work related reading, writing, and communication
with co-workers. The article also describes new approaches in deaf education
that show promise for improving the literacy skills of deaf students.
|
| Journal:
All Issues |
ANNALS
of Dyslexia: An Interdisciplinary Journal of the International Dyslexia
Assoc. |
Chester
Bldg, Suite 382, 8600 LaSalle Road, Baltimore, MD 21204 |
The
Annals is an annual journal offering a wide range of articles/studies
on primarily language disabilities: etiology, instructionally focused
research, analyses, experimental approaches, and remediations. |
| Journal:
All Issues |
Journal
of Learning Disabilities |
Austin,
Texas, PRO-ED, Inc.
www.proEdinc.com |
Published
six times a year, deals with both research and intervention in learning
disabilities and disorders. |
| Journal:
Theme Issue |
Theme:
"Bringing our Philosophies into Practice" |
Adult
Learning, AACE, v11 n2 |
This
issue gives an overview of theories and philsophies that have informed
adult education practice. |
| Journal:
Theme Issue |
Theme:
"Challenges of Learning and Teaching Math toAdults with LD." |
Perspectives:
A Quality Journal of the International Dyslexia Association
Summer 2000, v26 n3
|
Entire
issue is devoted to the challenges of learning and teaching MATH to adults
with LD. |
|
Kamhi,
A. and H. Catts.
|
Reading
Disabilities: A Developmental Language Perspective
|
Allyn
& Bacon, Boston, MA, 1998
|
Reading
Disabilities: A Developmental Language Perspective
|
| Kegan,
Robert |
In
Over Our Heads: The Mental Demands of Modern Life |
Harvard
University Press, Cambridge |
Kegan
has made a strong case, now widely held, that educators must consider
an entire second "tier" of basic skills that adults need to
be effective in modern society. Kegan has called these the higher-order
skills, and they include solving complex problems and identifying resources.
The book is highly readable. |
| Larsen-Freeman,
D. |
Second
Language Acquisition Research: Staking Out the Territory |
TESOL
Quarterly, 1991 |
This
extensive article reports on more recent research, which focuses on attempts
to explain how language acquistion occurs and how learner factors lead
to different levels and kinds of success among learners. "The focus
has alternately broadened as researchers became more aware of the complexity
of the issues and narrowed as greater depth of analysis was required."
Larsen-Freeman suggests that the next phase of research will be attempts
to unite both areas of focus: learning and the learner. |
| Lavoie,
R. |
VIDEO:
How Difficult Can This Be? The F.A.T. City Workshop |
www.ldonline.org/ld_store/
lavoie_fatcity.html
|
This
remarkable video covers a workshop led by Richard Lavoie in which a group
of parents, educators, psychologists, and children actually experience
what it's like to have a learning disability. By dramatizing the LD child's
classroom experience so vividly, Lavoie lets us experience what many adult
learners have experienced. At the end of the workshop, participants discuss
strategies for working more effectively with learning disabled students.
|
Lyon,
G.R.
et al |
Better
Understanding Learning Disabilities |
Baltimore:
Paul H. Brookes Pub. Co., 1993 |
Presents
view from research and their implications for education and public policies.
The volume discusses development of definitions in the field of LD, as
well as systems of classification. It considers LD from the perspective
of cognitive psychology, the perspective of education, and presents definitions
of reading disability. Finally, it considers the impacts of social and
policy issues of LD. |
| MacArthur,
C.A. |
"Using
Technologies to Enhance the Writing Processes of Students with LD" |
Journal
of Learning Disabilities
v29 n4
www.ldonline.org/ld_indepth/
technology/tech_writing.html
|
Reviews
the ways that computers can support writing by students with learning
disabilities, with an emphasis on applications that go beyond word processing.
Following an overview of research on word processing is a discussion of
software that assists with the basic prediction, and grammar and style
checkers. Next, applications that support the cognitive software, and
multimedia applications. Finally, the use of computer networks to support
collaboration and communication with diverse audiences is addressed. |
| McKay,
H., Abigail, Tom |
Teaching
Adult Second Language Learners |
Cambridge,
Cambridge University Press, 1999 |
This
is a very user-friendly teacher resource which emphasizes the importance
of knowing who the adult learner is, and what the adult learner brings
to the classroom (and how teachers can learn about their learners). The
authors devote a section to building community in the classroom, designing
lesson plans, and working with multilevel students. Although geared towards
ESOL learning situations, the information, suggestions and activities
are useful and informative for all adult educators. |
| Mezirow,
J. |
Education
for Perspective Transformation: Women's Reentry Programs in Community
Colleges |
New
York, Teacher's College at Columbia University, 1975 |
"This
report describes and discusses the findings that emerged from a study
of reentry programs for women in community colleges across the nation....
These programs are designed to assist women who are resuming their education
or are considering employment after an extended hiatus....The primary
goal of the study was to identify factors that charateristically impede
or facilitate the progress of these reentry programs" by providing
"a qualitative data base specifying the most significant factors
influencing the programs now in operation....The researchers drew on the
inductive methodology of grounded theory,"...and derived the study's
data from a combination of intensive field study, comprehensive analytical
analysis, and written responses by programs." |
| Mezirow,
J. |
On
critical reflection |
Adult
Education Quarterly; v48 n3 p185-98 Spr 1998 |
This
article presents an analysis and clarification of the role of critical
reflection of assumptions. This concept can help practitioners understand
the process of how adults learn to think for themselves and act based
on their own set of values rather than the values of others. The article
discusses the types of critical reflection and the role critical reflection
plays in learning. |
|
Mezirow,
J. and Associates.
|
Learning
as Transformation: Critical Perspectives on a Theory in Progress.
|
Jossey-Bass,
San Fransisco, CA, 2000
|
Jack
Mezirow is one of the most respected thinkers and researchers on adult
development and learning theory. Here he brings together the latest
research and theory related to transformative learning, including implications
for adult development. Contributors share examples from their own experiences
as educators and assess the evolution of transformative learning in
practice and philosophy.
|
| Mezirow,
Jack |
A critical
theory of adult learning and education
|
Journal
of Adult Education, Vol. 32 #1 1981 |
This
article discusses the theories of Jurgen Habermas, the nature of three
domains of adult learning, each with its own interpretative categories,
learning goals, needs, and methods of educational intervention. It includes
a "charter for andragogy which defines the term as "an organized
sustained effort to assist adults to learn in a way that enhances their
capability to function as self directed learners." |
| Mezirow,
Jack |
Fostering
Critical Reflection in Adulthood |
Jossey-Bass
, San Fransisco, CA, 1990 |
This
book focuses on helping adults identify the frames of reference and assumptions
that influence the way they perceive, think, decide, feel, and act on
their experience. It suggests methods and proram approaches for precipitating
and fostering transformative learning. |
| Nash,
Andrea |
Talking
shop: a curriculum sourcebook for participatory adult ESL |
Center
for Applied Linguistics Delta Systems, McHenry, IL, 1992 |
This
companion to Making Meaning, Making Change offers the voices of the teachers
who worked in a family literacy program and is a valuable resource for
participatory approaches that enables learners and teachers to build curriculum
reflective of and responsive to their lives. (unfortunately, this is now
out of print) |
| Nichols,
E. |
Links
in Learning |
MESE
Consulting Ltd., 1996
$17.95+postage, 416-283-4447 |
A
maual linking second language learning, literacy, and learning disabilities. |
| Oxford,
R. |
"Language
Learning Strategies: An Update" |
www.cal.org/ericcll/digest/
oxford01.html |
This
article provides summarized research findings which can help teachers
to decide on appropriate ways to help ESOL learners. It starts with a
discussion of the characteristics of "good second language learners"
and then focuses on factors that affect language acquisition and ways
to use or address those factors. |
| Pennington,
B. |
Diagnosing
Learning Disorders: A Neuro-psychological Framework |
New
York, Guilford Press, 1991 |
This
work synthesizes in one accessible volume information on LD from relevant
disciplines--education, neuropsychology, cognitivie psychology--on dyslexia,
ADHD, NLD, autism, and memory disorders. It combines a comprehensive review
of the etiology of each disorder along with a detailed section on diagnosis
and educational response. |
| Ranard,
Donald A., Pfleger, Margo |
Language
and Literacy Education for Southeast Asian Refugees |
http://www.ericacve.org
ERIC 365170 |
This
article discusses changes in the way the needs of this population of learners
for language and literacy education have been met during the 1970’s
through the late 80’s. It especially focuses on the question of whether
new refugees should receive intensive language and job training before
they enter the workforce or study part time after they have found employment. |
| Schwarz,
Robin; Burt, Miriam |
ESL
Instruction for Learning Disabled Adults |
www.ericacve.org
ERIC 379966
|
This
article discusses identification of LD in the ESL population, issues around
assessment of LD and the use of standardized tests with non- English speakers,
as well as instructional methods and materials. |
|
Schwarz,
Robin; Terrill, Lynda
|
ESL
Instruction and Adults with Learning Disabilities
|
|
This
article reviews what is known about adult ESOL learners and LD, suggests
ways to identify and assess ESOL adults who may have LD, and offers
practical methods for both instruction and teacher training.
|
| Shapiro
et al, eds. |
Specific
Reading Disability: A View of the Spectrum |
Timonium,
MD, York Press, 1998 |
A
compendium of current research encompassing education, psychology, speech
and language pathology, social work, neurology, genetics, and psychiatry
presented by leading scholars, teachers, and practitioners. A most up-to-date
source of current research and a useful guide to literature in the field. |
Sharpio,
J.
Rich, R. |
Facing
LD in the Adult years: Understanding Dyslexia, ADHD, Assessment, Intervention,
and Research |
New
York, Oxford UP, 1999 |
Information
on the causes and symptoms of LD, including specific conditions such as
ADHD and dyslexia. A review of definitions, an update of research, and
advances in neuro-science, assessment and intervention, legal issues,
and making college and employment plans. |
| Smith,
M.C. & Pourchot, T. eds. |
Adult
Learning and Development: Perspectives from Educational Psychology |
Mayway,
NJ, Lawrence Erlbaum, 1998 |
Perspectives
on adult development and learning are presented by educational psychologists
in order to contribute to adult education. Includes information on adult
intellectual function, thinking, and problem-solving skills and research
on adult learning domains. |
| Sunderland,
H. |
Dyslexia
and the Bilingual Learner: Assessing & Teaching adults & Young
People who Speak English as an Additional Language. |
London
Language Literacy Unit, 1997 |
This
publication provides background information on dyslexia in ESOL learners/bilingual
learners and offers diagnostic tools and teaching tips. |
| Thompson,
S. |
The
Source for Nonverbal Learning Disorders |
East
Moline, IL, LinguiSystems, Inc. 1997 |
Though
aimed at children, this manual gives a thorough perspective on nonverbal
disabilities. |
| Website |
LD Online |
www.ldonline.org/ld_indepth/
adult/index.html |
LD
online is the official Website for two national organizations that deal
with LD in both K-12 and adult literacy classrooms. It is an online collection
of highly useful articles, including ERIC digests, links, and ongoing
discussions. |
| Website |
National
Resources for Adults with LD |
slincs.coe.utk.edu/
special_collections/
learning_disabilities/ |
National
resources for adults with learning disabilities. This is a Website with
dozens of good resources, including excerpts from and summaries of longer
works (e.g. an LD Checklist)--so a lot of the work of "isolating"
the relevant adult learner content has been done for you. |
| Website |
NCSALL
(National Center for the Study of Adult Learning and Literacy) |
http://ncsall.gse.harvard.edu |
NCSALL
is a joint project between Harvard University’s Graduate School of
Education, World Education, Rutgers University Graduate School of Education,
Portland State University, and the Center for Literacy Studies at the
University of Tennessee. It’s mission is to improve the quality of
practice in adult basic education, adult ESOL, and adult secondary education
programs through the use of research. NCSALL conducts research on topics
such as persistence and retention in adult education programs, the impact
of gaining a GED, the use of multiple intelligences theory in adult education,
and adult reading components which seeks to group learners using components
of reading ability and give input to creating a better assessment tool
for low level readers who are adults. NCSALL has a special emphasis on
connecting research and practice via many routes which include the publications
“Focus On Basics” and the Annual Review of Adult Learning and
Literacy as well as the PDRN (Practitioner Dissemination and Research
Network). |
| Website |
The
Center for Literacy Studies |
http://cls.coe.utk.edu/ |
The
Center for Literacy Studies strengthens adult literacy education in order
to equip adults with the knowledge and skills they need to be lifelong
learners and effective members of their families, communities and workplaces.
The Center links theory and practice through research, professional development,
partnerships, and building and sharing the knowledge of the field. The
website contains links to professional development information as well
as special online collections on topics such as health and literacy, science
and numeracy, literacy and learning disabilities, and workforce education. |
| Website |
The
Transition Coalition |
www.transitioncoalition.org/
index.html |
Website
offers useful information and support for all people interested and involved
in the successful transition of learners with disabilities from school
to work life. |
| Weiss,
L. |
The
Attention Deficit Disorder in Adults Workbook |
Dallas,
Taylor Publishing, 1994 |
A
combination journal, self-quiz, and organizer--all designed to give a
daily, practical, hands-on method of coping with attentional difficulty.
It goes step by step through the stages of managing ADD. Includes a section
on the circumstances that most frustrate adults with attention problems. |
Weiss,
L.
Bonnett, K. |
Attention
Deficit Disorder in Adults: Practical Help and Understanding (3rd ed.) |
Dallas,
Taylor Publishing, 1994 |
This
updated volume still contains all the original information--how to tell
if you have ADD, ways to master distraction, ADD's impact on the family,
and more--plus the newest treatments available. |
| Wrigley,
Heide Spruck, Guth, Gloria |
Bringing
literacy to life: issues and options in adult ESL literacy |
Aguirre
International for the U.S. Dept. of Education, Office of Vocational
and Adult Education, San Mateo, CA, 1992
email:
csoong@aiweb.com
|
This
is a highly regarded handbook for practitioners which links theory and
practice in adult literacy with a special focus on ESL Literacy. It contains
chapters on teaching approaches, curriculum, assessment, staff development
and technology, along with several curriculum units developed by teachers
in the field. The handbook uses promising practices culled from innovative
programs to illustrate engaged learning and adventurous teaching |
| YALD
Resources |
Teaching
Manuals (LD) |
FAX
413-443-7919 for ordering instructions. |
The
Western Massachusetts chapter of Young Adults with Learning Disorders
(located at The Learning Connection in Pittsfield, MA) has developed three
manuals to guide practitioners in working with adolescents and adults
with LD: 1.Instructional Strategies to Benefit Adolescents and Adults
with Learning Disabilities. 2.Do My ESOL Students Have Learning Disabilities?
3. The Educational Environment, Assessment, and Counseling Services for
the Learning Disables Adolescent and Adult. |
| ZIP |
Got
a great resource to suggest? Does one of our resources cover additional
standards? |
All
additions, suggestions, and queries are welcome! |
Please
contact Carey Reid at creid@worlded.org |
