Questions drive results!

Questions encourage reading. Questions guide and improve comprehension. I don’t mean the questions written by textbook authors or asked by teachers and discussion leaders. I mean the questions readers ask themselves – before, during, and after reading. As a good reader, you already use questioning as a tool for reading.

Readers who intentionally ask questions before they read establish purposes for reading. In other words, by asking questions these readers connect the text with their personal knowledge (second-hand information, such as things they’ve read, watched, or seen) and personal experience (things they’ve experienced first-hand). These questions engage these readers with the text, providing motivation for and focus on the content of the text.

Questions during reading are equally important but serve different purposes. By asking who, what, why, when, how, and where questions during reading, readers self-diagnosis their comprehension problems. Starting questions with “I wonder” helps these readers focus on and figure out confusing parts and then fill in missing information.

Good readers, once they understand the literal meaning of the text, then move beyond the literal meaning to infer new meanings. Inferences, ideas not stated directly in texts, are derived from combining readers’ knowledge and experiences with ideas and conceptual thoughts planted by authors. The process of and products from inferential thinking lead to new meanings or possibilities, helping good readers make deeper connections between the content and their lives.

Question asking doesn’t stop when the texts end. Well-written, thought-provoking texts leave readers thinking about and connecting with worlds outside of the texts, creating deeper analyses of texts and exploring new meanings and ideas. The end questions, therefore, are really just the beginning questions along a spectrum of ideas.

You see, readers are in charge of what they take away from and give to the texts they read. Questions drive readers’ results. Readers determine their level of engagement with texts by the questions they ask – before, during, and after reading. Questions help good readers in many ways, such as to set purposes, focus thoughts, clarify misunderstandings, infer meanings, and explore new ideas.

When good readers engage with text, they automatically ask questions, without thinking. Poor readers however don’t know about this simple, yet rather complicated technique. Poor readers need our assistance in developing questions as a tool for guiding and improving their comprehension. What are you doing to help your learner develop questioning as a tool for comprehending text?

Looking for a Place to Upgrade your Reading Skills?

By Dr. Deborah Young
(as printed in August 2014 issue of LDAU Newsletter, pages 1-3 -- official publication of the Learning Disabilities Association of Utah)

As adults in our society, we are expected to graduate from high school and then either wholeheartedly enter the world of work or delay full-time employment until we graduate from college or trade school. Based on the mandate from our own governor in his 2010 State of the State address, at least 66% of us between the ages of 20 to 64 are now expected to “have a post-secondary degree or certificate” by 2020.

This pathway from high school to college may be appropriate for many high school graduates, but not all. For example, currently, many teens are graduating from Utah high schools without college-level reading skills. Some of these graduates have learning problems. Other graduates do not do well enough in school to successfully enroll directly into college after high school. And, what about the teenagers who didn't finish high school? Or, what about the adults who have been out of school for many years and their skills need re-tooling? Then what?

Utah has only a few programs available for adults to enhance their current reading skills. Some are run by library or nonprofit organizations, some are run by school districts or community colleges, and some are run by for-profit companies. Regardless of which program is available to you, what should you look for in a good, effective adult reading program? Here are some questions to ponder.

• Assessment. Does the program assess learning strengths and needs and then use the results to tailor instruction for the individual? Do the learners and teachers continually assess and adjust instructional effectiveness? How do they aid learners in transferring skills and strategies to reading opportunities outside of the instructional setting?

• Content & Materials. Does the program include the five components considered to be necessary for result-oriented reading instruction – phonemic awareness (manipulate units of sounds, like word beginnings, word endings, or syllables), phonics (know relationship between sounds and their associated symbols), fluency (read smoothly, accurately, and with appropriate speed), vocabulary (understand words and their uses in specific contexts), and comprehension (understand and use text-based information)? What is the role of writing within this instruction? Is writing used to reinforce and explore all aspects of reading instruction? Are real books and real-world materials included? Are these materials related to learners’ goals? For instance, if someone needs to get a driver’s license, is the driver’s license manual one of the “books” being used for instruction? Does instruction engage all three learning styles – auditory, visual, and tactile/kinesthetic?

• Teaching methods. Is the instruction systematic? Is there an obvious progression? Is the instruction explicit? Does a live instructor (or a well-executed video) actually show the specific steps needed to perform a reading strategy? Does this instruction include the conditions and purposes of these strategies? Does instruction include scaffolding – where the teacher explains, demonstrates, and models the new skill or strategy, and then guides learners through the process of practicing the skill or strategy until learners can perform independently? Does instruction actively engage the learners? Are instructional activities and materials relevant? Are the instructional methods used based on research evidence or through the consensus of expert practitioners? Is a combination of group versus individual instruction available? Is a combination of live versus electronic instruction available?

The questions above focus on selecting a strong, effective reading program. The best program for you, however, depends on how you learn best. The more you understand about what you need to help you learn, then the more you can decide which program will help you the most. What questions do you need to ask in order to suit your learning style? Take your questions with you when you check out an adult reading program near you. What to know more about what to look for? Then check out these resources:

   Kruidenier, John R. (2002). Research-based principles for Adult Basic Education reading instruction. Accessed at http://www.sabes.org/resources/research/kruidenier-research-basedreading-2002.pdf on 5/22/14.
   Learning Point Associates. (2004). A closer look at the five essential components of effective reading instruction: A review of scientifically based reading research for teachers. Accessed at http://www.learningpt.org/pdfs/literacy/components.pdf on 5/22/14.
   McShane, Susan. (2005). Applying research in reading instruction for adults: First steps for teachers. Accessed at http://www.sabes.org/resources/research/mcshane-readinginstruction-2005.pdf on 5/22/14.
   National Reading Panel. (no date). Five Components of Reading Instruction Frequently Asked Questions. Accessed at http://www.scsk12.org/scs/subject-areas/kweb/images/nationalreadingpanel_faq.pdf on 5/22/14.

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Dr. Deborah Young, with the help from many community volunteers, transforms English-speaking adults with low reading skills into skilled, passionate, habitual, critical readers, writers, and mathematicians! You can contact Dr. Young at LAC@LiteracyActionCenter.org.

Ongoing "Professional" Development for Volunteer Tutors

Ongoing "professional" development is essential for our program. We need all volunteers operating as "highly qualified" teaching professionals. Hence, our professional development plan has six parts.

CURRENT "PROFESSIONAL" DEVELOPMENT:

   (1) INITIAL TRAINING - Share resume and expectations with learning specialist. Meet enrollees and volunteers during the "getting to know us" process. Successfully complete 4-hour Tutor Interactive Online Orientation (defines adult literacy, introduces learner characteristics, lists specifics about our program, details philosophical underpinnings via examples, and explains four specific teaching strategies). Successfully complete 4-hour Online Reading Horizons Phonics Workshop (provides knowledge baseline for all volunteers, regardless of background). Successfully complete 14-hour Tutor Training Workshop (includes grounding volunteers in NRS & TABE, examining learning disabilities, engaging in developing and using instructional materials (pre-packaged, real-world, and learner-generated), practicing teaching techniques, preparing 30-minute lessons, and documenting progress).

   (2) ON-THE-JOB TRAINING - Learning specialist (or volunteer or enrollee) models best instructional practice in classroom setting and one-to-one setting followed by discussion of model elements, practice, and incorporation of model elements into delivery format. (For enrollee/tutor pairs meeting one-to-one outside of the center, the learning specialist travels to meet them during their tutoring sessions and provides this training as part of their quarterly goal meetings.)    

   (3) TUTOR TALKS - Volunteers meet on a Saturday from 10:30 AM - 12:00 noon 5 times a year for ongoing training. Session format is: Aha! moments (sharing of tutoring-related observations, insights, or discoveries experienced since last meeting.) Concerns (group discusses suggestions based on their combined experiences), Specific training (Content emerges from previous discussions, observations, or other sources. Content addresses tutor/enrollee needs and concerns. Training may be led by learning specialist, group member, or outside professional.)    

   (4) TUTOR EMAILS (NEW 2014) - Two follow-up e-mails with tips and resources sent between Tutor Talks.    

   (5) TUTOR TRAINING BLOG (NEW 2014) - Monthly posting of a teaching/learning tip or resource, written by tutors, learners, learning specialist, or other volunteers and professionals.

    (6) OTHER -- Other training opportunities, as available. For example, in February 2013. we participated in Utah Community Literacy and Writing Consortium's annual tutor workshop.


FUTURE "PROFESSIONAL" DEVELOPMENT:

NEW 2014/2015 -- TUTOR WEB SITE. After viewing our new Tutor Training Blog (developed 8/13) for our Interactive Online Tutor Orientation, tutors decided at our 9/13 Tutor Talk to develop a web site specifically for tutors with focus on identifying ways to grow and share and make training segments available for review. Group developed a content outline. A website has been started. We will examine our prototype for revisions/decisions at our May 2014 Tutor Talk.

NEW 2014/2016 TUTOR RE-CERTIFICATION -- Details are under discussion at Tutor Talks. Highlights include tutors re-certifying annually by earning points during each 12-month period. Points may come from tutor-related activities, such as attendance at Tutor Talks, conferences, meetings, or other appropriate venues; presentations at Tutor Talks, conferences, community events, or workplaces; participation in book/discussion groups; publication of successful teaching/learning techniques; conducting and sharing action research; participation in community groups; and/or successful completion of online courses (e.g., Thinkfinity Literacy Network courses).

BOTTOM LINE -- We work diligently to improve tutors’ knowledge, skills, and abilities to most effectively transform functionally-illiterate, English-speaking adults into skilled, passionate, habitual, critical readers, writers, and mathematicians.

2014 Tutor Talks

Tutor Talks are ongoing training for our volunteer tutors.

UPCOMING DATES include:
September 27, 2014, November 15, 2014, January 17, 2015, March 21, 2015, and May 23, 2015.
 Volunteer tutors meet on a Saturday from 10:30 AM - 12:00 noon 5 times a year for ongoing training.

Session format is:

(a) Aha! moments (sharing of tutoring-related observations, insights, or discoveries experienced since last meeting.)

(b) Concerns (group discusses suggestions based on their combined experiences), and

(c) Specific training (Content emerges from previous discussions, observations, or other sources. Content addresses tutor/enrollee needs and concerns. Training may be led by learning specialist, group member, or outside professional.)  

All current tutors are expected to attend each Tutor Talk.

September 2014 Training Workshop

Literacy Action Center 

Volunteer/Tutor Training Workshop*
(You must attend both Saturdays to complete this training.)


September 13, 2014 (9:00 AM - 2:00 PM)
   + September 27, 2014 (9:00 AM - 2:00 PM)
   Place: 3595 S Main Street, Salt Lake City UT
 Closing Date: April 28, 2014


Registration is required. We currently accept registration delivered by mail, email (lac@LiteracyActionCenter.org), or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $100 for anyone tutoring for some other program or on his or her own.) Regardless of your tax situation, no part of this training fee is tax-deductible. The entire amount goes towards this training. This training fee entitles you to a one-year membership with us, tutor training, training materials, tutor talks, and staff support during your tutoring experience. (Some scholarship funds may be available--please call us (801/265-9081) for more information.)

We need many volunteers. We are always in need of good volunteers to work as tutors, on our Board of Trustees, in our office, and on marketing, fundraising, and special projects. We appreciate your help in whatever way you wish to serve. For more information about any of these volunteer opportunities, please call us. We are happy to answer your questions. (Please note that attending a Tutor Training Workshop is usually the first step to helping us because it helps you better understand who we are and what we do.)

*Tutor Talks. All active tutors are expected to attend all Tutor Talks for ongoing training. All Tutor Talks are 10:30 AM - 12:00 noon on Day 2 of each Volunteer/Tutor Training Workshop. Please mark your calendar. Next Tutor Talks -- 10:30AM-12:00noon -- include: November 15, 2014, January 17, 2015, March 21, 2015, and May 16, 2015.

Check out Volunteer Opportunities for additional ways you might help us.
Check out Literacy Tutor -- Job Description for more information about tutoring.

May 2014 Training Workshop

Literacy Action Center 
Volunteer/Tutor Training Workshop*
(You must attend both Saturdays to complete this training.)


May 3, 2014 (8:30 AM - 4:00 PM)
   + May 17, 2014 (8:30 AM - 12 noon)
   Place: 3595 S Main Street, Salt Lake City UT
 Closing Date: April 28, 2014



Registration is required for Volunteer/Tutor Training Workshops. We currently accept registration delivered by mail or in person at our office. The cost of this training is $35 for anyone who tutors through our program. (This training is $100 for people who will be tutoring for some other program or on their own.) Depending upon your tax situation, part of this training fee may be tax-deductible as a donation to Literacy Action Center. This training fee entitles you to a one-year membership with us, tutor training, training materials, tutor talks, and staff support during your tutoring experience. (Some scholarship funds may be available--please call us for more information.)

We need many volunteers. We are always in need of good volunteers to work as tutors, on our Board of Trustees, in our office, and on marketing, fundraising, and special projects. We appreciate your help in whatever way you wish to serve. For more information about any of these volunteer opportunities, please call us. We are happy to answer your questions. (Please note that attending a Tutor Training Workshop is usually the first step to helping us because it helps you better understand who we are and what we do.)


*Tutor Talks. All active tutors are expected to attend all Tutor Talks for ongoing training. All Tutor Talks are 10:30 AM - 12:00 noon on Day 2 of each Volunteer/Tutor Training Workshop. Please mark your calendar. Next 2014 Tutor Talks -- 10:30AM-12:00noon on September 27 and November 15.


Check out Volunteer Opportunities for additional ways you might help us.
Check out Literacy Tutor -- Job Description for more information about tutoring.