[NLA] Re: Reading Instruction and Policy Advocacy

[Art LaChance]

Do I hear an "Amen" ? !!

Exactly that, Jon.  IF the teacher "understands" the language learning process,
then they may apply whatever is required to meet the students needs.  I know
that's not the case in public education at the present time although it shows
some promise of approaching it.

In response to Debbie's post, (saving paper here), I think it's just short of
ludicrous to expect children to know what they need to learn, and if the
teacher is worth their salt, we in adult literacy will have no future.  And I'm
sorry, if adult students knew what they needed to learn, therein lies the
foundation for the "we don't need adult literacy services so why put more funds
into it" philosophy.  Let's make up our minds here.

art



Jon Randall wrote:

> On 9/11/2002, In response to Eileen's post of 9/10, Art wrote: "Those of us
> in the adult literacy classrooms see the results of both daily and realize
> fully that both are required, not recommended ..."
>
> So would the appropriate advocacy position be to tell Congress and the
> Administration: "We need and appreciate information about promising
> practices but urge you not to dictate instructional methods. Rather, hold
> providers accountable for results. Re: instructional methods: it's not
> either/or. It's knowing when it is best to use various methodologies during
> the course of each learner's instruction."
>
> Jon Randall
> Public Policy Committee Chair
> National Coalition for Literacy
> www.natcoalitionliteracy.org
>
> NCL policy efforts are supported in part by funding from ProLiteracy
> Worldwide
>
> FedStrategics, LLC
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>
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