One of the biggest challenges is deciding which strategies will work best with a learner. As the coordinator, you should have done an initial assessment. If you are using the Canadian Adult Reading Assessment (CARA), you may even have an idea whether the learner relies more on print or meaning cues to read. You will then know if the learner should work more on print skills or meaning skills.
Readers who rely on meaning but pay little attention to print should work on strategies that help them focus on the text itself, such as learning about word families. Those who rely on print but not meaning will need to use strategies that help them focus on the content, such as cloze and DRTA. Those who lose meaning because they have difficulty decoding words will need to work on both print and meaning skills. Of course, most learners’ reading needs are not so obvious. This section will help tutors to review information from a learner’s profile and do an informal assessment to determine what strategies will work best for that learner.
Tutors will become aware of strategies they can use for learners at different reading levels or abilities.
| Use of handout, discussion |
|---|
Materials and equipment Handout 6.6: Strategies for Reading Preparation Look through the resources and workshop material you have on hand to find
other reading strategies to share with your tutors. Make copies of the strategies
for tutors to include in their handbooks. |