Capstone Project Title
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Patty Born Selly
Andrea Echelberger and Burgen Young
The research question addressed in this project was, how does a teacher of non-literate and low-literacy adult English language learners align instruction with college and career-readiness standards? The author analyzed the Reading Standards Foundational Skills from the College and Career Readiness Standards (USDE, 2013). Through the lens of SLA theory, the author took into consideration how native language literacy, age, and trauma factor into learning for non-literate and low-literacy adult ESL learners. Similarly, the author relied on existing research in instructional strategies for low-literacy adults to inform curriculum and instruction. This project implements systematic and sequential classroom activities around the phonological awareness tasks of onset, phonemic deletion, and rhyme, and phonics and word recognition for a story-based unit on housing for low-literacy adult ESL students.
Adult Education, Curriculum, ESL/ ELLs, Literacy
Shaftel, Mya, "A Curriculum And Instruction Resource For Teachers Of Low-Literacy Adult English Language Learners: Incorporating Reading Standards Foundational Skills For Low-Literacy ESL" (2018). School of Education Student Capstone Projects. 179.