Rudine Sims Bishop, who supported my belief that children and books matter more than almost anyth... more Rudine Sims Bishop, who supported my belief that children and books matter more than almost anything; to Dr. Judith Solsken, who offered me an opportunity to sharpen my ethnographic skills under her guidance; and to Dr. Gareth Matthews, who introduced me to the notion that children are natural philosophers. To the members of my writing support group, Ann Courtney, Susan Benedict and Elaine Vine, who offered encouragement and criticism, I give my heartfelt thanks. I also owe a great debt of thanks to all friends and relatives, paricularly to my mother, who helped care for my three children while I worked on this manuscript. I thank my children for their remarkable patience and endurance.
I believe teacher educators resist changing teacher education because there's simply a lot of... more I believe teacher educators resist changing teacher education because there's simply a lot of inertia in the field. We do what we do because it is the way we've always done it. If we have always had a program that requires two years of liberal studies, a few foundations courses, a set of methods courses and a field experience, why change it? Why take the time to analyze what's wrong with a system that we don't think is broken? (Ladson-Billings, 2001, p. 7)
I believe teacher educators resist changing teacher education because there's simply a lot of... more I believe teacher educators resist changing teacher education because there's simply a lot of inertia in the field. We do what we do because it is the way we've always done it. If we have always had a program that requires two years of liberal studies, a few foundations courses, a set of methods courses and a field experience, why change it? Why take the time to analyze what's wrong with a system that we don't think is broken? (Ladson-Billings, 2001, p. 7)
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
Rudine Sims Bishop, who supported my belief that children and books matter more than almost anyth... more Rudine Sims Bishop, who supported my belief that children and books matter more than almost anything; to Dr. Judith Solsken, who offered me an opportunity to sharpen my ethnographic skills under her guidance; and to Dr. Gareth Matthews, who introduced me to the notion that children are natural philosophers. To the members of my writing support group, Ann Courtney, Susan Benedict and Elaine Vine, who offered encouragement and criticism, I give my heartfelt thanks. I also owe a great debt of thanks to all friends and relatives, paricularly to my mother, who helped care for my three children while I worked on this manuscript. I thank my children for their remarkable patience and endurance.
I believe teacher educators resist changing teacher education because there's simply a lot of... more I believe teacher educators resist changing teacher education because there's simply a lot of inertia in the field. We do what we do because it is the way we've always done it. If we have always had a program that requires two years of liberal studies, a few foundations courses, a set of methods courses and a field experience, why change it? Why take the time to analyze what's wrong with a system that we don't think is broken? (Ladson-Billings, 2001, p. 7)
I believe teacher educators resist changing teacher education because there's simply a lot of... more I believe teacher educators resist changing teacher education because there's simply a lot of inertia in the field. We do what we do because it is the way we've always done it. If we have always had a program that requires two years of liberal studies, a few foundations courses, a set of methods courses and a field experience, why change it? Why take the time to analyze what's wrong with a system that we don't think is broken? (Ladson-Billings, 2001, p. 7)
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
Journal of research and practice for adult literacy, secondary, and basic education, 2013
The goal of this study was to compare the literacy skills of adult native English and native Span... more The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension tasks but were equally skilled on the phonology and vocabulary tasks. Morphology, coupled with phonology, was a stronger predictor of vocabulary and comprehension abilities for the native Spanish speakers, which suggests that instruction focused on morphology is likely to have a greater impact on this group.
Uploads
Papers by Lenore Reilly