What Doesn’t Work for the Lowest Level Literacy Learners and Why?

Abstract

Traditional approaches for teaching reading to Low Educated Second Language and Literacy Acquisition (LESLLA) adults are problematic because foundational learning and cognitive areas are generally underdeveloped in these students. Three methods for reading instruction (phonics, sight words and whole language) are explored in light of the LESLLA learner. Task analyses are undertaken for each method, and gaps present in LESLLA learners are revealed. The task analysis method is advocated for lesson planning, and a recommendation is made for teachers to consider what is being expected of students when activities are presented. Educators must be reminded that LESLLA learners are likely to be pre-emergent readers with developmental areas needing identification and instruction and will not be successful with conventional methods for reading instruction without significant pre-reading skill preparation.