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Basic skills curricula are the foundation for most instruction in adult literacy programs. This type of curriculum targets fundamental skills in the academic areas in which the person is experiencing difficulty, such as word decoding, syllabication, or math calculation functions. The goal is to sequentially improve the learner's skills. A basic skills approach is used on the premise that when adults learn individual skills, such as word decoding, the new skills will prepare them for performing more meaningful tasks, such as reading for comprehension.
Key Elements
Effective instruction in basic skills usually involves remediation or reteaching of skills that correspond to the learner's ability levels, usually determined from intake interviews and testing. A basic skills curriculum should include each of the following areas:
READING
Curricular content should emphasize
- explicit instruction in phonological awareness designed to help the learner recognize speech sounds and blend them into meaningful units; decoding and word-recognition activities designed to teach the learner how to recognize words; oral reading fluency development to help the learner read quickly and effortlessly; and
- reading comprehension strategies to help the learner understand and remember what has been read.
MATHEMATICS
Curricular content should include information related to
- the language of mathematics to help adults learn the meanings of symbols and words used in math problem solving; the "big ideas" or concepts central to mathematics to help learners organize their thinking about math; and
- strategies for solving math problems.
WRITTEN COMMUNICATION
Curricular content should include information related to
- the means of writing-to address problems related to prerequisite skills (for example, holding the pencil, directionality, spatial orientation), handwriting, and word processing; the mechanics of writing-to address problems in spelling, capitalization, grammar, and punctuation; and
- the composition process-to address problems in planning and organizing, semantics, crafting sentences and paragraphs, editing, and revising.
Appropriate Use of Basic Skills Curricula
A basic skills curriculum is usually necessary for adults who have failed to learn from traditional instruction. Basic skills teaching is based on the assumption that the learner should first be taught a sequence of individual skills; instruction can then progress to applying those literacy skills to meet life demands.
Proponents of basic skills curricula contend that this instruction directly addresses each of the student's learning problems in the order in which they need to be addressed. Critics of this curricular option, on the other hand, suggest that progress in acquiring basic skills is often slow and, therefore, the learner loses motivation easily.
Most individuals need to read at least at a 4th- or 5th-grade level to meet everyday literacy demands. Adults who are reading below that level may be excellent candidates for intensive basic skills instruction. Adults reading at or above that level may profit more from other curricular options.
Effective instruction in basic skills requires intensive and frequent practitioner-directed instruction and practice opportunities. The work involved in acquiring basic skills should be thoroughly explained to the learner when goals are set. If the learner does not wish to invest the amount of time required to attain the desired level of literacy skills, other instructional options should be considered. For many learners who are engaged in a basic skills curriculum, it may be appropriate to simultaneously learn related skills through one of the other curricular options.
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Center for Literacy Studies
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Knoxville, TN 37996
Tel: 865-974-4109
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