Adult Literacy Clinic – Low-Level Literacy Adults and College Reading Success

 

Report on Program Implementation

     The Dollar General Literacy Foundation grant awarded to Dr. Pamela Petty, Literacy Program, Western Kentucky University allowed the continuation of an Adult Literacy Clinic at WKU and the establishment of the College Reading Success initiative at WKU. Both the Adult Literacy Clinic and the College Reading Success sessions were conducted as specified in the Dollar General Literacy Foundation Grant proposals.  

     The Adult Literacy Clinic functioned from January 2006 through May 2006 and from August 2006 through December 2006 and focused on the particular literacy needs of adult learners in Warren County and surrounding counties.  The Clinic used graduate students enrolled in a literacy course specifically designed to prepare instructors to deliver exemplary literacy instruction, including proper assessments, selection of appropriate materials, and planning individualized literacy learning plans for adult learners in Kentucky.  Literacy faculty at WKU worked with the Kentucky Adult Literacy Institute to develop a clinical program that met the literacy needs of adult learners who were referred to us by the Bowling Green Adult Learning Center.  This grant allowed for adult learners to receive scholarships (fee-waivers), stipends for attendance, and the necessary assessment and learning materials to fit their individual needs. 

Accomplishments

      Development of the Adult Literacy Clinic at Western Kentucky University has had some far reaching benefits to both adult educators and adult learners in the state of Kentucky.  A total of 1,457 adult learners in Warren, Laurel, and Simpson Counties in Kentucky were served by adult educators participating in the Adult Literacy Clinic in 2006.  Adults who were served in the following areas: 

 

·        ABE/GED

·        ESL

·        Pre-Employment Training

·        Basic Computer

·        Family Literacy

·        Prep for College developmental reading classes

·        On-line students via WIN and PLATO

 

     Additionally, adult literacy learners participated in weekly clinical experiences on Western Kentucky University’s campus in Bowling Green. All adult learners were working toward educational goals that included acquiring GEDs, getting into a technical schools, and admittance and success in community college courses.  All adult learners who participated in the clinical setting at WKU were administered exit interviews regarding their progress, literacy goals, and satisfaction with the Adult Literacy Clinic.

     In addition each instructor and each adult learner received a Readers Handbook (Houghton Mifflin Publishing) for use during the clinic.  Quality literature books were purchased through this grant so that the strategies the adult educators were learning in the clinic could be used with adult learners. Book clubs, discussion groups, and student-read-aloud performances were all made possible due to the influx of new reading materials into the centers.  Building on what we started with this concept last year, we credit this as being one of the great successes of this year’s grant initiative.

     Adult educators participated in exit interviews to determine how their attitudes toward literacy instruction changed as a result of being a part of the Adult Literacy Clinical experience.  Adult educators in the clinic also responded to a writing prompt at the end of the semester.  Analysis of the responses revealed that the teachers could demonstrate that they increased their skills in both assessing students and in planning appropriate instruction based on those assessments.  Student work in the course demonstrated proficiency levels on all course work submitted (see syllabus at http://www.pampetty.com/523syllabus.htm). 

College Reading Success

     We expanded the function of the Adult Literacy Clinic to include adults who are also at risk of failing to accomplish educational goals they have set for themselves in post-secondary settings.  These adults were students at the Bowling Green Community College, as well as other community colleges located within the western portion of Kentucky, and students enrolled as undergraduates at Western Kentucky University.  The “College Reading Success” initiative provided content area reading and study skills instruction and support by WKU graduate students enrolled in LTCY 524:  Reading in the Content Areas.  Undergraduate students enrolled in this course used authentic materials (textbooks from courses in which they are enrolled) and performed authentic tasks (engaged reading of texts, synthesis of information, note-taking, study skills) directly related to current coursework.  Additionally, all students participating in the College Reading Success initiative received Palm Pilots for organizational skills, record keeping, and related literacy applications.  Students also received the Readers Handbook to use independently between sessions and as a learning tool during the weekly clinical sessions. 

     The purpose of the College Reading Success program is two-fold:  1)  To instruct and provide literacy and study skills support for current community college and WKU students who self-identify as struggling readers/learners and those who may be referred to us by instructors; (2) To prepare graduate students seeking degrees as advanced reading professionals to provide exemplary literacy instruction including appropriate assessments and materials, and how to plan for literacy instruction that aids learners in making progress toward their personal and professional literacy goals.

     During the spring and fall of 2006 we served a total of 90 community college and/or WKU undergraduate students.  Students met weekly with LTCY 524 graduate students to engage in authentic experiences with content area reading within the scope of courses in which the undergraduate students are presently enrolled.  These students are currently participating in a formal research project regarding the benefits and challenges of a College Reading Success initiative.  Results of the research project will be made available to the Dollar General Literacy Foundation by December 15, 2006.  (Final data analysis is not available at the time of the final report for this grant.)  See attached summative documentation for lists of participants, majors, year in college, and self-identified strengths and weaknesses.  These represent a sampling of data gathered via pre and post surveys found on-line at:   
     -  http://www.pampetty.com/collegereadingsurvey.htm

-  http://www.pampetty.com/collegereadingsurveypost.htm

     To support the efforts of the clinic for the College Reading Success a comprehensive databank of websites has been established.  Located at http://edtech.tph.wku.edu/~ppetty/collegereading.htm the webpages feature strategies for both students and instructors in the areas of text format, vocabulary, volume of reading, retention of information, test taking, and general study skills.  To date over 128 webpages have been developed. 

     Dr. Petty currently serves on a university-wide Student Success committee and is in close contact with Dr. Luther Hughes, Associate Vice-President of Academic Affairs and Provost Barbara Burch who support the efforts were are making in the College Reading Success initiative.  Student response for the fall of 2006 was impressive with the available slots being filled in less than 24 hours of the announcement of the clinic.  It is believed by those of us involved in this initiative that it will be come a very vital element of support for struggling readers on the WKU campus and hopefully set a model for other universities across the nation. 

Budget

     All monies from this grant and from university matching funds have been spent and all paperwork finalized through the proper channels on campus. 

Continuation

     A proposal was submitted to the Dollar General Literacy Foundation, with whom we have shared the “glory” and for whom we are very grateful for giving us this opportunity to serve, asking for a continuance in funding.  It is our extreme hope that you find our work worthy and that you will give us serious consideration for future funding initiatives.  Our Provost, Dr. Barbara Burch, and the Dean of the College of Education and Behavioral Sciences, Dr. Sam Evans, have pledged to continue to supplement our Adult Literacy Clinic with funding as it becomes available. 

12/01/2006  Hit Counter