Case study of a literacy learner, investigating their language and literacy skills and practices and setting learning priorities.

. I have interviewed a literacy learner and provided a transcript of the interview which was recorded. Using the transcript, Discuss their general learning as well as how they are learning. (1000 words approx).

2. An analysis of the literacy learneras skills in reading and writing (1,500 words approx).
A: Reading
Assess the studentas reading in two ways, one of which should be a miscue analysis. What information do the assessment tools provide on the learneras skills in reading? What strengths and areas for development in reading can you identify? Be specific. (readings, miscue, summary of reading are all attached).
B: Writing
Analyse two different example of the learneras writing (two different text types). Analyse the learneras strengths and areas for development at word, sentence and text level. Where appropriate comment on language variety (samples of writings are attached).

3. (1000 words approx)
a? What learning priorities might you suggest to the learner, based on your assessment of the skills?
a? Draw on your understanding of language and literacy learning theory to suggest teaching approaches to support the learner in achieving these priorities.

Assignment outcomes:
a? Employ an understanding of theoretical frameworks to analyse samples of a learneras language use
a? Identify the learneras strengths and areas for development in reading and writing speaking and listening on the basis of this assessment evidence
a? Exemplify the main personal factors affecting the language and/or literacy learning of the learner
a? Discuss some of the main social, cultural and historical factors affecting the language and /or literacy learning of the learner
a? Indentify ways of enabling the learner to achieve their goals, taking account of personal, social, cultural and historical factors as appropriate

Referencing Requirements:
Rogers, C and Freiberg, H.J. (1994) Freedom to Learn, Prentice Hall
Gray D, Griffin C and Nasta T (2000) Training to teach in adult and further education. Chapter 2 Integrating theory and practice pp 22-46
Tusting, K. And Barton, D (2003) Models of Adult Learning: a literature review, NIACE publications/pdf/applyingresearch.pdf
Strucker,J (1997) What silent Reading Tests Alone Cant Tell You: Two Case Studies in Adult Reading Differences Focus on Basics Volume 2,Issue A May 1997 ?id456
Hughes N and Schwab I (Eds) (2010) Teaching Adult literacy: Principles and Practice Open University Press, chapter 3 How Language Works