God\u27s Design and Phonemic Awareness: What is phonemic awareness, what is phonics, and what does God have to do with it?

Phonemic awareness is the foundation for a child’s literacy development. God’s initial interaction with man after creation, through the spoken word, bestows authority on oral language. Manipulation of language begins in infancy and continues throughout one’s life. Teachers need to understand what phonemic awareness entails in order to develop and assess a child’s development in this area

Meeting the Literacy Needs of Adult Learners through a Community-University Partnership

What is the best approach to scaffolding graduate students to higher knowledge and a heightened awareness of their own pedagogy? This article addresses that key educational question by investigating and depicting one atypical scenario, a collaborative model between a university graduate Remedial Reading class and a local adult literacy coalition. The purpose of this study was to examine the phenomena of signifacnt learning gains that occurred for the graduate students. The co-researchers utilized hybrid discourse and grounded theory in order to gain a new perspective on a familiar situation, the learning process that occurs within a university classroom. The educational implications are: 1) adult education systems clearly need and benefit from the support of local university literacy departments and 2) graduate students reap great coginitive, pedagogical, and cultural learning gains due to the rigors of working outside of their comfort zone, delving into reflective practice, and having a support system

God\u27s Design and Phonemic Awareness

Phonemic awareness is the foundation for a child\u27s literacy development. God\u27s initial interation with man after creation, through the spoken word, bestows authority on oral language. Manipulation of language begins in infancy and continues throughout one\u27s life. Teachers need to understand what phonemic awareness entails in order to develop and assess a child\u27s development in this area

Meeting the Literacy Needs of Adult Learners through a Community-University Partnership

What learning occurs when higher education juxtaposes with an adult literacy program? This article addresses that question by qualitatively investigating and depicting one atypical scenario, a collaborative model between a university graduate Remedial Reading class and a local adult literacy coalition. The co-researchers utilized hybrid discourse and grounded theory to gain a new perspective on a familiar situation, the learning process that occurs within a university classroom. The educational implications are adult and higher education systems clearly need, and benefit from, the partnership. Graduate students reap great cognitive, pedagogical, and cultural learning gains and adult learners gain tutoring sessions with highly trained and motivated educators