READ: Selected articles

Complete Table of Contents

Summary

READ Magazine is published twice a year under the auspices of the Literacy Section of the Technical Studies Department of the Summer Institute of Linguistics in Papua New Guinea. It includes articles, case studies, reports, and book reviews of interest to literacy field workers. It is meant to promote literacy and literature work, particularly in the South Pacific area.

In this version of the Literacy Bookshelf, only selected articles have been included. Eventually, the entire series will be available in this format.

READ, 1980–1984

Volume 16, Number 1 (April 1981) [TOC]

Developing a strategy for Hewa literacy, by Paul Vollrath and Karen Vollrath

I. Geographical factors

A. Dialect sketch map

B. Centers of population and prestige

C. Location of schools

D. Topography of the area

Conclusion

Volume 16, Number 2 (October 1981) [TOC]

Using Ama literates to determine their orthography, by Sören Årsjö and Britten Årsjö

The setting

The problem

Testing

Analysing the data

The result

Conclusion

Volume 17, Number 1 (April 1982) [TOC]

From benefactor to facilitator, by Mike Olson

Back Matter

References

Training village motivators, by Reinhard Tietze

Village motivators

Whole man approach

Why projects fail

What is effective training?

Literacy and numeracy

Money for youth

Community school teachers as NFE workers?

The effect of disyllabic units in teaching oral/aural discrimination in prereading, by Mary Stringer

Back Matter

References

Asking relevant questions, by Karl J. Franklin

Use of cassettes: Some problems and possible solutions, by Ruth Bower

Cultural

Educational

Environmental

Financial

Practical

Technical

North Solomons preschool programme, by Graeme Kemelfield

A new formula for basic education

North Solomons model for others?

Communication to adults

Report: Ambulas Teacher Training Course and Writers Workshop, by Ian Hutchinson

Introduction

Course outline

Mornings

Afternoons

Equipment

Newspaper

Songbook

Hospitality

Evaluation

Report: Telefomin Teacher Training and Appropriate Technology course, by SIL

1. Literacy stimulus

2. Teaching literacy—use of primers 1–3 in the Telefol series

3. Appropriate technology

Report: Southern Highlands literacy campaign: Part II, by Robert Norumbu and John Croft

The literacy committee

The literacy coordinators

The literacy project

Materials and printing

Radio programs

Problems

Literacy groups

Volume 17, Number 2 (October 1982) [TOC]

Psycholinguistics: The key to successful reading, by Peter Evans

I. Psycholinguistics and the reading process

How do we read?

The three cue systems and the four operations of reading

Summary

II. Psycholinquistics and teaching adults to read

Back Matter

Bibliography

Using drama to teach literacy principles to mother tongue translators, by Joice Franklin

DAY 1—WHAT is literacy?

Prediscussion

Drama

Discussion

DAY 2—WHY literacy in vernacular?

Drama

Discussion

DAY 3—WHEN should literacy be done?

Drama 1

Discussion

Drama 2

Discussion

Drama 3

Discussion

DAY 4—WHO should be involved in literacy?

Drama

Discussion

DAY 5—WHAT literacy materials are needed?

Drama

Discussion

Conclusion

Report: Testing children in vernacular village schools, by Jan Allen

Report: Yessan-Mayo literacy survey, by Velma Foreman and Helen Marten

Tests

Survey

Results

Conclusions

Report: Literacy and the library course, by Peter Evans and Beverley Evans

Report: Cassette equipment and possibilities, by Harvey T. Hoekstra

Report: Research: Reading habits at the University of Technology, by Joyce Franklin

Volume 18, Number 1 (April 1983) [TOC]

Teaching aboriginal adults and children to read: Don’t forgot the principles, by Noella Hall

0. Introduction

1. Learning must start where the pupil is

2. Learning is based on interest and relevancy.

3. Learning is based on security

4. Learning takes place when goals are met

5. Learning takes place through activities

6. Learning takes place through identification

7. Learning depends on achieving satisfaction

8. Conclusion

Back Matter

Bibliography

Those pesty loanwords, by John Sandefur

General principles

What have others done?

Proper nouns

So what about that minority language?

Back Matter

Bibliography

What size type?, by John Sandefur

Report: A group testing technique, by Helen Marten

The problem

2. The solution

3. The tests

Content

Administration

Results

4. Evaluation

Advantages

Disadvantages

Report: Baruya Literacy Programme—Marawaka Valley—1982, by Ian Hutchinson

1. Introduction

2. Village classes

3. Community school

4. Other activities

5. Evaluation

Report: The Weri Literacy Teachers Training Course: An exercise in community development, by Dennis Malone and Susan Malone

Course outline

Course content

Literacy instruction training

Appropriate technologies

Community Development principles

Applying Community Development principles

The watchword is “flexibility”

Evaluation

Volume 18, Number 2 (October 1983) [TOC]

Front Matter

Editorial

The future of the book, by Albert Devasirvatham Manuel

Part I: The future of the book under threat

Electronic revolution and the arrival of the nonbook media

Illiteracy is a major drawback to communication through books

Books in areas of rapid social change

The interrelatedness of the media

Part II: The electronic revolution and the book industry

The electronic revolution and the book industry

Text handling

Automation of equipment

Storage of text

Distribution

Problems raised by the introduction of new technology

Literacy and cassettes, by Ruthann Lusk

1. Introduction

2. Traditional programs

2.1. Some problems

2.2. Cassettes: A possible solution

3. Use of cassettes

3.1. Advantages

3.2. Disadvantages

4. Literacy and the cassette

5. Conclusions

Back Matter

References

Stimulating university students to enter the children’s book world, by Somboom Singkamana

A. Reading for children

B. Thai translation of English children’s books

C. Writing from oral literature

D. Testing children’s books

E. Writing for children

Reading materials: Progression to functional literacy and nonformal education, by Georgetta MacDonald

Report: Library tables for preschoolers in the North Solomons province, by Gay Brown

Report: A vernacular preschool program for the Misima: A beginning, by Sandra Callister

1. The daily program

2. A description of the components of the daily program

Introduction

Trying-to-read

Listening

Playing

Writing

Looking (visual discrimination)

3. The primer

4. Question areas

Volume 19, Number 1 (April 1984) [TOC]

Front Matter

From the editors

After literacy, what next?, by UNESCO

Literacy, Yes, but in what language?, by UNESCO

Report: The Huli-Duna Literacy/Appropriate Technology Workshop, by Kove Waiko

Planning stage

Setting objectives

Choosing participants

Choosing activities

Choosing a place for the workshop

Determining total cost

Planning the daily program

Seeking approval of plan from funding agency

Making final arrangements

Workshop stage

Running the workshop

Cleaning up

Group evaluating time

Getting home

Evaluation stage

Meeting objectives

Problems encountered

Social activities

The Huli-Duna Literacy Committee

Youth night

Spiritual or religious activities

Participation

Commitment

Suggestions

Daily program

Week 1

Week 2

Projected/approved funding

Report: The Angal Heneng Literacy Program, by Debbie Gasser

Provincial literacy committee background

Decentralization: District literacy committees

Angal Heneng District five-year plan

Strategy A: Set up literacy classes

Agency cooperation

First year evaluation

Reasons for success

Report: A national literacy course, by Heather Patrick

Volume 19, Number 2 (October 1984) [TOC]

Front Matter

From the editors

Traditional learning styles in Papua New Guinea, by Mary Stringer

Formal and informal learning styles

A comparison with the Milingimbi aboriginal people

Harris’s five informal learning strategies

Conclusion

Back Matter

References

Teaching numeracy in Papua New Guinea, by Allen Edwards

Arithmetic and culture, by UNESCO

The expatriate literacy worker as learner/peer, by Susan Malone

I. Introduction

II. Acculturation of the expatriate

III. Indigenization of the program

IV. Summary

Back Matter

References

Report: Barai preschool report, by Bev Evans

I. Introduction

II. Daily programme for the prereading phase (20 weeks)

Ill. Reading phase

IV. Teacher training

V. Testing

VI. Future plans

VII. Conclusion

Report: Reading Readiness: North Solomons Preschool Programme, by Gay Brown

I. Oral activities (speaking)

II. Aural activities (listening)

III. Visual activities

IV. Manual skills (prewriting)

A. Manipulatory skills train the muscles needed for writing

B. Writing patterns teach the basic shapes needed in writing the letters of the alphabet

C. A formal writing program is taught

V. Preparation for the primer

READ, 1985–1989

Volume 20, Number 1 (April 1985) [TOC]

Front Matter

From the editors

Considerations for using the Gudschinsky method with children, by Mary Stringer

Proposal for adapting adult materials for young children

Back Matter

References

Gudschinsky and kids, by Gay Brown

Writing for adult new literates, by James Jennings

Preparation of reading materials

Types of materials

Subject matter of materials

Guidelines for writing for new literates

Layout and illustrations

Field testing of materials

Distribution

Conclusion: Planning a follow-up materials development programme

Back Matter

Reference

Report: Results of Barai preschool reading tests, by Bev Evans

1. Introduction

2. Classes and teachers

Standardization

Enrollment

Teachers

Training

3. Curriculum

4. Testing

Test 1. Prereading phase—after 5 weeks

Test 2. Prereading phase—after 15 weeks

Test 3. Experience chart work only—after 20 weeks

Test 4. Reading phase—after 25 weeks

Test 5. Final test at the end of the reading phase

5. Results

6. Evaluation of the two reading methods

7. General observations

Samples of Barai experimental preschool tests

Test 1

Test 2

Test 3

Test 4

Test 5

Report: Chop up your literacy program and other suggestions, by Margaret V. Hill

How to cut down on wasted primers

More functional reading material

Combining Scripture use and teacher training courses

How many teachers per class

What does a teacher really have to learn?

Chop up the literacy program

Report: Impromptu literacy, by Paul Townsend

Volume 20, Number 2 (October 1985) [TOC]

Front Matter

Editors’ page

Agency cooperation and learning needs in the Oro Province, by Michael Olson

Notes

Cultural aspects related to education, by Mary D. Stringer

Formal-traditional learning style

Informal-traditional learning styles

Learning by imitation

Learning by trial and error

Learning in real-life activities

Context-specific learning

Person-oriented learning

Concluding observation

Relationships within a village literacy program, by Helen Marten

Relationships with community leaders

Relationships with the teachers

Relationships with the community at large

Conclusion

Cooperating or campaigning for literacy: Let’s remove doubtful promises and cope with the practicable, by Heribet Hinzen, Jakob Horn, Wolfgang Leumer, and Rolf Niemen

Illiteracy=ignorance=indignity: A wrong equation

Causality: Appearances are deceptive

Literacy: The good, the bad, and the ugly

Reality versus wishful thinking

Campaigns: Yes and/or no?

Continuity in cooperation

Invitation to dialogue

Reply to “Cooperating or campaigning for literacy …”, by H. S. Bhola

Report: Report on testing in Misima vernacular preschools in 1984, by Sandra Callister

Introduction

Methods of testing

Results of testing

Age

Sex

Village results

Standardising test

Informal evaluation by teachers

Conclusion

Report: Writers’ workshop on Manus Island, by Dixon Barthel

Introduction

Needs and goals

The workshop

Evaluation

Volume 21, Number 1 (April 1986) [TOC]

Literacy as planned change, by Susan Malone

Characteristics of a positive change program

The innovation team

Responsibilities of outsider-innovators

Risks and consequences of a planned change program

Conclusion

Back Matter

References

Review: Tradition for development, by Chesley W. Ray and Dennis Malone

Review: Approaches to the informal evaluation of reading, by Dennis Malone

Volume 21, Number 2 (October 1986) [TOC]

Evaluating initial progress in gaining literacy skills in the Kaugel Tok Ples preschool pilot project, by Dennis Malone

Volume 22, Number 1 (April 1987) [TOC]

The Multistrategy method used for preschool literacy in the Enga province, by Mary Stringer

I. Introduction

II. The structure of the Multistrategy method

III. Advantages of teaching the two methods as separate units

IV. Encouraging results

A. In the experimental classes

B. In the pilot classes

C. The Grade 1 Experimental Bridging Class

V. Conclusion

Back Matter

References

Bridging the gap: Second language literacy without confusion, by Mary Stringer

I. A model for bilingual education

II. Enga model for bilingual education

III. Enga bridging class timetables

IV. Conclusion

Back Matter

Reference

In support of vernacular in education : An address given at the closing of the Tok Ples Education Workers Course, by Naihuwo Ahai

Volume 22, Number 2 (October 1987) [TOC]

A plan for developing literacy and appropriate technology classes for Kaugel women, by Susan Malone

I. Factors affecting a women’s program

II. Local resources available

III. General outline for women’s classes in literacy and appropriate technology

IV. General plan for beginning women’s classes

V. Conclusion

Volume 23, Number 1 (April 1988) [TOC]

A transition reading book: Tok Pisin to Tok Ples, by Chesley W. Ray and Ruth Ray

Volume 23, Number 2 (October 1988) [TOC]

Can adults learn to read and write using the Multistrategy method?, by Mary Stringer

I. Introduction

II. What is the Multistrategy method?

A. Two tracks

B. Two teachers

C. Emphasis on creativity, with reading and writing for meaning and fluency

D. Emphasis on learning discreet skills

III. Comparison with the Early Literacy In-service Course

IV. Conclusion

Back Matter

References

Some ideas for Story Track books, by Gay Brown

Printing T-shirts in a village, by Robin Rempel

Make the stencil

Print the T-shirt

Printing variations

Ideas for use

Volume 24, Number 1 (April 1989) [TOC]

Inoke Literacy, Community Development, and Health Training project evaluation report, by Stephen Lynip, Karen Lynip, and Jeanette Bennett

Literacy component

Community Development component

Health Care component

Recommendations

Conclusion

Selection and training of literacy supervisors, by Gay Brown

1. Choice of supervisors

2. The role of a supervisor

A. Supervise the teachers

B. Evaluate students’ progress

C. Train teachers

D. Write regular reports

E. Oversee finances

3. Training of supervisors

Volume 24, Number 2 (October 1989) [TOC]

Literacy Programme Planning Workshop, by Susan Malone

Description

Background

Purpose

Overview

Evaluations

Group recommendation for training trainers and consultants

Future plans

An introduction to the Shell Project, by Mike Trainum

Why read?

Reading and books

History of the Shell Project

The Shell Project

A village test

What a shell is not

Creative writing workshops

Translation workshops

Regional workshops

Designing original Shell Books, by David Snyder and Mike Trainum

Page size and orientation

Page size, column size, and margins

Making a mock-up

Making Master Template folders

Making template pages

Producing template pages on a computer

The Shell Library

Are you interested?

Ordering information

Cost of producing Shell Books, by David Snyder

Cost of entire run

Making a simple paper cutter for A4-sized paper, by Mike Trainum

Special characters for Shell software, by David Synder and Mike Trainum

Macintosh computers

MS-DOS computers

Conclusion

Artwork for stencil printing, by David Synder and Mike Trainum

Line art

Paper

Pen width

Shading

Composition/mergers

Towards encouraging illustrators, by Cathy Krekel

PNG art

Encourage artists to illustrate!

Our experience with Shell Books, by Henry Whitney and Virginia Whitney

READ, 1990-1994

Volume 27, Number 1 (April 1992) [TOC]

How does the Multistrategy method fit? ^*, by Mary Stringer

Introduction

The Multistrategy method fits traditional cultural learning styles

Traditional learning styles

Application to literacy instruction

The Multistrategy method fits basic teaching and learning principles

The Multistrategy method framework allows for flexibility and control

Conclusion

Back Matter

Multistrategy method teaching patterns

Observations of literacy and rote memory learning

References

Volume 27, Number 2 (October 1992) [TOC]

Literature-based reading programmes for Papua New Guinea: Practical and enjoyable activities for village classes, by Glenys Waters

Introduction

A large supply of reading materials

Teaching teachers who enjoy reading

Training for group reading times

Training for group discussion sessions

Class participation in reading

Class activities to follow reading

Teaching decoding skills

Opportunities to read

Conclusion

Back Matter

References