I MPOSS IBLE

Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

Exercises for developing the different reading abilities

The next exercises should follow each other according to a logical order for the purpose of improving
our students skills step by step. We recommend you getting to know the whole set of this kind of
exercises as it is better to find the weak point of each student and intervene at this level. As these
exercises are different in their level and in their focus, you can adapt them more efficiently to your
students if you know the whole list of this set.

Word and sentence reading skills development

The following tasks require the preparation of word cards and cards with different statements.
Examples:
EIGHT

WITHE

NIGHT

WHITE

RIGHT

EIHGT

INGHT

1. Students get word cards with meaningful and meaningless words and put them on the table
upside down. They also have a set of cards with statements upside down on the table. The
student chooses a card with a statement. These statements are about the meaning or the
phonetic form of the words. These statements focus only on one aspect of these words. They
should be clear statements to accurately understand (eg. Every word consists in five letters,
Only one word starts with the letter E.). The students should decide whether the statement
is true or false.
2. Students get word cards with meaningful and meaningless words and put them on the table
upside down. They also have a set of cards with statements upside down on the table. The
student chooses a card with a statement. These statements are about the meaning or the
phonetic form of the words. These statements focus only on one aspect of these words,
however they should be more complicated so more difficult to understand for a student with
learning difficulties These statements can use expressions as not all, at least, the majority of
or containing double negation etc. (eg. There is at least one word which has no meaning,
There is any word which no contains two vocals.) The students should decide whether the
statement is true or false.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy

I MPOSS IBLE
Ba sic s of Literacy an d Numeracy

The project is funded by the European Commission

3. The teacher should figure out meaningful and meaningless words. Student and teacher
together write true and false statements concerning these words.
4. The teacher should invent meaningful and meaningless words but this time the students
work individually on the statements. The teacher can set the number of true and false
statements to be written. Then the students can play in pairs or group with their statement
cards.
5. Students should figure out meaningful and meaningless words, and write true and false
statements about these words with the help of the teacher.
6. The students invent individually meaningful and meaningless words, prepare the word cards
and write true and false statements about them. The teacher can set the number of words or
the number of true and false statements to find out. The students can play their game with
each other or with the teacher.
7. When the student can cope with the previous exercises, then any of them can be given him
but this time in a paper/pencil format. These handouts are static and require more
concentration and a larger working memory.

14/0045-KA2SE/SZ/2389
Hands-on Development Strategies in a Content -Centered
Context for Young and Adult Learners with Poor Basic Skills
in Literacy and Numeracy