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English Reading Demystified

BATT: Additional Resources

These resources build upon the Beginning Alphabetics Tests and Tools (BATT). Included are Roman alphabet activities; free instructional websites; phonological awareness, phonics and word recognition activities; and suggested materials, both free and for purchase. For more detailed information on the BATT, refer to English Code Crackers - Tests & Tools in the right-hand menu.
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Cracking the Code: English Reading Demystified

The content for this resource stemmed from a study circle of four adult English as a Second Language (ESL) teachers whose learners range from pre-literacy to advanced levels of ESL instruction. The educational backgrounds of these learners vary widely, but a significant number have had limited formal education and many never acquired literacy in their native language.

In the classroom, we observed our English Language Learners (ELL) struggling with various elements of alphabetic print literacy including phonemic awareness, phonics, print awareness, fluency, comprehension, and writing. We noticed that the difficulties ELLs experience are extremely similar to the difficulties experienced by learners in another field of literacy: dyslexia.

To enhance our own practice and to contribute to an area with limited research, we completed a study circle that intentionally connected adult ESL literacy and K-12 dyslexia/reading disabilities education.

While the two contexts are different in many ways and our language learners are likely not dyslexic (there is currently no way to diagnose ELLs), we found much that overlaps. By purposefully learning more about instruction for learners with dyslexia, we enhanced our own teaching of adult language learners across all levels.

Remember those grade-school rules like I before E except after C, and adding an E to the end of a word makes for a long vowel? Ever wonder how much of English reading can be explained so simply? You may be surprised to learn that although the English sound system appears chaotic and unpredictable, there are consistent patterns that are completely teach-able.

Crack the code with us! This resource focuses on making this complex system more transparent. The information here is appropriate for anyone wanting a firm grasp of the ins and outs of basic English reading, with particular emphasis on ESL.

Content includes demonstrations of code-cracking activities, video clips from Adult Basic Education (ABE) classrooms, and an introduction to a scope and sequence that can enhance your current teaching of ESL reading.

This resource also draws from part of a presentation at the ATLAS Adult ESL Institute, in Burnsville, MN on May 15-16 2014. Initial funding for this project was provided by a COABE Incentive grant.

Find out about the creators of this resource >>

English Code Crackers: BATT Tests

Access the BATT here >>

Important Testing Notes:

This section presents teacher-friendly tests for determining which Roman alphabet letters and/or English letter-sound patterns are known and unknown by individuals or groups of students (up to about 15-16). Some important test or testing information:

  1. All tests include teacher directions, student pages, and answer keys.
  2. Use your teacher knowledge of students’ reading strengths and needs to select an appropriate ‘starting test’. If it is too hard, go back. If it is too easy, go forward.
  3. Alphabet letter knowledge is tested with pointing, naming, and writing.
  4. Single consonant knowledge is tested with sound dictation and spelling.
  5. Short vowel sound knowledge is tested with minimal trios of simple words.
  6. Other consonant and vowel knowledge is tested with word dictation and spelling, which is considered a valid measure of important phonological processing skills.
  7. Not all tests or items need to be given. Stop testing when you have what you need to plan instruction or if students begin to show test fatigue or frustration.
  8. If certain testing processes or test items are confusing for students, change the steps, orders, or words as needed.

Tests

  1. Test 1: Alphabet Letter Identification (Bingo Template: BATT, p. 70)

    Uppercase Letter Identification – p. 10

  2. Lowercase Letter Identification – p. 11
  3. Letter Naming (upper and lowercase) – p. 12
  4. Letter Writing (upper and lowercase) – p. 13
  5. Single Consonant Knowledge – p. 14
  6. Short Vowel Knowledge – pp. 15-16
  7. Consonant Blend and Short Vowel Knowledge – p. 17
  8. Consonant Digraph/Trigraph and Short Vowel Knowledge – p. 18
  9. Long Vowel Silent-e and Vowel Digraph Knowledge – p. 19
  10. Vowel-R and Vowel Diphthong Knowledge – p. 20

English Code Crackers: the BATT

Beginning Alphabetics Tests and Tools (BATT) strives to provide a ‘principled’ system for ABE/ESL teachers who want and/or need to develop their students’ knowledge of Roman alphabet letters, English letter-sound patterns, sight or high frequency words, and transfer of those letter-sound-word skills to text fluency and comprehension. BATT includes (1) teacher-friendly tests for determining known and unknown skills, (2) evidence-based reading instructional practices, orders, approaches, and lesson plans for teaching unknown skills, (3) teacher-tested lists of other activities and materials, and (4) time-saving teacher resources.
BATT is closely aligned with four Reading Standards: Foundational Skills (K–5) from the Minnesota Academic Standards (MDE, 2010) and Career and College Readiness Standards for Adult Education (OCTAE, 2013):

  • RF.1. Demonstrate understanding of the organization and basic features of print. (Print Concepts)
  • RF.2. Demonstrate understanding of spoken words, syllables, and sounds (phonemes). (Phonological Awareness)
  • RF.3. Know and apply grade-level phonics and word analysis skills in decoding words. (Phonics and Word Recognition)
  • RF.4. Read with sufficient accuracy and fluency to support comprehension. (Fluency)

Developing Reading and Writing, a highly respected booklet based on Improving Adult Literacy Instruction: Options for Practice and Research (NAP, 2012), an extensive report from the National Research Council of the National Academies, summarizes evidence-based principles shown to be effective for developing readers. The authors state all the principles “apply to all adult literacy learners, including those learning English as a second language and those with learning disabilities” (page 1). The five principles are:

  1. Use explicit and systematic reading instruction to develop the major components of reading – decoding, fluency, vocabulary, and comprehension – according to the assessed needs of individual learners.
  2. Combine explicit and systematic instruction with extended reading practice to help learners acquire and transfer reading component skills.
  3. Motivate learning through learners’ engagement with the literacy tasks used for instruction and extensive reading practice.
  4. Develop reading fluency to facilitate efficient reading of words and longer text.
  5. Explicitly teach the structure of written language to facilitate decoding and comprehension.

BATT Tests

Find teacher-friendly BATT tests here>>

BATT Tools

Find BATT-related tools and resources here >>

Acknowledgements*

Developed by:
Marn Frank, ATLAS Literacy & STAR Coordinator
Kristin Perry, Hmong American Partnership ESL Teacher

The developers, Marn Frank and Kristin Perry, extend a gracious thank you to these MN ABE/ESL language and literacy teachers, who contributed their valuable piloting time, insightful feedback, teacher-tested tools, and inspiring testimonials: Erin Evans, Lincoln Adult Education, ESL Teacher; Emily Fischer, Central MN ABE-St. Cloud, ESL Teacher; Kristin Klas, Hmong American Partnership, ESL Teacher; Lori Leininger, Robbinsdale Adult Academic Program, PANDA Coordinator;​ and Eleanor Purdy, Minnesota Literacy Council, ESL Teacher.

*NOTE: All affiliations listed for the developers and contributors of this work are from 2014.