10 Structure and Functions of Primers

Ms. Nishat Farooq

epgp books

Content outline

 

  •  Introduction
  •  Objectives
  •  Minimum level of literacy
  •  Literacy Primers
  •  Structure of Primers
  •  Content of primers
  •  Number of Lessons and size of primers
  •  Style of writing
  •  Tests and evaluation
  •  Layout
  •  Use of pre-literacy material in primers
  •  Structure of lessons
  •  Bridge primer
  •  Functions of primers
  •  Summary

Introduction

 

The broad objective towards which current literacy programmes are directed is Functional Literacy. Aim of Functional Literacy is not to impart mere literacy but help people understand their immediate problems and to provide them with the knowledge and skills to solve them through their own efforts. It is an attempt to improve their quality of life by giving the minimum of education needed to improve their way of life, health, productivity, social, economic and political organization. Primers play an important role in achieving this objective as it is the basic tool for imparting functional literacy to the adults. In this module, we will learn about the functions and structure of primers.

 

Objectives

 

After completing the module, the learner will be able to

  • Name different types of literacy primers
  • Describe structure of primer
  • Explain structure of lesson.
  • List functions of primers

As you know in adult education programme the very process of learning to read and write is utilized by the learners for acquiring necessary knowledge and skills related to their needs and interests. The aim is to generate positive attitude, develop scientific outlook. Moreover, improve their functional knowledge and skills for living, civic and community participation and for maintaining a satisfactory family life. At the same time, it is essential that they acquire literacy skills to becomes self-reliant. Primers help is achieving these objectives as these are the main instructional material used to impart literacy. Primers are developed based on prescribed thematic and literacy curriculum. Literacy curriculums are based on prescribed levels in literacy (reading, writing and numeracy) to be achieved.

 

Minimum level of literacy

 

There are many levels of literacy, varying from merely ability to read a simple statement and to write one’s name to a high level of maturity in reading and writing. Presently focus is on ‘Functional Literacy’ which assumes that the training given should be such that the learners should be able to meet independently the reading, writing and computation demand made upon them. To achieve this objective, i.e. to become self-reliant in terms of literacy, a minimum level of literacy and duration is usually fixed by programme planners. Duration to achieve this level is also decided by the programme planners.

 

Literacy Primers

 

Literacy primers are books or series of books for teaching learning reading, writing and numeracy. These are helpful to assist teachers in teaching. Primers are especially preferred where teachers get little or no pedagogical training. Many teachers are unable to provide an effective sequence of early reading, writing and computation activities without a well-planned primer. A primer and its teacher’s guide save valuable planning time for a new teacher and classroom time as well. Even in the absence of teacher’s guide, a well-planned primer may serve as a guide to teachers.

 

Non-literate or semi-literate learners use primers to learn literacy skills. Usually primer is the only material that is possessed by the learners. They may use it independently after class also.

Literacy programs may include different types of primers such as:

  • Basic literacy primer
  • Thematic primers.
  • Bridge primer
  • Transition primers
  • e-primer

Basic literacy primers are designed to teach basic reading, writing and computation skills to non-literate and semiliterate learners. The content of primer focuses on teaching and learning of basic reading, writing, comprehension and numeracy skills.

 

Bridge primers are used to consolidate and stabilize the newly acquired skills of learners and gradually reduce their dependency on teachers. These also provide them opportunity to apply the acquired literacy skills in their daily life and continue their learning under the guidance of teacher till they achieve literacy norms prescribed to become independent learners.

 

Thematic primers weave a theme throughout the content. Examples of themes may be a health, social issue, vocational skill, government scheme such as MNREGA or cutting and tailoring for a women’s literacy class.

Transition primers are designed to assist new independent readers of one language apply their new skills to become literate in another language.

 

e-primer are fast emerging as an effective tool to impart literacy. Many State Resource Centres have converted their basic literacy primers into bridge primers.

 

Structure of Primers

 

Primers are developed based on prescribed curriculum and prescribed levels in reading, writing and numeracy (Three Rs) to be achieved by the learners. Their purpose is to provide orderly development of a thoughtful reading attitude, skill in recognising words accurately and independently and ability to grasp the meaning of what is read.

 

Different agencies use different types of primers. There may be separate primers for literacy and numeracy, having separate workbooks for each skill or integrated primers having reading, writing and numeracy in same primer. Similarly, different agencies and different countries use different methods to introduce script (method of teaching) to the learners.

 

Methods of teaching reading (introducing scripts)

 

There are number of methods of teaching reading to adults like alphabetic, story, phrase, sentence, phonic, syllabic, key word method, etc. But all these methods may be classified under three broad categories – synthetic, analytic and eclectic methods.

 

Synthetic method is a traditional method, also known as alphabetic method. In this method teaching starts from the individual letters of an alphabet and proceed to build words, and from words to phrases and sentences.

Primers based on analytic method use words, phrases or sentences as basic unit of learning. These are then analysed into smaller units of language, i.e. individual letters or sound symbols.

 

Illustration: Lesson 1 to 6 based on analytic method

 

Eclectic method is a combination of analytic and synthetic methods. In this method after analysing the sentences/phrases/words into letters, a build-up process is used, leading to formation of new words, phrases, sentences, paragraphs. Now a day this method is being used by most of the countries.

Every method has its own strengths and weaknesses. It is most debated issue in preparation of primers. You have learnt about these methods in detail in module No……..lesson no………On close examination of primers, you will find that due to different methods, main difference is in beginning lessons. The end lessons are almost same in all the primers.

 

Content of primers

 

The thematic contents and literacy contents of primer are very important. Lessons are decided based on the curriculum and duration of programme. The thematic contents of the primers must relate to the felt needs, immediate activities and interests of the learners. This ensures qualitatively better and faster learning. Identification of relevant content is done through survey, observation, study of the target group, their developmental problems and finding the ways and means of solving them, etc. Contents usually relate to health issues, livelihood, economic issues, social issues, sanitation, civic sense, environment, government schemes, political issues, culture, entertainment, etc.

 

Number of Lessons and size of primers

 

Contents are divided into a series of lessons for a sequence of instruction. Usually a series of 24 lessons are there in a primer. These may be given in a single book or series of small two or three books, each about 50 pages and a total of more or less150 pages.

 

Literacy experts in many countries recommend that primers should be printed in a series of three to five booklets. One of distinct advantage of short primers is that each can be finished in a relatively short time. As a result, adults become aware of progress they are making, and thus acquire confidence in their ability to learn. This helps in better progress and achievements.

 

Style of writing

 

Continuous descriptive content makes reading monotonous and dull. Therefore, each lesson is presented in form of:

  • simple episode
  • true to life story
  • description of activities that are of immediate concern of adult
  • drama
  • dialogue
  • song, poem
  • games
  • simple narration, etc.
  • Some lessons are based on folk stories and folk songs, just for joy of learning.

 

Following are the ways in which contents are presented in primers:

  • Mixing up description and story formats according to one’s convenience without any design.
  • Beginning with a story form with a definite plan but not sustaining it throughout the primer.
  • Making a story run through the entire book or part of it. In such primers writers use same character throughout the whole or larger part of primer. It insures a unified, expanding body of ideas, connecting lessons from each other, promoting both word recognition and a clear grasp of meaning. This helps learners acquire a growing feeling of familiarity with the situations described and increasing confidence in their ability to read the next lesson.

Vocabulary

 

Vocabulary introduced is about 250 to 300 most frequently used words in daily conversation of adults, plus such additional words as may be needed in presenting vital content.

 

Illustrations

 

In literacy primers illustrations are used freely due to following reasons:

  • Illustrations by their mere presence make books attractive.
  • One of the main purpose of illustrations is to stimulate discussions as a preparatory step in reading and writing.

 

This purpose continues till written material has not reached the stage which could generate discussion itself.

  • Illustrations support written text
  • Illustrations are used in exercises to provide clues and make them interesting.

Illustration: Illustrations make exercises interesting

  • To help learn numeracy, specially learning numbers in initial stage.

Tests and evaluation

 

Measuring progress of learners and providing help as needed is very important for the success of programme. Teaching cannot and should not continue without taking stock of what is taught is imbibed by the learners or not. For purpose of ensuring that assessment becomes an essential aspect of teaching, good primers provide facility of formative and summative evaluations in primers itself.

 

Such tests appear as extension of the lessons and exercises. This means that only the portion of skills and knowledge which has been provided for learning in the lessons is tested and nothing else. In addition to this the methods and devises used in exercises alone are given in the evaluation. It means tests are kept learner friendly.

 

Layout

  • A-4 size primers are preferred as it could accommodate more matter.
  • Care is taken to make page layout visually pleasing.
  • Primers are usually composed in 30 to 28-point size. Headings are 32 point bold and exercises are similar to text. Instruction are given in 18 to 16-point size.
  • Good white space is left as margin all-round the pages. So that page does not look cluttered.
  • More than normal space is given between words, phrases and lines so that it does not create reading difficulty for adults.
  • Usually quality of text and cover paper is also good to prevent damage due to rough use by adult learners.

Use of pre-literacy material in primers

 

This is a debatable issue. Some adult educators are of the opinion that before starting actual teaching learners should be exposed to some material, which would motivate them and prepare them for reading and writing. According to them learning is a new and strange experience for adults therefore they hesitate in speaking and expressing themselves. Moreover, their hands and fingers would have never held a pen or pencil. Therefore, they add some pre-literacy material in the primer, like give some pictures related to the life of learners, in which they get engrossed and start conversing with each other.

Illustration: Pre-literacy material- picture to start conversation among learners

For conditioning of hand movement some pre-writing practice is provided.

Structure of lessons

 

Lessons are divided in three parts:

 

(1) Key word or key sentence is used as the title of lesson. To support the key word/sentence/phrase a picture is given. This picture is used to awaken the interest of learners in the content, to develop background for understanding what is read and to introduce in meaningful setting the new words that will appear in the lesson. Teacher uses these words while discussing the picture. Various devises are used to arouse an attitude of expectancy concerning the content of the lesson through a discussion of the title, by studying the picture(s), and by raising problems that can be solved/minimised through reading. After that the words are analysed in symbols.

(2) Focussing on new symbols introduced in the lesson, many new words are created. These are known as built words.

(3) Content of lesson follows the built words. Lessons are written in short sentences. Initial 3-4 lessons are in form of phrases, connected to the topic of lessons. This is done in initial lessons through combined use of text and illustrations.

 

Illustration: Content of lesson

 

As soon as the vocabulary permits, generally from fourth lesson onward, lessons are written within familiar adult pattern, using mix of phrases and sentences, leading to meaningful text. Pictures are used freely in introducing words and ideas in a meaningful setting.

 

Lessons are carefully graded. There is gradual development of text from lesson to lesson. In each next lesson 5 to 7 words are increased. Big jumps in the text could scare the learners. Usually lesson 1 has 8 to10 words and lesson 12 has 70 to 80 words.

 

In each lesson, not more than four new symbols are introduced. Each new symbol taught in the lesson is exposed to the learners 3-4 times in the text. Many more exposers are made in exercises and drills. Old symbols are also repeated 2-3 times up to at least next 3 to 4 lessons. Longer exposer of symbols and words help in longer retention.

 

In the initial lessons, the phrases and sentences are kept small. Starting from 3-4 words. The length of words goes up to 5 to 6 words at the end of lesson 9. However, sentences in last lesson of primer should not be longer than 7 to 8 on an average.

 

Numeracy Lessons

 

Numeracy occupies a very important place in the life of adult learners. They continuously make use of it in their daily life while counting money, purchasing things in litres, kilograms, meters, calculating income and expenditure, etc. Usually discovery method is used to teach numeracy to adults. The discovery method requires learners’ initiative to know further to what they already know. This is called heuristic method.

 

Numeracy lessons may be given in form of separate primer or in the literacy primer itself. In India IPCL (improved Pace and Content of Learning) approach numeracy is integrated with literacy lessons. The learning part of numeracy is given below the reading text. The numeracy presented in lessons is related to learners’ life and work. Numeracy is a system. In lessons emphasis is on explaining the system. i.e. once the learners know that a zero placed on the right side of the number raises it ten times, they can guess the other numbers with zero on the right size – 10, 20, 30, 40 etc. become easy to learn and so do 100, 200, 300, etc.

Drills and exercises

 

It is a simple pedagogical principle that rate of retention becomes high with good and proper drills and exercises. Exercises and drills are given at the end of each lesson. Few programmes use workbooks in place of exercises and drills. The exercises, drills and workbooks provide added practice on specific aspects of reading e.g. the ability to recognise sound and shape of letters, to differentiate between word forms, analyse words into elements, comprehension, answer to questions, etc. Exercises are also given for writing practise and numeracy also.

It would not be too wide to say that the learning section of the lessons slowly flow into the practising section. It means, if due to certain restrictions writer could not include some matter into lesson, she/he could carry it to the exercise portion.

 

Good primers have lively and entertaining exercises, which help not only in repeating what is learnt but in bringing out the learners’ creativity. The aim of exercises is not purely judgmental but one of persuasion, helping learners to develop the ability of taking-up challenges and allowing them what they wish to do and say.

Bridge primer

 

The purpose of bridge primer is to develop through carefully planned lessons the understanding and skills needed for rapid progress. It should enable the learners to move from teacher-dependence to self-reliance, through self-motivated, self-directed learning.

 

Bridge primer may have 9 to 12 lessons. Lessons are carefully graded introducing nearly 700 new words of high frequency. Hard words of daily use are introduced carefully. Each difficult word is repeated as much as possible, but not less than 5 times. Difficult words used in the lesson must be selected and displayed in the beginning of lessons. These words could relate to either reading or meaning difficulty. Once these are explained and practiced, reading and understanding of text become easy.

Illustration: Hard words are displayed in the beginning of lesson

 

The lessons relate to things, activities and things that really interest the adults. Lessons are kept small, simple and entertaining having lots of suitable and relevant illustrations.

Competencies to be achieved after completion of bridge primer are almost same as those to be achieved at the end of basic literacy primer. Main difference is in their quality. More stress is given on the skills which could be used in day to day life e.g.

  • understanding instructions, posters, noticeboards, charts
  • reading of newspaper headings
  • writing letters and applications
  • filling up of forms
  • keeping account of salary and expenditure
  • calculating bank and loan interest, etc.

 

Improved Pace and Content of Learning (IPCL)

 

In India primers are developed on an innovative approach known as IPCL. Under this approach integrated primers are developed in which literacy, numeracy, drills, exercises and evaluations are integrated together. The key aspects of development of IPCL primers include generation of interest, motivation and confidence building among learners. Structure of IPCL lessons is as follows:

Functions of primers

 

Primers occupy a strategic place in a literacy programme. The content, credibility, validity and reliability of primers play crucial role in success of literacy programmes. Functions of well-prepared primers are substantially as follows for all countries and languages:

  • Primers provide for the orderly development of a thoughtful reading attitude, skills in recognising letters and words accurately and independently, and ability to grasp the meaning of what is read.
  • To deepen interest in reading, writing and numeracy among learners.
  • To achieve minimum level of literacy prescribed by the programme implementing agency.
  • To develop a sight vocabulary of carefully selected words.
  • To enable learner read most of the words commonly used in personal correspondence, news items, notice and simple bulletins and simple books.
  • To promote skill in reading and comprehending various kinds of material and reading for different purposes, e.g. booklets, posters, charts, newspaper, magazines, etc.
  • To react thoughtfully to what is read and applying the ideas acquired in meeting personal or group need.
  • To develop interest in reading for pleasure and information.
  • To be able to write things of their interest and use.
  • To enable learners keep account related to their home and work.
  • To stimulate a desire to acquire ability to read, write and compute beyond the level attained at the end of primer.
  • To enable them to use reading, writing and computation skills for their needs and interests.
  • To generate positive attitude, scientific outlook among learners.
  • To Improve their functional knowledge and skills for living, civic and community participation and for maintaining a satisfactory family life.
  • To provide opportunity to understand their social and physical environment.

Summary

 

Primer is the main tool used to impart functional literacy. Primers provide for the orderly development of a thoughtful reading attitude, skills in recognising letters and words accurately and independently, and ability to grasp the meaning of what is read. Primers are greatly preferred where teachers get little or no training.

Primers are developed based on prescribed thematic and literacy curriculum. The vocabulary used consists of most frequently used words in the everyday language of learners. Different agencies use different methods – synthetic, analytic and eclectic method to introduce the script. Different types of primers are used by different agencies. But purpose of all the primers is same to help learner become self-reliant in terms of literacy and help them understand their immediate problems and to provide them with the knowledge and skills to solve them through their own efforts.

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