The Laubach Literacy International instructional program

In 1930, while working in the Philippines, Frank C. Laubach originated a method of teaching adults to read and write in their own language. This method was tested and refined over the years as it was used to teach adults to read in many local languages. The instructional program presented in this module is used in the United States.

The Laubach Literacy International instructional program is a program for teaching reading and writing developed by Frank C. Laubach.

Laubach carried the slogan “Each One Teach One” into 100 nations. He founded Laubach Literacy International, which conducts literacy programs in the United States, Canada, Latin America, the Near East, and India .

The Laubach Literacy International instructional program is based on the bottom-up reading model, but also includes some top-down activities.

• The bottom-up aspect of the program uses a primer based on the phonics approach.
• The top-down aspect of the program uses language experience, which is a global approach.

Here are some assumptions of the Laubach Literacy International instructional program:

• Community involvement or infrastructure exists to encourage literacy.
• Motivation to read exists on the part of the community and learners.
• Trained volunteer tutors or teachers are available from the community.
• Curriculum materials are available in the local language.

Curriculum materials may differ among Laubach Literacy International instructional programs. Here are some typical materials:

• Materials for the learners

  • Primers(s) or basic instructional materials
  • Correlated readers

• Materials for tutors or teachers

  • Teacher's guides
  • Materials for reading and writing activities apart from primer

Here are the principles found to be of particular value to the Laubach Literacy International instructional program:

• Letters of the alphabet and the sounds they stand for are taught in a systematic manner.
• Learning is through association rather than through rote memory. Letters and sounds are introduced through keywords with picture association.
• Lessons move from the known to the unknown.
• Familiar vocabulary is used. The vocabulary is controlled, limiting the number of new words in each lesson.
• Repetition is used to strengthen the visual image.
• Meaningful content is used.
• There is something new in each lesson.
• Independence in learning is encouraged. The uniformity of each lesson makes it easy for learners to help themselves.
• Reading and writing is connected in each lesson to help reinforce skills.
• Lessons are planned for maximum self-help and minimum teacher help.

Here are the parts of a Laubach Literacy International instructional program:

Here is an example of a typical Laubach lesson:

• The Laubach lesson

Here is a sample of a Laubach Literacy International primer page:

• Laubach primer page sample

• Current instructional programs

• Laubach, Kirk and Laubach 1981

• Structure module: Laubach Literacy International instructional program, by Martha A. Lane and Leah B. Walter (contributor)
• In overview module: Current instructional programs, by Leah B. Walter, Glenys Waters, and Trudy K. Stewart (editor)
• In overview module: Instructional programs, by Kenneth A. Boothe (contributor), Leah B. Walter (contributor), and Glenys Waters (contributor)
• In modular book: Implement a literacy program, by Carole P. Spaeth (compiler) and Leah B. Walter (compiler)
• In bookshelf: Literacy

This page is an extract from the LinguaLinks Library, Version 4.0, published on CD-ROM by SIL International, 1999. [Ordering information.]

Page content last modified: 24 September 1999

© 1999 SIL International