By Jiuhuan Huang and Claudia Newbern
ABSTRACT
This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an adult learning program. Their reading gains over the instructional period were compared with those of a comparison group. Interview data were also collected and analyzed to explore learners' awareness and perceptions of the strategies. The finding indicate that metacognitive reading strategy instruction can be effective for adult ESL learners with limited English and literacy skills.
Monday, October 8, 2012
Reader Profiles for Adults with Low Literacy Skills: A Quest to Find Resilient Readers
By Katherine S. Binder and Cheryl S. Lee
ABSTRACT
Resilient readers are those who, despite their poor phonological decoding skills, have good comprehension abilities (Jackson & Doellinger, 2002). Thus far, these readers have been identified in college settings. The purpose of this study was to a) determine if this reader profile was present in a sample taken from an Adult Basic Education (ABE) population, and b) identify compensatory mechanisms these readers might use to better their reading comprehension. We administered a battery of tasks consisting of non-word reading, comprehension, fluency, and orthographic processing to a diverse sample of ABE classes. Not only did we identify a group of resilient readers in this sample, we identified three other sub-groups: unskilled readers who had poor decoding and comprehension abilities, skilled readers who possessed good decoding and comprehension abilities, and a group of individuals who had good decoding skills but poor comprehension abilities.
ABSTRACT
Resilient readers are those who, despite their poor phonological decoding skills, have good comprehension abilities (Jackson & Doellinger, 2002). Thus far, these readers have been identified in college settings. The purpose of this study was to a) determine if this reader profile was present in a sample taken from an Adult Basic Education (ABE) population, and b) identify compensatory mechanisms these readers might use to better their reading comprehension. We administered a battery of tasks consisting of non-word reading, comprehension, fluency, and orthographic processing to a diverse sample of ABE classes. Not only did we identify a group of resilient readers in this sample, we identified three other sub-groups: unskilled readers who had poor decoding and comprehension abilities, skilled readers who possessed good decoding and comprehension abilities, and a group of individuals who had good decoding skills but poor comprehension abilities.
Literacy and Workplace Change: Evaluation Findings from Eighteen Workplace Literacy Programs
By John Benseman
ABSTRACT
Many Western governments are looking to workplace literacy, language, and numeracy programs to address general skill improvement with a longterm aim of improving labor productivity. Rigorous research on these programs' effectiveness for both of these agendas, however, remains sparse and limited in scope. This article reports the findings of an evaluation of 18 workplace literacy, language, and numeracy programs in New Zealand. This article reports the findings from these evaluations and identifies key elements of those programs that were most successful.
ABSTRACT
Many Western governments are looking to workplace literacy, language, and numeracy programs to address general skill improvement with a longterm aim of improving labor productivity. Rigorous research on these programs' effectiveness for both of these agendas, however, remains sparse and limited in scope. This article reports the findings of an evaluation of 18 workplace literacy, language, and numeracy programs in New Zealand. This article reports the findings from these evaluations and identifies key elements of those programs that were most successful.
Continuing the Legacy: Democracy & Education Practice
By Sara Jorgensen and Joni Schwarz
The American adult education and literacy movement in the early twentieth century had its roots deep in the study and practice of democracy (Ramdeholl, Giordani, Heaney, Yanow, 2010). From Lindeman, Dewey, Laubach, Horton, to Heaney and Brookeld, a persistent theme is the indispensible relationship between democracy and adult education. For Heaney and Brookeld, this theme is oft en a lament on how democratic praxis has been marginalized among adult educators and programs in recent years (Heaney, 1992; Brookeld, 2005b).
The American adult education and literacy movement in the early twentieth century had its roots deep in the study and practice of democracy (Ramdeholl, Giordani, Heaney, Yanow, 2010). From Lindeman, Dewey, Laubach, Horton, to Heaney and Brookeld, a persistent theme is the indispensible relationship between democracy and adult education. For Heaney and Brookeld, this theme is oft en a lament on how democratic praxis has been marginalized among adult educators and programs in recent years (Heaney, 1992; Brookeld, 2005b).
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