The COABE Journal, Celebrating 35 Years

Dear Readers,

We are pleased to welcome you to the COABE Journal blog to introduce the newest rendition of the journal now called The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education. This premiere issue contains the latest work from several researchers and practitioners based on their work in the field. It also includes updates from our columnists on the latest technology, resources, and research to come from the field.

We hope you enjoy the COABE journal as we attempt to continue what has become a strong, tradition of quality research and practitioner based articles from authors in the field. We are creating new ways to get interactive with the journal using social media outlets such as this blog, Facebook, and Twitter.

As you continue to work your magic in the field, please think about sharing with us and the rest of our readers your experiences and research outcomes. Consider submitting a manuscript by visiting us at www.coabe.org and click on journal. If you have not subscribed already, join as we celebrate 35 years as a major voice in adult education!

Sincerely,

Jim Berger, Ph.D., Editor

Renae Harrison, Ph.D., COABE President

Monday, October 8, 2012

The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

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.
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