KELLY Dudley Ece 675 Dr. david brown Chapter 12 Effective Strategies for Teaching Reading to Adults By: John R. Kruidenier KELLY Dudley Ece 675 Dr. david brown

Adult Literacy Research Working Group Purpose Findings Identify & evaluate existing research related to adult literacy reading instruction & provide the field with research related adult literacy products, including principles & practices for practitioners (Curtis & Kruidenier, 2005). Supplemented with findings from reading instruction with children, reviewed & related to family literacy programs to provide research based approaches to teach adults to read.

Adult Education (AE) Serves ages 16+ No longer serviced by secondary education programs Including: Low literate adults in community based literacy centers Family literacy programs Prison literacy programs Workplace literacy programs Acronyms AE-Adult Education ABE- Adult Basic Education ASE-Adult Secondary Education ESOL-English for Speakers of Other Languages https://www.youtube.com/watch?v=ncZB-zMVkfs

Large Scale Survey of Adult Education Programs 40% of learners in government funded AE programs participated in ESOL programs Immigrants who wanted to improve their English & reading 39% AE learners participated in ABE classes for beginning readers (K-8 reading levels) Adults in program have severe reading problems Dyslexia LD 19% participated in ASE programs: working on HS equivalency (9-12 reading levels).

Components of Reading Alphabetics Fluency Vocabulary Comprehension

What Do We Know About Adult Learners’ Reading Abilities? Alphabetic Assessment Fluency Assessment Vocabulary Assessment Reading Comprehension Assessment

(Adult) Reading Instruction: ASE, ESOL & ABE Learners Alphabetic Instruction Fluency Instruction Vocabulary Instruction Comprehension Instruction ESOL ASE ABE

Implications for Family Literacy Programs Use research based approaches to teach reading to adult learners Assessment of the components are essential first step in effective reading instruction Use direct & explicit instruction (Word Analysis & Phonemic Awareness) to tech alphabetic principles were best taught together for adults Repeated reading w/multiple repetitions of new words in meaningful & engaging context can be used to teach fluency & vocabulary

Research: Implications for Family Literacy Programs ABE learners & LD may need more intense alphabetic & fluency instruction ASE & ESOL may need more intense vocabulary & comprehension instruction Research with children provide effective support to AE learners in filling in gaps Adult oriented & contextually relevant materials may lead to increased reading achievement ( MORE RESEARCH NEEDED to Verify) Family Literacy programs may have natural advantage when teaching AE learnersmore likely to use highly relevant family oriented material Motivational Activities: Give adult control over what they read & reading goals; collaborative learning activities

References Retrieved from internet: Youtube- https://www.youtube.com/watch?v=ncZB-zMVkfs Curtis, M. E, & Kruidenier, J.R. (2005). Teaching adults to read: A summary of scientifically based research principles. Washington, DC: National Institute for Literacy Wasik, B.H. (2004). Handbook of family literacy. New York: Routledge.