1. 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

2. 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.

3. 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

4. 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).

5. Components of Reading
Alphabetics
Fluency
Vocabulary
Comprehension

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

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

8. 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

9. 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

10. References
Retrieved from internet: Youtube-
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.