A Randomized Control Study of Instructional Approaches for Struggling Adult Readers.
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| Title: | A Randomized Control Study of Instructional Approaches for Struggling Adult Readers. |
|---|---|
| Authors: | Greenberg, Daphne1 (AUTHOR) dgreenberg@gsu.edu, Wise, JustinC.2 (AUTHOR), Morris, Robin1 (AUTHOR), Fredrick, LauraD.1 (AUTHOR), Rodrigo, Victoria1 (AUTHOR), Nanda, AliceO.1 (AUTHOR), Pae, HyeK.3 (AUTHOR) |
| Source: | Journal of Research on Educational Effectiveness. Apr2011, Vol. 4 Issue 2, p101-117. 17p. 7 Charts. |
| Subject Terms: | *Adult literacy programs, *Adult education, *Learning, *Fluency (Language learning), *Literacy |
| Abstract: | This study measured the effectiveness of various instructional approaches on the reading outcomes of 198 adults who read single words at the 3.0 through 5.9 grade equivalency levels. The students were randomly assigned to one of the following interventions: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension, Fluency, and Extensive Reading; Extensive Reading; and a Control/Comparison approach. The Control/Comparison approach employed a curriculum common to community-based adult literacy programs, and the Extensive Reading approach focused on wide exposure to literature. The Fluency component was a guided repeated oral reading approach, and the Decoding/Comprehension components were SRA/McGraw-Hill Direct Instruction Corrective Reading Programs. Results indicated continued weaknesses in and poor integration of participants' skills. Although students made significant gains independent of reading instruction group, all improvements were associated with small effect sizes. When reading instruction group was considered, only one significant finding was detected, with the Comparison/Control group, the Decoding and Fluency group, and the Decoding, Comprehension, Extensive Reading, and Fluency group showing stronger word attack outcomes than the Extensive Reading group. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 59702619 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: A Randomized Control Study of Instructional Approaches for Struggling Adult Readers. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Greenberg%2C+Daphne%22">Greenberg, Daphne</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> dgreenberg@gsu.edu</i><br /><searchLink fieldCode="AR" term="%22Wise%2C+JustinC%2E%22">Wise, JustinC.</searchLink><relatesTo>2</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Morris%2C+Robin%22">Morris, Robin</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fredrick%2C+LauraD%2E%22">Fredrick, LauraD.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Rodrigo%2C+Victoria%22">Rodrigo, Victoria</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Nanda%2C+AliceO%2E%22">Nanda, AliceO.</searchLink><relatesTo>1</relatesTo> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Pae%2C+HyeK%2E%22">Pae, HyeK.</searchLink><relatesTo>3</relatesTo> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+Research+on+Educational+Effectiveness%22">Journal of Research on Educational Effectiveness</searchLink>. Apr2011, Vol. 4 Issue 2, p101-117. 17p. 7 Charts. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Adult+literacy+programs%22">Adult literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Adult+education%22">Adult education</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br />*<searchLink fieldCode="DE" term="%22Fluency+%28Language+learning%29%22">Fluency (Language learning)</searchLink><br />*<searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: This study measured the effectiveness of various instructional approaches on the reading outcomes of 198 adults who read single words at the 3.0 through 5.9 grade equivalency levels. The students were randomly assigned to one of the following interventions: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding, Comprehension, Fluency, and Extensive Reading; Extensive Reading; and a Control/Comparison approach. The Control/Comparison approach employed a curriculum common to community-based adult literacy programs, and the Extensive Reading approach focused on wide exposure to literature. The Fluency component was a guided repeated oral reading approach, and the Decoding/Comprehension components were SRA/McGraw-Hill Direct Instruction Corrective Reading Programs. Results indicated continued weaknesses in and poor integration of participants' skills. Although students made significant gains independent of reading instruction group, all improvements were associated with small effect sizes. When reading instruction group was considered, only one significant finding was detected, with the Comparison/Control group, the Decoding and Fluency group, and the Decoding, Comprehension, Extensive Reading, and Fluency group showing stronger word attack outcomes than the Extensive Reading group. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of Research on Educational Effectiveness is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1080/19345747.2011.555288 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 17 StartPage: 101 Subjects: – SubjectFull: Adult literacy programs Type: general – SubjectFull: Adult education Type: general – SubjectFull: Learning Type: general – SubjectFull: Fluency (Language learning) Type: general – SubjectFull: Literacy Type: general Titles: – TitleFull: A Randomized Control Study of Instructional Approaches for Struggling Adult Readers. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Greenberg, Daphne – PersonEntity: Name: NameFull: Wise, JustinC. – PersonEntity: Name: NameFull: Morris, Robin – PersonEntity: Name: NameFull: Fredrick, LauraD. – PersonEntity: Name: NameFull: Rodrigo, Victoria – PersonEntity: Name: NameFull: Nanda, AliceO. – PersonEntity: Name: NameFull: Pae, HyeK. IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2011 Type: published Y: 2011 Identifiers: – Type: issn-print Value: 19345747 Numbering: – Type: volume Value: 4 – Type: issue Value: 2 Titles: – TitleFull: Journal of Research on Educational Effectiveness Type: main |
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