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Improving adult literacy instruction : options for practice and research Cover Image Book Book

Improving adult literacy instruction : options for practice and research

National Research Council (U.S.) Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy. (Author). Lesgold, Alan M. (Added Author). Welch-Ross, Melissa K. (Added Author).

Summary: This report examines the research on literacy development, including neurobiology, instructional design, motivation and technology use, and makes recommendations for literacy instruction for adult basic education. Focusing on individuals ages 16 and older who are not in K-12 education, it identifies factors that affect literacy development in adolescence and adulthood and examines their implications for strengthening literacy instruction for this population. It also discusses technologies that show promise for supporting adult literacy learners. A resource for curriculum developers, federal agencies, literacy program administrators, educators, and funding agencies.

Record details

  • ISBN: 9780309219594 (pbk.)
  • ISBN: 9780309219600 (pdf)
  • Physical Description: print
    xv, 417 pages ; 23 cm.
  • Publisher: Washington, D.C. : The National Academies Press, 2012.

Content descriptions

Bibliography, etc. Note: Includes bibliographical references (pages 263-383).

Search for related items by subject

Subject: Functional literacy -- United States
Elementary education of adults -- United States
Adult basic education

Available copies

  • 1 of 1 copy available at Decoda Literacy Library.

Holds

  • 0 current holds with 1 total copy.
Show Only Available Copies
Location Call Number / Copy Notes Barcode Shelving Location Holdable? Status Due Date
Decoda Literacy Library 374.012 N38 2012 (Text) 35410000027508 General Collection Volume hold Available -
► Summaries & More
▼ Additional Content
Summary 1(7)
Recommendations
5(3)
1 Introduction
8(16)
Literacy in the United States
8(7)
Study Charge, Scope, and Approach
15(6)
Conceptual Framework and Approach to the Review of Evidence
15(4)
Study Scope
19(2)
Organization of the Report
21(3)
2 Foundations of Reading and Writing
24(46)
Social, Cultural, and Neurocognitive Mechanisms of Literacy Development
25(6)
Types of Text
26(1)
Literacy Tools
27(1)
Literacy Activities
28(1)
Teacher Knowledge, Skills, and Beliefs
29(1)
Neurocognitive Mechanisms
30(1)
Reading
31(14)
Decoding
34(1)
Vocabulary
35(2)
Fluency
37(2)
Reading Comprehension
39(6)
Writing
45(9)
Components and Processes of Writing
46(4)
Writing Instruction
50(4)
Neurobiology of Reading and Writing Development and Difficulties
54(3)
Neurobiology of Reading
54(1)
Neurobiology of Writing
55(1)
Implications for Instruction
56(1)
Instruction for Struggling Readers and Writers
57(7)
Decontextualized Interventions
57(1)
Principles of Instruction for Struggling Learners
58(6)
Reading and Writing Across the Life Span
64(3)
Summary and Discussion
67(3)
3 Literacy Instruction for Adults
70(36)
Contexts for Literacy Learning
71(13)
Adult Education Programs
71(6)
Literacy Instruction in Adult Education Programs
77(4)
Developmental Education Courses in Colleges
81(3)
Instructional Practices and Outcomes: State of the Research
84(8)
Assumptions and Sources of Evidence
84(2)
Orientation to the Findings
86(1)
Adults in Basic and Secondary Education Programs
86(6)
Topics for Future Study from Adult Literacy Research
92(5)
Collaborative Learning
92(1)
Contextualized Instruction
93(1)
Instructional Materials
94(1)
Writing Instruction
95(1)
Funds of Knowledge and Authentic Learning Experiences
96(1)
Social, Psychological, and Functional Outcomes
96(1)
Underprepared Postsecondary Students
97(2)
Summary and Directions for Research
99(7)
4 Principles of Learning for Instructional Design
106(24)
The Development of Expertise
107(2)
Supporting Attention, Retention, and Transfer
109(6)
Present Material in a Clear and Organized Format
109(1)
Use Multiple and Varied Examples
110(1)
Present Material in Multiple Modalities and Formats
110(1)
Teach in the Zone of Proximal Development
111(2)
Space Presentations of New Material
113(1)
Test on Multiple Occasions, Preferably with Spacing
113(1)
Ground Concepts in Perceptual-Motor Experiences
113(2)
Supporting Generation of Content and Reasoning
115(2)
Encourage the Learner to Generate Content
115(1)
Encourage the Generation of Explanations, Substantive Questions, and the Resolution of Contradictions
116(1)
Encourage the Learner to Construct Ideas from Multiple Points of View and Different Perspectives
117(1)
Complex Strategies, Critical Thinking, Inquiry, and Self-Regulated Learning
118(3)
Structure Instruction to Develop Effective Use of Complex Strategies
118(2)
Combine Complex Strategy Instruction with Learning of Content
120(1)
Feedback
121(2)
Accurate and Timely Feedback Helps Learning
121(1)
Qualitative Feedback Is Better for Learning Than Test Scores and Error Flagging
122(1)
Adaptive and Interactive Learning Environments
123(2)
Adaptive Learning Environments Foster Understanding in Complex Domains
123(1)
Interactive Learning Environments Facilitate Learning
124(1)
Learning Is Facilitated in Genuine and Coherent Learning Environments
125(1)
Learning Is Influenced by Motivation and Emotion
125(1)
Summary and Directions for Research
126(4)
5 Motivation, Engagement, and Persistence
130(32)
The Psychology of Motivation and Learning
131(20)
Self-Efficacy
134(9)
Intrinsic Motivation
143(8)
Social, Contextual, and Systemic Mediators of Persistence
151(7)
Formal School Structures and Persistence
151(1)
Cultural and Linguistic Differences
152(1)
Social Relationships and Interactions
153(2)
Potentially Negative Effects of Stereotype
155(1)
Social and Systemic Supports for and Barriers to Persistence
156(2)
Directions for Research
158(4)
6 Technology to Promote Adult Literacy
162(17)
Classes of Technologies for Learning
165(1)
How Technologies Affect Learning
166(3)
Digital Tools for Practicing Skills
169(8)
Summary and Directions for Research
177(2)
7 Learning, Reading, and Writing Disabilities
179(27)
Learning Disabilities
180(12)
Reading Disabilities
182(5)
Writing Disabilities
187(5)
Developing Brain Systems in Struggling Readers
192(6)
Brain Structure and Function
193(3)
Brain Plasticity
196(2)
Accommodations to Support Literacy Learning
198(5)
Reading Accommodations
199(2)
Writing Accommodations
201(2)
Summary and Directions for Research
203(3)
8 Language and Literacy Development of English Language Learners
206(30)
Component Literacy Skills of English Language Learners
209(1)
Influences on Language and Literacy in a Second Language
210(10)
First Language Knowledge and Education Level
210(4)
English Language Proficiency
214(2)
Age
216(1)
Aptitude for a Second Language
217(1)
Reading and Learning Disabilities
218(1)
Cultural Knowledge and Background
218(2)
Approaches to Second Language Literacy Instruction
220(13)
Integration of Explicit Instruction and Implicit Learning of Language and Literacy
221(4)
Development of Language and Knowledge for Learning and Reading Comprehension
225(2)
Access to Language and Literacy Practice Outside Classrooms
227(1)
Leveraging Knowledge in the First Language, When Available
227(1)
Integrated Multimodal Instruction
228(1)
Writing
228(2)
Affective Aspects of Learning and Instruction
230(1)
Assessment
230(3)
Summary and Directions for Research
233(3)
9 Conclusions and Recommendations
236(27)
Conclusions
238(13)
Adult Learners and Learning Environments
238(2)
Principles of Effective Literacy Instruction
240(4)
English Language Learners
244(2)
Assessment
246(2)
Technology
248(2)
Adult Literacy Instruction: State of the Evidence
250(1)
Recommendations
251(8)
Research Design
254(1)
Priorities for Basic and Applied Research
255(1)
Priorities for Translational Science
256(3)
Large-Scale Data Collection and Information Gathering
259(1)
Concluding Thoughts: Leadership and Partnership
259(4)
References and Bibliography
263(122)
Appendixes
A Biographical Sketches of Committee Members and Staff
385(7)
B Literacy in a Digital Age
392(15)
Adult Literacy Practices and Proficiencies
394(3)
Adults' Engagement with Information and Communication Technologies
397(2)
Instructional Practices and Learning Environments
399(2)
Future Research
401(1)
References
401(6)
C Interventions to Develop the Component Literacy Skills of Low-Literate Adults
407(1)
A Study Populations and Sample Characteristics
408(2)
B Intervention Practices, Intensity, Duration, and Attrition Rates
410(2)
C Study Instruments by Measurement Construct by Study
412(5)
References
416(1)
D Search Procedures and Reviewed Studies of Adult Literacy Instruction
417

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