Improving Adult Literacy Instruction Options for Practice & Research

Improving Adult Literacy InstructionOptions for Practice & Research Overview of Conclusions and Recommendations from a report of the National Academies Committee on Learning Sciences Presented by Kathryn B. Thompson, CFRE Executive Director Tarrant Literacy Coalition

Definition of Literacy An individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society. Adult Education and Family Literacy Act, Title II of the Workforce Investment Act (WIA)

Literacy in the USA 90 million adults in the USA lack sufficient literacy skills for a fully productive and secure life National Assessment of Adult Literacy (NAAL) conducted in 2003; sampled 18,000 adults and 1,200 prison inmates and is the most recent national survey of US adult literacy NAAL showed that 43% of US adults possess basic or below basic prose literacy skills; only 13% had proficient prose literacy skills 34% had basic or below basic document literacy; and only 13% were proficient

Future Implications National Assessment of Educational Progress (NAEP) from 2009 shows that only 38% of 12th graders performed at or above the proficient level in reading While 74% of high school seniors were at or above basic, 26% were below basic near the end of their senior year Although the adult literacy system was originally designed for older adults, it is increasingly being attended by youth ages 16-20 In 2003, more than half of students in federally funded adult ed programs were age 25 and younger

Developmental Education Community Colleges have been significantly impacted by the need for remedial, or developmental education, classes by incoming students More than half of all community college students enroll in at least one developmental education course during their college tenure to remediate weak skills However, after 3 years, fewer than 4 in 10 students have typically completed the entire sequence of remedial classes to which they have been referred Evidence is not clear whether developmental education improves the literacy skills and rates of college completion; however, the need for remediation is VERY costly, ranging from almost $500 million at 4-year colleges to $3 billion at community colleges

Charge, Scope & Approach US Department of Education asked the National Research Council to appoint a multidisciplinary committee to: Synthesize research findings on literacy and learning from cognitive science, neuroscience, behavioral science, and education Identify from research the main factors that affect literacy development in adolescence and adulthood Analyze the implications of the research for informing curricula and instruction Recommend a more systemic approach to subsequent research, practice and policy

CONCLUSIONS There is a surprising lack of research on the effectiveness of the various instructional practices for adults seeking to improve their literacy skills. This is especially striking, given the long history of both federal funding for adult education programs (although lean) and the reliance on developmental education courses to remediate college students’ skills. Basic research on adult learning is similarly constrained and has relied heavily on convenience (college students and the elderly) - not generally including low literate adults. MORE RESEARCH IS NEEDED!

Conclusion #1There is no typical adult learner. Because there is no typical adult learner, the contexts in which adults receive literacy instruction are also highly variable with respect to: Place and purpose of instruction Literacy development and practices Instructor preparation

Conclusion #2Effective literacy instruction should: Target word recognition, fluency, vocabulary, comprehension, background knowledge, and writing; Combine explicit teaching and practice with motivating and varied texts, tools and tasks; Explicitly target the automation and integration of component skills and the transfer of skills to tasks that are valued by society and the learner; Include formative assessments to monitor progress, provide feedback and adjust instruction.

Conclusion #3Research with younger learners has value for adults. Research with younger populations CAN be used to guide the development of instructional approaches for adults, if the instruction is modified to account for two major differences: Adults may experience age-related cognitive declines that affect reading and writing processes and the speed of learning, and Adults have varied and more substantial life experiences and knowledge and different motivations for learning that need attention in instructional design.

Conclusion #4Literacy development is a complex skill. It requires thousands of hours of practice to reach levels needed for full opportunity in modern life; Involves many factors-instructional, cognitive, economic, and social-affect persistence. At present, research does NOT indicate clearly which methods are most effective in supporting adults’ persistence and engagement in learning. However, research does suggest how to design motivating instructional environments that create more time for practice and ensure that the time is used efficiently.

Conclusion #5Research with native English speakers may apply to ESL. The component skills of reading and writing in English and the principles of effective literacy instruction derived from research with native English speakers seem likely to apply to ESL students. Consistent with principles of learning, effective instruction meets the particular skill development needs of ESL students, which differ in some aspects from the needs of native speakers.

Conclusion #6Assessment is crucial for both youth and adults. Measures of language and literacy skills related to a range of literacy forms and tasks, as well as cognitive abilities and functional outcomes should be included. Measures for differentiated placement and instruction, formative assessment and accountability that are all aligned to work toward common learning goals should be used. Information at learner, classroom and program levels that is useful to the learners, instructors, program administrators and policy makers is important.

Conclusion #7Technology can play an important role. Technology helps adult learners who face time and distance constraints; Technology assists with multiple aspects of learning and assessment, including diagnosis, feedback, embedded practice with skills in meaningful tasks, tracking learner progress, and accommodations to create more effective and efficient instruction; May offer a more cost-effective way to achieve the extended levels of practice needed to gain reading and writing proficiency.

Conclusion #8Society demands increased literacy levels. Society increasingly requires broader, more intensive, and more complex forms of literacy in communication. Adults need to be able to use contemporary tools of literacy in order to accomplish even the most basic tasks. Health maintenance, civic and social participation, financial literacy and other life tasks are all increasingly dependent on literacy proficiency.

Conclusion #9Lack of data limits system improvement. Exploratory studies are needed to identify approaches that show promise of effecting substantial improvement. Support is needed to develop scalable instructional programs that show promise and to test new approaches rigorously. Further research may be needed to ensure that general findings are applicable to the entire range of adult learners and/or to specify for whom they work.

Recommendation #1Policy makers should move quickly to improve adult ed. We should build on and expand existing infrastructure of adult literacy education to support the use of instructional approaches, curricula, materials, tools and assessments of learners. This should be consistent with research on reading, writing, learning, language and adult development. Further, it should be consistent with research on the effectiveness of instructional approaches and the knowledge of sound assessment practices.

Recommendation #2Professional development should be available. The variability of instructor preparation is a clear impediment to both ensuring instructional effectiveness and conducting needed research. Federal and state policy makers should ensure that professional development and technical assistance for instructors are widely accessible and consistent with the best research on reading, writing, learning, language, and adult development.

Recommendation #3Student persistence should be maximized. Policy makers, literacy providers, and researchers should collaborate to systemically implement and evaluate options (such as instructional components, technology components, social service components, and incentives) in order to determine the most effective means of maximizing student persistence. Programs can then select strategies that are most appropriate, with an understanding of the specific situations of their students.

Recommendation #4Strategic and sustained investments are needed. In order to optimize the progress of adult learners, and impact local, state and federal decisions regarding adult education programs, as well as optimize the progress of adult learners, strategic and sustained investments in a coordinated and system approach to program improvement are critical. This approach must also include program evaluation and additional research.

CONCLUSIONWe don’t know what we don’t know. Research is very limited. We don’t know for sure what works, or why it works. If we knew more, we could do more. We mustdo more, because the consequences of anything less are simply too great. “I never teach my pupils; I only attempt to provide the conditions in which they can learn.” Albert Einstein

Improving Adult Literacy Instruction Options for Practice & Research