What adult educators know compared with what they say they know about providing research-based reading instruction

Journal of Adolescent and Adult Literacy

Volumn 47, Issue 7, 2004, Pages 542-563

  Bell, Sherry Mee ^a   Ziegler, Mary ^b   McCallum, R Steve ^b  

^a UNIVERSITY OF TENNESSEE   (United States)

^b UNIVERSITY OF TENNESSEE   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 2542615403     PISSN: 10813004     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (18)

1. Berk, L. (1997). Child development (4th ed.). Boston: Allyn & Bacon.
2. Bos, C., Mather, N., Dickson, S., Blanche, P., & Chard, D. (2001). Perceptions and knowledge of preservice and in-service educators about early reading instruction. Annals of Dyslexia, 51, 97-120.
3. Brooks, G., Davies, R., Ducke, L., Hutchinson, D., Kendall, S., & Wilkin, A. (2001). Progress in adult literacy: Do learners learn? London: The Basic Skills Agency.
4. Fitzgerald, N.B., & Young, M.B. (1997). The influence of persistence on literacy learning in adult education. Adult Education Quarterly, 47(2), 78-91.
5. Flavell, J.H. (1979). Metacognition and cognitive monitoring: A new area of cognitive-developmental inquiry. American Psychologist, 34, 906-911.
6. Gough, P.B., & Tumner, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7, 6-10.
7. Greenberg, D., Ehri, L., & Perin, D. (1997). Are work-reading processes the same or different in adult literacy students and third-fifth graders matched for reading level? Journal of Educational Psychology, 89, 262-275.
8. Hoover, W.A., & Gough, P.B. (1990). The simple view of reading. Reading and Writing, 2, 127-160.
9. Kruidenier, J.R. (2002a). Adult education reading instruction: Principles and practices. Retrieved September 5, 2002, from http://www.nifl.gov/ partnershipforreading/adult_reading/adult_reading.html
10. Kruidenier, J.R. (2002b). Research-based principles for adult basic education reading instruction. Washington, DC: National Institute for Literacy, Partnership for Reading.
11. Mather, N., Bos, C., & Babur, N. (2001). Perceptions and knowledge of preservice and inservice teachers about early literacy instruction. Journal of Learning Disabilities, 4, 471-482.
12. McCutchen, D., Abbott, R.D., Green, L.B., & Beretvas, S.N. (2002). Beginning literacy: Links among teacher knowledge, teacher practice, and student learning. Journal of Learning Disabilities, 35(1), 69-86.
13. Moats, L.C. (1994). The missing foundation in teacher education: Knowledge of the structure of spoken and written language. Annals of Dyslexia, 44, 81-102.
14. National Institute of Child Health and Human Development. (2000). Report of the National Reading Panel, Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction (NIH Publication No. 00-4769). Washington, DC: U.S. Government Printing Office.
15. Padak, N.D., Stuart, D., & Schierloh, J. (1991). Implementing whole-language learning: Adult literacy teachers' problems and concerns. In J. Zuteil & S. McCormick (Eds.), Learner factors/teacher factors: Issues in literacy research and instruction (40th yearbook of the National Reading Conference, pp. 335-343). Chicago: National Reading Conference.
16. Salvia, J., & Ysseldyke, J.E. (1998). Assessment (7th ed.). Boston: Houghton Mifflin.
17. Snow, C.E., Burns, S.M., & Griffin, P. (Eds.). (1998). Preventing reading difficulties in young children, Washington, DC: National Academy Press.
18. Snow, C.E., & Strucker, J. (1999). Lessons from preventing reading difficulties in young children for adult learning and literacy: A project of the National Center for the Study of Adult Learning and Literacy. In J. Comings, B. Garner, & C. Smith (Eds.), Annual review of adult learning and literacy (Vol. 1, pp. 25-73). San Francisco: Jossey-Bass.