Effects of a structured decoding curriculum on adult literacy learners' reading development

Journal of Research on Educational Effectiveness

Volumn 4, Issue 2, 2011, Pages 154-172

  Alamprese, Judith A ^a   MacArthur, Charles A ^b   Price, Cristofer ^a   Knight, Deborah ^c  

^a ABT ASSOCIATES   (United States)

^b UNIVERSITY OF DELAWARE   (United States)

^c Atlanta Speech School   (United States)

Author keywords

Adult education; Adult literacy; Evaluation; Reading instruction

Indexed keywords

EID: 79953787481     PISSN: 19345747     EISSN: 19345739     Source Type: Journal    
DOI: 10.1080/19345747.2011.555294     Document Type: Article

References (44)

1. Alamprese, J. (1994). Key components of workplace literacy projects and definition of project "models." In Research Triangle Institute (Ed.), Alternative designs for evaluating workplace literacy programs (pp. 1-1, 1-18). Research Triangle Park, NC: Research Triangle Institute.
2. Alamprese, J. (2009). Developing learners' reading skills in adult basic education programs. In S. Reder & J. Bynner (Eds.), Tracking adult literacy and numeracy skills: Findings from longitudinal research (pp. 107-131). New York: Routledge.
3. Alamprese, J. A., Tao, F., & Price, C. (2003). Study of reading instruction for low-level learners in adult basic education, v. 1. Bethesda, MD: Abt Associates Inc.
4. Baer, J., Kutner, M., & Sabatini, J. (2009). Basic reading skills and the literacy of America's least literate adults: Results from the 2003 National Assessment of Adult Literacy (NAAL) supplemental studies (NCES 2009-481). Washington, DC: U.S. Department of Education, Institute for Education Sciences, National Center for Education Statistics.
5. Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2004). Words their way: Word study for phonics, vocabulary, and spelling instruction (3rd ed.). Upper Saddle River, NJ: Merrill.
6. Beder, H. (2007). Quality instruction in adult literacy education. In A. Belzer (Ed.), Toward defining and improving quality in adult basic education (pp. 87-106). Mahwah, NJ: Erlbaum.
7. Binder, K., & Borecki, C. (2009). The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers. Reading and Writing, 21, 843-858.
8. Budtz-Jorgensen, E., Keiding, N. Grandjean, E. M., & Weihe, P. (2007). Confounder selection in environmental epidemiology: Assessment of health effects of prenatalmercury exposure. Annals of Epidemiology, 17, 27-35.
9. Clarke, L. K. (1988). Invented versus traditional spelling in first graders' writings: Effects on learning to spell and read. Research in the Teaching of English, 22, 281-309.
10. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Hillsdale, NJ: Erlbaum.
11. Davidson, R. K., & Strucker, J. (2002). Patterns ofword-recognition error among adult basic education native and nonnative speakers of English. Scientific Studies of Reading, 6, 299-316.
12. Ehri, L. C. (2000). Learning to read and learning to spell: Two sides of a coin. Topics in Language Disorders, 20, 19-36.
13. Ehri, L. C., & McCormick, S. (1998). Phases of word learning: Implications for instruction with delayed and disabled readers. Reading and WritingQuarterly: Overcoming Learning Difficulties, 14, 135-163.
14. Graham, S. (2006). Strategy instruction and the teaching of writing: A meta-analysis. In C. A. MacArthur, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (pp. 187-207). New York: Guilford.
15. Greenburg, D., Ehri, L., & Perin, D. (1997). Are word-reading processes the same or different in adult literacy students and third-fifth gradersmatched for reading level? Journal of Educational Psychology, 89, 262-275.
16. Greenburg, D., Ehri, L., & Perin, D. (2002). Do adult literacy students make the same word-reading and spelling errors as children matched for word-reading age? Scientific Studies of Reading, 6, 221-243.
17. Hanna, G., Schell, L. M., & Schreiner, R. (1977). The Nelson Reading Skills Test. Itasaca, IL: Riverside.
18. Juel, C., & Minden-Cupp, C. (2000). Learning to read words: Linguistic units and instructional strategies. Reading Research Quarterly, 35, 458-492.
19. Kruidenier, J. (2002). Research-based principles for adult basic education: Reading instruction. Washington, DC: National Institute for Literacy.
20. Kuhn, M. R., & Stahl, S. A. (2003). Fluency: A review of developmental and remedial practice. Journal of Educational Psychology, 95, 3-21.
21. MacArthur, C. A., Konold, T. R., Glutting, J. J., &. Alamprese, J. A. (2010). Reading component skills of learners in adult basic education. Journal of Learning Disabilities, 43, 108-121.
22. Maldonado, G, & Greenland, S. (1993). Stimulation of confounder-selection strategies. American Journal of Epidemiology, 138, 923-936.
23. Mellard, D. F., Fall, E., & Woods, K. L. (2010). A path analysis of reading comprehension for adults with low literacy. Journal of Learning Disabilities, 154-165.
24. Pressley, M. (2000). What should comprehension instruction be the instruction of? In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 545-562). Mahwah, NJ: Erlbaum.
25. Price, C., Goodson, B., & Stewart, G. (2008). Technical report, v. II: Infant environmental exposures and neuropsychological outcomes at ages 7 to 10 years. Atlanta, GA: Centers for Disease Control and Prevention.
26. Sabatini, J. (2002). Efficiency in word reading of adults: Ability group comparisons. Scientific Studies of Reading, 6, 267-298.
27. Sabatini, J. P., Sawaki, Y., Shore, J., & Scarborough, H. (2010). Relationships among reading skills of adults with low literacy. Journal of Learning Disabilities, 43, 122-138.
28. Schochet, P. Z. (2008). Statistical power for random assignment evaluations of education programs. Journal of Educational and Behavioral Statistics, 33, 62-87.
29. Smith, C., & Hofer, J. (2003). The characteristics and concerns of adult basic education teachers. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
30. Strucker, J. (2004). TOWRE scoring guidelines. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
31. Strucker, J., Yamamoto, K., & Kirsch, I. (2007, March). The relationship of the component skills of reading to IALS performance: Tipping points and five classes of adult literacy learners. Cambridge, MA: National Center for the Study of Adult Learning and Literacy.
32. Tamassia, T., Lennon, M., Yamamoto, K., & Kirsch, I. (2007). Adult education in America: A first look at results form the adult education program and learner surveys. Princeton, NJ: Educational Testing Service.
33. Templeton, S., & Morris, D. (2000). Spelling. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Handbook of reading research (Vol. 3, pp. 525-544). Mahwah, NJ: Erlbaum.
34. Torgeson, J. K., Wagner, R. K., & Rashotte, C. A. (1999). Test of Word Reading Efficiency (TOWRE). Austin, TX: Pro-Ed.
35. U.S. Department of Education, Division of Adult Education and Literacy. (2007). Implementation guidelines: Measures and methods for the National Reporting System for Adult Education. Washington, DC: Author.
36. U.S. Department of Education, Division of Adult Education and Literacy. (2010). State administered adult education program: Program year 2008-2009 enrollment. Washington, DC: Author.
37. Venezky, R. L. (1970). The structure of English orthography. The Hague, the Netherlands: Mouton.
38. Venezky, R. L. (1999). The American way of spelling: The structure and origins of American English orthography. New York: Guilford.
39. Venezky, R. L. (2003). The Letter-Sound Survey Test. Newark, DE: The University of Delaware.
40. Wagner, D. A., & Venezky, R. L. (1999). Adult literacy: The next generation. Educational Researcher, 28(1), 21-29.
41. Wilkinson, G. S. (1993). Wide Range Achievement Test-Revision 3. Wilmington, DE: Jastak Associates.
42. Wilson, B. A. (1996). Wilson reading system. Millbury, MA: Wilson Language Training.
43. Woodcock, R., & Johnson, M. B. (1989). Woodcock-Johnson Tests of Achievement-Revised. Itasca, IL: Riverside.
44. Worthy, J., & Viise, N. M. (1996). Morphological, phonological, and orthographic differences between the spelling of normally achieving children and basic literacy adults. Reading and Writing, 8, 139-154.