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ABE Teaching & Learning Advancement System

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Professional Development


Adult Education Literacy Instruction: A Review of the Research

A 2010 publication that was intended as a follow up to the 2002 report. It prioritizes scientifically-based adult education research, determines gaps in this research, and fills in those gaps with research findings from K-12 reading, K-12 second language, K-12 reading-writing, adolescent reading, and other adult populations. This publication was authored by John R. Kruidenier, Charles A. MacArthur, and Heide S. Wrigley and presents “stronger and weaker” findings for adult reading instruction.

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Applying Research in Reading for Adults: First Steps for Teachers

A 2005 publication that applies the identified research principles to actual reading practice. This “teacher friendly” publication was authored by Susan McShane and reviewed by the Adult Reading Expert Group: Judith Alamprese, John Kruidenier, Daryl Mellard, Stephen Reder, John Sabatini, and John Strucker..

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CCRS and the Reading Foundational Skills

In Minnesota ABE’s 2016 Professional Development (PD) Survey, a number of respondents wondered if the College & Career Readiness Standards (CCRS) for English Language Arts/Literacy (ELA) address the reading needs of students at lower levels

The two documents below describe Minnesota's combination of Common Core State Standards (CCSS) + CCRS Reading Foundational Skills 1-4, at Levels K-5. The result is a complete and clear sequence for teaching alphabetics and fluency to adult readers at Beginning and Intermediate levels. ​Reading research and practice recommend balanced literacy instruction – emphasizing BOTH print and meaning-making skills.

Download - Reading Foundational (RF) Skills 1-4, K-5

Download - Where in the CCRS World are Alphabetics and Fluency? *

This document also provides links to FREE professional development, instructional, and audio/visual resources – all from Minnesota ABE practitioners!

EBRI Courses for MN ABE

Three free online courses facilitated by Marn Frank, ATLAS Literacy & STAR Coordinator, are available for browsing or earning CEUs through the Minnesota Literacy Council Online Training website.

  • Reading Assessments for ABE helps ABE/ESL teachers and tutors understand the purpose and use of reading assessments: CASAS, TABE, and less formal tests for determining alphabetics, fluency, and vocabulary needs.
  • Teaching CCRS Reading Foundational Skills helps ABE/ESL teachers and tutors improve their understanding, testing, and teaching of beginning alphabetics and fluency. These important reading components align with Reading Standards: Foundational (RF) Skills at Levels A-C or K-5.
  • Explicit Instruction for ABE helps ABE/ESL teachers and tutors expand their knowledge and use of explicit instruction, a research-based method for teaching reading, writing, and math.
VISIT WEBSITE (once there, simply create an account and look for the above titles within "Available Courses")

How Should Adult ESL Reading Instruction Differ From ABE Reading Instruction?

A brief from the Center for Adult English Language Acquisition (CAELA) summarizing the research base on adult English language learners (ELLs) learning to read. It describes how ELLs differ from native English speakers and how these differences should affect reading instruction.

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Improving Adult Literacy Instruction: Options for Practice and Research

Multiple free resources published by National Academies Press provide the latest synthesis of adult literacy and learning research.  These resources include a full report, two practitioner-friendly booklets, three short short summary briefs of key findings, and an archived webcast.

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Making Skills Everybody's Business, A Call to Transform Adult Learning in the United States

NEW! This 2015 report is from the Office of Career, Technical, and Adult Education (OCTAE). It takes a deeper look at data from the Organisation for Economic Co-operation and Development’s (OECD) Survey of Adult Skills. This global survey from 2013 found that one in six adults living in the United States has low literacy skills and one in three has low numeracy skills. These are higher rates of low-skilled adults than in other industrialized countries and results in negative consequences for our communities and the economy. In active response, the report proposes seven strategies for making foundational skill development - or upskilling - more prevalent, efficient, effective, and convenient across the country.

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MN EBRI Successes

These inspiring stories of success were collected over four years from Minnesota ABE reading teachers who completed Evidence-Based Reading Instruction (EBRI) Study Circles. They report positive changes in ABE programming, teacher knowledge and confidence, and student performance or interest in the reading process. Note: Some of the contributors’ original wording was reduced or revised for clarity or consistency.

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MN STAR Successes

These inspiring stories of success were collected over eight years from Minnesota ABE program managers and reading teachers who completed Student Achievement in Reading (STAR) Institutes. They report positive changes in ABE programming, teacher knowledge and confidence, and student performance or interest in the reading process. Note: Some of the contributors’ original wording was reduced or revised for clarity or consistency.

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New Evidence for Persistence and Motivation

NEW! This summary reports on findings and conclusions from two recent studies on persistence and motivation in adult literacy programs.

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Teaching Adults to Read

Five free online courses for adult educators who want to learn more about teaching the components of reading: alphabetics, fluency, vocabulary and comprehension.

Each self-paced course can be completed in 2-4 hours.

ACCESS COURSE DESCRIPTIONS >>
REGISTER FOR COURSES >>

Technology Mingle Ideas

Technology mingle ideas recommended by Minnesota STAR teachers.

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The Role of Vocabulary Instruction in Adult Basic Education

This chapter is from the Annual Review of Adult Learning and Literacy, Volume 6. The author, Mary Beth Curtis, analyzes research and theories about vocabulary acquisition, reading comprehension, and their inter-relationship. She presents proven practices for vocabulary instruction and makes other recommendations for research and policy.

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What is Evidence-Based Reading Instruction and How Do You Know It When You See It?

A report from the Division of Adult and Career Education (DACE) in Los Angeles, CA. Part I defines evidence-based reading instruction, Part II offers scenarios of EBRI in ABE, Part III is an EBRI case study, and Part IV makes recommendations for EBRI implementation.

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