This report 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.
A teacher-friendly 2005 publication that applies the identified research principles to actual reading practice.
Three free online courses are available for browsing or earning CEUs through the Minnesota Literacy Council Online Training website: Reading Assessments for ABE, Teaching CCRS Reading Foundational Skills, and Explicit Instruction for ABE.
This March 2020 document provided early ideas from STAR trainers across the country for implementing distance STAR instruction. Not all may be appropriate or reasonable for your ABE program; however, they were intended to inspire creative thinking about how to "carry on" with evidence-based reading instruction (EBRI) during the pandemic and school closings.
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.
This report examines a global survey from 2013, which found that the U.S. has higher rates of low-skilled adults than other industrialized countries. It proposes 7 strategies for making foundational skill development more prevalent, efficient, effective, and convenient across the country.
This paper reports on findings and implications from a two-year evaluation of the Minnesota STudent Achievement in Reading (STAR) Project. A combined qualitative and quantitative approach to data collection and analysis confirms that participation in STAR positively influences: 1) teacher knowledge and confidence about teaching reading, 2) student confidence in reading skills, 3) student level completion as measured by the Test of Adult Basic Education (TABE) Reading, and 4) student persistence with classes and instruction.
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.
These inspiring stories of success were collected from Minnesota ABE program managers and teachers who completed Student Achievement in Reading (STAR) trainings between 2009 and 2018. They report positive changes in ABE programming, teacher knowledge and confidence, student performance or interest in reading, and volunteer engagement.
This summary reports on findings and conclusions from two recent studies on persistence and motivation in adult literacy programs.
Technology mingle ideas recommended by Minnesota STAR teachers.
The author of this chapter 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.
A report from the Division of Adult and Career Education (DACE) in Los Angeles, CA. Part I defines evidence-based reading instruction (EBRI); Part II offers scenarios of EBRI in ABE; Part III is an EBRI case study; and Part IV makes recommendations for EBRI implementation.