AleESOLStudies
From LiteracyTentWiki
Studies in Progress
Adult ESL Explicit Literacy Impact Study
"The Explicit Literacy Impact Study is a national research project designed to test the effectiveness of an explicit literacy curriculum in improving the reading, writing, and speaking skills of low-literate adult English as a second language (ESL) learners. It is the first rigorous evaluation of an explicit literacy curriculum designed for these learners, who lack English language skills and who have limited literacy skills in their native language."
"The evaluation addresses the following research questions:
- How effective is the explicit literacy curriculum in improving the English reading, writing, and speaking skills of low-literate adult ESL learners?
- Does the enhanced curriculum have different effects on subgroups of adult ESL learners?
- How well do instructors implement the enhanced curriculum?"
http://www.air.org/news/documents/AERA2005%20ESL.pdf
Completed Studies
Wrigley, Heide Spruck Research in Action:Teachers, Projects, and Technology Texas Center for the Advancement of Literacy & Learning, Vol. 8, No. 3, June 2004 http://www-tcall.tamu.edu/newsletr/june04/june04a.htm
Condelli, L., Wrigley, H., Yoon, K., Seburn, M. and Cronen, S. Effective instruction for adult ESL literacy students: Findings from the What Works Study - 2006 (US) http://www.nrdc.org.uk/uploads/documents/doc_54.pdf The What Works Study in the US profiles adult ESL literacy students and their participation in state and federally funded adult ESL programs. It also identifies instructional activities that help to develop and improve ESL literacy students' English literacy skills and their ability to communicate in English.
The National Center for the Study of Adult Learning and Literacy has published several ESOL studies. They are listed below, and you will find them at http://www.ncsall.net/index.php?id=64
Review of Adult Learning and Literacy
Teaching for Communicative Competence: Interaction in the ESOL Classroom Donna Moss (Volume 7, Issue C, March 2005)
Studying ESOL Online Marisol Richmond, Marian Thacher, & Paul Porter (Volume 7, Issue C, March 2005)
Current Areas of Interest in Family Literacy Vivian L. Gadsden (2002) (Annual Review, Vol. III: Chapter Seven)
Resources on Family Literacy Vivian L. Gadsden (2002) (Annual Review, Vol. III)
Making Sense of Critical Pedagogy in Adult Literacy Education Sophie C. Degener (2001) (Annual Review, Vol. II: Chapter Two)
Research in Writing: Implications for Adult Literacy Education Marilyn K. Gillespie (2001) (Annual Review, Vol. II: Chapter Three)
Adult Learning and Literacy in Canada Linda Shohet (2001) (Annual Review, Vol. II: Chapter Six)
Lessons of Preventing Reading Difficulties in Young Children for Adult Learning and Literacy Catherine E. Snow and John Strucker (1999) (Annual Review, Vol. I: Chapter Two)
Adult Literacy and Postsecondary Education Students: Overlapping Populations and Learning Trajectories Stephen Reder (1999) (Annual Review, Vol. I: Chapter Four)
Perspectives on Assessment in Adult ESOL Instruction Carol H. Van Duzer and Robert Berdan (1999) (Annual Review, Vol. I: Chapter Six)
A Primer on Adult Learning and Literacy in the United Kingdom Mary Hamilton and Juliet Merrifield (1999) (Annual Review, Vol. I: Chapter Seven)
Research in Writing: Implications for Adult Literacy Education Marilyn K. Gillespie (1999) (Annual Review, Vol. I: Chapter Three)
Focus on Basics
Sudan to South Dakota: Helping Youth Make the Transition Lara Ann Frey & Yvonne Lerew (FOB, Volume 7, Issue A, June 2004)
Some Findings on the Academic Vocabulary Skills of Language-Minority Community College Students Maricel G. Santos (FOB, Volume 6, Issue D, February 2004)
Relationships Count Jeanne Belisle Lombardo (FOB, Volume 6, Issue D, February 2004)
Collaborating with Students to Build Curriculum that Incorporates Real-Life Materials Charissa Ahlstrom (Volume 6, Issue C, September 2003)
Idealism and Realism in the Formation of a Culturally Sensitive Classroom KayTee Niquette (FOB, Volume 6, Issue B, February 2003)
Teachable Moments: Videos of Adult ESOL Classrooms Reuel Kurzet (FOB, Volume 5, Issue D June 2002)
A Maturing Partnership Rima Rudd (FOB, Volume 5, Issue C, February 2002)
Reflections on the Women, Violence, and Adult Education Project Elizabeth Morrish (FOB, Volume 5, Issue C, February 2002)
ESOL Teachers: Helpers in Health Care Kate Singleton (FOB, Volume 5, Issue C, February 2002)
Three Developmentally Different Types of Learners The Adult Development Research Group (FOB, Volume 5, Issue B, October 2001)
Three Different Types of Change The Adult Development Research Group (FOB, Volume 5, Issue B, October 2001)
The Power of a Cohort and of Collaborative Groups The Adult Development Research Group (FOB, Volume 5, Issue B, October 2001)
Beginning ESOL Learnersí Advice to their Teachers MaryAnn Cunningham Florez (FOB, Volume 5, Issue A, August, 2001)
Beginning Math for Beginning Readers Linda Huntington (FOB, Volume 4, Issue B, September 2000)
The Relationship Between Reading and Speaking Skills Barbara Garner (FOB, Volume 4, Issue A, March 2000)
The Power of Writing, The Writing of Power Elsa Auerbach (FOB, Volume 3, Issue D, December 1999)
How I Wish I was Taught to Write Thanh Bui (FOB, Volume 3, Issue D, December 1999)
Seven Easy Pieces Shirley Brod (FOB, Volume 3, Issue D, December 1999)
Where Attendance is Not a Problem Moira Lucey (FOB, Volume 2, Issue A, March 1998)
An Unexpected Outcome Edith Cowper (FOB, Volume 2, Issue C, September 1998)
Less Teaching and More Learning Susan Gaer (FOB, Volume 2, Issue D, December 1998)
Finding Out for Myself Eileen Barry (FOB, Volume 1, Issue A, February 1997)
Models of Reading and the ESOL Student David E. Eskey (FOB, Volume 1, Issue B, May 1997)
Rediscovering Themselves: Learning to Read for Survival Melissa Nieves (FOB, Volume 1, Issue B, May 1997)
The ESOL Adult and the Push Towards Meaning Judith Rance-Roney (FOB, Volume 1, Issue B, May 1997)
The Multilevel Umbrella Miriam Burt (FOB, Volume 1, Issue C, September 1997)
Multilevel Literacy Planning and Practice Cathy Shank and Lynda Terrill (FOB, Volume 1, Issue C, September 1997)
Poe, Alcoholism, and ESOL Lynne McCarthy and Bernadette Comeau (FOB, Volume 1, Issue D, December 1997)
Developing Materials and Curriculum Char Ullman and Aliza Becker (FOB, Volume 1, Issue D, December 1997)
The Impact of Content-Based Research Barbara McDonald (FOB, Volume 1, Issue D, December 1997)
NCSALL Reports
Open to Interpretation: Multiple Intelligences Theory in Adult Literacy Education Kallenbach, S. & Viens, J. (2002) (NCSALL Report #21)
Toward a New Pluralism in ABE/ESOL Classrooms: Teaching to Multiple ìCultures of Mind î Research Monograph(740 pages) Kegan, R., Broderick, M., Drago-Severson, E., Helsing, D., Popp, N. , Portnow, K. & Associates. (2001) (NCSALL Report #19)
Affecting Change in the Literacy Practice of Adult Learners: Impact of Two Dimensions of Instruction Purcell-Gates, V., Degener, S., Jacobson, E. & Soler, M. (2000) (NCSALL Report #17)
Integrating Health and Literacy: Adult Educatorsí Experiences Rudd, R., Zacharia, C. & Daube, K. (1998) (NCSALL Report #5)
Updated 5/23/05 ::: Copyright © 2005 NCSALL
