C.A.I.low-literate

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Is there research on the effectiveness of computer assisted instruction with low-literate adult readers?

Below are several commercial software products that have been researched, at least to some extent, with adults. There may be additional studies for some of these products, in many cases with children or youth in school. At the end are three software products that adult literacy teachers have recommended but for which we have found no research citations.

Software for low-literate adults should be used by a trained reading teacher or volunteer. All these programs may be useful as supplementary instruction to direct, face-to-face instruction.


David J. Rosen
djrosen@comcast.net
11.22.06

Learning 100 (Steck-Vaughn
http://tinyurl.com/y65s8o
http://tinyurl.com/y22tv7 (page 51)
http://steckvaughn.harcourtachieve.com/HA/correlations/pdf/l/Learning100ProdEvaluationWV.pdf

My Reading Coach
http://www.myreadingcoach.com/nrp/
http://www.myreadingcoach.com/results/azdoc.html

Lexia Reading SOS
http://www.lexialearning.com/research_resources/index.cfm Includes case studies in adult ed at: http://www.lexialearning.com/research_resources/case_studies/index.cfm
A Florida Center for Reading Research review of research on Lexia with children http://tinyurl.com/tbdxj

Reading Horizons (HEC)

Fang, Z. (1994). Priority of reading instruction revisited: Evidence from a regression analysis of adult ESL learners' reading ability. Reading Horizons, 35 (2), 1151-60.
The project discussed in this article investigated how reading instruction that focused on fostering linguistic ability compared with instruction that focused on increasing learners' background knowledge. An integrative model, combining both approaches, is then outlined.

Tse, L. (1996). When an ESL adult becomes a reader. Reading Horizons, 37 (1), 16-29.
The author of this article presents a case study project that examined the effects of an extensive reading program on an adult English language learner. The learner's reactions to the program and general implications for teaching reading and writing to adults are discussed.

Three other reportedly effective programs for which there may/or may not be research:

Language Tune-Up Kit
Reading with Phonics
Academy of Reading

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