FAQ about Adult Reading Instruction

From LiteracyTentWiki

1. How can I teach basic literacy students to decode words? AleBasicliteracydecode

2. Why do adult new readers plateau at the “second- or third-grade level"?

3. Many practitioners believe that adults functioning at the lowest levels of literacy-- for example the two lowest levels of the NRS or at GE scores of 4.0 on the Test of Adult Basic Education (TABE) or below--require more resources, including more time, to achieve measurable gains in reading proficiency compared to adults already functioning at higher levels. The NRS itself implicitly assumes that "progress" ought to occur at the same rate among these learners compared to higher learners, because accountability measures require an improvement of 2 grade equivalents or more in one year's time in order to "count" as having "achieved gains". What research/science/qualitative studies have addressed this issue, and is there any proof that this widespread belief is accurate? Posted to the AAACE-NLA electronic list on January 6, 2005 by Deborah W. Yoho

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