Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, Vol. 5, No. 1, Spring 2016
The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education provides a forum for sharing research, information, theory, commentary, and practical experiences that will improve the quality of services for adult basic education, literacy, and numeracy learners.
The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education provides a forum for sharing research, information, theory, commentary, and practical experiences that will improve the quality of services for adult basic education, literacy, and numeracy learners. Selected journal items are described below:
“Adult Transitions to Learning in the USA: What Do PIAAC Survey Results Tell Us?” – Margaret Patterson and Usha Paulson use data from the Programme for the International Assessment of Adult Competencies (PIAAC) survey to explore how adults continue to learn formally or non-formally and how this learning relates to education levels.
“Computer-based GED Testing: Implications for Students, Programs, and Practitioners” – Karen E. Brinkley-Etzkorn and Terry T. Ishitani describe how two programs adapted to changes in the General Educational Development (GED) assessment from paper and pencil to online format from teacher and student perspectives.
Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners” – Kathryn E. Bangs & Katherine S. Binder weigh in on some of the arguments associated with how to teach reading to adults and raise questions about how to adapt research done with children to the needs of adults.
“Development of an Evidence-based Reading Fluency Program for Adult Literacy Learners” – C. Amelia Davis and Valerie K. Ambrose review Shore, Sabatini, Lentini, Holtzman, and McNeil’s report on the outcomes of an evidence-based Guided Repeated Reading (GRR) program for adults. The program is one of three instructional approaches that were part of the Relative Effectiveness of Adult Literacy (REAL), a project exploring the efficacy of adult reading interventions.
“Staying Healthy for Beginners: An English Learner’s Guide to Health Care and Healthy Living Teacher Guide” – Cynthia Zafft reviews the latest installment in the Staying Healthy curriculum which is designed for English Speakers of Other Languages (ESOL).
“Blended Learning for the Adult Education Classroom” – Jennifer B. Vanek reviews Blended Learning for the Adult Education Classroom by David Rosen and Carmine Stewart.
“Websites for Assessing Writing” – David Rosen describes some websites for assessing writing.
The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education is a widely used quarterly publication. It is the only journal specifically devoted to adult literacy with articles that are written with adult literacy instructors and administrators as the target audience. Most issues feature articles on adult education programming as well as research and tips on effective intervention practices. Regular features include research, the perspectives of fellow practitioners, and resource reviews.
One of the biggest advantages of the Journal is that readers have the opportunity to hear directly from leaders in the field on key issues and topics of importance. The variety of topics in this 96-page issue is noteworthy—articles feature everything from research on the PIAAC Survey Results and Computer-Based GED Testing to a practitioner perspective on teaching adults how to read. Other articles in the issue provide more practical resource tips including a curriculum for providing information on health care to English language learners, an approach to blended learning that has been reported as effective for adult learner programs, and websites that adult educators will find helpful in assessing the writing work of their adult learners.
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