Affecting change in literacy practices: Impact of two dimensions of instruction
- The lower the level of students' literacy at entry the more likely to report change in literacy practices.
- The longer students attend class, the more likely they will report change in literacy practices.
- Students in ABE classes with greater degrees of authentic materials and activities are more likely to report change in literacy practices at a statistically significant level.
- There was no statistical effect on the degree of collaboration between student and teacher and literacy practices.
- ESOL students were less likely to report literacy changes.
Jacobson, E., Degener, S., Purcell-Gates, V. (April 2003). Creating Authentic Materials and Activities for the Adult Literacy Classroom
Sample and methodology (summary) included:
- Descriptive and correlational design. Multiple methods used to describe the classes in terms of the two dimensions and to document the a) full range of literacy practices and b) the changes, self-report, in practices of the adults.
- Classroom observation using strict protocol (3 types)
- 83 adult literacy classes in 22 states
- Data on class activities and texts and degree of student influence of these were triangulated from three sources-5-page teacher questionnaire, class observation, group-student interview.
- 173 adult students' questionnaires administered individually in their homes every month for up to a year inquiring on new or increased individual literacy practices.
Data on individual classes were coded and triangulated along the two dimensions: information from each of the three protocols transferred to a coding sheet with the following headings:
- Source (class observation, teacher questionnaire, student interview)
- Assigned (by teacher, together, by student)
Hierarchical Linear Modeling to model change on 157 students in 77 adult literacy classes (due to missing data.)
Item Response Theory to analyze questionnaire responses
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