Summary of Research and Reading
on which KAELI is Based

Annotated Bibliography

Teacher beliefs and practices and teaching frameworks, methods, and curriculum

Beder, H. & Medina, P. (2001). Classroom dynamics in adult literacy education. Report

            Summary. Cambridge, MA: The National Center for the Study of Adult Learning and

Literacy. Retrieved July 1, 2004, from http://ncsall.gse.harvard.edu/research/report18a.pdf

                 In this summary report of a research project that investigated adult literacy classroom

                 behavior at 20 sites in eight states, the researchers analyzed the content and structure

                 of instruction, meeting learners’ needs, tardiness and tuning out, learner-centered

                 instruction, classroom discussion, and community.  The implications of this study

                 support the spirit and foundation of the KAELI professional development initiative.   

Fitzgerald, J. (1999).  What is this thing called ‘balance?’ Reading Teacher, 53(2). Retrieved

            June 14, 2004, from Academic Search Premier database.

                 “Balance” is one of the hottest topics among reading educators today.  Since this is

                 the case, the question becomes what exactly is the “balanced approach?”  Fitzgerald

                 suggests there is “no single, right balanced approach.”  Instead she characterizes it as

                 a “philosophical perspective,” a set of beliefs.  This article, although its focus on

                 children, may be useful to adult educators for reflecting on their own reading

                 philosophy and beliefs.  It provides some thought-provoking questions to encourage

                 reflection.    

Gersten, K. (1996). A model of adult literacy: implications for educational change. Paper

            presented at the annual meeting of the College Reading Association. Retrieved

            June 30, 2004, from ERIC. (ERIC Document Reproduction Service No. ED 412 501)

                 In the first part of this paper, Gersten discusses a research-based model of adult

                 literacy and why people develop such different reading habits.  She discusses various

                 influences like culture, family, school, and peers.  The latter portion of the paper

                 attempts to answer the question of how we create active readers and writers.  Gersten

                 highlights several key issues including personal experience, placement based on

                 standardized tests, future orientation, and the affective domain.  Finally, she offers

                 several suggestion for instruction.  This paper contains insightful information for

                 Task 1 of the webquest.

Portnow, K., Popp, N., Broderick, M., Drago-Severson, E., & Kegan, R. (1998).  NCSALL’s

            research findings: transformational learning in adulthood. Focus on Basics, 2(D).

            Retrieved June 28, 2004, from http://ncsall.gse.harvard.edu/fob/1998/for2id.htm

                 This is one article from a themed-issue of Focus on Basics about project-based

                 learning.  The purpose of the authors’ research is to add to knowledge about

                 promoting and supporting the process of learning, transformation, and role

                 competency in adults.  Part of the article discusses that development is a lifelong

                 process and more than the accumulation of new information and skills.  Finally,

                 researchers link theory to practice when they discuss ways that adult educators can

                 enhance adult development in their classrooms.

Prevedel, A. (2003). Values and beliefs: the world view behind curriculum. Focus on Basics,

6(C). Retrieved June 8, 2004, from http://ncsall.gse.harvard.edu/fob/2003/prevedel.html

     Prevedel discusses the advantages and disadvantages of three approaches to adult

     education curriculum.  The oldest of the models, the traditional approach, is familiar

     to many educators because of its widespread use in public schools.  The learner-

     driven approach places the adult learner, rather than the subject matter, at the center of

     the curriculum.  It also draws upon constructivist principles.  The last model discussed

     is the critical approach in which education is seen as a political act and functions in

     “emancipatory ways.”  Prevedel concludes by suggesting that most effective teachers

     will draw from each approach to create their own unique curriculum.

Purcell-Gates, V., Degener, S., Jacobsen, E., & Soler, M. (2002). Impact of authentic adult

            literacy instruction on adult literacy practices. Reading Research Quarterly, 37(1),

            70-92.

                 In this project, the research is supported by a sociocultural literacy framework and

                 explores literacy practice as an outcome of instruction.  The authors of this project

                 studied 159 adult literacy students in 22 states to determine the degree to which

                 adult literacy classes employ real-life literacy activities and materials, the degree to

                 which students and teachers share decision making, and changes in students’ out-of-

                 school literacy practices.  Among a number of important findings, researchers have

                 results that indicate that when students are involved in authentic literacy activities in

                 the classroom, this is statistically significantly more related to growth and

                 development of  literacy practices than decontextualized skill work.

Rance-Roney, J. & Ditmars, J. (1994). An introduction to the reading process.  In How adults

            read, pp. 81-92.  Lancaster, PA: New Educational Projects, Inc.

                 In Chapter 3, “An Introduction to the Reading Process,” the authors discuss several

                 well-known reading theories, important concepts in reading like comprehension,

                 schema development, phonics, readability, learner modalities, and metacognition.

                 This chapter concludes with a section on whole language instruction and how the

                 approach translates into practice in the adult education classroom.

Rance-Roney, J. & Ditmars, J. (1994). Adult reading theory. In How adults read, pp. 93-

            104. Lancaster, PA: New Educational Projects, Inc.

                 Chapter 4 highlights adults’ perceptions of the reading process and developmental

                 stages of adult reading.  Most helpful is the section on teaching ideas for adults

                 which includes the use of authentic materials and encouraging reading for enjoyment.

Taylor, M., King, J., Pinsent-Johnson, C., & Lothian, T. (2003). Collaborative practices in adult

            literacy programs. Adult Basic Education, 13(2), 81-99. Retrieved June 14, 2004, from

            Academic Search Premier database.

                 This Canadian research project, a case study, investigated how adult learners in a

                 classroom setting (as opposed to one-on-one tutoring) improved their reading and

                 writing skills through scaffolding and peer guidance and the collaborative teaching

                 practices of instructors.  The study found that these components helped move

                 participants toward independent learning.  Vygotsky’s work with the zone of proximal

                 development (ZPD) and Rogoff’s concept of guided participation figure prominently

                 in the review of the literature for this study.               

Task 1 Literacy Autobiography

see articles annotated in other sections

Task 2 Application of the Reading Process

Barry, A. (2002). Reading strategies teachers say they use. Journal of Adolescent & Adult

            Literacy, 46(2), 132-141. Retrieved June 8, 2004, from Academic Search Premier

            database.

                 Research supports that comprehension can be taught and that poor comprehenders

                 benefit from comprehension strategy instruction.  Barry surveyed 550 of her former

                 Teaching Reading in the Content Area students to get feedback on their use of

                 comprehension strategies.  The positive results of the survey are included in the article

                 as well as an extensive bibliography by category of the comprehension strategies. 

                 Studies of many of these strategies have been conducted and their use validated.

Effective literature instruction develops thinking skills. (2001). Albany, NY: National Research

            Center on English Learning and Achievement. Retrieved June 8, 2004, from

ERIC. (ERIC Document Reproduction Service No. ED 462 681)

    This brief highlights research findings and implications for classroom practice about

     how readers think about literary text.  According to Dr. Judith Langer, good readers

     interact with text in four different ways.  She characterizes these as stepping in,

     moving through, stepping out and rethinking, and stepping out and inspecting.  The

     final portion of the brief presents a helpful sequence for guiding literature discussions.

Goldberg, S. & Pesko, E. (2000). The teacher book club. Educational Leadership, May, 39-41.

            Retrieved June 17, 2004, from Academic Search Premier database.

                 Creating a teacher book club proved to be an effective way for participants to

                 examine their own interactions with reading and help them better understand their

                 own learners.  As a result of this experience, teachers’ thoughts about literacy and

                 instructional practices shifted.  Some of the shifts that occurred included giving

                 students more choices, abandoning worksheets, and moving away from prescribed

                 questions and answers.  This article is excellent reading for Task 1 of the webquest.

Gorga Cukras, G. (2000). Empowering students through literature. Adult Basic Education,

            10(1). Retrieved on June 16, 2004, from Academic Search Premier database.

                 This article describes a book club created to inspire nontraditional and underserved

                 community college students in an urban area where 96% of the students are from

                 ethnic minorities.  Generally these students are the first generation of their families

                 to be enrolled in college.  The author contends that “through the discussion of

                 literature, a learning community of critical thinkers and problem solvers emerges.”

                 This, in turn, empowers students. 

Massengill, D. (2003). Guided reading—an instructional framework for adults. Adult Basic

            Education, 13(3), 168-188. Retrieved June 16, 2004, from Academic Search Premier

            database.

                 This article presents a research study about teaching Guided Reading to four low

                 literate adults.  Guided Reading is an instructional framework based on the theories

                 of Marie Clay and is a program employed in many public schools today.  Components

                 of the lesson include decoding, oral language, prior knowledge, reading strategies,

                 metacognition, and error correction strategies.  The four participants showed gains in

                 reading levels and word recognition; however, because of its small sample size and

                 focus on adults with low reading levels, the study is not generalizeable for all adults

                 in literacy education.

Rannow, B. (1995). Closing the gap: using reading workshop with adult basic education

            students. Literacy Networks, 2-10. Retrieved June 17, 2004, from ERIC. (ERIC

            Document Reproduction Service No. ED 392 965)

                 Rannow, an adult education teacher, became dissatisfied with the “skills and

                 drills” approach she was using in her classroom.  As a result, she decided to create

                 a literate classroom environment by employing a  reading workshop approach where

                 her adult students could experience the principles of time, ownership, and response.

                 Because her students lacked strategies for reading fiction and nonfiction, she helped

                 them learn how to use story maps and KWL’s.  These are included with the article,

                 along with fiction and nonfiction reading rubrics.  Her use of conferencing, journaling,

                 minilessons, and reading aloud are discussed.

Smith, C. (2003). Pre- and post-reading strategies for fiction. ERIC Topical Bibliography

            and Commentary. Bloomington, IN: ERIC Clearinghouse on Reading, English, and

            Communication. (ERIC Document Reproduction Service No. ED 481 997)

                 Research indicates that students of all ages and backgrounds have a more effective

                 reading experience when pre- and post-reading reading activities are included in the

                 experience.  Using these kinds of strategies actively engages learners.  Smith

                 discusses the value and impact of both pre- and post-reading strategies and provides

                 some examples of effective strategies.

Taylor, S. & Neshelm, D. (2001). Making literacy real for “high-risk” adolescent emerging

            readers: an innovative application of readers’ workshop. Journal of Adolescent &

            Adult Literacy, 44(4), 308-318. Retrieved June 8, 2004, from Academic Search Premier

            database.

                 Although this article’s focus is on using the reading workshop approach with

                 adolescents at an alternative school, it has implications for use in adult education

                 settings.  The authors modified the basic structure of the workshop so that these

                 participants were primarily reading and reacting to children’s books.  This learner-

                 centered approach to teaching reading that also nurtures affective literacy learning

                 could be implemented in a variety of adult education settings such as family literacy

                 and ESL programs.  A book list, survey, and study guide are included with the article.

Walker, B. (2003). Instruction for struggling readers contains multiple features. Reading

            Teacher, 57(2), 206-207. Retrieved June 17, 2004, from Academic Search Premier

            database.

                 This article about struggling readers points out that they “need opportunities to read

                 text and construct meaning in a social context that accounts for their individual

                 differences.”  Walker describes how students work in pairs and serve as a “more

                 informed other” for scaffolding.  Employing this method with adult struggling readers

                 could provide an effective means of instruction.

Task 3 Developing a Annotated Bibliography

Benedict, S., & Carlisle, L. (1992). "Beyond words: Picture books for older readers and writers." Portsmouth, NH: Heinemann.

Bloem, P. & Padak, N. (1996). Picture books, young adult books, and adult literacy learners.

            Journal of Adolescent & Adult Literacy, 40(1). Retrieved June 21, 2004, from Academic

            Search Premier database.

                 In this article, the authors respond to typical questions about using picture books and

                 young adult books with adult literacy learners.  Questions they consider include,

                 “Will using children’s books offend my adult students?  How should I select books?

                 How can I use these books in my classroom? and What theoretical foundation supports

                 this practice?”  A list of recommended books is also included.

Johnson, T.D., & Louis, D.R. (1987). "Literacy through literature." Portsmouth, NH: Heinemann.

Mathis, J. (2002). Picture book text sets: a novel approach to understanding theme. Clearing

            House, 75(3). Retrieved June 21, 2004, from Academic Search Premier database.

                 The author advocates the use of text sets of five to fifteen picture books that relate

                 in some way (themes, topics, authors/illustrators).  Picture books, as a literary form,

                 “help tell a story, define a concept, or illuminate poetry.”  The use of text sets is

                 supported by transactional theory.  The author includes lists of text sets based on

                 themes such as prejudice, peer relationships, conflict, and loyalty.

Schierloh, J. (1992). Using classic novels with adult new readers. In M.C. Radencich, (Ed.),

            Adult Literacy. A Compendium of Articles from the Journal of Reading. Retrieved June

            23, 2004, from ERIC.

                 Schierloh describes how reading classic novels with adult new readers fits in with a

                 whole language perspective.  Because many of her adult education students were

                 preparing to take the GED, did not read for pleasure, and were dropping out of adult

                 education classes, she decided to respond with a different approach.  She describes

                 what they did and how her students responded.  She also makes suggestions for

                 choosing books.

Sharp, P.A. (1991). Picture books in the adult literacy curriculum. Journal of Reading, 35(3), 216-219.

Task 4 Writing in Reaction to Literature

Garland, R. (1999). What’s right rather than wrong. Focus on Basics, 3(D). Retrieved February

            28, 2002, from http://gseweb.harvard.edu/~ncsall/fob/1999/Rebecca’sarticle.html

                 Garland describes the success she has had with journal writing in the adult education

                 classroom.  She used guiding questions that included reactions to texts read and

                 topics studied and aspects of the lives of the adult participants.  She also discusses

                 how students overcame anxiety about spelling and grammar issues.

Gillespie, M. (1999). Research in writing. In The Annual Review of Adult Learning and Literacy,

Vol. 2. Retrieved November 20, 2003, http://ncsall.gse.harvard.edu/ann_rev/vol2_3.html

   This is a comprehensive review of research about writing and implications for adult

    education in practice and policy.  Included in the review are sections about various

     views and writing models and research in handwriting and spelling.  Gillespie also

     writes about the impact of writing research on the adult literacy field.

Phonics On-Line

NIFL - Assessment Strategies and Reading Profiles

Resources for Adult Educators:

Interactive Instruction for Adult Learners

Print Resources:

Allington, R.L., & Walmsley, S.A. (1995). No quick fix. New York: Teacher’s College Press.

Dewey, J. (1916 or 1966). Democracy and education: An introduction to the philosophy of education. NY: Macmillan.

Gay, G. (1994). At the essence of learning: Multicultural education. NY: Macmillan.

Gay, G. (2000). Culturally responsive teaching. NY: Teacher’s College Press.

Powell, R. (1999). Literacy as a moral imperative: Facing the challenges of a pluralistic society. Maryland: Rowman 
     and Littlefield.

Roe, B.D., Stoodt, B.D., & Burns, P.C. (1998). Secondary school literacy instruction: The content areas. Boston: 
     Houghton Mifflin Company.

Vacca, R.T., & Vacca, J.A.L. (1998). Content area reading: Literacy and learning across the curriculum. New York: 
     Harper Collins College Publishers.

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