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Introduction to Evidence-Based Reading Instruction

Part 1: The Why and What of EBRI


Online module developed by the Adult Learning Resource Center for the Illinois Community College Board's Service Center Network


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    1
  • A National Priority

    4
  • Reflecting on the National Perspective

     

    5
  • A State Priority

    6
  • Where does EBRI fit?

    7
  • Summary

    8
  • Empirical evidence

    10
  • Expert Practitioner Research

    11
  • Elements of EBRI

    12
  • Universal Applicability

    13

A National Priority

According to the U.S. Department of Education's Office of Vocational and Adult Education (OVAE), intermediate adult readers make up the largest sector of adult learners. Over the past decade, OVAE has found that across the country, these intermediate adult learners often do not progress out of adult basic education (ABE)  level classes into adult secondary education (ASE) classes or beyond.

OVAE began a national reading reform initiative, STudent Achievement in Reading (STAR), to provide training and resources on evidence-based reading instruction to states, teachers, and adult education programs.  By promoting evidence-based practices for effective reading instruction, OVAE hopes that intermediate adult learners will not only acquire basic reading skills more quickly, but will also transition successfully into higher education or training. 

Click here to view a video featuring Cheryl Keenan, Director of Adult Education and Literacy at OVAE, as she speaks at a meeting of STAR participants.

As you watch, listen to find out:

  • Why Cheryl Keenan calls reading a gatekeeper skill
  • What OVAE feels about reading instruction being integrated with job skill instruction


Reflecting on the National Perspective

Before going to the next page, take a minute to reflect on the key points expressed by Cheryl Keenan as she shared the national perspective on EBRI. 

  • Reading is a gateway skill because it is a basic skill adults need to keep moving up the educational ladder.
  • Adult educators must continue to provide direct reading instruction in the way that the research evidence supports, not expect students to pick up reading skills incidentally in an integrated job skills class.
  • It is the role of adult education to provide basic skills to prepare students for GED or high school completion, post-secondary education, and career training.
  • It is important not to "throw the baby out with the bath water." While adult education programs should think innovatively, form partnerships, and offer a variety of educational services, programs should not overlook the importance of providing high-quality basic skills instruction.

 

 

 



A State Priority

Illinois has made evidence-based reading instruction  (EBRI ) a priority in order to prepare adult learners to transition into adult secondary education (ASE) , GED preparation, post-secondary education, or careers. In addition, the state has targeted higher-level English language learners who will need strong reading skills in order to transition into ABE and beyond.

Click here to view a video featuring Jennifer Foster, Senior Director for Adult Education and Family Literacy at the Illinois Community College Board. 

As you watch the video, listen for the answer to this question:

How will EBRI benefit adult learners in Illinois?

 

 


Reflecting on the National and State Perspectives

Which graphic illustrates the relationship of basic skills , including EBRI, to other areas and levels of education, according to the national and state perspectives?




Summary

Did you choose this graphic? It illustrates the key points made by Cheryl Keenan and Jennifer Foster as they shared the national and state perspectives on basic skills  and EBRI.

  • EBRI is at the core of the educational path. Having strong reading skills will enable students to move into areas of higher education and training.
  • Without basic reading skills, adults cannot be successful in GED, ASE , Bridge training, post-secondary education, or career training.
  • Instruction for ABE students still needs to include basic skills acquisition.

The Evidence Base for Adult Reading Instruction


  • Where does the evidence come from?
  • What are the practices supported by the evidence?


Empirical Evidence

When we consider the evidence base for adult reading instruction, we include two sources of information, empirical evidence and expert practitioner evidence.

Empirical evidence comes from formal, rigorous research studies whose findings have been corroborated by additional research. Compared with the research done on children's reading instruction, there has been a relatively small amount of empirical research on reading instruction for adults.

In 2002, John Kruidenier analyzed the empirical studies on adult reading and summarized them in his report Research-Based Principles for Adult Basic Education Reading Instruction. A short, easy-to-read summary of this report is also available, Teaching Adults to Read: A Summary of Scientifically-Based Research Principles.

In 2010, Kruidenier's report was updated to include the findings of studies that had been conducted since the first report. The 2010 report supported the findings of the earlier report.

Links to all of these downloadable reports can be found on Moodle.


Expert Practitioner Research

The second source of evidence we include when we talk about "evidence-based reading instruction" is the expert practitioner research.

This is classroom research conducted by teachers or other professionals in the field. While this kind of research may not be as rigorous as true empirical research, the findings of expert practitioner research allow us to see how the empirical research findings can be applied in classrooms and programs. This kind of research also counts on data analysis from multiple sources.

Susan McShane's report, Applying Research in Reading for Adults, explains how the evidence base can be applied within adult reading classrooms. A link to this document is on Moodle.


Elements of Evidence-Based Reading Instruction

Research has indicated specific practices that are effective in improving adults' reading skills:

  • Conducting diagnostic reading assessment
  • Planning instruction based on learners' assessment results
  • Using direct and explicit instruction to teach the components students need
  • Monitoring progress

All these elements need to be in use for you to be able to say you are implementing evidence-based reading instruction in your program or classroom. Research has shown that instruction will only be effective if the complete package of practices is used in its totality. 

 



Universal Applicabilty

Universal design features in buildings make a building accessible to anyone, regardless of their ability to see, hear, or move. For example, buildings may have ramps, accessible restrooms, Braille  signs, and flashing lights on fire alarms.

The elements of EBRI indicated on the previous page have been found to be universally applicable for all adult learners who read at an intermediate level or lower, including English language learners and adults who have special learning needs.