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Reading Comprehension Strategies for Adult Literacy Outcomes
Hock, Mike Mellard, Daryl F.
Hock, Mike
Mellard, Daryl F.
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Abstract
Although research on improving child literacy is converging, no such body of research exists for adult literacy. Yet the need is no less significant. This study extends the knowledge garnered with younger populations by determining the reading comprehension strategies most important to adults' success on adult literacy outcome measures and aligning them with previously researched interventions. According to an analysis of key adult literacy outcome measures (i.e., competency-based, standardized tests of literacy commonly accepted as reasonable proxies for the global construct of adult literacy: Comprehensive Adult Student Assessment System [CASAS], General Educational Development [GED], and National Assessment of Educational Progress [NAEP]), adults should benefit from strategies that teach looking for clues in or generating questions about a text. Additionally, adults need to learn how to summarize and draw inferences in order to address higher-level literacy demands. Adult learners also need a metacognitive strategy to self-regulate reading behavior (e.g., choose a strategy to use, evaluate its effectiveness, and abandon and choose another strategy if necessary.) Furthermore, when using a competency-based standardized test, adult learners need to be coincidentally taught test- taking skills to reduce the test-related task demands and produce a better index of a learner's reading comprehension skills.
Description
Date
2005-11
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Publisher
International Literacy Association
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Keywords
Adult Literacy, GED, Reading Comprehension Strategies
Citation
Hock, M., & Mellard, D.F. (2005). Reading comprehension strategies for adult literacy outcomes. Journal of Adolescent & Adult Literacy, 49(3), 192-200.