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dc.contributor.authorHock, Mike
dc.contributor.authorMellard, Daryl F.
dc.date.accessioned2011-11-01T16:25:48Z
dc.date.available2011-11-01T16:25:48Z
dc.date.issued2011
dc.identifier.citationHock, M., & Mellard, D.F. (2011). Efficacy of learning strategies instruction in adult basic education. Journal of Research on Educational Effectiveness. 4(2), 134-153.
dc.identifier.urihttp://hdl.handle.net/1808/8325
dc.description.abstractResults from randomized controlled trials of learning strategies instruction with 375 adult basic education (AE) participants are reported. Reading outcomes from whole group strategic instruction in one of four learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants’ data in outcome analyses for the trials of the four learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the non-significant effect from the intervention, including insufficient instructional dosage.
dc.language.isoen_US
dc.publisherJournal of Research on Educational Effectiveness
dc.subjectAdult Literacy
dc.subjectStrategic Instruction
dc.subjectLearning Strategies
dc.titleEfficacy of Learning Strategies Instruction in Adult Basic Education
dc.typeArticle
kusw.kuauthorMellard, Daryl
kusw.kudepartmentDivision of Adult Studies (DAS)
kusw.oaversionScholarly/refereed, author accepted manuscript
kusw.oapolicyThis item meets KU Open Access policy criteria.
dc.rights.accessrightsopenAccess


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