[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-589310-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-589310-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","learning-to-teach-reading-abstract-and-research-informed-adult-reading-instruction","Learning to Teach Reading - Abstract and Research-Informed Adult Reading Instruction","","Learning to Teach Reading traces Susan Finn Miller’s practitioner journey in teaching adult ESOL learners to read and write. Using her volunteer tutoring experience as context, the article explains foundational skills—alphabetics (phonemic awareness and decoding), fluency, vocabulary, and comprehension—supported by major research syntheses including the National Reading Panel and later adult-education guidance. It highlights the need to assess adult learners, address reading fundamentals, and apply systematic instruction aligned with the science of reading, especially for English learners with limited print literacy.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/learning-to-teach-reading-abstract-and-research-informed-adult-reading-instruction/589310/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/learning-to-teach-reading-abstract-and-research-informed-adult-reading-instruction/589310.png","ImageObject",300,407,{"name":42,"@type":43},"Đào","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What reading fundamentals does the article define as foundational for teaching adults?","Question",{"text":63,"@type":64},"It defines alphabetics as including phonemic awareness and decoding, and it also treats fluency as foundational. Decoding is described as using letter-sound correspondences to recognize words in print.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which research synthesis is highlighted as identifying key pillars of reading?",{"text":68,"@type":64},"The National Reading Panel (NRP, 2000) meta-analysis is presented as identifying four essential pillars: alphabetics, fluency, vocabulary, and comprehension.",{"name":70,"@type":61,"acceptedAnswer":71},"How does the article explain the relevance of reading research to adult learners?",{"text":72,"@type":64},"It describes follow-on work that applies the four pillars to adult basic education reading instruction, emphasizing assessment before instruction and addressing reading fundamentals when needed, including for adult English learners.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},589310,1793099197,{"code":4,"msg":82,"data":83},"success",[84,88,92,96,101,106,111,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Exam",70,"exam",{"id":97,"doc_module":4,"doc_module_name":25,"category_name":98,"show_sort_weight":99,"slug":100},5,"Comic",60,"comic",{"id":102,"doc_module":4,"doc_module_name":25,"category_name":103,"show_sort_weight":104,"slug":105},6,"Technology",50,"technology",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},7,"Healthcare",40,"healthcare",{"id":112,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":113,"slug":114},8,30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":97,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":112,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":97,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},1374402968488,"https://ap-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","ADULT LITERACY EDUCATION FALL 2024  \n[http://doi.org/10.35847/SMiller.6.3.27](http://doi.org/10.35847/SMiller.6.3.27)  \nLearning to Teach Reading  \nSusan Finn Miller, LLIU13 Community Education  \nAbstract  \nThis article conveys one practitioner’s career-long journey related to teaching reading. The author gained valuable information from relevant research reports regarding the keys to effective reading instruction and has learned even more while implementing a systematic approach to teaching reading as a volunteer tutor.  \nKeywords: reading instruction, teaching reading, reading research  \nI have fond memories of Elena (a pseudonym), a grandmother who attended my ESOL class one summer. Elena retired after working for many years at a meat processing plant. She spoke English fairly well and told me many stories of growing up in a rural part of Puerto Rico. As a young girl, Elena helped her mother pick coffee beans and sell beautifully hand-embroidered hankies on the street. Elena never had the opportunity to attend school, and she never learned to read and write in Spanish. In my class, Elena’s goal was related to reading and writing in English.  \nThe summer I met Elena, her church was offering a day camp for kids. Elena volunteered to cook for the program. She would come to class in the afternoon after spending all morning preparing breakfast and lunch for the children. In this class, we were writing stories about our everyday heroes. Each learner wrote a story and shared it with the class. Elena’s everyday hero was her daughter. In my story, I wrote about Elena as my everyday hero.  \nI think often of Elena as well as Chi from South Korea, Phillipe and Hellen from Haiti, Samuel from El Salvador, Zahra from Afghanistan, and many other immigrants in my adult basic education classes who did not have the opportunity to attend school much or at all. In fact, I almost always had a few learners in any ESOL class – regardless of the English level of the class--who had limited reading skills not just in English, but also in their primary language. I knew Elena and many other learners wanted to learn to read and write; unfortunately, I was ill-  \nequipped to help them since I had had no training in how to teach reading fundamentals.  \nBy reading fundamentals, I mean alphabetics which includes phonemic awareness and decoding. Phonemes are the smallest units of sounds in spoken language, and phonemic awareness is about understanding that spoken words are made up of distinct sounds.“Decoding... involves using letter-sound correspondences to recognize words in print”(McShane, 2005, p. 40) . Fluency is also considered a foundational reading skill. When learners are fluent readers, their oral reading reflectsan understanding of the text they are reading. As expert Timothy Shanahan (2023) put it, fluency is “making the text sound like spoken language.”  \nResearch Reports on Teaching Reading  \nThe many learners I’ve encountered motivated me to learn as much as I could about how to address the needs of adult English learners who want to learn to read; thus, I looked to the research. The National Reading Panel’s (NRP, 2000) meta-analysis of reading research with children identified four essential pillars of reading, i.e., alphabetics (i.e., phonemic awareness and decoding), fluency, vocabulary and comprehension. I am sure that I was not the only adult basic education practitioner who wondered what-if any-of the NRP findings and recommendations  \n[Correspondence: sfinnmiller@gmail.com](Correspondence: sfinnmiller@gmail.com 27)[ 27](Correspondence: sfinnmiller@gmail.com 27)  \nmight be relevant for teaching adult learners, including those who were also learning English. After all, there is clearly a world of difference between a young child and an adult learner!  \nSoon after the NRP report, the National Institute for Literacy convened a group of experts to explore the NRP research synthesis through the lens of teaching adults. The result was the publ","cbCaircbDNiWXZcb","https://ap.wps.com/l/cbCaircbDNiWXZcb","pdf",72934,"English","# Adult literacy education context\n## Elena and the challenge of limited print literacy\n## Foundational reading skills: alphabetics and fluency\n# Research reports shaping teaching practice\n## National Reading Panel pillars and adult relevance\n## Adult literacy principles and English learners\n## LESLLA and K–12 science of reading guidance for adults","[{\"question\":\"What reading fundamentals does the article define as foundational for teaching adults?\",\"answer\":\"It defines alphabetics as including phonemic awareness and decoding, and it also treats fluency as foundational. Decoding is described as using letter-sound correspondences to recognize words in print.\"},{\"question\":\"Which research synthesis is highlighted as identifying key pillars of reading?\",\"answer\":\"The National Reading Panel (NRP, 2000) meta-analysis is presented as identifying four essential pillars: alphabetics, fluency, vocabulary, and comprehension.\"},{\"question\":\"How does the article explain the relevance of reading research to adult learners?\",\"answer\":\"It describes follow-on work that applies the four pillars to adult basic education reading instruction, emphasizing assessment before instruction and addressing reading fundamentals when needed, including for adult English learners.\"}]","Learning to Teach Reading - Abstract and Research-Informed Adult Reading Instruction | PDF",1792066949,13]