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The paper outlines program content for adult learners, explains teachers’ implementation experiences, details learners’ responses, and uses those responses to infer learners’ educational needs and instructional priorities.",{"@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 & 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[http://doi.org/10.35847/IEinarson.CMiller.DRodgerson.LLacerenza.MLovett.DGreenberg.3.2.37](http://doi.org/10.35847/IEinarson.CMiller.DRodgerson.LLacerenza.MLovett.DGreenberg.3.2.37) |  |\n| --- | --- |\n|  | Report from the Field |\n\nReflections from Teaching Basic Adult Literacy  \nInga Einarson, The Hospital for Sick Children Christine Miller, Georgia State University Devi Rodgerson, The Hospital for Sick Children Lea Lacerenza, The Hospital for Sick Children  \nMaureen W. Lovett, The Hospital for Sick Children and University of Toronto Daphne Greenberg, Georgia State University  \nAcknowledgment: The information reported here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305C120001 (Georgia State University). The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.  \nAbstract  \nTeaching reading to adults who struggle with literacy learning is a difficult task, and there is a paucity of evidence-based programming designed especially for them. Three research teachers describe their experiences while teaching an evidence-based reading program to adult literacy students. This article provides an overview of the program content delivered to adult learners, an account of teachers’experiences teaching this program, a description of the learners’ responses to the program, and a portrayal of what the learners’ responses revealed about their educational needs.  \nKeywords: reading intervention, adult learners, evidence-based reading programs  \nTeaching reading to adults who struggle with literacy learning is a difficult task, and thereis a paucity of evidence-based programming designed especially for them. Research comparing the results of one instructional approach to another, or to a control condition has yet to identify the benefits of any one approach over any other. This lack of evidence is further exacerbated by not knowing enough about their greatest learning challenges.  \nThis article describes the experiences of three research teachers (Inga Einarson, Christine Miller, and Devi Rodgerson) working for an adult literacy research and development center ([csal.gsu.edu](csal.gsu.edu)). The overall center objectives are to better understand the reading strengthsand weaknesses of adult literacy learners and to develop and test an instructional program to help them acquire foundational literacy skills and improve their reading. Our goals for this paper are to provide an overview of the  \nCorrespondence: [dgreenberg@gsu.edu](dgreenberg@gsu.edu) 37  \nprogram content delivered in our classes, share our experiences teaching this program, describe the learners’ responses to the program, and to consider what the learners’ responses reveal about their educational needs.  \nOur classes were held in established adult literacy program sites in Metro Atlanta and in the Greater Toronto Area. The intervention offered approximately 100 hours of reading instruction. Classes typically met twice a week, for approximately 3 hours. Class size varied from 6-16 learners. Typical of most adult literacy programs (Greenberg, 2008), learners varied in gender, age, race, educational history, and native language status. They read at a 3.0 through 7.9 grade level equivalency (determined by their adult literacy programs).  \nWe delivered a hybrid curriculum. The three teacher-led components included a decoding and spelling strategy program (Adult PHAST), word study (Vocabulary Bridge), and a reading comprehension program (Adult PACES).  \nThese components were modeled on research interventions developed for children and adolescents and evaluated by Lovett and colleagues (Lovett et al., 2000; Lovett et al., 2008; Lovett et al., 2012; Lovett et al., 2014; Lovett et al., 2017; Morris et al., 2012). The classes also included AutoTutor, a computer-based intelligent tutoring system, developed by Graesser and colle","cbCaibSFfYGy8RIj","https://ap.wps.com/l/cbCaibSFfYGy8RIj","pdf",144017,"English","# Abstract\n# Teaching Reading to Adults: Background and Rationale\n# Adult Literacy Intervention Program Overview\n# Program Components and Curriculum Structure\n## Adult PHAST Instruction\n## Metacognitive Decoding and Spelling Strategies\n## Game Plan Framework and Practice Materials","[{\"question\":\"Why is teaching reading to adults with literacy difficulties challenging?\",\"answer\":\"The text states it is a difficult task and that there is a lack of evidence-based programming designed especially for adults struggling with literacy learning.\"},{\"question\":\"What instructional components were included in the intervention?\",\"answer\":\"The program used a hybrid curriculum with decoding and spelling (Adult PHAST), word study (Vocabulary Bridge), reading comprehension (Adult PACES), and AutoTutor for tutoring support.\"},{\"question\":\"What does the Adult PHAST program teach?\",\"answer\":\"Adult PHAST consists of 30 scripted lessons teaching three metacognitive decoding and spelling strategies: Sounding Out, Peeling Off, and Vowel Alert, followed by instruction on the Game Plan framework.\"}]","Reflections from Teaching Basic Adult Literacy - Report from the Field | PDF",1792066284,15]