The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004

Autor/inn/en	Condelli, Larry; Cronen, Stephanie; Bos, Johannes; Tseng, Fannie; Altuna, Jacklyn
Institution	National Center for Education Evaluation and Regional Assistance (ED)
Titel	The Impact of a Reading Intervention for Low-Literate Adult ESL Learners. Executive Summary. NCEE 2011-4004
Quelle	(2010), (19 Seiten) PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	English (Second Language); Second Language Learning; Language Skills; Low Achievement; Second Language Instruction; Reading Instruction; Literacy; Intervention; Control Groups; Basal Reading; Instructional Effectiveness; Outcomes of Education; Adult Learning + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Unterdurchschnittliche Leistung; Fremdsprachenunterricht; Leseunterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Lesetraining; Unterrichtserfolg; Lernleistung; Schulerfolg; Adulte education; Adult training; Erwachsenenbildung
Abstract	To help improve research-based knowledge of effective instruction for low-literate ESL (English as a second language) learners, the National Center for Education Evaluation and Regional Assistance of ED's (U.S. Department of Education's) Institute of Education Sciences contracted with the American Institutes of Research (AIR) to conduct a Study of the Impact of a Reading Intervention for Low-Literate Adult ESL Learners. The intervention studied was the basal reader "Sam and Pat, Volume I," published by Thomson-Heinle (2006). "Sam and Pat" was selected as the focus of the study because it offers an approach to literacy development that is systematic, direct, sequential, and multi-sensory. The study produced the following key results: (1) More reading instruction was observed in "Sam and Pat" classes, while more English language instruction was observed in control classes; (2) Although students made gains in reading and English language skills, no differences in reading and English language outcomes were found between students in the "Sam and Pat" group and students in the control group; and (3) There were no impacts of "Sam and Pat" on reading and English language outcomes for five of six subgroups examined. For students with relatively lower levels of literacy at the start of the study, there was some suggestive evidence of a positive impact on reading outcomes. (Contains 1 table, 2 figures, and 5 footnotes.) [For the main report, see ED514094.] (ERIC).
Anmerkungen	National Center for Education Evaluation and Regional Assistance. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827; Web site: http://ies.ed.gov/ncee/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10