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Appendix C
Interventions to Develop the Component
Literacy Skills of Low-Literate Adults
407
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408 IMPROVING ADULT LITERACY INSTRUCTION
A. Study Populations and Sample Characteristics
Investigator: Greenberg Levy MacArthur Mellard
Project Title Testing Impact of
Health Literacy in Building a
Research on Reading Adult Literacy and Knowledge Base
Instruction for Low- Integrated Family for Teaching Adult Improving
Literate Adults Approach Programs Decoding Adults
Study Population Adult literacy ABE ABE ABE
program with 3rd-
ASE ASE
to-5th-grade reading
ability Adult English literacy
Sample Characteristics
Size Descriptive n = 425 Intervention Descriptive n = 486 Descriptive
n = 1,907
Intervention n = 198 Intervention n = 349 Interventio
Assessment n = 98
Age Intervention M = 37 Descriptive M = 35 Descriptive
(range 16-78 yrs) (SD = 14) (SD = 15.2
Intervention M = 37 Interventio
(SD = 14) (SD = 13.7
(range 16-76 years)
Gender Intervention = Intervention = Descriptive = Descriptive
67% female 75% female 67% female
Interventio
Intervention =
66% female
Reading Level Intervention screened By NRS reading NRS low- Descriptive
to be 3rd-to-5th- levels intermediate level comprehen
grade level M = 72.3 (
• BE beginner
A Nelson Reading
n = 63 Comprehension Interventio
• BE intermediate
A (standard score for comprehen
n = 284 6th grade spring)
Bridging M
• BE advanced
A
M = 36.2 (SD = n = 15
n = 75
16.4), 4.6 GLE
• SE n = 80
A Fluency M
• LL beginner
E n = 12
n = 494
Prediction
• LL intermediate
E
n = 31
n = 431
• LL advanced
E Summariza
n = 141 18.7), n =
Native English Intervention = 56% Descriptive = 69% Descriptive
speakers
Intervention = 65%
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409
APPENDIX C
Mellard Sabatini Wood
se Relative Effectiveness Young Adult Literacy
dult Improving Literacy Instruction for of Reading Programs Problems: Prevalence and
Adults for Adults Treatment
ABE ABE with below 7th Descriptive 10th grade public
grade reading ability high school with English as
ASE
and sufficient English first language
language ability
Intervention: Adults with
developmental dyslexia
= 486 Descriptive n = 319 Descriptive n = 579 Descriptive n = 188
= 349 Intervention n = 205 Intervention n = 148 Intervention n = 19
= 35 Descriptive M = 32 yrs Descriptive M = 36 Descriptive M =15 yrs
(SD = 15.2); Mdn = 24 yrs (range 17-76 yrs)
Intervention M = 44 yrs
= 37 Intervention M = 28 years
(SD = 13.7); Mdn = 22 yrs
ears)
Descriptive = 60% female Descriptive = Descriptive = 44% female
67% female
Intervention = 63% female Intervention = 26% female
Descriptive: WRMT-R Passage Screened for below Descriptive: = 50% “poor
evel comprehension standard score 7th grade level readers”; 50% “typical
M = 72.3 (SD 22.8) readers”
g
n Intervention: WRMT-R Passage Intervention Standard scores
e for comprehension (standard scores)
WRAT read words
ng)
Bridging M = 60.3 (SD = 22.3),
M = 85.6
= n = 15
WAIS full IQ
Fluency M = 89.0 (SD = 14.3),
n = 12 M = 101.9
Prediction M = 79.4 (SD = 16.2),
n = 31
Summarization M = 77.1 (SD =
18.7), n = 42
69% Descriptive = 82%
65%
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410 IMPROVING ADULT LITERACY INSTRUCTION
B. Intervention Practices, Intensity, Duration, and Attrition Rates
Intervention
Descriptors Greenberg Levy MacArthur Mellard
Practices 4 instructional Directed health Enriched decoding 4 learning
interventions literacy curriculum and spelling interventio
curriculum
1. Decoding and 1. Bridgin
fluency 2. Fluency
2. Decoding, reading
comprehension, 3. Predict
and fluency (compr
3. Extensive reading 4. Summa
4. Decoding, (compr
comprehension,
extensive reading,
and fluency
Intensity and Planned: 2 hrs/day × 42 hrs of classroom Duration Whole-gro
Duration 4 days/wk for up to instruction over approximately 8 mos instruction
100 hrs over 12-16 wks
Hrs of reading • Bridgin
Minimum for instruction M = 57 • Fluency
analyses: 60 hrs, with • Predict
at least 20 hrs after • Summa
course midpoint
Attrition 50% 38% • Bridgin
• Fluency
• Predict
• Summa
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411
APPENDIX C
Mellard Sabatini Wood
ding 4 learning strategies 3 instructional interventions Structured multisensory
interventions adapted for adults phonological instruction from
Lindamood-Bell Learning
1. Bridging (word reading) 1. Corrective reading
Corporation
2. Fluency (repeated 2. RAVE O
readings) 3. Guided repeated
3. Prediction readings
(comprehension)
4. Summarization
(comprehension)
Whole-group classroom Supplemental one-to-one Tutored 112 hrs over 8 wks
8 mos instruction tutoring
• Bridging–19 hrs 1-hr session × 3 days per
= 57 • Fluency–13 hrs wk for 15 wks
• Prediction–30 hrs
45 contact hrs
• Summarization–18 hrs
Completers’ 12-15 hrs of
instruction over 3-5 wks
• Bridging–48% 50% 0%
• Fluency–3%
• Prediction–60%
• Summarization–42%
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412 IMPROVING ADULT LITERACY INSTRUCTION
C. Study Instruments by Measurement Construct by Study (Measures
marked with * showed significant pre-post gain compared with a control
group. Measures marked with ** showed differences from “business as
usual control.”)
Measurement
Construct Greenberg Levy MacArthur Mellard
Phonological CTOPP Elision — — CTOPP El
Processing
CTOPP blending CTOPP ble
CTOPP rapid letter CTOPP ra
naming
CTOPP ra
CTOPP ra
Decoding and TOWRE phonemic TOWRE phonemic TOWRE phonemic TOWRE p
Word Recognition decoding efficiency decoding efficiency decoding efficiency* decoding e
TOWRE sight word TOWRE sight word WJ-R word attack TOWRE s
efficiency efficiency efficiency
WJ-R letter-word
WJ-III letter-word Adams & Huggins identification WRMT-R
identification irregular word
WJ-R letter-sound WRMT-R
reading task
WJ-III word attack** survey identificati
WRAT3 word
reading
Vocabulary Boston Naming Test* Boston Naming Test Nelson word WAIS-III v
meaning
PPVT PPVT
Fluency WJ-III reading WJ-III fluency Researcher-designed TOSWRF
fluency* oral passage reading
Reading flu
GORT-4 fluency TOWRE sight word from QRI
efficiency
GORT-4 fl
Comprehension WJ-III passage TABE-R** Nelson reading CASAS rea
comprehension comprehension
BEST literacy** WRMT-R
GORT-4 comprehen
CELSA**
comprehension
GORT-4 c
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413
APPENDIX C
res
control
ess as
Mellard Sabatini Wood
CTOPP Elision CTOPP Elision Lindamood Auditory
Conceptualization Test
CTOPP blending CTOPP blending
Test of Auditory Analysis
CTOPP rapid color naming CTOPP rapid letter naming
Skill**
CTOPP rapid letter naming CTOPP rapid digit naming
CTOPP rapid digit naming CTOPP memory for digits
CTOPP nonword repetition
WJ-III spelling of sounds
emic TOWRE phonemic TOWRE phonemic DST nonwords
iency* decoding efficiency decoding efficiency*
DST real words
tack TOWRE sight word TOWRE sight word
DST Phonemic Transfer
efficiency efficiency*
ord Index**
WRMT-R word attack WJ-III letter-word
WJ-R word attack**
identification*
und WRMT-R word
WJ-R letter-word
identification WJ-III word attack*
identification
NAAL BRS oral word
Visual Symbol Imagery**
reading, pseudo-word
reading
WAIS-III vocabulary Boston Naming Test Boston Naming Test
PPVT WJ-III picture vocabulary
signed TOSWRF WJ-III reading fluency* RAN digits, letters
eading
Reading fluency passages NAAL BRS oral passage
word from QRI reading
GORT-4 fluency
g CASAS reading WJ-III passage WJ-R passage comprehension
n comprehension*
WRMT-R passage Gates-MacGinite reading
comprehension WJ-III oral comprehension comprehension
GORT-4 comprehension WRAT3 reading achievement
GORT-3
continued
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414 IMPROVING ADULT LITERACY INSTRUCTION
Measurement
Construct Greenberg Levy MacArthur Mellard
Other Cognitive PIAT-R spelling Orally administered, WRAT3 spelling test WAIS-III b
Ability or Skills subtest research-designed/
Researcher-designed WAIS-III in
validated evaluation
TOLD I spelling test
instrument—health CELF
Word ordering literacy knowledge, Self-efficacy scales
WJ-III stor
subtest self-efficacy, and
intention* WJ-III aud
memory
NOTES:
ABE/ASE = Adult basic education and adult secondary education
BEST Literacy = Basic English Skills Test (Center for Applied Linguistics, 1987 for Levy)
BEST Plus = Basic English Skills Test (Center for Applied Linguistics)
BNT = Boston Naming Test (Kaplan, Goodglass, and Weintraub, 1983, 2001)
CASAS = Comprehensive Adult Student Assessment System (CASAS, 2001)
CELF = Clinical Evaluation of Language Fundamentals (Semel, Wiig, and Secord, 1987)
CELSA = Combined English Language Skills Assessment (Thompson, 1994)
CTOPP = Comprehensive Test of Phonemic Processing (Wagner, Torgesen, and Rashotte,
1999)
DST = Decoding Skills Test (Richardson and DiBenedetto, 1985)
fMRI = Functional MRI (magnetic resonance imaging)
GORT = Gray Oral Reading Tests-3 and 4 (Wiederholt and Bryant, 1994, 2001)
K-SADS-E = Schedule for Affective Disorders and Schizoprenia for School-age Children—
Epidemiologic Version, 5th ed. (Orvaschel and Puig-Antich, 1994)
LAC = Lindamood Auditory Conceptualization Test (Lindamood and Lindamood, 1971)
LSS = Letter Sound Survey (Venezky, 2003)
NAAL = National Assessment of Adult Literacy (Basic Reading Skills and Passage Reading)
(Baer, Kutner, and Sabatini, 2009)
Nelson Reading Test (Hanna, Schell, and Schreiner, 1977)
NRS = National Reporting System for Adult Education
PIAT-R = Peabody Individual Achievement Test-Revised, spelling subtest (Frederick and
Markwardt, 1997)
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415
APPENDIX C
Mellard Sabatini Wood
ng test WAIS-III block design WJ-III story recall K-SADS-E (psychiatric
disorders and suicidal
signed WAIS-III information WJ-III understanding
behaviors)
directions
CELF
Dropout–first time left school
ales BEST Plus
WJ-III story recall for any reason
WJ-III auditory working WASI**
memory
fMRI
PPVT = Peabody Picture Vocabulary Test–III (Dunn and Dunn, 1997, 1998)
Levy) QRI = Qualitative Reading Inventory-3 (Leslie and Caldwell, 2000)
RAN = Rapid Automatized Naming (Denckla and Rudel, 1976)
RAVE O = Retrieval Rate, Automaticity, Vocabulary Elaboration, Engagement with Language,
and Orthography (Wolf, Miller, and Donnelly, 2000)
987) TAAS = Test of Auditory Analysis Skill (Rosner and Simon, 1971; Rosner, 1979)
TABE-R = Test of Adult Basic Education-Revised (CTB/McGraw-Hill, 1996)
Rashotte, TOLD I:3 = Test of Language Development, Intermediate, 3rd Edition (Hammil and
Newcomer, 1997)
TOSWRF = Test of Silent Word Reading Fluency (Mather et al., 2004)
TOWRE = Test of Word Reading Efficiency (Torgesen, Wagner, and Rashotte, 1999)
VSI = Visual Symbol Imagery (Bell, 1997)
hildren— WAIS-III = Wechsler Adult Intelligences Scale III (Wechsler, 1997)
WASI = Wechsler Abbreviated Scales of Intelligence (Wechsler, 1999)
1971) WJ-III = Woodcock-Johnson III, Tests of Achievement (Woodcock, McGrew, and Mather,
2001)
Reading) WJ-R = Woodcock-Johnson Psycho-educational Battery, Tests of Achievement, Revised
(Woodcock and Johnson, 1989, 1990)
WRAT3 = Wide Range Achievement Test-Revision 3 (Wilkinson, 1993)
WRMT-R = Woodcock Reading Mastery Tests-Revised (Woodcock, 1998)
and
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416 IMPROVING ADULT LITERACY INSTRUCTION
REFERENCES
Alamprese, J., MacArthur, C., Price, C., and Knight, D. (2011). Effects of a structured decod-
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Education Effectiveness, 4(2), 154-172.
Eden, G.F., Jones, K.M., Cappell, K., Gareau, L., Wood, F.B., Zeffrio, T.A., Dietz, N.A.E.,
Agnew, J.A., and Flowers, D.L. (2004). Neural changes following remediation of adult
developmental dyslexia. Neuron, 44, 411-422.
Greenberg, D., Wise, J., Morris, R., Fredrick, L., Rodrigo, V., Nanda, A., and Pae, H. (2011).
A randomized-control study of instructional approaches for struggling adult readers.
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Hock, M., and Mellard, D. (2011). Efficacy of learning strategies instruction in adult educa-
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Levy, S., Rasher, S., Carter, S., Harris, L., Berbaum, M., Mandernach, J., Bercovitz, L., and
Martin, L. (2008). Health literacy curriculum works for adult basic education students.
Focus on Basics, 9(B), 33-39.
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