Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences

Interventions for struggling adolescent and adult readers: instructional, learner, and... Read Writ (2013) 26:489–494 DOI 10.1007/s11145-013-9442-7 I N T R OD U C TI ON Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences • • Mary Beth Calhoon Hollis S. Scarborough Brett Miller Published online: 31 March 2013 Springer Science+Business Media Dordrecht 2013 There is a pressing need to provide effective instruction for struggling adolescent and adult readers, a large and growing population whose literacy levels can be a limiting factor on educational and occupational success. Recent findings from the International Adult Literacy Survey (IALS) and the Progress in International Reading Study (PIRLS) illustrate the scope of the problem. The IALS’s results indicated that 21–24 % of adults read prose at the lowest level scored, indicating difficulty in making even ‘‘low-level, text-based inferences’’ (International Adult Literacy Survey Institute, 2011). Looking at pre-adolescents and adolescents, the picture is unfortunately similar to the adults. About 18 % of US students in fourth grade (and 20 % of the entire international sample—generally in the fourth grade) performed at or below the ‘‘low’’ benchmark on the PIRLS assessment (National Center for Educational Statistics, 2013), which corresponds to simply being able ‘‘to locate and retrieve information from different parts of http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Reading and Writing Springer Journals

Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences

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Publisher
Springer Netherlands
Copyright
Copyright © 2013 by Springer Science+Business Media Dordrecht
Subject
Linguistics; Languages and Literature; Psycholinguistics; Education (general); Neurology; Interdisciplinary Studies
ISSN
0922-4777
eISSN
1573-0905
D.O.I.
10.1007/s11145-013-9442-7
Publisher site
See Article on Publisher Site

Abstract

Read Writ (2013) 26:489–494 DOI 10.1007/s11145-013-9442-7 I N T R OD U C TI ON Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences • • Mary Beth Calhoon Hollis S. Scarborough Brett Miller Published online: 31 March 2013 Springer Science+Business Media Dordrecht 2013 There is a pressing need to provide effective instruction for struggling adolescent and adult readers, a large and growing population whose literacy levels can be a limiting factor on educational and occupational success. Recent findings from the International Adult Literacy Survey (IALS) and the Progress in International Reading Study (PIRLS) illustrate the scope of the problem. The IALS’s results indicated that 21–24 % of adults read prose at the lowest level scored, indicating difficulty in making even ‘‘low-level, text-based inferences’’ (International Adult Literacy Survey Institute, 2011). Looking at pre-adolescents and adolescents, the picture is unfortunately similar to the adults. About 18 % of US students in fourth grade (and 20 % of the entire international sample—generally in the fourth grade) performed at or below the ‘‘low’’ benchmark on the PIRLS assessment (National Center for Educational Statistics, 2013), which corresponds to simply being able ‘‘to locate and retrieve information from different parts of

Journal

Reading and WritingSpringer Journals

Published: Mar 31, 2013

References

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