Using evidence-based reading instruction to address the vocabulary needs of adult striving readers

Term

2014

Capstone

Thesis

Degree Name

MALED

Abstract

The research question addressed is, how do ABE instructors used evidence-based reading principles to address the vocabulary needs of adult striving readers? The motivation for the capstone was a response to the needs of adult striving readers who seemed stalled reading between fourth and eighth grade levels. The author reviews literature on addressing reading component needs by using EBRI principles, draws a plan to institute robust vocabulary instruction, and describes the tools used before, during, and after instruction. The key influences for the project came from the text Applying Research In Reading Instruction For Adults: First Steps For Teachers, the work of Isabel Beck, and from participation in the Student Achievement in Reading (STAR) initiative training. Results of the project include signs of vocabulary acquisition and enthusiasm for language from the students and a plan for a dedicated reading program for the intermediate level readers in the author's service area.

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