Research has demonstrated that low-literacy adult learners have different needs than children or more proficient adult readers, but teaching strategies are not often aimed at these students. The professional development presentation developed for this project focuses on the characteristics of these learners, how low-literacy skills affect their lives, and which interventions educators can use in the classroom. Key interventions include Robinson’s suggestions around word recognition, Tighe and Binder’s recommendations about morphology and fluency, Mellard and Fall’s ideas around language comprehension, Park’s suggestions for critical literacy, and Rodrigo et al.’s recommendations around reading for pleasure. The project shares information about the most effective interventions for low-literacy adult learners in these areas, aimed at teachers working with native English-speaking students with low-literacy skills, although they can be adapted for other contexts. Sharing these strategies with educators is the goal of the project, while at the same time seeking educator input of activities that already align with these interventions, increasing the pool of resources available to teachers.
Adult Education, Literacy, Reading
Rynda, Kelly, "Teaching Strategies for Low Literacy Adult Learners" (2023). School of Education and Leadership Student Capstone Projects. 992.
School of Education Student Capstone Projects