Dispositional factors affecting motivation during learning in adult basic and secondary education programs

Mellard, Daryl F.; Krieshok, Thomas S.; Fall, Emily C.; Woods, Kari L.

doi:10.1007/s11145-012-9413-4

Cited by 12 publications

(8 citation statements)

References 16 publications

(36 reference statements)

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“…In Florida, adult education programs provide instruction to support the earning of a High School Equivalency Diploma (GED). Some individuals are enrolled simply because they are required to attend classes, and other individuals are highly dedicated to continuing their education and enjoy engaging in classes (for a review of student motivations, see Greenberg et al, 2013; Mellard, Krieshok, Fall, & Woods, 2013; Tighe, Barnes, Connor, & Steadman, 2013).…”

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confidence: 99%

Readers in Adult Basic Education

Barnes

Kim²,

Tighe

et al. 2016

J Learn Disabil

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The present study explored the reading skills of a sample of 48 adults enrolled in a basic education program in northern Florida, United States. Previous research has reported on reading component skills for students in adult education settings, but little is known about eye movement patterns or their relation to reading skills for this population. In this study, reading component skills including decoding, language comprehension, and reading fluency are reported, as are eye movement variables for connected-text oral reading. Eye movement comparisons between individuals with higher and lower oral reading fluency revealed within- and between-subject effects for word frequency and word length as well as group and word frequency interactions. Bivariate correlations indicated strong relations between component skills of reading, eye movement measures, and both the Test of Adult Basic Education ( Reading subtest) and the Woodcock-Johnson III Diagnostic Reading Battery Passage Comprehension assessments. Regression analyses revealed the utility of decoding, language comprehension, and lexical activation time for predicting achievement on both the Woodcock Johnson III Passage Comprehension and the Test of Adult Basic Education Reading Comprehension.

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confidence: 99%

Readers in Adult Basic Education

Barnes

Kim²,

Tighe

et al. 2016

J Learn Disabil

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“…The unit was typical for this class in its length and in focusing on an academic language skill. Because of ABE learners' barriers to persistence (Mellard et al, 2013), the data collection period was limited to 8 weeks to help guard against attrition.…”

Section: Data Collection and Analysismentioning

confidence: 99%

“…The complexities ABE/ESOL learners bring to academic language learning are many, including a range of formal educational backgrounds and levels of English (Kruidenier, MacArthur, & Wrigley, 2010) and situational barriers to persistence (Mellard, Krieshok, Fall, & Woods, 2013). Additionally, academic language is a formidable skill for even the most well-resourced second-language learner in that it makes complex cognitive and linguistic demands (Cummins, 1979; Zwiers, 2008).…”

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confidence: 99%

Developmental Diversity in the Academic Language–Learning Experiences of Adult English as a Second or Other Language Learners

Ouellette-Schramm

2016

Adult Education Quarterly

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Academic language is a challenging yet increasingly important skill for Adult Basic Education/English as a Second or Other Language learners. Related to academic language learning is an adult's developmental perspective. Developmental perspectives have been shown to vary in adulthood and shape qualitatively distinct ways of reasoning and learning experiences. Using Kegan's constructive-developmental theory, which derives from Western psychology but has been implemented cross-culturally, this qualitative case study explores the academic language-learning experiences of nine Adult Basic Education/English as a Second or Other Language learners. The data include 18 semistructured qualitative interviews and class observations. Analysis includes the dual lenses of grounded theory and constructive-developmental theory. Findings suggest that developmental perspectives made a qualitative difference in how learners experienced academic language learning. Notably, "instrumental" learners described what looks like struggle, but from their developmental perspectives, represents a logical pathway toward success. Learners transitioning toward "selfauthoring" brought unique learning agendas and capacities for self-monitoring.

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“…With regard to skill improvement, outcomes in three of the studies were associated with differences in the initial reading skill level of older learners (Calhoon and Petscher, 2013;Greenberg et al, 2012;Scarborough et al, 2012). Additionally, two of the adults studies found differences associated in demographics characteristics of students who maintained enrollment and those who dropped out (Greenberg et al, 2012;Mellard et al, 2012).…”

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confidence: 96%