Research-Based Principles for Adult Basic Education Reading Instruction

Kruidenier, John

doi:10.1037/e561252012-001

Cited by 95 publications

(106 citation statements)

References 6 publications

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“…Memorization could include sets of grammar rules and vocabularies which they had to memorize to be tested later. Furthermore, adult learners need to understand the nature and structure of the language; as they learn to use the language itself, where effective instruction will incorporate direct instruction in the aspects of vocabulary, grammar, and syntax as these relate to specific topic areas and task types (Burt, Peyton, & Schaetzel, 2008;Kruidenier, 2002;Larsen-Freeman, 2003) in Centre of Applied Linguistics (2015). The final set of items for language beliefs in relation to motivation and expectations revealed more positive responses as compared to the rests of the items.…”

Section: Analysis and Discussionmentioning

confidence: 99%

Language Beliefs among Adult Learners: Individual Differences

Johari

2017

IJE

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To develop the quality of language learning and utilise learning opportunities in and out of a classroom, it is vital to understand individual's beliefs in language learning. White (2008) affirmed that an individual's belief plays a key role in the learning process and language acquisition, especially the beliefs the learners have about themselves, language and language learning, and about the settings in which they contribute as language learners and users. This study identifies the English language learning beliefs of adult learners (between 45-50 years of age) in a local university in Sarawak. Questionnaire was the instrument to collect the data, and the data were analysed using SPSS Version 21. The study showed that these adult learners have various levels of language beliefs. The results obtained can be used to enhance the teaching and learning of English language where language instructors can learn more about their learners and the learners' language beliefs can further enhance learning process in the classroom.

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Section: Analysis and Discussionmentioning

confidence: 99%

Language Beliefs among Adult Learners: Individual Differences

Johari

2017

IJE

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“…It highlights the Reading Research Group work (Kruidenier, 2002) and mentions one other piece of experimental research (the Adult Reading Components Study). There are other research documents listed in the 'What's New' section (although some are from more than five years ago).…”

Section: United Statesmentioning

confidence: 99%

“…Indeed, the RRWG (Kruidenier, 2002) noted that 'the guidelines used for selecting and evaluating Adult Basic Education reading instruction research are based on those developed by the National Reading Panel' (p. 1). Specifically, this meant that the topics of study were chosen in advance and that selection for inclusion was also based on research methodology (with a preference for experimental or quasi-experimental studies).…”

Section: Research Overviews As Ideological Battlegroundsmentioning

confidence: 99%

“…For example, in the United States, the National Institute for Literacy published Research-based Principles for Adult Basic Education Reading Instruction (Kruidenier, 2002). This document presented the findings of the Reading Research Working Group, which was tasked to survey the field of adult reading research in the same way that the US government's National Reading Panel had done for reading at the younger ages.…”

Section: Introductionmentioning

confidence: 99%

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Online Presentations of Research on Adult Literacy: Government Websites as Learning Spaces

Jacobson

2009

E-Learning and Digital Media

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This article presents a review of seven national governments' online collections of adult literacy-related research. This study explored the type of learning associated with official web spaces by asking the following research questions: (1) What kind of research do these governments present on their websites? (2) How is the presentation organized? (3) What opportunities for learning do these spaces provide? Clear differences emerged in the type of research presented and in how it was organized. Sites varied in the way they presented opportunities to learn, which was suggestive of underlying differences in how the research base was being conceptualized.

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“…• Research-based Principles for Adult Basic Education Reading Instruction (Kruidenier, 2002a). (Cook, 1996).…”

Section: Defining Testing and Using The Baseline Program Modelsmentioning

confidence: 99%