|Title:||Center for the Study of Adult Literacy (CSAL): Developing Instructional Approaches Suited to the Cognitive and Motivational Needs for Struggling Adults|
|Principal Investigator:||Greenberg, Daphne||Grantee:||Georgia State University|
|Program:||National Research and Development Centers [Program Details]|
|Award Period:||5 years (9/1/2012-8/31/2017)||Award Amount:||$9,999,985|
|Goal:||R&D Center||Award Number:||R305C120001|
Topic: Adult Literacy
Purpose: The Center for the Study of Adult Literacy (CSAL) seeks to improve our understanding of ways to advance the reading skills of struggling adult learners reading at the 3rd to 8th grade levels. The Center will both conduct exploratory work on underlying cognitive and motivational processes that contribute to or impede reading development and develop and evaluate a multi-component reading intervention for this population. In addition, CSAL will examine the adequacy of measurement instruments and assessments for this population.
CSAL is a collaborative effort across four research sites: Atlanta, Georgia; Memphis, Tennessee; and Toronto and St. Catharines, Canada. Struggling adult readers in both the United States and Canada will participate.
CSAL is staffed by researchers with expertise in adult and child literacy, education technology, statistics, and psychometrics.
Exploration of Underlying Cognitive and Motivational Factors
During the first phase of its research, the Center will gather information on the quality of measurement tools used with struggling adult readers and about the cognitive and motivational functioning of this population.
Many of the tests commonly used to assess struggling adult learnersí reading performance were developed for use with students at different grade levels or ages. Some studies raise doubts about whether these assessments measure the same constructs with struggling adult readers as they do with skill-matched children. At the same time, much work needs to be done to clarify the co-occurrence and interdependence of difficulties struggling adult readers face in terms of the cognitive and motivational underpinnings of literacy. Through a series of exploratory studies using a wide array of reading, motivation, and cognition assessments, CSAL will collect data to clarify the appropriateness of commonly used assessments and the underlying cognitive and motivational profiles of the target population.
Development and Pilot of Web-based Reading Instruction for Struggling Adult Readers
Throughout the lifespan of the grant, CSAL will design and pilot a reading intervention for use with adult struggling readers. This new intervention will build off of an instructional framework first developed and evaluated with adolescents reading at the same level as the adults in the current sample and will incorporate the insights gleaned from CSALís exploratory work. Using a modular framework, this intervention will be flexible and able to be tailored to the differing needs of students (e.g., to allow for greater focus on decoding skills, word identification, reading fluency, or vocabulary). Included with this intervention will be a web-based component that includes an animated tutor designed to promote engagement and allow for greater individualization for students.
After developing a fully designed intervention, CSAL will conduct a pilot study with close to 300 adults in authentic adult education settings in both Georgia and Toronto. The students will receive approximately 100 hours of instruction along with a series of assessments. These pilot studies will test the interventionís promise and feasibility of use in these settings with the intended population. In addition, these pilot tests will help CSAL determine which measures effectively identify students appropriate for the intervention and which measures effectively assess student learning.
Leadership and Dissemination Activities
The Center will host a website with information and resources for researchers, practitioners, policymakers, and other stakeholders interested in adult education and adult literacy. The Center will also conduct national webinars on its activities and provide training opportunities for current and future education researchers through venues such as workshops at national conferences and doctoral and postdoctoral training opportunities.
Key Personnel: Maureen Lovett (University of Toronto and The Hospital For Sick Children), Art Graesser (University of Memphis), Jan Frijters (Brock University), Lee Branum-Martin (Georgia State University), Chris Oshima (Georgia State University), Robin Morris (Georgia State University), Xiangen Hu (University of Memphis), Mark Conley (University of Memphis), Andrew Olney (University of Memphis)
IES Program Contact: Meredith Larson