An Examination of Adult Literacy Instructional Components—Perspectives and Effectiveness
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| Publicat a: | ProQuest Dissertations and Theses (2025) |
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| 045 | 2 | |b d20250101 |b d20251231 | |
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| 100 | 1 | |a Bellard-Bennett, Delores | |
| 245 | 1 | |a An Examination of Adult Literacy Instructional Components—Perspectives and Effectiveness | |
| 260 | |b ProQuest Dissertations & Theses |c 2025 | ||
| 513 | |a Dissertation/Thesis | ||
| 520 | 3 | |a Using a quantitative-descriptive design, this research study explored the perspectives of adult literacy practitioners and offered a comprehensive examination of two instructional strategies: word recognition and reading comprehension. The research sought to identify and highlight effective instructional strategies that contribute to the success of adult literacy instruction. The study utilized an original survey tailored to adult literacy practitioners actively engaged in adult literacy programs. The survey encompassed 58 carefully designed questions, each formulated to elicit perspectives from adult literacy practitioners regarding their unique experiences, challenges, and effective practices within the context of adult literacy. The researcher successfully collected 70 completed surveys, reflecting diverse perspectives from literacy practitioners from various adult literacy programs across the United States. An in-depth statistical analysis was performed using Jeffrey’s Amazing Statistics Program (JASP), facilitating the statistical examination and interpretation of insights and perspectives gathered from adult literacy practitioners. A critical finding of the resultant data showed that adult literacy practitioners identified decoding (43.75%) as the most effective instructional component of word recognition. 43.33% of the adult literacy practitioners identified background knowledge as the most effective instructional component of reading comprehension. Additionally, the data showed that decoding (32.81%) was the word recognition instructional component that adult literacy practitioners felt most confident teaching, with 38.88% of the study participants identifying vocabulary as the comprehension instructional component they felt most confident teaching.The resulting data also revealed another critical finding regarding word recognition training needs among adult literacy practitioners. Survey participants identified phonological awareness (35.48%) as the instructional component of word recognition for which they needed additional training. For reading comprehension, adult literacy practitioners identified language structure (33.33%) as the instructional component for which they needed additional training. Through a structured approach, the study explored various instructional strategies and resources that practitioners found beneficial in enhancing literacy skills among adult learners. The insights garnered from this comprehensive study will serve as a crucial foundation for understanding adult literacy and the interventions deemed effective by adult literacy practitioners across the United States. This study also established a vital benchmark for subsequent research initiatives. By defining a clear and precise reference point, this investigation equips educators, policymakers, and scholars with the tools necessary to effectively monitor shifts in adult literacy over time, thus facilitating meaningful progress assessments. | |
| 653 | |a Adult education | ||
| 653 | |a Educational administration | ||
| 653 | |a Educational leadership | ||
| 653 | |a Reading instruction | ||
| 773 | 0 | |t ProQuest Dissertations and Theses |g (2025) | |
| 786 | 0 | |d ProQuest |t ProQuest Dissertations & Theses Global | |
| 856 | 4 | 1 | |3 Citation/Abstract |u https://www.proquest.com/docview/3194353740/abstract/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |
| 856 | 4 | 0 | |3 Full Text - PDF |u https://www.proquest.com/docview/3194353740/fulltextPDF/embedded/7BTGNMKEMPT1V9Z2?source=fedsrch |