Reading

Resources for Policymakers

Introduction

The Adult Reading Components Study offers a portrait of adults enrolled in adult basic education and English for speakers of other languages (ESOL) classes by using clusters based on measures of reading components and a means to assess the literacy skills of the beginning-level learners.

Suggested Readings

How the ARCS Study Was Done. John Strucker with the assistance of Rosalind Davidson and Ann Hilferty, NCSALL Occasional Paper, February 2000.
This paper provides a detailed account of how researchers prepared for and executed the Adult Reading Components Study (ARCS). It also describes obstacles faced during the study and key recommendations. This report is intended for researchers as well as federal, state, and local adult education officials.

Adult Reading Components Study (ARCS). John Strucker and Rosalind Davidson, NCSALL Research Brief, November 2003.
This research brief provides key, preliminary findings based on the ARCS. From the 676 adult basic education students assessed, the researchers identified ten clusters of students with similar reading profiles in three common groups. The authors argue that many ABE students below the GED level have reading skills similar to those of children at risk for reading difficulty, and consider the implications for instruction for native and ESOL learners with differing profiles.

Questions to Consider

• What are the implications of this research for assessment polices in adult education and literacy programs?
• What are the implications of this research for program design?
• What are the implication of this research for teacher training and professional development?