This is a research report on the findings of the Partnership in Reading project. Its aim was to identify and evaluate existing research in adult literacy reading instruction and provide a summary if scientifically based principles and practices. Topics covered include: * Emerging principles, trends, ideas and comments * Reading assessment profiles * Phonemic awareness and word analysis * Fluency * Vocabulary * Reading comprehension * Computer technology and ABE reading instruction.

The main sections of the book focus on the major aspects of reading instruction: assessing students in orderto describe their reading "profiles" or overall reading ability, alphabetics instruction, fluency instruction,vocabulary instruction, and reading comprehension instruction. Computer technology also forms a section. Assessment of student strengths and needs in reading is presented first because it is one of a teacher's firsttasks. Sections on the major components begin with alphabetics and end with comprehension.Thiscorresponds to the movement from smaller units of instruction to larger ones, and also from those aspects ofthe reading process that are considered "enabling" (alphabetics and fluency) to those that are considered theultimate goal in reading (vocabulary and comprehension) (Snow, Burns, & Girffin, 1998; NRP, 2000a). Although each component is covered in a separate section of the book, this does not mean that they shouldbe taught separately. In fact, research suggests they need to be taught together for instruction to be trulyeffective (Snow et al., 1998; NRP, 2000a). Although research may attempt to isolate effective instructionalapproaches or aspects of effective instruction, this does not imply that only one approach should be used orthat instruction should focus on only one aspect of reading. Each of the main sections of the book presents (a) a description of the major aspect of reading covered in asection, including a definition and rationale and, when appropriate, how a reading component is assessed, (b) major questions related to ABE reading instruction associated with specific topics of interest to ABEpractitioners, (c) answers to these questions in the form of emerging principles or trends when thequestions have been addressed by the research, (d) a short summary of the research related to eachprinciple or trend, and (e) ideas (and comments) for ABE reading instruction derived from K-12 readinginstruction research.

This guide provides comprehensive instructions for facilitating a ten-hour study circle that explores differing theories of the reading process, the four major components of reading and the implications for teaching, the development of learners' reading profiles, and the Equipped for the Future framework. The guide is based on a review of adult reading research conducted by the Reading Research Working Group and published in a report by John Kruidenier, Research-Based Principles for Adult Education Reading Instruction. It is also supplemented by other readings from a variety of sources. Summaries of research on reading and definitions of key terms and acronyms are included. This guide provides all the necessary materials and clear instructions to plan and facilitate a three-session study circle with an option for a fourth. Each session lasts three-and-a-half hours. In Session One, study circle members learn about different theories of the reading process and consider their own assumptions about reading. Participants discuss the studies that are included in Research-Based Principles for Adult Basic Education Reading Instruction and take part in an activity that introduces four major components of reading instruction: alphabetics, vocabulary, fluency, and comprehension. In Session Two, participants review the main points raised in the readings about the four components of reading instruction and discuss the implications of these points for their own teaching. In the closing activity, participants focus on techniques for using these components in teaching reading to beginning- and intermediate-level readers. In Session Three, participants consider how viewing reading through different research lenses can give them a better understanding of adults as readers. Participants will discuss a resource for developing reading profiles of adult learners, and they will examine reading instruction through the Equipped for the Future framework. The group will discuss the advantages and disadvantages of introducing adult learners to the four components of reading instruction. Participants identify next steps for teaching reading to adults in their own programs and, as a group, discuss the factors that may hinder them in carrying out their plans as well as the supports that are available to help them.

A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Praise for How Learning Works "How Learning Works is the perfect title for this excellent book. Drawing upon new research in psychology, education, and cognitive science, the authors have demystified a complex topic into clear explanations of seven powerful learning principles. Full of great ideas and practical suggestions, all based on solid research evidence, this book is essential reading for instructors at all levels who wish to improve their students' learning." —Barbara Gross Davis, assistant vice chancellor for educational development, University of California, Berkeley, and author, Tools for Teaching "This book is a must-read for every instructor, new or experienced. Although I have been teaching for almost thirty years, as I read this book I found myself resonating with many of its ideas, and I discovered new ways of thinking about teaching." —Eugenia T. Paulus, professor of chemistry, North Hennepin Community College, and 2008 U.S. Community Colleges Professor of the Year from The Carnegie Foundation for the Advancement of Teaching and the Council for Advancement and Support of Education "Thank you Carnegie Mellon for making accessible what has previously been inaccessible to those of us who are not learning scientists. Your focus on the essence of learning combined with concrete examples of the daily challenges of teaching and clear tactical strategies for faculty to consider is a welcome work. I will recommend this book to all my colleagues." —Catherine M. Casserly, senior partner, The Carnegie Foundation for the Advancement of Teaching "As you read about each of the seven basic learning principles in this book, you will find advice that is grounded in learning theory, based on research evidence, relevant to college teaching, and easy to understand. The authors have extensive knowledge and experience in applying the science of learning to college teaching, and they graciously share it with you in this organized and readable book." —From the Foreword by Richard E. Mayer, professor of psychology, University of California, Santa Barbara; coauthor, e-Learning and the Science of Instruction; and author, Multimedia Learning