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ERIC Number: ED219501
Record Type: Non-Journal
Publication Date: 1980
Pages: 16
Abstractor: N/A
Reference Count: N/A
Oakland Adult Reading Lab. Building Comprehension in Adult Education Students.
Johnston, Suzanne
Many adult poor readers do not organize what they read in a way that best facilitates good comprehension. To help students overcome this problem, the Adult Day and Evening School in Oakland, California, organized a reading laboratory for their mostly low-income, educationally disadvantaged students with a diverse range of needs. Instruction in the reading laboratory was for the most part on an individualized basis. Materials were chosen which provided for instruction, practice, reinforcement, and application, particularly of the comprehension and organizational skills which these adult students lacked. Materials also were chosen to permit entry at the level of need, and to provide for a correlated multimedia approach to allow for different learning styles. Results from the Gates-MacGinitie Reading Test, Forms D and E, administered throughout a 1-year period showed an average 1.35 grade level gain, with students enrolled for 8 weeks; it was felt that student attitudes and motivation improved. Implications for teaching include the following: (1) a well-organized program of instruction can be of benefit to adult students, particularly when dealing with comprehension and critical reading skills; (2) a component which helps students to see the author's organization and emphasizes the important features is especially helpful; and (3) the reading laboratory approach lets students experience success, sometimes for the first time in an academic setting. (KC)
Publication Type: Reports - Descriptive
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A