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Improving Literacy Instruction for Adults [electronic resource]: Reading Assessments From Adult Education Learners in Kansas and Missouri, 2005-2008

Daryl Mellard
Format
Computer Resource; Online; Dataset
Published
Ann Arbor, Mich. Inter-university Consortium for Political and Social Research [distributor] 2013
Edition
2013-11-25
Series
ICPSR
ICPSR (Series)
Access Restriction
AVAILABLE. This study is freely available to ICPSR member institutions.
Abstract

The Improving Literacy Instruction for Adults study commenced in 2005 as a project of the University of Kansas Center for Research on Learning. Research for the project was undertaken with three aims: (1) to identify relationships among reading component skills and global literacy outcomes for adults with low literacy; (2) to design adult literacy interventions based on findings from the first aim (1); and (3) to examine the efficacy of these interventions on learner outcomes in authentic settings. This release contains descriptive datasets from the first aim; data related to the second and third aims will be made available in the future.

Initiation of the study involved the collection of reading assessments from volunteer participants at 13 adult education sites throughout Kansas and Kansas City, Missouri. Data were collected using a number of adult literacy evaluation methods, including but not limited to: General Educational Development (GED) tests, the Woodcock Reading Mastery Tests (WRMT), the Test of Silent Word Reading Fluency (TOSWRF), the Wechsler Adult Intelligence Scale (WAIS), the Test of Word Reading Efficiency (TOWRE), the Tests of Adult Basic Education (TABE), the Comprehensive Adult Student Assessment System (CASAS), the Peabody Picture Vocabulary Test (PPVT), the Comprehensive Test of Phonological Processing (CTOPP), the Gray Oral Reading Test (GORT), the Clinical Evaluation of Language Fundamentals (CELF), and the National Assessment of Educational Progress (NAEP).

Study participants also completed a background questionnaire designed to assess students' learning goals, motivations for seeking adult education classes, and any barriers or difficulties faced while pursuing adult education. Background questions also gathered demographic and personal information, including participant age, gender, ethnicity, language, education level, employment status and history, marital status, number of children, religious participation, health issues, and drug and alcohol abuse.

Cf: http://doi.org/10.3886/ICPSR34887.v1
Contents
  • Background Questionnaire
  • Comprehensive Adult Student Assessment System (CASAS)
  • Clinical Evaluation of Language Fundamentals (CELF)
  • General Educational Development (GED)
  • Gray Oral Reading Test (GORT)
  • National Assessment of Educational Progress (NAEP)
  • Peabody Picture Vocabulary Test (PPVT)
  • Participant Checks
Description
Mode of access: Intranet.
Notes
Title from ICPSR DDI metadata of 2016-02-11.
Series Statement
ICPSR 34887
ICPSR (Series) 34887
Other Forms
Also available as downloadable files.
Copyright Not EvaluatedCopyright Not Evaluated
Technical Details
  • Staff View

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    a| <p>The <emph>Improving Literacy Instruction for Adults</emph> study commenced in 2005 as a project of the University of Kansas Center for Research on Learning. Research for the project was undertaken with three aims: (1) to identify relationships among reading component skills and global literacy outcomes for adults with low literacy; (2) to design adult literacy interventions based on findings from the first aim (1); and (3) to examine the efficacy of these interventions on learner outcomes in authentic settings. This release contains descriptive datasets from the first aim; data related to the second and third aims will be made available in the future.</p> <p>Initiation of the study involved the collection of reading assessments from volunteer participants at 13 adult education sites throughout Kansas and Kansas City, Missouri. Data were collected using a number of adult literacy evaluation methods, including but not limited to: General Educational Development (GED) tests, the Woodcock Reading Mastery Tests (WRMT), the Test of Silent Word Reading Fluency (TOSWRF), the Wechsler Adult Intelligence Scale (WAIS), the Test of Word Reading Efficiency (TOWRE), the Tests of Adult Basic Education (TABE), the Comprehensive Adult Student Assessment System (CASAS), the Peabody Picture Vocabulary Test (PPVT), the Comprehensive Test of Phonological Processing (CTOPP), the Gray Oral Reading Test (GORT), the Clinical Evaluation of Language Fundamentals (CELF), and the National Assessment of Educational Progress (NAEP).</p> <p>Study participants also completed a background questionnaire designed to assess students' learning goals, motivations for seeking adult education classes, and any barriers or difficulties faced while pursuing adult education. Background questions also gathered demographic and personal information, including participant age, gender, ethnicity, language, education level, employment status and history, marital status, number of children, religious participation, health issues, and drug and alcohol abuse.</p>Cf: http://doi.org/10.3886/ICPSR34887.v1
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