Author(s): Perfetti, C. and Marron, M.

Author Institutional affiliation/Agency/Program: Learning Research and Development Center, University of Pittsburgh

Publication date or date of most recent update: 1995

Number of pages: 51

Website URL: http://www.literacy.org/products/ncal/pdf/TR9507.pdf

Key words: reading, adult education, instruction, new readers, non readers, adults, reading research, literacy methods, basic literacy

Abstract: This report examines whether research on children's reading acquisition can inform adult literacy instruction. It first considers the implications of both narrower and broader concepts of literacy . The report then reviews the literature on (a) how children learn to read, (b) characteristics of low-literate adults, and (c) the practices of adult literacy programs. This review concludes that there are both important commonalities and differences between how children learn to read and how adults can be taught to read in literacy programs. The critical commonality is that both children and adults must learn how their writing system works, which requires knowledge of the sounds of spoken language (phonology) and their connection to print. The important differences are in the social, motivational, and age-related circumstances of children and adults who enter literacy programs. The report concludes that instructional programs can and should provide basic literacy tools while accommodating the special needs of adults seeking literacy.

What the experts say: I read this particular resource with an eye to seeing how consistent it is with the current emphasis on research based reading instruction. I find it not only consistent but also well beyond. Pefertti and Marron talk about reading acquisition and instruction in language that maps today's emphasis on alphabetics, fluency, vocabulary and comprehension. They also include evidence that reading has psychological aspects that can be examined clinically and social and cultural aspects that can be examined qualitatively. This is reason enough to include the resource in the LINCS collection.

Particular aspects of the resource that make it valuable include:

• Definitions of reading that include a limited, skills focus and a broader applied focus and then suggest need for even broader definitions. Discussion of skills instruction - phonological awareness, decoding, comprehension - within a context of meaningful reading (e.g. pps 23-24).

These are consistent with today's thinking about adult literacy.

• Excellent job of comparing and contrasting adults' and children's learning. While readers have to study the entire document to see the comparisons and contrasts, they will find the similarities and differences helpful. Readers should be cautioned that it includes references until 1995 and therefore omits important references and information gathered since then.

Methods to collect and analyze the data: Multiple methods. This is a review of previously conducted research.