Automatization and Retention of Literacy Skills in Adult Learners

dc.creator	James M Bebko
dc.creator	Thomas Rhee
dc.creator	Carly McMorris
dc.creator	Magali Segers
dc.date	2012-12-01T00:00:00Z
dc.date.accessioned	2015-08-12T11:19:58Z
dc.date.available	2015-08-12T11:19:58Z
dc.identifier	1441-0559
dc.identifier	https://doaj.org/article/95e2906032b646e686780a08405d520a
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/27947
dc.description	<!-- @font-face { font-family: "Cambria Math"; }@font-face { font-family: "Cambria"; }@font-face { font-family: "Baskerville"; }@font-face { font-family: "AGaramond"; }p.MsoNormal, li.MsoNormal, div.MsoNormal { margin: 0cm 0cm 0.0001pt 1pt; text-align: justify; font-size: 11pt; font-family: AGaramond; }p.LNSText, li.LNSText, div.LNSText { margin: 0cm 0cm 0.0001pt; text-indent: 1cm; line-height: 13pt; font-size: 11pt; font-family: Baskerville; }.MsoChpDefault { font-size: 10pt; font-family: Cambria; }div.WordSection1 { page: WordSection1; } --> <p class="LNSText">Findings from recent efficacy studies comparing literacy program types suggest that struggling adult readers often make limited to moderate gains across varied types of literacy interventions, with no specific approach consistently surpassing others to date. An alternative to comparing program types is to investigate whether there are specific characteristics or skills that vary by individual that can predict higher gains and skill retention across program type. Using an experimental, prospective, longitudinal design, the present study examined the role of automatization (over-learning) of component skills involved in reading during participation in general literacy programs. On average, participants in the study gained the equivalent of one full reading grade-level after participation in programs for six months. The degree of automatization of reading skills was found to be the strongest predictor of gains made during programs; a measure of automatization was also the strongest predictor of subsequent retention of skills, months later at follow-up testing. Implications for adult literacy practitioners and directions for future research related to skill retention are discussed.</p>
dc.language	English
dc.publisher	University of Technology, Sydney
dc.relation	http://epress.lib.uts.edu.au/journals/index.php/lnj/article/view/3083
dc.relation	https://doaj.org/toc/1441-0559
dc.rights	CC BY
dc.source	Literacy and Numeracy Studies, Vol 20, Iss 2, Pp 17-36 (2012)
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.subject	Special aspects of education
dc.subject	LC8-6691
dc.subject	Education
dc.subject	L
dc.title	Automatization and Retention of Literacy Skills in Adult Learners
dc.type	article