Applying Research in Reading Instruction for Adults: First Steps for Teachers

This resource is offered for adult education teachers who want to build and strengthen adults' reading skills. This book aims first to build background knowledge about reading and scientifically based reading instruction. The language and format are "teacher friendly," using student and classroom illustrations and sample instructional activities to make research principles concrete for readers. The focus in applying the research is on modeling thinking, planning, and problem solving in the context of fictional adult education settings.

Disability Employment 101

This guide is a comprehensive analysis of hiring employees with disabilities that includes information about how to find qualified workers with disabilities, how to put disability and employment research into practice and how to model what other businesses have done to successfully integrate individuals with disabilities into the workforce.

Guide to Performance Management for Community Literacy Coalitions

This guide addresses how community literacy coalitions and their partner organizations can track the progress they are making to improve literacy in their communities, then use this information to improve their activities and, therefore, the effectiveness of their work. The guide provides suggestions for a community literacy outcome measurement process that covers both individual literacy assistance programs and the community Literacy Coalition.

Identifying and Treating Attention Deficit Hyperactivity Disorder: A Resource for School and Home, 2006

This guide offers parents and teachers a comprehensive overview of the characteristics, causes and criteria for diagnosis of Attention Deficit Hyperactivity Disorder (ADHD).

Key Concepts and Features of the 2003 National Assessment of Adult Literacy

The publication reviews key elements carried over from the 1992 assessment, including a “functional” view of adult literacy and three distinct literacy areas (prose, document, and quantitative). It also introduces critical new aspects of the 2003 assessment, including new performance levels that are used to report results and new components that provide expanded data about the least-literate adults and the role of basic skills in adult literacy performance.

Learning Differences and Disabilities: What Every Employer and Employee Should Know

Many adults have learning disabilities. The purpose of The Ohio Initiative for Persons with Learning Disabilities (OIPLD) is to build effective and efficient services that meet the needs of individuals with learning disabilities by using appropriate screening instruments to identify possible learning disabilities, providing the appropriate referral for diagnosis, and ensuring equal access with accommodated services. This guide provides an introduction to learning disabilities, LD assessment and diagnosis, employer/employee rights, and benefits available to employers.

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Learning Differences and Disabilities: What Every Learner Should Know

Many adults have difficulty learning. Some difficulties can be significant enough to stand in the way of a person's ability to read, write, listen, speak, do math, or even think. This brochure serves as a brief introduction to learning disabilities, their diagnosis, your legal rights regarding LD and appropriate accommodations for the GED test.

Literacy in Everyday Life

The 2003 National Assessment of Adult Literacy (NAAL) assessed the English literacy skills of a nationally representative sample of more than 19,000 U.S. adults (age 16 and older) residing in households and prisons. This report, Literacy in Everyday Life, presents findings from the 2003 assessment. It examines changes in literacy levels for the total adult population of the United States, as well as for adults with different demographic characteristics (gender, race, age, and ethnicity).

National Assessment of Adult Literacy

The 2003 National Assessment of Adult Literacy is a nationally representative assessment of English literacy among American adults age 16 and older. Sponsored by the National Center for Education Statistics (NCES), NAAL is the nation's most comprehensive measure of adult literacy since the 1992 National Adult Literacy Survey (NALS).

Research-Based Principles for Adult Basic Education Reading Instruction

This report presents results from an analysis of the adult basic education (ABE) reading instruction research base, focusing on principles derived from the research and a future research agenda.

Teaching Adults to Read, A Summary of Scientifically Based Research Principles

When adult students arrive in the classroom, they can be at just about any level in their reading development, from beginning readers working on the fundamentals to more advanced readers ready to begin study for a high school level equivalency diploma. This Partnership for Reading publication summarizes the emerging principles and trends in adult reading instruction, and describes strategies proven to work by the most rigorous scientific research available on the teaching of reading.

Teaching Children with Attention Deficit Hyperactivity Disorder: Instructional Strategies and Practices 2006

Inattention, hyperactivity, and impulsivity are the core symptoms of Attention Deficit Disorder ability to attend to tasks and teacher and classroom expectations with minimal distraction. This guide provides a comprehensive set of strategies for working with students with ADHD and helping them to achieve success in the classroom.

The Condition of Education 2007

The Condition of Education 2007 summarizes important developments and trends in education using the latest available data. The report presents 48 indicators on the status and condition of education and a special analysis on high school course taking. The indicators represent a consensus of professional judgment on the most significant national measures of the condition and progress of education for which accurate data are available.

Using Research and Reason in Education

This publication discusses three ways schools and teachers can provide evidence about the effectiveness of their instructional methods. Student achievement can be demonstrated by formal testing implemented by the teacher, school district, or state; by published findings of research-based evidence; and through proof of reason-based practice that builds on the research evidence. Each method has advantages and disadvantages, and the authors encourage teachers to become more skilled independent evaluators of educational research.

What is Scientifically Based Research? A Guide for Teachers

From policy makers to classroom teachers, educators need ways to separate misinformation from genuine knowledge and to distinguish scientific research from poorly supported claims. Teachers can strengthen their instruction and protect their students' valuable time in school by scientifically evaluating claims about teaching methods and recognizing quality research when they see it. This booklet provides a brief introduction to understanding and using scientifically based research.