Instruction Practices:
Effects of Language and Literacy Instruction
on Adult ESOL Literacy Students
LESLLA - Tilburg University
August 26, 2005
Larry Condelli
American Institutes for Research
Washington, DC USA
LESLLA Tilburg
University
Overview
• Research Studies on Effective
Instruction for Adult Literacy
Students
– Literature review on effective
instructional interventions
– Correlational “What Works” Study
(completed)
– Experimental Explicit Literacy
Impact (ongoing)
LESLLA Tilburg
University
Adult ESOL Literacy Students
• Limited literacy in any language
• Need also to learn English language
skills
• Have little or no formal schooling
(working definition: 6 years or fewer)
• May lack “print awareness”
• Have no or little phonemic awareness
• Need to build “schema” for types of
literacy
LESLLA Tilburg
University
Purpose of The Research
1. Identify types of instruction that may
be effective in improving the L2
language and literacy skills of lowliterate adults
2. Identify student characteristics related
to L2 development
3. Identify implications for practice and
further research
LESLLA Tilburg
University
Review of Research
in Adult SLA
• Focus on identifying hypotheses that
can be tested by our research
• Focus on studies in adult SLA, second
language reading and adult EFL
• Research on children included where
results also found and accepted for
adults
• Excluded studies of structural language
skills
LESLLA Tilburg
University
SLA Topics Addressed by These
Studies
• Relationship of oral communication
skills and literacy
• Connecting literacy to real-world tasks
in instruction
• Use of native language support
• Instructional focus on reading and life
skills
LESLLA Tilburg
University
SLA Research Hypotheses
• Oral Language Skills and Literacy –
literacy development may be aided when
there are oral skills first
• Literacy in Context – connection to realworld tasks and materials in instruction may
promote literacy development
• Native Language Support – Ways literacy in
L1 promotes L2 development
• Focus on Reading – Direct, systematic or
explicit teaching may promote reading and
literacy development
LESLLA Tilburg
University
Learning Theory
• U.S. National Academy of Sciences
review suggests 3 keys to effective
instruction:
– building upon prior knowledge,
– engaging in active learning within
strong conceptual frameworks, and
– promoting transfer and generalization
by applying new skills in a variety of
contexts
LESLLA Tilburg
University
Learning Trinity
Engagement
Focus
Practice
LESLLA Tilburg
University
“What Works” Study:
Research Design Overview
• “Natural” study: conducted in existing classes with no
intervention
• Two year data collection: 38 classes in 13 school sites
in seven states, 495 total students
• Students assessed three times: at intake, three
months and nine months, regardless of attendance
• Assessment battery: included standardized and
alternative reading, speaking and writing assessments
• Bi-weekly classroom observations: to collect
instructional measures
LESLLA Tilburg
University
Student Sample
• 495 students, 72% female, mean age 40
• Mean 3.1 years education, one third no
education
• Two-thirds Spanish speaking, 9% Somali, 8%
Hmong
• Over 30 other languages spoken
• Attended mean of 129 hours over 16 weeks
• Very little English language or literacy skills
LESLLA Tilburg
University
Student Writing Samples
LESLLA Tilburg
University
Measuring Instruction
• Structured classroom observation
guide
• Observer kept timed running account
• Coded for Instructional emphasis –
Proportion of time spent on literacy or
language (what was taught)
• Ratings of Instructional strategies –
Mean score based on ratings of teachers’
methods and student involvement (how it
was taught).
LESLLA Tilburg
University
Instructional Emphasis Measures
• Literacy Development – Main focus on reading
and writing development:
– Basic literacy skills emphasis (fluency, basic
reading skills, grammar, vocabulary).
– Reading comprehension emphasis (reading for
meaning, prediction strategies).
• ESOL Acquisition – Main focus on speaking,
listening, fundamentals of English:
– Oral communication emphasis (speaking and
listening practice).
LESLLA Tilburg
University
Instructional Strategy
Measures
• 20 items measuring teacher use of
strategies and student involvement on
4-point scales
• Factor analysis to identify scaling
• Mean rating across observations on
items for four factor-defined scales
LESLLA Tilburg
University
Instructional Strategies
• Varied Practice and Interaction– Teachers keep students engaged through
a variety of activities, using different
modalities and types of literacy
• Connection to the “Outside”– Teachers link what is being learned to life
outside the classroom, “real life”
LESLLA Tilburg
University
Instructional Strategies
• Use of Native Language (Spanish) –
– Teachers uses native language to clarify
assignments, explain concepts
– Students allowed to ask questions in native
language
LESLLA Tilburg
University
Assessment Approach
• Combined standardized and alternative
assessments.
• Individual administration, test instructions in
native language.
• Preference for performance-based tests.
• Multiple areas assessed: oral communication,
writing, reading.
• Interview with student.
LESLLA Tilburg
University
Assessment Battery –
Standardized Tests
Reading - Woodcock Johnson basic skills and
comprehension subscales.
Speaking – Basic English Skills Test (BEST)
oral interview.
Writing – ALAS writing test and CASAS form
completion.
LESLLA Tilburg
University
Assessment Battery –
Alternative Assessments
• Reading Demonstration-Learner rated
on reading of self-selected authentic
and environmental texts (e.g., food
labels, flyers, newspaper
advertisements, etc.)
• Literacy Practices Interview Structured interview on reading, writing
and speaking habits in everyday life
LESLLA Tilburg
University
Analytic Approach: Growth Modeling
• Latent growth modeling in an HLM
framework
• Accommodates complex data:
– Random student intra-class variation
– Hierarchical, nested, repeated measures
– Student attrition
• Three parameter model – initial status,
linear and quadratic growth over time
• Requires model of relevant variables
LESLLA Tilburg
University
Findings: Basic Reading Skills
Growth in reading basic skills (WJRBRSC)
– Use of “connection to the outside” strategy
– Younger students have higher growth
– Years of formal education (proxy for native
language literacy), but fades over time
– Initial English oral proficiency (BEST score)
LESLLA Tilburg
University
Effect of the Use of the “Connection to the Outside”
Strategy on Growth in Basic Reading Skills
Basic Reading Skills
(WJ-BRSC Score)
470
460
450
440
0
1
2
3
4
5
6
7
8
9
10
11
12
Month
Low Use
Average Use
High Use
LESLLA Tilburg
University
Findings: Reading Comprehension
Growth in reading comprehension
skills (WJR-RCC)
– Use of students’ native language in
instruction
– Rate of attendance (proportion of hours
student attends weekly by hours offered
weekly)
– Initial basic reading skills (BRSC score) –
effect emerges slowly over time (quadratic
effect)
LESLLA Tilburg
University
Effects of Attendance Rate, Basic Reading Skills and
Use of Native Language on Growth in Reading
Comprehension
Reading Comprehension
(WJ-RCC Score)
460
450
440
430
420
0
1
2
3
4
5
6
7
8
9
10
11
12
Month
Low Attendance Rate
High Attendance Rate
Low Basic Reading Skills
High Basic Reading Skills
Low Use of Native Language
High Use of Native Language
High Attendance Rate, High Basic Reading Skills, and High Use of Native Language
LESLLA Tilburg
University
Findings: Oral English Skills
Growth in Oral English Skills (BEST)
– Use of students’ native language in
instruction
– Oral Communication instructional
emphasis
– Varied practice and interaction strategy
– Higher rate of attendance
– Student age (younger students have higher
growth)
– Initial basic reading skills (BRSC score)
LESLLA Tilburg
University
Effects of Instructional Emphasis on Oral
Communication Skills and Practice Strategy on Growth
in Oral Communication Skills
Oral Communicaiton
Skills
(BEST Score)
40
30
20
10
0
1
2
3
4
5
6
7
8
9
10
11
12
Month
Low Emphasis on Oral Communication Skills
High Emphasis on Oral Communication Skills
Low Practice Strategy
High Practice Strategy
High Emphasis on Oral Communication Skills and High Practice Strategy
LESLLA Tilburg
University
Other Analyses
• Writing Ability
– No significant growth on writing
assessments
• Reading Demonstration
– Weak growth,related to emphasis on
reading comprehension and bringing in the
outside strategy
• Literacy Practices Interview
– IRT-developed scales, showed positive
change, but not statistically significant
LESLLA Tilburg
University
Summary: Instructional Findings
and Implications
• Bringing the Outside – growth in basic
reading skills
– Direct connection to students’ lives makes
instruction meaningful
• Use of Native Language – growth in
reading comprehension and oral
English skills
– Removes comprehension barriers
– Safe learning environment
– Allows critical thinking skills
LESLLA Tilburg
University
Summary: Instructional
Findings
• Varied Practice and Interaction –
growth in oral English skills
– Learn patterns from others
– Multi-modal learning
– Opportunity to practice and test individual
language hypotheses
LESLLA Tilburg
University
Summary: Student Effects (1)
• Formal Education
– More educated students had faster growth in basic
reading skills development (but faded over time)
• English Speaking Skills
– Students with high oral English skills had faster
growth in basic reading skills development
• Basic English Reading Skills
– Students with higher basic skills had faster growth
in reading comprehension and oral English skills
(emerged over time)
LESLLA Tilburg
University
Summary: Student Effects (2)
• Age
– Younger students had faster growth in
reading basic skills and English speaking
skills
• Attendance
– Students who attended a higher proportion
of scheduled time had faster growth in
reading comprehension and English
speaking skills
LESLLA Tilburg
University
Student Findings: Possible
Implications
• Formal Education
– Possible of L1 transfer
• English Speaking Skills
– A basis in oral skills in L2 may help L2
reading development
• Basic English Reading Skills
– Basic reading skills in L2 may promote L2
reading comprehension and oral skills
development
LESLLA Tilburg
University
Explicit Literacy Impact
Study
LESLLA Tilburg
University
Research Question
The new study will use random
assignment to answer the question:
What difference will explicit instruction
make in terms of L2 literacy
development and language learning for
ESOL adults with limited literacy?”
LESLLA Tilburg
University
Hypothesis
• Explicit literacy instruction creates a
conceptual framework of English
literacy within which students can
engage in active learning and apply
their growing skills in a variety of
contexts to improve their learning.
LESLLA Tilburg
University
Reading Research Support
• Reading research for native English speakers
who struggle suggests the effectiveness of
explicit instruction, within meaningful
contexts, of the following components:
– Alphabetics (phonological awareness, print
awareness, phonics)
– Word analysis and spelling
– Vocabulary
– Fluency
– Comprehension
LESLLA Tilburg
University
Research on Explicit Literacy
• Recent research in learning and
literacy development suggests the
effectiveness of an explicit
instruction for students from diverse
backgrounds
• Some research on effectiveness
for ESOL children and adolescents
• No research for adult ESOL
• “Learning Trinity” Research
LESLLA Tilburg
University
Explicit Literacy Instruction (1)
• Adds a focus on literacy development
and makes the process of learning a
language transparent (skills and
strategies)
• Exposes the code system of English
• Teaches foundational skills
(phonological awareness, orthographic
awareness, automaticity, fluency, etc.)
LESLLA Tilburg
University
Explicit Literacy Instruction (2)
•
•
•
Teaches learning strategies
deliberately
Uses multiple modes of learning and
teaching (visual, text-based, auditory)
Relies heavily on modeling and guided
practice that draw students’ attention
to key patterns or strategies and
provides immediate constructive
feedback
LESLLA Tilburg
University
Curriculum
• Specially developed curriculum focusing
on explicit teaching of language and
literacy skills
• Appropriate for low-literate adult ESOL
• One hour per day over 15 weeks (or 60
hours total)
• Replaces part of usual instruction in
intervention classes so that both
classes have the same amount of
instructional hours
LESLLA Tilburg
University
Curriculum Features
• Will includes skills, strategies and
knowledge of different kinds of texts
• Will be contextualized within materials
that reflect adults students’ interests
and needs
• Supports various student groupings
(homogeneous and heterogeneous;
small group; pairs)
LESLLA Tilburg
University
Explicit Literacy Impact Study
• Evaluates impact of explicit literacy
instruction on low literate adult ESOL
students
• Random assignment design (explicit
component vs. “normal” instruction)
• Total of 1,800 students in 10 adult
ESOL programs (90 in each group per
program)
• One year data collection, 2006-07
LESLLA Tilburg
University
Study Design
• Each adult ESOL program to include in
study:
– Two intervention classes and two “normal”
classes, meeting at same times and
locations
– To offer about 120 hours of instruction over
15 weeks
– Intervention class to teach about half time
on explicit literacy
– Each class to be conducted twice over the
year
LESLLA Tilburg
University
Teachers in the Study
• 4 teachers per ESOL program,
randomly assigned (2 per condition)
• Initial week long teacher training on
curriculum
• Site-based ongoing training as needed
• Frequent classroom observation to
monitor curriculum fidelity
LESLLA Tilburg
University
Student Outcome Measures
• Pre-test on native language literacy
• Post-intervention assessment of English
reading, writing, speaking/listening
• Student interview on literacy practices
• Optional one year follow-up assessment
• Assessments conducted individually in
students’ native languages
LESLLA Tilburg
University
Study Products and Outcomes
• Fully developed and evaluated
curriculum, with materials, assessment,
professional development
• Data on effective instruction
• Descriptive data on students and
programs
• Raised visibility of adult ESOL issues
around instruction, assessment,
professional development
LESLLA Tilburg
University