Efficacy of Learning Strategies Instruction in Adult Education

Abstract

Results from randomized controlled trials of learning strategies instruction with 375 adult basic education participants are reported. Reading outcomes from whole group strategic instruction in 1 of 4 learning strategies were compared to outcomes of reading instruction delivered in the context of typical adult education units on social studies, history, and science. Both experimental and control conditions experienced high attrition and low attendance, resulting in only 105 control and 100 experimental participants’ data in outcome analyses for the trials of the 4 learning strategies. Reading outcomes for these completers were not significantly different between experimental and control conditions, and each group achieved minimal gains. We discuss possible reasons for the nonsignificant effect from the intervention, including insufficient instructional dosage.

Keywords:

• Adult literacy
• strategic instruction
• learning strategies

ACKNOWLEDGMENTS

This article reports findings from a study funded by the National Institute of Child Health and Human Development, National Institute for Literacy, and the U.S. Department of Education Office of Vocational and Adult Education (Award # HD 43775).