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2. Systems Change in Support of Early-Grade Reading

Author

Comings, John P.

Abstract

United Nations (UN) Sustainable Development Goal (SDG) Target 4.6 calls for all youth and a substantial proportion of adults to be able to read. Progress toward achieving this goal began after the World Conference on Education for All in 1990. Two decades after the conference, national governments, international donor agencies, and local and international nongovernmental organizations had built schools, trained teachers, and distributed textbooks. Though that work continues, the focus has turned to ensuring that "all children" learn to read. Achieving Target 4.6 requires reform of national education systems built up over the last three decades. This article reviews the literature that informs efforts to change education systems in ways that support early-grade reading. Now is the time to focus on reforming and strengthening the education systems that will achieve Target 4.6.

Published
2022
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3. A Case Study of Innovations That Address Constraints on the Effectiveness of Early-Grade Reading Achievement

Author

Comings, John P.

Abstract

The United States Agency for International Development, World Vision, and the Australian government established All Children Reading: A Grand Challenge for Development (ACR GCD) to address problems that prevent children from gaining foundational reading skills. ACR GCD mobilizes the private sector, academia, and nongovernmental organizations in problem-solving dialogues that support the development, testing, and promotion of new solutions to these problems. It also advances EdTech innovation and research to improve reading outcomes for marginalized children in low-resource contexts to effectively build bridges over system constraints in ways that lower the risk of pilot-testing and eventual large-scale replication. This case study describes some of ACR GCD's funded innovations and its nontraditional approach to employing grant competitions (in which innovators propose solutions to broadly described problems) and prizes (in which innovators develop solutions to specifically identified problems). For innovations that have been evaluated, this article summarizes the findings on their impact on learning.

Published
2022
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4. Adult Literacy Research: Opportunities and Challenges. NCSALL Occasional Paper

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John, Soricone, Lisa, Comings, John, Soricone, Lisa, and National Center for the Study of Adult Learning and Literacy, Boston, MA.

Abstract

This monograph looks first at opportunities provided by research in the adult literacy field and then identifies challenges to scientific research and suggests ways to address these challenges so that better evidence can be generated in the future. It has two goals that support the building of a stronger research base for the adult literacy field. The first goal is to interest researchers in pursuing rigorous scientific research in this field. Despite the many challenges to research, this field offers researchers some opportunities to have a positive impact on education, increase the research base, and advance their careers. The second goal is to identify these challenges and approaches to overcoming them so that future research could design more successful studies. Addressing these challenges to research is a critical step toward building a larger and stronger foundation of evidence to support practitioner decisions. The target group for this monograph includes present and prospective researchers but also policymakers and administrators who seek a better understanding of research in this field. Appended are: (1) List of Advisors; (2) List of Peer Reviewers; and (3) List of Government Officials. (Contains 7 footnotes.)

Published
2007

5. How Do You Teach Content in Adult Education? An Annotated Bibliography. NCSALL Occasional Paper

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Zachry, Elizabeth M., and Comings, John P.

Abstract

Adding to the resources for evidence-based practices, this occasional paper provides sources of research and professional wisdom that are useful to the design of evidence-based instruction. This annotated bibliography is divided into seven subsections that focus on reading, writing, math and numeracy, English as a second language, GED, adult learning theory, and technology. Each section presents adult education sources and then additional resources based on K-12 research, instruction, and professional development resources. (Contains 3 footnotes.)

Published
2006

6. An Evidence-based Adult Education Program Model Appropriate for Research. NCSALL Occasional Paper

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John P., Soricone, Lisa, and Santos, Maricel

Abstract

This monograph describes program models as having a program quality support component and three chronological program components: entrance into a program, participation in a program, and re-engagement in learning. The four components that make up a program model are defined by principles. A principle describes a guiding assumption about how to design the program quality support component and three program components in ways that are sufficient for research. These principles are derived from empirical evidence and professional wisdom, and defined through a process that balances the advice from empirical evidence and professional wisdom with the constraints inherent in the field of adult education. This paper proposes a set of principles that describe programs in which researchers can conduct studies that compare different approaches to instructional and support services. Though this program model is based on the best available professional wisdom and empirical evidence, it is untested. This model should be tested to assess its impact on participation--in terms of gains in skills and knowledge--in programs that conform to it. Once the model has been tested, further research could evaluate the relative merits of different approaches to instruction and support, or evaluate different definitions of each principle. (Contains 2 tables.)

Published
2006

7. An Evaluation of the NCSALL Publication 'Focus on Basics.' NCSALL Reports Number 27

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Garner, Barb, Boscolo, Marco, and Comings, John

Abstract

The goal of the National Center for the Study of Adult Learning and Literacy (NCSALL) is to conduct high-quality, relevant research that contributes to the improvement of the quality of education provided by adult basic educators. NCSALL has a commitment not only to conducting research but also both to ensuring that is it shared with practitioners in formats that are accessible to them and to supporting them in putting research findings to use. To accomplish this, the publication Focus on Basics was created. NCSALL undertook an evaluation of the impact of its publication Focus on Basics upon its readers. At the time of the survey, 28 issues had been published, the first in February, 1997. A total of 292 readers responded to a Web-based survey asking why adult basic education practitioners read Focus on Basics, how it influences them, and what impact it has on their practice. (Contains 7 tables.) Appended are: (A) Professional Development Providers; (B) Focus on Basics Survey; and (C) Correlations.

Published
2006

8. 'One Day I Will Make It'. A Study of Adult Student Persistence in Library Literacy Programs. NCSALL Research Brief

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Porter, Kristin E., Cuban, Sondra, and Comings, John P.

Abstract

Whether in the context of work, parenting, or civic responsibility, strong literacy and communication skills are more essential than ever to realizing one's full potential in America. Many people who did not acquire these skills while growing up look to adult education programs for instruction in literacy, English language fluency, or other types of basic skills. Research shows, however, that adult students often do not participate in such programs long enough to reap substantial learning gains. Many quickly drop out or attend education activities only sporadically, making little learning progress. Research suggests that students in adult literacy programs participate an average of 70 hours in a 12-month period; yet 100 to 150 hours of participation are required to improve literacy by one grade level. In recent years, concerns about low levels of persistence in adult education have become a major policy and program issue as federal funding has been made increasingly contingent on programs' abilities to demonstrate improvements in their students' achievement.

Published
2005

9. 'One Day I Will Make It': A Study of Adult Student Persistence in Library Literacy Programs

Author

Manpower Demonstration Research Corp., New York, NY., Porter, Kristin E., Cuban, Sondra, and Comings, John P.

Abstract

Although research indicates that adults with low literacy skills need 100 to 150 hours of instruction to advance one grade level, adults in literacy programs participate in instruction for an average of only 70 hours per year. The Wallace Foundation launched the Literacy in Libraries Across America (LILAA) initiative in 1996 to help library-based literacy programs nationwide increase the persistence of their adult learners, and it contracted with MDRC and the National Center for the Study of Adult Learning and Literacy (NCSALL) at Harvard University in 1999 to study the initiative. The participating libraries were granted resources to develop and implement persistence strategies that included improved instruction, more varied and more extensive social supports, and technology upgrades. This is the fourth and final report from the persistence study, which examined the implementation and effects of these strategies in nine library literacy programs over four years and whether student participation changed over time. It was found that throughout the study period, students' average participation in program activities fell well short of the level required to improve their literacy skills. For all demographic groups in the study, the duration and intensity of participation did not change substantially over time. Standardized tests showed modest increases in achievement. No relationship was found between students' number of hours of participation and their achievement gains. The following are appended: (1) The Five Libraries Participating in the LILAA Persistence Study; (2) Samples Used in the LILAA Evaluation; (3) The Achievement Study Component of the LILAA Persistence Study; and (4) Measuring Student Persistence: Definitions and Limitations. (Contains 11 tables and 4 figures.) [Document is part of the LILAA initiative, supported by The Wallace Foundation and, with the support also of the U.S. Department of Education's Office of Educational Research and Improvement. Report written with Valerie Chase. Dissemination of MDRC publications is also supported by Starr Foundation.]

Published
2005

10. Establishing an Evidence-Based Adult Education System. NCSALL Occasional Paper.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John P., Beder, Hal, Bingman, Beth, Reder, Stephen, and Smith, Cristine

Abstract

To benefit from the support of public and private sector leaders and to ensure that all students receive effective services, the adult education system must identify program models that have empirical evidence to support claims of effectiveness. The U.S. Department of Education's Institute of Education Sciences defines evidence-based education as "the integration of professional wisdom with the best available empirical evidence in making decisions about how to deliver instruction." An evidence-based adult education system would have the following components: (1) basic and applied research; (2) program model evaluation; and (3) practitioner knowledge. These three components would work together in a cycle that continually improves program models. The main steps in establishing an evidence-based adult education system are as follows: (1) define groups of students to focus on in the initial baseline program evaluations; (2) for each group of students, identify specific achievement outcomes and tools for measuring them; (3) choose a few groups to begin with first; (4) support a team to develop the baseline program models for each group; (5) engage research methodology experts to design an evaluation of the baseline program models; and (6) publish a detailed description of the baseline program models and the program model evaluation methodology. (Contains 28 references.) (MN)

Published
2003

11. 'As Long As It Takes': Responding to the Challenges of Adult Student Persistence in Library Literacy Programs.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Manpower Demonstration Research Corp., New York, NY., Comings, John, Cuban, Sondra, Bos, Johannes M., and Porter, Kristin E.

Abstract

Since the Literacy in Libraries Across America (LILAA) initiative began in 1996, participation in the program's services had fallen short of the amount that research indicates is needed to improve literacy levels substantially. Efforts to improve student persistence and implement service enhancements were therefore initiated in 2000. A study of students' persistence in 5 of LILAA's 15 participating library literacy programs was undertaken around the same time. Key findings and conclusions of the persistence study were as follows: (1) support services (child care, transportation) proved the most difficult for the library literacy programs to implement; (2) students expressed two types of learning goals--specific "instrumental" goals that must be reached to realize longer-term aspirations and broader "transformational" goals that entail major life changes and libraries must acknowledge both types of student goals and build on them to motivate long-term participation; (3) students benefit from having several different type of sponsors/mentors (personal, intermediate, official); and (4) library literacy programs must preserve their caring, respectful, and personalized atmosphere while simultaneously emphasizing more intensive participation. (Twenty-two tables/figures are included. The following items are appended: descriptions of five libraries studied and the study samples; a discussion of issues related to capturing student persistence using attendance record data; and an overview of the persistence study's achievement study component. The bibliography lists 14 references.) (MN)

Published
2003

12. Annual Review of Adult Learning and Literacy. Volume 3. The Jossey-Bass Higher and Adult Education Series.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, Smith, Cristine, and National Center for the Study of Adult Learning and Literacy, Boston, MA.

Abstract

This review contains current information on research, policy, and practice in adult literacy and learning for individuals and organizations focused on adult basic education (ABE), adult English for speakers of other languages (ESOL), and adult secondary education (ASE) programs. "The Year 2000 In Review" (Lennox L. McLendon) describes the effects on ABE of the first full year of funding for the Workforce Investment Act and the publication of "From the Margins to the Mainstream". "The Rise of the Adult Education and Literacy System in the United States: 1600-2000" (Thomas G. Sticht) describes the federal government's involvement in adult literacy from Colonial America to the present. "Adults with Learning Disabilities: A Review of the Literature" (Mary Ann Corley, Juliana M. Taymans) assesses current practices and makes suggestions to improve services. "Literacy Assessment in Adult Basic Education" (John Kruidenier) describes why and how ABE programs assess literacy and suggests how the process might be improved. "The Inclusion of Numeracy in Adult Basic Education" (Dave Tout, Mary Jane Schmitt) describes trends, best practices, and research in adult and K-12 numeracy education in the United States and several other countries. "Professionalization and Certification for Teachers in Adult Basic Education" (John P. Sabatini, Lynda Ginsburg, Mary Russell) provides case studies of ABE teacher certification and recommends further research in the area. "Current Areas of Interest in Family Literacy" (Vivian L. Gadsden) focuses on up-to-date issues such as parent-child literacy, emergent literacy, and means of assessment and evaluation. "Resources on Family Literacy" (Vivian L. Gadsden) is an annotated bibliography. Chapters include substantial references and 11 tables/ figures. (MO) [Full text of individual chapters are available in ERIC, ED508719-ED508725, under auspices of the copublisher, Office of Educational Research and Improvement.]

Published
2002

13. Building a Level Playing Field: The Need To Expand and Improve the National and State Adult Education and Literacy Systems. NCSALL Occasional Paper.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John, Reder, Stephen, and Sum, Andrew

Abstract

In the new economy, Americans need a strong foundation of basic skills and education to succeed in their adult roles as workers, family members, and citizens. Analysts estimate over 20 percent of Americans lack the foundation of basic skills and education they need. One way to understand how basic skills lead to success in the 21st century is to look at the demand for them in work, family, and community settings. In work, the need to apply basic skills to changing situations requires a higher level of fluency, speed, and accuracy. Changes in family life require adults to use their literacy and math skills to acquire information and build a base of knowledge for decisions about health care, finances, and retirement. In the community, Americans need strong basic skills to exercise their rights and participate fully as citizens. Services are provided to adults through basic skills, family literacy, English as a second language (ESL) and general educational development (GED) programs coordinated under the Workforce Investment Act. Three priorities to expand and improve services are to increase resources, increase access, and improve instruction. A publication that summarizes discussions that took place at the 2000 National Literacy Summit, "From the Margins to the Mainstream," could provide a blueprint for the federal government for investing in the adult education and literacy system. (Contains 27 references.) (YLB)

Published
2001

14. 'I Did It for Myself': Studying Efforts To Increase Adult Student Persistence in Library Literacy Programs.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Manpower Demonstration Research Corp., New York, NY., Comings, John P., Cuban, Sondra, and Bos, Johannes M.

Abstract

This report describes the design of the Literacy in Libraries Across America (LILAA) persistence study, the strategies that participating libraries are using to increase student persistence, and emerging implementation issues. It describes existing patterns in student persistence, identifies factors that support or inhibit persistence, and begins to explore the relationship between program strategies and persistence. Chapter 1, an introduction, is followed by Chapter 2 that discusses the context for the persistence study. It reviews relevant literature and discusses the history of library literacy programs. Chapter 3 presents the research design. Chapter 4 provides early findings from the initial qualitative research that suggest three categories of themes and their related strategies that are particularly important in explaining student persistence: programmatic (integrating the program into the library; respecting and caring for adult students; reflecting the core principles of libraries), instructional (curricula; assessment; technology; volunteer tutors), and student-based (disabilities; cultural and personal identity; sponsors; personal goals). Chapter 5 contains the case studies of the five library literacy programs in the persistence study, which are New York, Greensboro, Redwood City, and Queens Borough, and Oakland Public Libraries. Chapter 6 concludes the report by summarizing the importance of studying persistence and the opportunities and challenges. The Appendix describes briefly 10 other library literacy programs that are part of the LILAA initiative but are not included in the persistence study. (YLB)

Published
2001

15. New Skills for a New Economy: Adult Education's Key Role in Sustaining Economic Growth and Expanding Opportunity.

Author

Massachusetts Inst. for a New Commonwealth, Boston., Comings, John, Sum, Andrew, Uvin, Johan, Comings, John, Sum, Andrew, Uvin, Johan, and Massachusetts Inst. for a New Commonwealth, Boston.

Abstract

The role of adult education in sustaining economic growth and expanding opportunity in Massachusetts was explored. The analysis focused on the new basic skills needed for a new economy, groups lacking the new basic skills, the demand for adult basic education (ABE), funding for ABE, building basic skills through adult education, ABE's costs and benefits, and moving toward an integrated job training and ABE system. The following major challenges to building workers' skills were identified: (1) a language challenge; (2) an education credential challenge; and (3) a new literacy challenge. The following were among the recommendations offered for overcoming these challenges: (1) expand weekend classes; (2) track students' outcomes in the labor market after they leave the classroom; (3) expand developmental education through community college-employer partnerships; (4) expand community college developmental education; (5) create tax incentives for the private sector; (6) provide more job training for workers with the most limited skills; (7) refer workers with weak skills to ABE systems and one-stop career centers; (8) and direct ABE students toward other education and training opportunities. The following items are appended: background information on the ABE system; the education and literacy needs of Massachusetts' elderly and young adult populations; and supplemental tables. (Contains 80 tables.) (MN)

Published
2000

16. So I Made up My Mind: Introducing a Study of Adult Learner Persistence in Library Literacy Programs.

Author

DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY., Lila Wallace/Reader's Digest Fund, Pleasantville, NY., Manpower Demonstration Research Corp., New York, NY., Comings, John T., and Cuban, Sondra

Abstract

This publication is the first of several planned reports for the Literacy in Libraries across America (LILAA) initiative, a four-year study that will explore the efforts of five leading public library-based literacy programs to improve learner persistence through a variety of programmatic, operational, and support service strategies. The five libraries participating in the study are: New York Public Library; Greensboro Public Library (North Carolina); Redwood City Public Library (California); Queens Borough Public Library (New York); and Oakland Public Library (California). An overview of the current status of library literacy programs is presented, and the following program strategies that the libraries employ to increase adult learner persistence are summarized: child care; transportation; new curriculum; expanded hours of operation; teacher and tutor training; new instructional approaches; new intake process and student orientation. Programs in each of the participating libraries are then described. (MES)

Published
2000

17. Persistence among Adult Basic Education Students in Pre-GED Classes.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John P., Parrella, Andrea, and Soricone, Lisa

Abstract

The first phase of a persistence study used research as a tool to develop advice for practitioners on how to help adults persist in their studies. The study team defined persistence as adults who stay in programs for as long as they can, engage in self-directed study when they must drop out of their programs, and return to programs as soon as the demands of their lives allow. The team read previous studies and related literature, talked with practitioners about how they have tried to help adult students persist longer in their studies, and interviewed 150 pre-General Educational Development program students in New England to gain their insights into the supports and barriers to persistence. The only significant findings were that immigrants, those over the age of 30, and parents of teenage or grown children were more likely to persist. The following aspects of educational experience were associated with persistence: (1) adults who had been involved in previous efforts at basic skills education, self-study, or vocational skill training; and (2) adults who mentioned a specific goal. Analysis identified the following four supports to persistence: management of positive and negative forces that help and hinder persistence; self efficacy; establishment of a goal by the student; and progress towards reaching a goal. Interventions within constraints of existing programs fell into four categories: intake, orientation, instruction, and program activities. (Contain 65 references and survey forms.) (YLB)

Published
1999

18. The Next Step for Literacy

Author

Comings, John P.

Abstract

The world community committed to support universal access to basic education in 1990. Since then, schools have been built and teachers hired and trained. Twenty years later, many more students were in primary school, but learning assessments showed that most were not learning how to read well enough to use reading to learn. The world community turned its attention to improving instruction. As instruction improved, more students could decode words and read with improved speed and accuracy. However, reading comprehension was still low. Now is the time for the world community to come together and make a commitment that all students will learn to read with sufficient comprehension to use reading to learn.

Published
2017
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19. Two Reading Assessments for Youth in Alternative Basic Skills and Livelihood Skills Training Programs

Author

Comings, John P., Strucker, John, and Bell, Brenda

Abstract

This article describes two assessment tools that have been used to assess the reading skills of youth participating in alternative basic skills and livelihood skills training programs. The Rapid Assessment of Reading Skills (RARS) was developed to identify potential participants who needed to improve their reading skills before beginning training and to assign them to the proper level of basic reading instruction. The Out-of-School Literacy Assessment incorporates RARS into a more complex impact evaluation tool. Both assessment tools can also be used to inform program design, define benchmarks, and assess impact.

Published
2017
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20. Exploring What Is: An Examination of Mathematics Instruction in Adult Basic Education Learning Environments.

Author

Mullinix, Bonnie B. and Comings, John

Abstract

While special care is needed to adapt approaches and strategies to the instructional requirements of adult populations, the innovative learning experiences inspired by the NCTM Curriculum and Evaluation Standards for School Mathematics are examples of good pedagogy that integrate nicely into an androgogical learning environment. This paper presents an overview of a study designed to identify and examine key factors that influence Adult Basic Education (ABE) mathematics instruction in Massachusetts and to develop a detailed picture of the adult basic mathematics learning environment. Example profiles of adult mathematics learners and instructors, along with glimpses into ABE and ideal mathematics classrooms, are given. Tables comparing reality with NCTM and ABE standards, recommendations for mathematics instruction, and the Research into Adult Basic Education Mathematics Project generalized research framework are included. (MKR)

Published
1994

21. Exploring What Counts: Research into Adult Basic Education Mathematics (RABEM).

Author

Comings, John and Mullinix, Bonnie

Abstract

A study sought to identify and examine key factors that influence adult basic education (ABE) mathematics instruction in Massachusetts and to develop a detailed picture of the adult basic math learning environment. Phase I involved a survey by questionnaire directed at the entire Massachusetts population of instructors and program directors involved in ABE math instruction. Responses were received from 141 teachers and 78 administrators. Phases II and III used a combination of in-depth interviews with 15 instructors and 13 learners and 2 sets of classroom observations to assess current teaching practices, skills, and attitudes toward mathematics among teachers of mathematics based in a variety of ABE programs. Although over 61 percent of instructors used questioning several times a session, only 20 percent found this to be one of their most important methods; 28 percent felt that repeated practice and worksheets were most effective; and 22 percent identified group problem solving and cooperative learning as the most effective. Most programs used the Test of Adult Basic Education to record levels and occasionally place learners in class, but few instructors relied on it to diagnose needs or assess learner progress. Roughly three-fourths of instructors had only basic high school math, 11 percent had teacher certification, and 11 percent held a masters in education. Many math classes were taught based on curriculum developed by instructors (41 percent), groups or instructors (21 percent), or programs (18 percent). (The research framework is appended.) (YLB)

Published
1993

22. Bangladesh: Feasibility Study for Non-Formal Education Project.

Author

World Education, Inc., Boston, MA. and Comings, John P.

Abstract

Bangladesh is currently suffering from a number of debilitating weaknesses in its education system. Seventy percent of all children are enrolled in primary school, but 75% of these children do not reach grade five. Futhermore, with absentee rates of 50% for both students and teachers, it is estimated that 35% of children who attend school are receiving no education, and 35% more are receiving less than 500 hours of instruction. The government of Bangladesh, the World Bank, NGO's and other donors, are working to address the access, quality, equity, and efficiency problems that plague the primary school system, but the needs of the over 34,000,000 illiterate people between the ages of 11 and 35 must be addressed. To this the government has proposed a set of five target programs for different groups. For instance, the program for 7-10 year olds would provide a two- to three-year course that would focus on basic education. These plans cannot be implemented without the help of outside groups offering funding and recommendations. (NK)

Published
1991

23. An Evidence-Based Model for Early-Grade Reading Programmes

Author

Comings, John P.

Abstract

This article proposes a model for design of early-grade reading programmes that is based on research and the implementation of research findings. The model has three components: (1) schools should provide instruction in a language their students speak and understand; (2) teachers should employ instruction that is consistent with the current evidence-based theory of how children acquire and improve reading skills; and (3) students should spend sufficient time on task in direct instruction and reading practice to make meaningful progress. For each component, the article describes the ways in which reading programmes are trying to implement that concept and the evidence that supports those approaches. The article concludes with ways this programme model could inform policy and be improved by further research.

Published
2015
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24. Connecting Research, Policy, and Practice. Review of Adult Learning and Literacy, Volume 7

Author

Lawrence Erlbaum Associates, Comings, John, Garner, Barbara, Smith, Christine, Comings, John, Garner, Barbara, Smith, Christine, and Lawrence Erlbaum Associates

Abstract

"Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 7" is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each Review opens with an overview of significant recent developments in the field of adult literacy followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field, and concludes with a Resources section. The following chapters are included: (1) The Years 2004 and 2005 in Review (Noreen Lopez); (2) Persistence: Helping Adult Education Students Reach Their Goals (John Comings); (3) Achieving Adult Education Program Quality: A Review of Systematic Approaches to Program Improvement (Mary Ziegler and Mary Beth Bingman); (4) Assistive Technology and Adult Literacy: Access and Benefits (Heidi Silver-Pacuilla); (5) Individualized Group Instruction: A Reality of Adult Basic Education (Perrine Robinson-Geller); (6) Health Literacy: An Update of Medical and Public Health Literature (Rima E. Rudd, with Jennie Epstein Anderson, Sarah Oppenheimer and Charlotte Nath); (7) Research on Professional Development and Teacher Change: Implications for Adult Basic Education (Cristine Smith and Marilyn Gillespie); (8) Opportunities, Transitions, and Risks: Perspectives on Adult Literacy and Numeracy Development in Australia (Rosie Wickert, Jean Searle, Beth Marr, and Betty Johnston); (9) Adult Basic Education in South Africa (Veronica McKay); and (10) Annotated Bibliography on Workplace Education (Connie Nelson). (Individual chapters contain tables, footnotes, figures, appendices, and references.) [For "Review of Adult Learning and Literacy, Volume 6," see ED493806.]

Published
2007

25. America Needs a New National Research and Development Center Focused on Adult Learning

Author

Comings, John

Abstract

Since 1991, the U.S. has had a national research and development (R&D) center focused on programs that help adults to improve their language, literacy, and numeracy skills; to acquire a General Educational Development (GED) or other high school certification; and to transition into postsecondary education or training. For the first five years, that R&D center was the National Center for Adult Literacy (NCAL), and over the last 11 years, it has been the National Center for the Study of Adult Learning and Literacy (NCSALL). Unfortunately, the U.S. Department of Education (DOE) will end NCSALL's funding in July and has not yet shown an interest in funding a new center to replace it. This essay presents the author's opinion on why DOE should fund a new national R&D center, and what that center would do. The essay draws on five monographs that provide the evidence behind his opinions and that give credit to the many people who informed those opinions. For readers interested in exploring this topic further, the author has included the titles and URLs for those monographs at the end of this essay. (Contains 1 footnote.)

Published
2007

26. Review of Adult Learning and Literacy, Volume 6. Connecting Research, Policy and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

Author

Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, and Smith, Cristine

Abstract

"Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 6," is the newest volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each "Review" opens with an overview of significant recent developments in the field of adult literacy during the previous year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. "Volume 6" includes chapters on: (1) Demographic change and low-literacy Americans; (2) The role of vocabulary in Adult Basic Education; (3) Implications of research on spelling for Adult Basic Education; (4) Issues in teaching speaking skills to adult ESOL learners; (5) The preparation and stability of the Adult Basic Education teaching workforce; (5) The adult literacy system in Ireland; and (6) Broad-based organizing as a vehicle for promoting adult literacy. The "Review of Adult Learning and Literacy" serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners. Following a foreword and a preface (J. Oxenahm), this book is divided into nine chapters: (1) The Year 2003 in Review (Noreen Lopez); (2) Demographic Change and Low Literacy (Brad Edmondson); (3) The Role of Vocabulary Instructing in Adult Basic Education (Mary E. Curtis); (4) Research in Spelling: Implications for Adult Basic Education (Diane J. Sawyer and M. Tara Joyce); (5) Issue in Teaching Speaking Skills to Adult ESOL Learners (Kathleen M. Bailey); (6) The Preparation and Stability of the ABE Teaching Workforce: Current Conditions and Future Prospects (M. Cecil Smith); (7) Overview of the Adult Literacy System in Ireland and Current Issues in Its Implementation (Inez Bailey); (8) Beyond Single Interests: Broad Based Organizing as a Vehicle for Promoting Adult Literacy (M. A. Cowan); and (9) Resources on Community Organizing (M. A. Cowan). [For "Review of Adult Learning and Literacy, Volume 5," see ED493805.]

Published
2006

27. Review of Adult Learning and Literacy, Volume 5. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

Author

Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, and Smith, Cristine

Abstract

"The Review of Adult Learning and Literacy: Connecting Research, Policy, and Practice, Volume 5" is a volume in a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. Each "Review" opens with an overview of significant recent developments in the field of adult literacy during the year, followed by a set of chapters presenting in-depth reviews of research and best practices on topics of high interest to the field. "Volume 5" includes chapters on: (1) The increasing emphasis on scientifically based research and evidence-based practice in education, their use in adult literacy, and the perception of their usefulness by those who work in the field; (2) Recent research on the impact of acquiring a General Educational Development (GED) credential; (3) The adult literacy system in the state of Massachusetts, focusing on the factors that led to investing and restructuring in the system, and the lessons learned that may be helpful to other states interested in building strong systems of educational service delivery for adult learners; (4) A history and review of volunteerism in adult literacy; (5) The history and structure of the adult literacy system in New Zealand, including policy recommendations for the current system to more effectively serve all adult learners; and (6) A review of theories and key resources related to metacognitive skills in reading. "The Review of Adult Learning and Literacy" serves as the journal of record for the field and is an essential resource for all stakeholders who need to know what research can reveal about how best to serve adult learners. Following a foreword and preface by M. Reddy, the contents of this book include: (1) The Year 2002 in Review (T. G. Sticht); (2) Adult Literacy Policy, Scientifically Based Research, and Evidence-Based Practice (L. Mikulecky); (3) The General Educational Development (GED) Credential: History, Current Research, and Directions for Policy and Practice (J. H. Tyler); (4) Massachusetts: A Case Study of Improvement and Growth of Adult Education Services (J. Comings and L. Soricone); (5) Volunteers in Adult Literacy Education (J. A. Sandlin and R. St. Clair); (6) Adult Literacy in New Zealand (A. J. Cain and J. Benseman); (7) Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy (J. G. Cromley); and (8) Resources on Metacognition, Cognitive Strategy Instruction, and Reading in Adult Literacy (J. G. Cromley). [For "Review of Adult Learning and Literacy, Volume 4," see ED493804.]

Published
2005

28. Review of Adult Learning and Literacy, Volume 4. Connecting Research, Policy, and Practice: A Project of the National Center for the Study of Adult Learning and Literacy

Author

Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, and Smith, Cristine

Abstract

"The Review of Adult Learning and Literacy: Connecting Research Policy, and Practice, Volume 4" is an addition to a series of annual publications of the National Center for the Study of Adult Learning and Literacy (NCSALL) that address major issues, the latest research, and the best practices in the field of adult literacy and learning. "Volume 4" opens with an overview of significant recent developments in the field. Subsequent chapters cover a wide range of topics critical to the success of adult education and literacy services in the United States: (1) Issues of race, class, gender, and sexual orientation; (2) The role of workplace education in building adults' basic skills; (3) The role of new learning technologies in adult education and literacy; (4) Adult developmental theories and their implications for the teaching of adult basic education and English for speakers of other languages; and (5) Traditional and contemporary adult learning theories, including an annotated bibliography of key resources. After a foreword and preface by Dolores Perin, this book contains six chapters: (1) The Year 2001 in Review (T. G. Sticht); (2) Race, Class, Gender, and Sexual Orientation in Adult Literacy: Power, Pedagogy, and Programs (D. D'Amico); (3) Why Do Companies Provide Workplace Education Programs? (A. Levenson); (4) Implications of New Learning Technologies for Adult Literacy and Learning (R. Stites); (5) Applying Constructive-Developmental Theories of Adult Development to ABE and ESOL Practices (D. Helsing, E. Drago-Severson, and R. Kegan); and (6) The Changing Landscape of Adult Learning Theory (S. Merriam). The book also includes an appendix, Resources on Adult Learning Theory (S. Merriam). [For "Annual Review of Adult Learning and Literacy, Volume 3," see ED478329.]

Published
2004

29. How Literacy Research Can Help Correctional Educators.

Author

Comings, John

Abstract

Gives examples of how research can inform practice in correctional education by building theory and providing evidence of impact. Describes information sources: National Center for the Study of Adult Learning and Literacy, National Institute for Literacy, ERIC Clearinghouse on Adult, Career, and Vocational Education, and National Center for English as a Second Language Literacy Education. (SK)

Published
2001

30. Annual Review of Adult Learning and Literacy. Volume 2. The Jossey-Bass Higher and Adult Education Series.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, Smith, Cristine, and National Center for the Study of Adult Learning and Literacy, Boston, MA.

Abstract

This document contains eight papers on adult learning and literacy research and practice. "The Year 1999 in Review" (Dave Speights) presents an overview of adult learning and literacy research funding, policy, and activities in 1999. "Making Sense of Critical Pedagogy in Adult Literacy Education" (Sophie C. Degener) details a critical pedagogy framework for adult education programs. "Research in Writing: Implications for Adult Literacy Education" (Marilyn K. Gillespie) discusses the teaching of writing as an integral and essential part of adult literacy education. "Time to Reframe Politics and Practices in Correctional Education" (Stefan LoBuglio) reviews policy, practice, and research related to correctional education and offers recommendations for improving them. "Building Professional Development Systems in Adult Basic Education: Lessons from the Field" (Alisa Belzer, Cassandra Drennon, Cristine Smith) examines five professional development systems in five states and considers their implications for improving the professional development of adult educators. "Adult Learning and Literacy in Canada" (Linda Shohet) explores the past, present, and future of adult literacy education in Canada. "Organizational Development and Its Implications for Adult Basic Education Programs" (Marcia Drew Hohn) traces the evolution of organizational development and experience with total quality management. "Resources on Organizational Development" (Marcia Drew Hohn) presents an annotated bibliography of 29 resources for adult literacy educators. (Most papers contain references.) (MN) [Full text of individual chapters are available in ERIC, ED508712-ED508718, under auspices of the copublisher, Office of Educational Research and Improvement.]

Published
2001

31. Annual Review of Adult Learning and Literacy. Volume 1. The Jossey-Bass Higher and Adult Education Series.

Author

National Center for the Study of Adult Learning and Literacy, Boston, MA., Comings, John, Garner, Barbara, Smith, Cristine, Comings, John, Garner, Barbara, Smith, Cristine, and National Center for the Study of Adult Learning and Literacy, Boston, MA.

Abstract

This book contains eight papers on adult learning and literacy. "The Year 1998 in Review" (Fran Tracy-Mumford) examines educational legislation and policy and developments in adult education program development, program accountability, strategic alliances and partnerships, and instructional methodologies and technologies. "Lessons from 'Preventing Reading Difficulties in Young Children for Adult Learning and Literacy'" (Catherine E. Snow, John Strucker) examines recent findings of research on reading development. The pros and cons of admitting high school dropouts to adult literacy programs are weighed in "Youth in Adult Literacy Education Programs" (Elisabeth Hayes). "Adult Literacy and Postsecondary Education Students: Overlapping Populations and Learning Trajectories" (Stephen Reder) examines provision of literacy education in light of increasing economic demands for postsecondary credentials. The literacy levels required to read medical literature and informed consent documents are discussed in "Health and Literacy: A Review of Medical and Public Health Literature" (Rima E. Rudd, Barbara A. Moeykens, Tayla C. Colton). Assessment of outcomes and learner outcomes in English for speakers of other languages (ESOL) programs is explored in "Perspectives on Assessment in Adult ESOL Instruction" (Carol H. Van Duzer, Robert Berdan). "Adult Learning and Literacy in the United Kingdom" (Mary Hamilton, Juliet Merrifield) describes the United Kingdom's adult literacy system. The growing use of computers in literacy education is the subject of "Using Electronic Technology in Adult Literacy Education" (David J. Rosen). "Resources on the Use of Electronic Technology in Adult Literacy Education" (Jeff Carter, Lou Wollrab) is an annotated bibliography of 26 publications and Web sites devoted to adult literacy. Thirty tables/figures/exhibits are included. All papers contain substantial bibliographies. (MN) [Full text of individual chapters are available in ERIC, ED508703-ED508711, under auspices of the copublisher, Office of Educational Research and Improvement.]

Published
2000

32. The Participatory Process: Producing Photo-Literature.

Author

Cain, B. J. and Comings, John P.

Abstract

On the assumption that client-centered participatory education is pedagogically superior to other methods designed for adults of low reading ability, this manual outlines classroom-tested techniques for developing "fotonovelas"--printed media in which photos are arranged in the sequence of a dramatic story and the plot is conveyed through dialogue bubbles. After considering various rationales for learner-produced materials, the manual discusses the participatory process, focuses on the relationship between the facilitator and participants, and answers technical questions regarding the production of photo-literature. The final section provides norms for evaluating materials and suggests some options for varying the process. (MAI)

Published
1977

33. Participatory Communication in Nonformal Education. Technical Note No. 17.

Author

Massachusetts Univ., Amherst. Center for International Education., Ministry of Education and Culture (Indonesia)., and Comings, John

Abstract

Basically a means by which a group of people can come together and share their experiences of a common set of events, this processing technique provides a mechanism that can be used for various purposes, including information sharing, informal assessment of ongoing projects, overcoming language problems, and staff development. Among those programs and settings in which the processing technique has been used successfully are a community action for rodent control in Troy, New York; an inservice training program for field workers in a nonformal educational program in Indonesia; a project to coordinate nonformal educational activities among seven provinces in Indonesia; and a series of weekly meetings of faculty and graduate students at the Center for International Education in Amherst, Massachusetts. Experience indicates that the sessions should be held on a regular basis. Furthermore, they should focus on a few simple questions. While the rules for processing sessions should be set by needs of the group, a few simple rules pertaining to the role of the group leader, limits on answer times, and the scope of discussions must be observed. (MN)

Published
1982

34. Peace Corps Literacy Handbook. Appropriate Technologies for Development. Manual M-21.

Author

Peace Corps, Washington, DC. Information Collection and Exchange Div., Comings, John, and Kahler, David

Abstract

This manual provides an introduction to literacy work for Peace Corps volunteers and other development workers in situations where the literacy work is a primary project or secondary activity. It presents information on planning and preparing for literacy work, offers guidance on program and material development, and suggests strategies for evaluating and improving programs. Chapter 1 introduces the topic. It looks at the history and value of literacy, levels of literacy, the difficulty of literacy, numeracy, and adult, nonformal, and literacy education. Chapter 2 discusses literacy work strategies--the Laubach method, the Freire method, and functional literacy, as well as literacy for women and children. Chapters 3 to 7 present a model for implementing a project. These steps are described: the feasibility study, planning and preparation, curriculum design, implementation and evaluation of instruction, and development or adaptation of instructional materials. Examples and samples are provided. Chapter 8 discusses activities and methods to create an environment supportive of literacy. Chapter 9 provides advice on where and how to look for resources. An annotated bibliography dealing with literacy methods and materials is included. In chapter 10 four case studies of literacy work done by Peace Corps volunteers illustrate common problems literacy workers face in implementing projects. (YLB)

Published
1984

35. Learner Developed Materials: An Empowering Product.

Author

Rudd, Rima E. and Comings, John P.

Abstract

Three case examples in health education and one in literacy illustrate the process of participatory materials development based on Freire's principles. Materials that reflect the people and language of the community can provide a powerful model. (SK)

Published
1994

36. Women's Literacy: The Connection to Health and Family Planning.

Author

Comings, John P.

Abstract

In Nepal, the Health Education and Adult Literacy Project for women dealt with four mechanisms: time in school and work, school-acquired dispositions, literacy skills, and health and family planning knowledge. Beginning with a small program enabled the building of leadership essential for a larger-scale program. (SK)

Published
1994

37. A Secondary Analysis of a Nepalese National Literacy Program.

Author

Comings, John P.

Abstract

Analyzes data from evaluations of seven Nepalese literacy programs (five for adults and two for out-of-school children) using the same instructional materials and design. Examines dropout rates, female participation, language of instruction, skill acquisition, skill retention, changes in attitudes and knowledge, effects on elementary enrollment, and costs. (SV)

Published
1992

44. Learner developed materials: An empowering product.

Author

Judd, Rima E. and Comings, John P.

Abstract

Discusses the application of Freireian models of reflection in program development on the learners' self-development of study materials for health education. Emphasis on the effect of participatory materials development process on critical analysis; Results reflective of the people and the language where health education programs are held.

Published
1994
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45. Photonovels produced by client/professional partnerships: An educational approach to commensal vertebrate IPM

Author

Frantz, Stephen C., Comings, John P., and Roter, Debra L.

Subjects
commensals, integrated pest management, Life Sciences, EDUCATION, IPM, PHOTONOVELS
Abstract

Since commensal vertebrate pest problems are largely "people problems," a well-planned and executed educational intervention could be the single most important component in an integrated pest management (IPM) program. The basic purpose of educational interventions is to bring sufficient information and understanding to affected clients so that they can and will intercept and control pests in the infested habitat. The encouragement of client participation in producing educational materials is consistent with learning theory and pest management principles. Such production methods allow materials to be closely aligned with client concerns and establish a climate for mutual exchange of ideas between the clients and the IPM professionals. Furthermore, this partnership approach provides an avenue by which a pest management agency may invest its efforts in community-empowering activities aimed at future collective actions which need not depend on professionals, and may be an important step for agency personnel (government vector-control experts, international aid organizations, etc.) in eliminating victim-blaming exercises in futility. The photonovel technique discussed here emphasizes the utilization of client-community resources to enhance the efforts of outside professionals. While the specific example described and analyzed applies to urban rodent control, the concept is applicable to many subjects (including vertebrate IPM and disease prevention programs), to most cultures (in developed and developing countries), and to a broad range of clients (community members, food plant staff, etc.).

Published
1988

47. A case study of support for girls' access to primary school in Ghana.

Author

van de Waal W, Ashon MA, and Comings JP

Abstract

The Strategic Approach to Girls' Education (STAGE) project developed and implemented an intervention that helped marginalized out-of-school girls in the northern regions of Ghana enter and be successful in primary school. STAGE builds on the Government of Ghana's Complementary Basic Education policy, which supports an accelerated learning program that provides literacy and numeracy classes in mother tongue to out-of-school girls between 8 and 14 years of age. This article reviews the literature that informed the design of STAGE, describes the intervention, reports on the impact on its participants, and suggests a model for replicating this intervention in Ghana and adapting it for implementation in other countries., (© The Author(s) under exclusive licence to UNESCO International Bureau of Education 2022, Springer Nature or its licensor (e.g. a society or other partner) holds exclusive rights to this article under a publishing agreement with the author(s) or other rightsholder(s); author self-archiving of the accepted manuscript version of this article is solely governed by the terms of such publishing agreement and applicable law.)

Published
2022
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48. Leave no one behind: improving health and risk communication through attention to literacy.

Author

Rudd RE, Comings JP, and Hyde JN

Subjects
Acquired Immunodeficiency Syndrome transmission, Humans, Postal Service, Public Health Administration, United States, Acquired Immunodeficiency Syndrome prevention & control, Anthrax, Bioterrorism, Educational Status, Government Publications as Topic, Health Education methods
Abstract

Twice in recent times, the federal government mailed critical health-related information to every household in the United States. The mailings, the 1988 brochure Understanding AIDS and the 2001 postcard A Message to Americans, were designed to provide the general public with important information about needed action. This paper compares the development process undertaken for each mailing. The authors assess content and format in light of communication principles and the functional literacy skills of average adults. The authors, noting that the reading grade level of the postcard exceeds the reading ability of the average adult, recommend that plain language guidelines be combined with health and risk communication principles in all future efforts to alert the public.

Published
2003
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