1. 1 Adult ESL Literacy Impact Study: Overview and Observations Larry Condelli American Institutes for Research USA LESLLA Fourth Annual Symposium Antwerp, Belgium October 23, 2008

2. 2 Overview of Presentation Summary of Purpose, Research Questions and Design Summary of Purpose, Research Questions and Design Review of Instructional Approach Review of Instructional Approach Observations and Discussion Observations and Discussion

3. 3 Recent Research On Adult ESL Literacy Instruction What Works Study What Works Study Review of literature and instructional approaches in the USA Review of literature and instructional approaches in the USA Adult ESL Literacy Impact Study Adult ESL Literacy Impact Study

4. 4 What Seems to Work for ESL Literacy Instruction Oral Language Skills – literacy development may be aided when student has oral language skills Oral Language Skills – literacy development may be aided when student has oral language skills Connection to real-world tasks and materials in instruction Connection to real-world tasks and materials in instruction Native Language Support – Literacy in L1 promotes L2 development Native Language Support – Literacy in L1 promotes L2 development

5. 5 What Seems to Work for ESL Literacy Instruction (More) Direct, systematic or explicit teaching of language structure and vocabulary Direct, systematic or explicit teaching of language structure and vocabulary Conscious cognitive processing – (e.g., attention, focused practice and use of reading comprehension strategies) Conscious cognitive processing – (e.g., attention, focused practice and use of reading comprehension strategies) Student Personal Factors- - (motivation, emotional engagement, social engagement) Student Personal Factors- - (motivation, emotional engagement, social engagement)

6. 6 Evaluation of an ESL Literacy Intervention: Sam and Pat Structured language approach Structured language approach Adapted from Wilson Reading System Adapted from Wilson Reading System Never before evaluated for ESL Never before evaluated for ESL Literacy activities organized Literacy activities organized around basal reader/workbook Heavily phonics-based Heavily phonics-based

7. 7 Research Questions How effective is instruction using the intervention in improving the English reading, speaking and listening skills of low-literate adult ESL learners? How effective is instruction using the intervention in improving the English reading, speaking and listening skills of low-literate adult ESL learners? Is the intervention more effective for certain groups of students (e.g., language, literacy level)? Is the intervention more effective for certain groups of students (e.g., language, literacy level)? Do differences in level of implementation of Sam and Pat and other instruction relate to variation in impacts? Do differences in level of implementation of Sam and Pat and other instruction relate to variation in impacts?

8. 8 Study Design 10 adult ESOL centers across USA 10 adult ESOL centers across USA Paired intervention and “normal” ESL literacy classes (38 total) Paired intervention and “normal” ESL literacy classes (38 total) Random assignment of students and teachers Random assignment of students and teachers Minimum 5 hours/week 10-12 weeks instruction with approach Minimum 5 hours/week 10-12 weeks instruction with approach Other instruction also Other instruction also provided (5-10 hours/week) Each class conduced Each class conduced twice over a year twice over a year

9. 9 Student Flow in the Study 1. Student applies to center 2. Assessed for NLL 3. Recruited into study 4. Gives informed consent 5. Random assignment to class 6. Pretests administered 7. Instruction 8. Posttests administered Intake NL Literacy Post-test Random Assignment Recruited into Study Informed consent Pre-test Instruction

10. 10 Students Assessments Letter naming Letter naming Phonics and decoding Phonics and decoding Word attack Word attack Word ID Word ID Reading comprehension Reading comprehension Vocabulary (ROWPVT) Vocabulary (ROWPVT) Listening, oral expression Listening, oral expression

11. 11 Sam And Pat Teachers in the Study All teachers randomly assigned All teachers randomly assigned 3-day teacher training on curriculum 3-day teacher training on curriculum Follow-up visits by trainers Follow-up visits by trainers Classroom observations Classroom observations to monitor fidelity Refresher webinar at Refresher webinar at start of second term

12. 12 Classroom Observations Literacy development instruction: Literacy development instruction: Pre-literacy Pre-literacy Phonics Phonics Fluency Fluency Reading strategies & comprehension Reading strategies & comprehension Writing Writing ESL Instruction: ESL Instruction: Oral language development Grammar, etc. Vocabulary Socio-cultural knowledge Functional literacy

13. 13 Students in the Study “True” Literacy (LESLLA) Little or no literacy in native language Little or no literacy in native language Limited oral English Limited oral English Education: 0-6 years Education: 0-6 years Languages: Languages: Haitian-Creole Haitian-Creole Spanish Spanish Burmese Burmese Others Others

14. 14 Students in the Study Non-Roman Alphabet Literate Some Literacy in native language with non- Roman script Some Literacy in native language with non- Roman script Mean education: 6 and more years Mean education: 6 and more years Limited oral English Limited oral English Languages: Languages: Armenian Armenian Arabic Arabic Farsi Farsi Chinese Chinese Others Others

15. 15 Instructional Approach

16. 16 Sam and Pat: Literacy and Language Skills Covered Phonics for reading and writing Phonics for reading and writing Sight words Sight words Oral reading for Oral reading for accuracy and fluency accuracy and fluency Reading comprehension Reading comprehension Vocabulary Vocabulary Speaking and listening Speaking and listening Grammar Grammar

17. 17 Sam and Pat: Instructional Approach Direct instruction, transparent Direct instruction, transparent Rules explained, modeled, practiced Rules explained, modeled, practiced Controlled text, vocabulary and grammar Controlled text, vocabulary and grammar Words match phonics already learned Words match phonics already learned Sequential Sequential Easy to hard in defined steps Easy to hard in defined steps Multi-sensory, kinesthetic Multi-sensory, kinesthetic ESL instruction to support literacy ESL instruction to support literacy

18. 18 Structured Two Part Lesson Part 1: Part 1: Rereading familiar text Rereading familiar text Pre-reading (picture story) Pre-reading (picture story) Letters and phonics Letters and phonics Vocabulary and grammar Vocabulary and grammar Sight words Sight words Conversation Conversation Part 2: Part 2: Review of Part 1 content Read story Written exercises

19. 19 Instruction: A Closer Look Videos illustrating instructional approach (technology willing) Videos illustrating instructional approach (technology willing) A teacher’s perspective A teacher’s perspective Kirk Olgin Kirk Olgin 1 S&P 13 2 S&P 15 3 S&P 6 4 S&P 16 5 S&P 1

20. 20 Observations and Discussion Implications for Conducting Instructional Research on LESLLA Students

21. 21 Implications for LESLLA Research Finding LESLLA students Finding LESLLA students Lack of understanding of literacy vs language Lack of understanding of literacy vs language Poor record keeping Poor record keeping Assessing LESLLA students Assessing LESLLA students Few assessments available Few assessments available Administering assessments: language, lack of test taking skills Administering assessments: language, lack of test taking skills

22. 22 Implications for LESLLA Research (cont. 1) The chaos that is adult ESL in the USA The chaos that is adult ESL in the USA Disorganized intake Disorganized intake Open entry Open entry Training teachers Training teachers Lack of training in literacy Lack of training in literacy Short training time available Short training time available

23. 23 Implications for LESLLA Research (cont. 2) Small impacts Small impacts LELLSA students’ slow progress LELLSA students’ slow progress Short instructional time Short instructional time Low impact of instruction Low impact of instruction Working with funders Working with funders Own views on research Own views on research Lack of understanding of LESLLA and adult ESL Lack of understanding of LESLLA and adult ESL Political considerations Political considerations

24. 24 Discussion Questions, comments Questions, comments Study, design, students? Study, design, students? Instructional approach? Instructional approach? Other? Other?

25. 25 Dank U Wel! Contacts Contacts lcondelli@air.org lcondelli@air.org kolgin@glendale.edu kolgin@glendale.edu Enjoy the LESLLA Enjoy the LESLLA Conference Conference