Learner characteristics, class assignment, and WIC benefits significantly predicted persistence in adult literacy classes (Greenberg et al.)¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? English language status, age, some reading-related skills, avoidance of reading, previous adult education experience, class assignment, and receipt of WIC benefits all significantly predicted persistence; English language status, gender, age, some reading skills, and information access best differentiated completers from early withdrawers. → Mary Beth Calhoon 2013

Evidence¶

Mary Beth Calhoon 2013¶

Mary Beth Calhoon, Hollis S. Scarborough, Brett Miller. (2013). Interventions for struggling adolescent and adult readers: instructional, learner, and situational differences. Read Writ 26:489–494. https://doi.org/10.1007/s11145-013-9442-7

q2 · i? · review · r2

The editorial reports, from Greenberg, Wise, Frijters, and Morris's profiling of completers (100 h of classes), mid-program withdrawers, and early withdrawers, that these learner characteristics "all significantly predicted persistence". No effect sizes are printed.

"specific learner characteristics (English language status, age, some reading related skills, avoidance of reading, previous adult education experience), class assignment, and whether the learner received Women, Infants, and Children benefits all significantly predicted persistence."

Discussion¶

Related Claims¶

• Classroom student characteristics affect teacher observation results for some instruments, more often in English language arts than in math classes — related
• Teachers' ratings on 16 English-readiness KEA items at kindergarten entry predicted Hispanic/Latino children's English literacy achievement almost 6 years later — related
• Persistence behaviors in the face of challenge differed significantly by age and gender — related
• Struggling adult readers made significant reading gains across all instructional groups, but all improvements were associated with small effect sizes — related
• ESL participants showed significantly higher posttest word attack scores than native English speakers — related