Explicit skills instruction versus implicit extensive reading as competing approaches to adult literacy instruction¶

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

The article frames adult literacy instruction as divided between two approaches. The explicit skills instruction approach "directly teaches adults how to decode and comprehend," operationalized through the SRA/McGraw-Hill Direct Instruction Corrective Reading program, which uses "a graduated sequence of steps," massed practice, immediate specific feedback, scripted lessons, and unison responding. The implicit approach "encourages students to read text that is of interest to them without directly teaching them decoding and comprehension skills," operationalized as Extensive Reading with self-selected high-interest/low-vocabulary books, sustained silent reading, teacher read-alouds, and book discussion, aligned with andragogy and self-directed learning. The study tested both approaches alone and in combination.

Design Implications¶

Context¶

Requirements¶

Teachers trained in the specific approach; the explicit program requires instructor scripts, placement tests, and decision rules for additional instruction

Constraints¶

The article notes none of the Extensive Reading effectiveness studies employ systematic scientific measures and controls

Target Learners¶

Adults reading single words between the 3.0 and 5.9 grade equivalency levels, including native speakers and ESL speakers

Learning Goals¶

Decoding
reading comprehension
reading fluency
reading vocabulary
engagement with print

Claims¶

Examples¶

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Key Sources¶

Greenberg Daphne, Wise Justin, Morris Robin, Fredrick Laura, Nanda Alice O., Pae Hye-K. (2011). A randomized control study of instructional approaches for struggling adult readers. Journal of Research on Educational Effectiveness. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3237050/

Page metadata

Field	Value
`type`	`design`
`id`	`explicit-vs-implicit-adult-reading-instruction`
`title`	`Explicit skills instruction versus implicit extensive reading as competing approaches to adult literacy instruction`
`description`	`The article frames adult literacy instruction as divided between two approaches.`
`status`	`review`
`generated`	by `process:settle-candidates` on `2026-10-17`
`trust`	unverified — no one has confirmed this page's content
`sources`	1 — `greenberg-daphne-2011`

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