Center for the Study of Adult Literacy

PI: Daphne Greenberg (Georgia State University)
Co-PI: Maureen Lovett (University of Toronto)
Co-PIs (Memphis): Art Graesser, Mark Conley, Xiangen Hu, Andrew Olney

Class 5.0The goal of this project is to develop and evaluate a multiple component intervention framework to address and conduct research on struggling adult readers and their literacy learning needs. The participants in our work will be adults who read between the 3rd and 8th grade equivalency levels. We will use a comprehensive approach to assessment that weds cognitive assessment with evaluation of motivational needs and attributions about literacy learning and develop an intervention with different modules to allow tailoring to differing instructional needs in decoding and word identification, reading fluency, vocabulary, text analysis and reading comprehension. We will develop a web-based instructional adjunct to facilitate increased engagement by adult learners and greater reading experience inside and outside the classroom.

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Funding:

  • Center for Study of Adult Literacy: Developing instructional approaches suited to the cognitive and motivational needs of struggling adult learners. Funding Agency: IES (Art Graesser PI on Memphis subcontract). $2,219,911.

Selected Publications:

  • Graesser, A. C., & Li, H. (in press). How might comprehension deficits be explained by the constraints of text and multilevel discourse processes? In B. Miller, L. & P. McCardle (eds.), Unraveling the behavioral, neurobiological, and genetic components of reading comprehension. Baltimore: Paul Brookes Publishing.