Improving Literacy of L1-Non-Literate and L1-Literate Adult English as a Second Language Learners
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Improving Literacy of L1-Non-Literate and L1-Literate Adult English as a Second Language Learners
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2007
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Minnesota and Wisconsin Teachers of English to Speakers of Other Languages
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Article
Abstract
This research focuses on effective practices for teaching reading to both adult English as a
Second Language (ESL) learners acquiring literacy for the first time in English and learners
who are already literate in their first language. This study examines if learners’ phonemic
awareness and decoding are improved when using a whole-part-whole instructional method
that combines a focus on higher and lower-level skills. Participants include nine females from
East Africa: five non-literate (L1-non-literate) and four literate (L1-literate) in their first
language. Participants were given pre and posttests of phonemic awareness and decoding and
then whole-part-whole reading instruction for 10 weeks. This intervention impacted L1-nonliterate
participants the most. Those learners who scored the lowest on pretests showed the
most gains on the posttest.
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Trupke-Bastidas, Julie; Poulos, Andrea. (2007). Improving Literacy of L1-Non-Literate and L1-Literate Adult English as a Second Language Learners. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/109982.
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