Improving Literacy of L1-Non-Literate and L1-Literate Adult English as a Second Language Learners

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.