A randomized control study of instructional approaches for struggling adult readers
Greenberg, D.; Wise, J.; Morris, R.; Fredrick, L.; Nanda, A. O.; Pae, H.
This study compared the effect of implicit (Extensive Reading), explicit (Corrective
Reading), and a combination of the two approaches on the reading achievement of 198 adults
reading at the third to sixth grade level. Corrective Reading (CR) was represented by the
Decoding/Comprehension components of the various programs. Students were randomly
assigned to either: Decoding and Fluency; Decoding, Comprehension, and Fluency; Decoding,
Comprehension, Fluency, and Extensive Reading; Extensive Reading; and a Control/Comparison
(traditional adult literacy program) approach. A variety of tests were administered for pre- and
posttest measures. Results indicated significant gains independent of reading programs with all
improvements associated with small effect sizes. Students in the Extensive Reading and Fluency
group demonstrated significantly weaker growth in word attack skills than students in all other
groups. Students in the CR groups demonstrated mastery of the content on CR tests, and fidelity
checks indicated teachers implemented the lessons correctly. However, the authors speculate
their learning did not transfer to the posttests administered.