KU-CRL News Archive
Monday, May 20, 2013
Now available online: Mellard, D.F., Fall, E.E., & Woods, K.L. (2013). Relation and interactions among reading fluency and competence for adult education learners. Learning Disabilities Research & Practice, 28(2), 70–80. doi: 10.1111/ldrp.12008 at http://onlinelibrary.wiley.com/doi/10.1111/ldrp.12008/full
Friday, September 28, 2012
Council for Learning Disabilities’ Research Committee selected “Component model of reading comprehension for adult education participants” (Mellard & Fall, 2012; doi:10.1177/073194871142917) as one of its “Must Reads 2012”. The article will be discussed in a session at the annual conference in October and will appear in a review article to be published in a future issue of Learning Disability Quarterly.
Friday, September 28, 2012
Dispositional factors affecting motivation during learning in adult basic and secondary education programs, by Daryl F. Mellard, Thomas Krieshok, Emily Fall and Kari Woods, is now available as an ‘Online First’ article, accessible to all users at libraries and institutions that have purchased a SpringerLink license at http://www.springerlink.com/openurl.asp?genre=article&id=doi:10.1007/s11145-012-9413-4
Friday, June 15, 2012
Drs. Daryl Mellard, along with Jason L. Anthony and Ms. Kari L. Woods’ article titled “Understanding Oral Reading Fluency Among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills” was published in in Reading and Writing: An Interdisciplinary Journal volume 25, issue 6. The article discusses a study in which seven reading-related component skills were utilized in the prediction of oral reading fluency among 272 adult learners.
To access the publisher’s website, please click here.
Dr. Mellard contributes to “Improving Adult Literacy Instruction: Options for Practice and Research”
Thursday, May 31, 2012
LAWRENCE — A new book that includes contributions from a University of Kansas researcher calls for federal and state policymakers to take four steps to improve adult literacy education in the United States.
The book, “Improving Adult Literacy Instruction: Options for Practice and Research,” is the result of a three-year study by the Committee on Learning Sciences: Foundations and Applications to Adolescent and Adult Literacy, appointed by the National Research Council of the National Academies.
Daryl Mellard, KU research professor and director of the Center for Research on Learning’s Division of Adult Studies, served on the committee along with 14 other experts from wide-ranging fields of study.
“Every adult in this country needs to be literate to compete for jobs, to understand the health care system and to support a family, among other things. Yet 90 million adults don’t have adequate literacy skills,” Mellard said. “Our report looks at the overall state of adult literacy programs and offers guidance for improvement.”
Mellard was named to the council due to the Center’s long history of work in literacy issues with adolescents and adults with learning disabilities, and its reputation for research in instructional practices. A KU faculty member since 1982, Mellard’s research examines education and employment issues for adults and improving literacy among adults in various aspects of life.
“Improving Adult Literacy Instruction” covers topics such as literacy instruction for English language learners; learning, reading and writing disabilities; motivation; persistence; and technology to promote adult literacy.
“We had lots of conversations in the committee about the need for people to access information through digital media, how the format is so different from our familiar experiences, and how digital media could become the channel for adult education,” said Mellard. “I think that this change will be very significant, and we don’t know how well it will work for this population.”
The book comes at a critical time, as recent studies have shown that only 13 percent of American adults are at proficient levels of literacy, while 29 percent are at basic and 14 percent are below basic.
Technology has the potential to address some of the problems that are prevalent in adult education, including the high number of learners who drop out of literacy programs before learning the skills they need. Creative uses of technology may alleviate scheduling problems for some adult learners, for example.
“Improving Adult Literacy Instruction” makes the following four recommendations for improving adult literacy education:
• Expand support for the use of instructional materials and methods that are backed by current research and evaluate the effectiveness of new instructional programs when they are implemented.
• Make sure adult literacy instructors have ample opportunities to learn about effective instructional methods and materials.
• Seek ways to help adults complete their literacy studies.
• Invest in ways to improve and evaluate adult literacy programs and in research to learn more about the needs of adult learners.
The recommendations will be shared with education policy makers on the federal, state and local levels. The findings will be shared with the U.S. Department of Education, U.S. Department of Labor, U.S. Department of Defense and Health and Human Services. The council will also present the findings and recommendations to state adult education and GED preparation programs and community colleges across the country.
Kari Woods, program assistant with the Center’s Division of Adult Studies, served as a consultant to the committee and wrote one of the papers that contributed to discussions and the final report.
Improving Adult Literacy Instruction: Options for Practice and Research, edited by Alan M. Lesgold and Melissa Welch-Ross, was published by the National Academies Press. It is available online.
Text provided by: The University of Kansas University Relations
Thursday, February 02, 2012
Jean Hall has recently been quoted in the Washington Post for her expertise in preexisiting-condition insurance plans (PCIPs). In the article she states, “The people coming into the PCIPs act more like the long-term uninsured…They’re not accustomed to managing on a day-to-day basis; they’re accustomed to going to the emergency department when things get bad”. To access the full article, “People with Preexisting Medical Conditions are Stuck in High-Risk Pools Until 2014”, click here.
Thursday, February 02, 2012
Dr. Jean Hall and Noelle Kurth have published an article in the Disability and Health Journal, “Discrepancy among Behavioral Risk Factor Surveillance System, Social Security, and Functional Disability Measurement”. In this article, the authors examine and discuss the found limitations in using the Behavioral Risk Factor Surveillance System for measuring disability prevalence, and implications for the new federal standards for the measurement of disability status. To access the article through the journal’s online website, please click the link below:
Hall, J.P., Kurth, N.K., & Fall, E. (2012). Discrepancy among behavioral risk factor surveillance system, social security, and functional disability measurement. Disability and Health Journal, 5(1), 60-63
Thursday, February 02, 2012
Congratulations to Dr. Daryl Mellard for his new article “Component Model of Reading Comprehension for Adult Education Participants”, which was recently published in Learning Disabilities Quarterly. In this, Mellard accounts for 75% of variance in reading comprehension by four composite variables in adult basic and secondary education. To access the article online through the journal website, please click on the link below:
Tuesday, December 06, 2011
In a new blog post, Jean Hall takes a close look at the drivers of Pre-Existing Conditional Insurance Plan (PCIP) enrollment. State enrollment numbers, she says, are significantly influenced by the restriction in eligibility to those uninsured for six months, the number of uninsured and availability of prior preexisting insurance coverage in each state, the high cost of coverage, and other factors. To access the blog, click here.
Wednesday, August 24, 2011
The researchers of the University of Kansas’ Center for Research on Learning - Division of Adult Studies have landed a $12 million grant through the Department of Labor to help Job Corps educators better prepare youth for jobs in the construction and health industry. To access the whole article, click here.