[NLA] Research in Adult Literacy Education

[AWilder106@aol.com]

Hi Nancy!

Thanks for your post.

1)  A report should specificy the population to which it generalizes.

2)  A researcher who is building theory ( the broadest understanding of 
underlying processes) should scout for negative cases--not, "Does everyone 
agree with me?"  but "Who doesn't agree with me?"  (and why--what is the 
evidence)

3)  At the beginning of a research paper there is a literature review which 
is supposed to encapsulate and critique (with citations) what is know about 
the topic as of X point in time.  The research in the paper then builds on 
what has gone before, or discards it in whole or in part, for specificed 
reasons, and start on a new tack.  In a final report to policy makers this 
may be dropped in favor of a shorter summary.

The above are very general statements which I think can stand as is.  I wish 
others would add to it from their own knowledge of what happens in the 
researh/policy/action cycle, particularly at the legislative end.

I don't believe there is a magic method, there can't be, what with known 
"reading disabilities." Some people won't become literate using phonics, 
though many (most?) will.   

Last spring at a conference in San Francisco a document was available which 
described useful adult literacy research, or research which would be useful 
in planning curricula. I believe that became available last summer with a web 
address.  If I had the address right here I would give it to you. You might 
be able to get to it through John Comings or people listed in "Focus on 
Basics. " I haven't looked to see if NIFL has a "research hotline." When I 
find the web address I will get it to you, your work sounds pretty demanding, 
and this might be just one more chore when you are already juggling more 
items than time allows.  I have a lot of stress, too, but it's way different 
from what you have to deal with.

Your colleague in the northeast,

Andrea





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