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Abstract:
The overarching goal of the research review is to update the STudent Achievement in Reading (STAR) community on evidence-based reading research that may inform the STAR training or practitioners’ instructional approaches. This thematic synthesis reviews selected studies on comprehension development. One set of studies focused on foundational reading skills, such as decoding, vocabulary, and morphology, which are crucial for basic or functional reading comprehension. Another set of studies stressed the importance of developing higher-order comprehension skills necessary to becoming a proficient academic reader. This is achieved by having students engage in complex literacy tasks or by providing support while monitoring their engagement and well-being. This research review provides an overview of recent research conducted in each of these areas, enriching STAR’s evidence-based reading practices and contributing to a richer framework in support of adult literacy development.
Benefits and Uses
The STAR Research Synthesis provides the field with up-to-date information on promising practices, challenges, and new developments in the science of reading that adult education instructors and administrators can use in EBRI implementation.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2024
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Abstract:
The Office of Career, Technical, and Adult Education (OCTAE) supported development of the Integrated Education and Training (IET) Toolkit to assist state and local adult education staff to plan, design, implement, and evaluate effective IET programs that are responsive to state and local labor market demands and fulfill the requirements of WIOA. Please find the online, interactive Toolkit at the link here: https://courses.lincs.ed.gov/course/view.php?id=268. (Please note that you have to have a LINCS account to access the course.) The Toolkit has been updated since the initial release posted in October 2021.
In early 2024, the PDF version of the Toolkit was updated to include links to desk aids that support the development of IET programs that are fully accessible to English Learners. These desk aids were created with support from OCTAE through the Enhancing Access for Refugees and New Americans project. In addition, OCTAE’s IET in Corrections project has created the IET in Corrections: A Companion Guide to the IET Design Toolkit to provide further consideration and tools for those designing IET programs for delivery in correctional facilities.
Publication Year
2025
Benefits and Uses
The Toolkit is designed to support IET program implementation in alignment with WIOA statute and regulations. It is a comprehensive set of steps and activities that can be used in whole or in part to design and develop an IET program from scratch or to enhance existing programs. The Train-the-Trainer materials can be used to provide professional development to staff involved in administering and designing IET programs and can be tailored to a specific state or local context.
Required Training
No prior training required.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This “Learners, Educators & Communities as Problem Solvers” Special Collection is written for adult educators, adult learners, public policy makers, funders, and other stakeholders who are interested in building more effective U.S. adult foundational education (AFE) systems. It provides diverse examples of research and theory, program models, and curriculum and planning tools that might be adapted at the national, state, local, and program levels.
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Abstract:
This Workplace Learning Special Collection is written for adult educators, public policy makers, funders, employers, labor unions, and others who are interested in strengthening and expanding adult foundational education (AFE) supports for already-employed workers in the U.S. It provides diverse examples of policy and funding, program models, contextualized curricula relevant to diverse industries, tools for planning and evaluating programs and assessing learner needs, employer and union roles, and examples from other nations.
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Abstract:
This Policy for Adult Foundational Education Special Collection is written for adult educators, public policy makers, funders, and others who are interested in strengthening policy supports for U.S. adult foundational education (AFE) efforts. It provides diverse examples of general guidelines for AFE policy that might be adapted at the national, state, and local levels and more-detailed evidence on five policy-related issues: workforce AFE policy; welfare reform; state planning and policy; goals, outcomes, and accountability for AFE; and GED and transition to post-secondary education.
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Abstract:
This Business Partnerships Guide is written for adult educators, business leaders, labor organizations, public policy makers, funders, and others who are interested in strengthening business-sector support for U.S. adult foundational education (AFE) efforts. It provides diverse examples of ways that businesses have – over decades -- provided financial and in-kind supports to community AFE services, advocated for policies and funding for AFE, and provide AFE supports for employees in diverse industries. The Guide’s purpose is to help AFE advocates create new, robust versions of AFE-business partnerships that support healthy, productive communities. View Business Collections Abstract (PDF) »