Critique One Empirical Article Relating to Adult Education

Critique One Empirical Relating to Adult grooming - Article ExampleWinn et al. (2006) valued to test if two construe strategies applied to children and adolescents privy also be apply to improve the study fluency of adult learners. Fluent variant is a skill in rapid and accurate schooling (p.196). The enquiryers recognized the gap in adult education research in the context of fluent reading and believed that K-12 research can help provide teaching tools, when research on adult education strategies and practices is lacking. They hypothesized that it is consequential to raise reading fluency, because this can also increase the preference for reading (p.197). They stated that non-fluent readers are slight motivated, get hold of less cognitive resource management success, and have weaker reading reinforcement thus, it is critical to enhance reading fluency, so that comprehension skill and probability of reading among adults can also be ameliorate (p.197). The study used thre e reading strategies 1) controlled, 2) repeated reading (RR) and 3) listening while reading (LWR). The research design was an experimental design with a comparison made between pre and post-results. Their sampling included xii (12) participants, who studied literacy skills in an adult education center. The dependent variables were words read correctly per jiffy and errors per minute (EPM). Researchers collected the baseline data for reading fluency utilise the 1996 Test of Adult Basic Education (TABE). Findings showed that RR and LWR conditions showed higher gain in WCPM than the control condition. Errors per minute were lower in RR condition than control and LWR conditions. Furthermore, WCPM scores were higher when RR and LWR conditions were used. There were also no differences in words correct per minute using the LWR and RR conditions. inwardly subject comparisons of WCPM across LWR, RR, and control conditions showed greater reading fluency under LWR and RR conditions. Hence , RR and LWR both enhanced reading fluency more than the control condition. 3. Implications for Education The information in this article can be used by educators to improve adult education, because it underlines the importance of testing successful teaching strategies in the adult sector, using children or adolescent educational theories and research, it provided practical measures for improving reading fluency among adult learners, and it demonstrated the imply for greater research on adult education literacy skills. First, this study showed that successful adult teaching strategies can be based on children or adolescent educational theories and research, although with some modifications. For instance, the topics of the reading materials were based on the interests of the adults, since this can improve the probability of reading. Second, the study gave practical tools and strategies for enhancing reading fluency among adult learners. RR and LWR conditions already have step-by-ste p procedures that can be easily applied to adult learning settings. These steps were also candid and feasibly applied for resource-stricken and time-limited adult education programs and centers. Third, the study recognized the gap in adult education research, such as lack of reading strategy studies for adult students. This points the direction for future studies, which include identification and military rating of existing reading fluency