Until this study, no one had systematically explored the relationships between literacy instruction type and change in literacy practices among adult learners. Yet there are good reasons to use change in literacy practices as an outcome of adult literacy instruction, given what is known about the benefits of practicing new skills and of having many and varied uses of print in the lives of young children. Motivated by the studies showing that parents’ literacy influences children’s success in learning to read and write, the NCSALL researchers set out to examine the relationship between two dimensions of literacy instruction and change in adult learners’ literacy practices outside class.
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