The purpose of this study, as described in the Executive Summary (p. ix), was to "understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy" using "real-world items such as advertisements, bus schedules, newspaper editorials, and product warranties."

"If teachers know learners’ patterns of strengths and needs—also called 'reading profiles'—they can design more focused, efficient instruction by addressing the underlying causes of poor reading comprehension."

Potentially helpful sections to read:

  • Executive Summary of Conclusions, pp. xiii–xv
  • Research Findings, pp. 31–44
  • Conclusions, pp. 45–48

Authors: John Strucker, Kentaro Yamamoto, and Irwin Kirsch, from the National Center for the Study of Adult Learning and Literacy, Harvard Graduate School of Education, and Educational Testing Service

Topic Area: 
ABE/Adult Education
ESOL/English Language Learner
Evidence-Based Reading Instruction (EBRI)
Media Type: 
Resource Type: 
Research/Evidence-Based Practice
PD Center: