Research: The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points and Five Classes of Adult Literacy Learners (2007)

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
ESOL/English Learners
EBRI (Evidence-Based Reading Instruction)
STAR (STudent Achievement in Reading)
Media Type
Resource Type
Research/Evidence-Based Practice
PD Center
SABES English Language Arts Curriculum & Instruction PD Center