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Related Experiment Video

Updated: May 26, 2026

Decomposing the Variance in Reading Comprehension to Reveal the Unique and Common Effects of Language and Decoding
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Published on: October 11, 2018

Effects of a Structured Decoding Curriculum on Adult Literacy Learners' Reading Development.

Judith A Alamprese1, Charles A Macarthur, Cristofer Price

  • 1Abt Associates Inc.

Journal of Research on Educational Effectiveness
|December 14, 2011
PubMed
Summary

The Making Sense of Decoding and Spelling (MSDS) curriculum showed a small positive impact on adult basic education learners' decoding skills. However, it did not significantly improve overall reading, spelling, or comprehension abilities.

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Area of Science:

  • Adult Education
  • Literacy Studies
  • Educational Psychology

Background:

  • Adult basic education (ABE) programs often face challenges in improving reading skills for low-intermediate learners.
  • Effective decoding and spelling instruction is crucial for foundational literacy development in adults.
  • Existing curricula may not adequately address the specific needs of ABE learners.

Purpose of the Study:

  • To evaluate the impact of an enhanced decoding and spelling curriculum (MSDS) on ABE learners' reading skills.
  • To compare the effectiveness of the MSDS curriculum against traditional instruction and adapted K-3 curricula.
  • To investigate differential effects of the curriculum based on learners' backgrounds.

Main Methods:

  • A randomized control field trial involving 16 ABE programs.
  • Treatment group: MSDS curriculum; Control group: existing instruction.
  • Supplemental analysis included 7 ABE programs using adapted K-3 curricula.
  • Data collected from 349 adult learners across 71 classes.

Main Results:

  • A small but significant positive effect was observed on one decoding skill measure.
  • No significant overall effects were found for word recognition, spelling, fluency, or comprehension.
  • Adult learners educated outside the U.S. showed greater gains on most measures.
  • The MSDS curriculum particularly benefited U.S.-educated learners in word recognition.

Conclusions:

  • The MSDS curriculum demonstrates a modest benefit for specific decoding skills in ABE learners.
  • The curriculum did not yield significant improvements in broader reading proficiencies.
  • Learner background (place of education) influenced reading gains and curriculum effectiveness.
  • Further research is needed to optimize literacy interventions for diverse adult learners.