The Reading Outcomes of Adults in Literacy Programs: An Ex Post Facto Study

The Reading Outcomes of Adults in Literacy Programs: An Ex Post Facto Study

Author: 
Cassandra Smith
Program of study: 
Ed.D.
Abstract: 
The purpose of the quantitative, ex post facto study was to compare the reading scores of adults in literacy programs that used Instruction Targeted for TABE Success (ITTS) instructional software to the reading scores of adults in literacy programs that did not use educational technology by analyzing pre-test and post-test TABE scores of adults who participated in a structured literacy program. This study examined differences in TABE post-test scores for adult students participating in ABE literacy programs. Both groups completed pre-tests. The research questions sought to answer what significant difference, if any, there was in the reading scores of adults in the ABE literacy programs using ITTS instructional software compared to adults in the ABE literacy programs that did not use educational technology as measured by the TABE post-test including differences in the means of the reading scores of males vs females. Hypothesis testing revealed that no statistically significant differences (p<.05) existed in the difference in the means of the students reading scores who participated in ABE literacy programs or between the reading scores of males vs females. The conclusions indicated the need to examine the effect technology had on reading outcomes used in ABE literacy programs currently. The recommendation for further research includes an investigation of appropriate interventions and instructional strategies for reading as well as the specific components of ABE literacy programs to address reading achievement on the TABE.
Dedication: 
I dedicate this dissertation to two of the closest people in my life. Thank you to my husband Michael L. Smith for believing in me and pressing me to work at getting through the process. Thank you, Mom, for giving me life, and for helping me to avoid giving up during the darkest moments of my life. Mom, I love you for listening to my logic as I walked through completing my dissertation. This journey was not without challenges but I believe the doors of opportunity will open as I pursue my efforts to remain involved in adult education. Thank you both for understanding my absence in various situations and for giving me the space I needed to complete my dissertation. Both of you gave me the push to finish despite adversity. I would also like to thank Honora McIntyre for taking a genuine interest in my research, checking on me periodically, and for asking questions to clarify her own understanding of the research process. I would also like to dedicate this dissertation to my uncles, Marvin Gordon (Toochie) and Ronald H. Gordon for supporting me in ways only a father could. To Barbara Scott, my oldest living aunt, thank you for mentoring me and for loving me as if I was your daughter. I developed a friendship with you that we maintain today even though you live in Korea. I want to give special dedication to my cousin Darryl Gordon Flagg who would cheer me if he were alive. As I close this dedication, I only wish my other aunts and uncles were alive to have witnessed my growth during this process. I tear as I give dedication to Dorothy A. Gordon, Marva T. Johnson, Olga J. Buchanan, Oleathea J. Gordon, William S. Gordon, Walter G. Gordon, Robert T. Gordon, and Carroll A. Gordon. I dedicate this dissertation to my father in law Robert L. Timmons and my sister-in-law, Sandra Smith, who both passed away too soon. I only wish they lived to see me obtain this credential. I dedicate this dissertation to the domestic partners/spouses of two of my aunts, Joseph L. Hobbs and Louis Johnson, who played integral roles in my life and who are two men who have contributed to my successes. Finally, I give final dedication to my grandmothers Hannah Elizabeth Gordon and Harriet Welburn because without their moral and ethical values I would not be the woman I am today
Acknowledgements: 
I would like to thank everyone who contributed to my success in completing the dissertation process. First, I give thanks to God, Jesus Christ, and the Holy Spirit. I would also like to acknowledge the Delaware Department of Education (DEDOE) who gave me guidance pertaining to how to contact the appropriate adult literacy centers. I would like to thank the adult literacy centers for allowing me access to the information required to conduct the research. I would like to express my sincere appreciation to my committee chair, Dr. Tina M. Chapman who demonstrated patience and tenacity as I pursued my doctorate degree not to mention the unlimited amount of time and guidance she provided. I would also like to thank my committee members Dr. Sarah L. Brown and Dr. Brandon Vaughn. Dr. Randall Thompson and Dr. Holli Jones provided editing and coaching support to aid in the continuous improvement of my dissertation. Thank you for the honest, candid, and timely feedback. I would like to give special thanks to my niece Dr. Desirae L. Hall-Edgefield for unknowingly inspiring me to pursue and obtain my doctorate degree. I would like to thank Dr. Marlo Jackson for being a team player through our masters and doctorate degree programs. Marlo is a newfound best friend although we have the element of distance between us. I am thankful for the opportunity to have met her in person and for the countless phone calls that we still share. I thank Dr. Devin Raines and Dr. Sheila Smith for checking my progress throughout the process. Lastly, thank you to the Bowman, Edgefield, Gordon, Hall, Jefferson, Jones, McIntyre, Pugh, Smith, and Timmons family members who developed an understanding of my need to prioritize school assignments thereby limiting participation in familial events.