Effects of Direct Instruction in Reading Accuracy

Despite tremendous societal relevance and high prevalence of functional illiteracy in Germany, it is unknown which basic education methods in reading instruction are effective with adults. Consequently, the present multiple baseline study with three adult struggling readers evaluates a direct instruction approach in reading accuracy. Due to low rates of learning, results are somewhat inconsistent. Namely, learners only partially increased their reading skills, there was limited generalizability of learning, and a temporarily decline in reading skills. This pattern could be explained by specific learning barriers of functionally illiterate adults. Limitations of the study and societal implications are discussed.