EVALUATION OF WORKPLACE LITERACY PROGRAMS - A PROFILE OF EFFECTIVE INSTRUCTIONAL PRACTICES

This study introduces and examines a model for evaluating workplace li teracy programs by assessing the impact of workplace literacy instruct ion in a variety of settings. The model war developed in reaction to t he particular assessment difficulties associated with workplace litera cy programs to address 2 questions: (a) Are learners in workplace lite racy classes able to demonstrate gains between premeasures and postmea sures in areas related to literacy practices? (b) For gains to occur h ow much of several instructional practices (e.g., reading/writing prac tice, we of workplace examples, etc.) do classes need to incorporate? The study focuses on changes in literacy practices, beliefs about pers onal effectiveness with literacy, reading processes, literacy abilitie s, and changes in educational plans. Programs were most effective at i mproving learner literacy performance, literacy strategies and process es, and beliefs and plans related to literacy Analysis of gains in rel ation to course characteristics allowed the development of a data-driv en profile of thresholds for effective program practices. This profile provides evidence that gains are linked to an environment intense wit h the literacy practice, some use of workplace reading and writing mat erials, and providing discussion and feedback.