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The research base


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Last updated 26 October 2012 15:29 by NZTecAdmin

The research that has underpinned the development of the learning progressions is described in Learning Progressions for Adult Literacy and Numeracy: Background Information. This sets out the reasons for using a continuum model and explains why particular progressions are sequenced in particular ways. It discusses the nature of adult learners and adult learning and looks at the particular needs of ESOL learners with regard to English language and literacy learning.

Learning Progressions for Adult Literacy and Numeracy: Background Information also contains the research base for the progressions for listening, speaking, reading and writing, as well as the numeracy progressions.

A note on ESOL learners

These progressions have not been primarily developed for use by people learning English as a second or additional language. They do not reflect all the elements of learning that are needed by second language learners or those who are at a preliterate stage of learning English. However, the progressions are potentially useful and relevant to these learners and their teachers. Refer to Learning Progressions for Adult Literacy and Numeracy: Background Information for information about how the progressions relate to the needs of those in English for Speakers of Other Languages (ESOL) programmes.

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