Abstract
Purpose. The purpose of this study was to examine the awareness reading specialists have of adult learning principles, the formal and informal training reading specialists have had with adult learning principles, and the application of the knowledge reading specialists have of adult learning principles in their work. The adult learning principles used in this study as identified by Knowles, Holton, and Swanson (1998) were need to know, self-concept, experience, readiness-to-learn, orientation to learning, and motivation. Methodology. The researcher used descriptive research to answer the research questions of this study. The population consisted of eighty teachers currently working in the position of reading specialist in San Diego County, California, who have a reading specialist credential or are currently enrolled in a reading specialist credential program. A questionnaire was utilized to collect data to four research questions. Question one asked respondents to complete a four-point Likert scale; results were reported in means and standard deviations. Questions two and three were descriptive and included frequencies and percentages. Question four asked respondents to rate their implementation of practices aligned with adult learning principles on a four-point scale. Results were reported in frequencies and percentages. Findings. Of the eighty reading specialists who participated, 89 percent reported having participated in some type of formal or informal training in adult learning principles. Although all reading specialists indicated a moderately high awareness of adult learning principles, there were some inconsistencies between awareness and implementation of practices that aligned with those principles. Conclusions. Reading specialists have a moderately high awareness of the adult learning principles of need to know, self-concept, experience, readiness-to-learn, orientation to learning, and motivation. Reading specialists struggle with the concept of motivation. Reading specialists receive different experiences regarding their training to work with adults depending on the institution from which they receive their credential or certificate. Recommendations. Based on this study, it is recommended that specific training in adult learning principles be included in the training courses required for reading specialist certification, that those delivering staff development to reading specialists employ practices tied to adult learning principles in their work with reading specialists, and that reading specialists continue to monitor their own practices when in the role of staff developer.