What happened when GED learners worked through
GED Reading and Language Pathways for a full program year
Adult Learners in the Pilot Program.
Average class gains in Reading Comprehension. (47% to 87%)
Lowest-performing students crossed the TABE Level 2 →3 threshold for the first time in 2 years
These students had been working toward Level 3 on the TABE reading assessment for up to two years. This was the first year movement was seen, particularly in the students who had been farthest from the threshold.
Annabel C - passed the GED RLA test just after 24 weeks working with me and through the GED Reading and Language Pathways program.
"GED Reading and Language Pathways gave me the help, support, and encouragement I needed to keep going. Even when the work felt difficult, the lessons helped me build the strength and confidence to continue. I truly appreciate everything this program has done for me and for all of us." ~ Annabel C.
Francisca M - took the GED RLA Ready test after 16 weeks working with me and through the GED Reading and Language Pathways program.
"GED Reading and Language Pathways helped me grow from the very first module. I have learned so much throughout the program, and the lessons helped me feel more prepared for the GED practice test. After working through the modules, I scored a 148 on my GED RLA Ready test, and I know that progress came from the reading strategies and support I received in class." ~ Francisca
GED Reading and Language Pathways was piloted over a full program year — four terms of eight weeks each — with 17 adult learners in the Phoenix metro area of Arizona. The program was run as part of a grant-funded adult education initiative.
High School Dropouts: Adults who left school before earning a diploma and are now returning to complete their GED
Returning Adult Learners: Adults re-entering education after a gap of several years or more
GED RLA Repeat Test-Takers: Students who had previously attempted and failed the GED Reasoning Through Language Arts section
Second Language Learners: Adults for whom English is not a first language, working to build academic reading skills in English
Long-Term Level 2 Learners: Students who had been in the Level 2 adult education cohort for up to two years without advancing — the program's most persistently stuck learners
Pre-Test = 65%
Post-Test = 82%
+17 Points
Pre-Test = 47%
Post-Test = 83%
+36 Points

Students also completed the TABE 14 Reading test, a standardized adult education assessment used to measure reading level and progress. This program, students are placed at Level 2, and reaching Level 3 requires a score over 501. Most in this cohort had worked toward that score for up to two years without crossing it.
The remaining 9 students in the cohort showed smaller gains on the TABE assessment and did not cross the Level 2→3 threshold during this program year. All 9 showed positive movement on module assessments, and several are approaching the threshold. Adult reading development is not a linear or rapid process — for students who entered the year significantly below Level 2 benchmarks, the foundational work done this year is expected to contribute to threshold crossing in the year ahead.
The students who crossed the TABE Level 2→3 threshold this year were not the easiest students in the cohort. They were the hardest. They were the students who had been stuck — working, trying, and not advancing — for up to two years before this program was introduced.
The TABE data show something important: when adult learners are given structured, explicit reading and language instruction — instruction that teaches them how to read rather than just what to practice — even the most persistently struggling readers begin to make progress.
For programs under pressure to show credential attainment gains and level advancement data — and most WIOA-funded programs are — this measurable movement among Level 2 students represents exactly the outcome that program directors, funders, and state agencies are tracking.
GED Reading and Language Pathways is a supplement, not a replacement for your existing GED preparation tools. What it adds is the one thing most platforms don't provide: structured reading instruction that builds the underlying comprehension and reasoning skills the GED RLA actually tests.
These testimonials were collected at the end of the program year from students who participated in the pilot. They are reproduced here with permission, in the students' own words.
"I had very limited opportunities to learn to read growing up. The way reading was taught in the GED Reading and Language Pathways worked for me and helped build my confidence as a reader."
— Serah
GED Reading and Language Pathways helped me feel much more confident with challenging reading passages. Before the program, I often felt overwhelmed by long texts, but I learned how to break passages down paragraph by paragraph, identify the main idea, and recognize supporting details. These strategies helped me better understand an author’s argument and feel more prepared for GED-style practice tests. - Armel
GED Reading and Language Pathways helped me improve my reading comprehension and learn new vocabulary. The class made reading feel clearer and helped me feel more confident working through challenging passages. – Alida
GED Reading and Language Pathways helped me understand how reading passages are organized and how writing fits together step by step. The modules made it easier for me to see the structure of what I was reading and understand how words, sentences, and ideas work together. This program helped me feel more confident with both reading and writing. – Alejandra
GED Reading and Language Pathways was an excellent program that helped me become a much stronger reader. I learned how to read with better understanding, and I felt supported throughout every class. The lessons helped me build confidence and made me feel encouraged as I worked toward improving my reading skills. – Karina
GED Reading and Language Pathways helped me understand how to identify important reading patterns, including compare and contrast, conclusions, and how ideas connect within a passage. Learning these skills made it easier for me to follow the author’s thinking and understand what the passage was really saying. The program helped me feel more confident when reading and answering questions. – Michael
GED Reading and Language Pathways helped me become a more confident and efficient reader. One of the most helpful parts of the program was learning how to find main ideas and use context clues. These strategies helped me understand difficult passages without getting stuck on unfamiliar words. I now feel more prepared, more confident, and able to work through reading passages faster than before. – Hilda
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