Literacy in vocational education and training: scenario-based reading and writing education

Abstract Many students in vocational education and training (VET) have difficulties with reading writing. To date, there is little research on whether how the development of VET students’ writing skills may benefit from teaching approaches that integrate This study reports results a semester-long intervention conducted Switzerland 2018/19 (N = 285) which we investigated impact scenario-based integration reading-to-write-tasks text quality. In approach, problem-solving processes are set motion by scenarios representing real- or work-life situations. Reading-to-write tasks form part student-initiated process, result situated argumentative A small experimental effect was found where quality developed significantly better group than matched control ( F 1,178 7.40, p < .01, Cohen’s f 0.20), as measured test before after exposure to method. Outcomes suggest tangible benefits when applying this approach literacy VET, particularly for academically weaker students. We discuss consequences implications these findings, well open questions be addressed further research.