I found this study very interesting to work on.  In some ways it raised 
more questions than it answered.  One thing I wonder about is how this 
picture might all change for learners who have teachers who have found 
concrete ways to encourage extensive practice outside of class, and who 
have exposed their students both to lots of interesting texts and to 
strategies for reading independently (e.g., how to pick reading materials, 
what to do when stuck etc.).   The learners in this study hadn't gotten 
those kinds of supports and encouragements, but how does practice outside 
of class look different when they have?

Also, I think this study raises interesting questions regarding how to help 
adult learners make learning opportunities out of the day to day 
interactions with text that most adults take part in to some extent, 
regardless of reading level every day.  In other words, even low level 
readers have found ways to navigate their lives in our text bound 
culture.  Yet, these interactions don't necessarily help them improve their 
reading, maybe because the have found ways to "manage" without really 
actually reading very much.  How can these day to day, adult interactions 
with text that almost everyone has to deal with (signs, labels, etc.), 
actually be turned into explicit opportunities to practice?  Does it always 
have to be book reading?

Alisa