The Wiley Handbook of Adult Literacy

von: Dolores Perin

Wiley-Blackwell, 2019

ISBN: 9781119261384

Sprache: Englisch

616 Seiten, Download: 6054 KB

Format: PDF, auch als Online-Lesen

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The Wiley Handbook of Adult Literacy

	Title Page	5
	Contents	7
	List of Contributors	11
	Section Editors and Reviewers	13
	Acknowledgments	15
	Conceptual Framework and Overview of the Handbook	17
	Introduction	17
	Definitions of Literacy	17
	Identifying Adults with Low Literacy Skills	19
	Objective, Organization, and Content of the Handbook	20
	References	24
	Section 1 Cognitive, Affective and Motivational Factors Underlying Adult Literacy	31
	Chapter 1 Cognitive Processing Challenges Associated with Low Literacy in Adults	33
	Introduction	33
	Who Are Adult Learners with Low Literacy?	35
	Learning to Read and Cognitive Challenges: Child?Focused Models	36
	Learning to Read and Cognitive Challenges in Adult Learners	40
	Non-Reading-Specific Cognitive Challenges	44
	Conclusions and Implications	47
	Acknowledgments	48
	References	48
	Chapter 2 Phonological Abilities in Fully Illiterate Adults	57
	Introduction: Phonology and Literacy	57
	Levels of Adult Literacy Around the World	58
	The Psychological Reality of the Phoneme: Preliminary Discussion	60
	Are the Phonological Processes Involved in Speech Perception and Production of Illiterate Adults Similar to Those of Literate Individuals?	62
	Are the Phonological Processes Involved in the Verbal Memory of Illiterate Adults Similar to Those of Literate Individuals?	66
	Why and How Does Learning to Read and Write in an Alphabetic Orthography Influence Phonological and, Especially, Phonemic Awareness?	68
	Conclusion	73
	Acknowledgments	74
	References	74
	Chapter 3 Gender Differences in the Reading Motivation of Adults with Low Literacy Skills	79
	Introduction	79
	Defining Reading Motivation	81
	Reading Motivation and Reading Performance	82
	Reading Ability and Gender	84
	Reading Motivation and Gender	85
	Implications of Developmental and Experiential Differences across Learner Populations	88
	Our Research with the CSAL	89
	Theoretical Focus of Our Study	91
	Current Findings	91
	Emergent Themes	95
	Conclusion	97
	Future Directions and Research Needs	98
	Acknowledgments	99
	References	99
	Chapter 4 Integrating Component Skills in a Reading Comprehension Framework for Struggling Adult Readers	105
	Introduction	105
	SVR Framework: Too Simplistic for Struggling Adult Readers?	106
	Is There a Role for Metalinguistic Awareness beyond the SVR to Reading Comprehension?	109
	Statistical Advances in the Field of Adult Literacy: Latent Constructs and Larger Samples	112
	Measurement Issues With Norm?Referenced Assessments of Component Skill Constructs	114
	Conclusions and Future Directions	116
	Acknowledgments	118
	References	118
	Chapter 5 Writing Challenges for Postsecondary English Learners with Low Levels of First Language Literacy	123
	Introduction	123
	Theoretical Framework for L2 Writing	124
	The Challenge and Importance of Defining Resident L2 Learners	125
	The Centrality of L1 Literacy Skills	126
	The Challenge and Importance of L2 Language Proficiency	129
	Language-Use Challenges in L2 Writing	131
	Social Challenges	135
	Conclusion	139
	References	140
	Chapter 6 From “Degisned” and “Dezine” to “Design”: Comparing Adults’ and Children’s Spelling Errors Across Tasks	147
	Introduction	147
	Spelling Development of Children	148
	Comparison of the Spelling of Adult Learners and Children	150
	Error Analyses	152
	Conclusions	159
	Future Directions	160
	References	161
	Chapter 7 Literacy Skills, Academic Self-Efficacy, and Participation in Prison Education	167
	The Right to Education	167
	The Nature and Scope of Prison Education	168
	Literacy Skills Among Incarcerated Adults	168
	Reading and Writing Difficulties and Dyslexia Among Prisoners	170
	Academic Self?Efficacy	172
	Barriers to Starting an Education in Prison	175
	Do Educational Interventions in Prison Have an Effect?	176
	Implications for Practice	178
	Implications for Research	179
	References	180
	Chapter 8 Readiness to Learn Among Adults with Low Skills	187
	Introduction	187
	Who Are the Adults with Low Skill Levels?	189
	Educational Attainment of Adults with Low Skills	190
	Labor Force Participation of Adults Having Low Skills	190
	PIAAC Skill Levels	191
	Other Characteristics of Adult Learners Who Have Low Skills	192
	Readiness to Learn	193
	The PIAAC Study	194
	Conclusion	201
	Implications for Policy and Practice	202
	Acknowledgments	204
	References	204
	Chapter 9 Cognitive Profile of Students with Dyslexia Entering Postsecondary Education	209
	Introduction	209
	Cognitive Skills in Dyslexia	212
	Conclusions and Practical Implications	221
	References	223
	Chapter 10 A Cognitive Framework for Tracing the Roots of Reading Disabilities Among University Students	231
	Introduction	231
	The Underlying Causes of Dyslexia and Specific Poor Comprehension	231
	PASS Processes and Executive Functions in Young Adults	233
	Discussion	243
	Acknowledgments	246
	References	246
	Chapter 11 Reading, Writing, and Self?Efficacy of Low?Skilled Postsecondary Students	253
	Introduction	253
	Literacy Demands at the Postsecondary Level	255
	Reading Demands	255
	Writing Demands	256
	Tested Levels of Reading and Writing of Developmental Education Students	257
	Reading Skills	258
	Writing Skills	260
	Self-Efficacy for Reading and Writing	264
	Discussion	266
	References	268
	Section 2 Contexts of Literacy for Adults with Low Skills	277
	Chapter 12 Cognitive and Sociocultural Dimensions of Adult Literacy and Integrating Technology in Adult Education	279
	Introduction	279
	Historical Context	281
	Technology and Literacy	282
	Characteristics of the Program	284
	Assessment and Placement	286
	Hybrid Implementation	286
	Evaluation of Hybrid Versus Face?to?Face Instruction	287
	Discussion and Conclusions	294
	References	295
	Chapter 13 I Will Survive: Sociocultural and Educational Factors Underlying Child Mortality in Rural Ghana	299
	Introduction	299
	Conceptual Framework	300
	Previous Related Research	302
	Data and Descriptive Analysis	304
	Empirical Methodology	307
	Multivariate Results	308
	Conclusion and Discussion	310
	Acknowledgments	311
	References	312
	Chapter 14 Literacy and Social Change in South Asia	315
	Introduction	315
	What is Social Change?	317
	Theoretical Framework	317
	Literature Review	318
	Literacy, Capabilities, and Social Change	321
	Discussion and Implications	328
	Acknowledgments	329
	References	329
	Chapter 15 Literacy, Numeracy, and Self?Rated Health among U.S. Adults	333
	Introduction	333
	Social Determinants of Health	334
	What Is Health Literacy?	335
	Sorting Through Misleading Claims	337
	Literacy, Numeracy, and Health	338
	PIAAC Research on Literacy, Numeracy, and Health	340
	Conclusion	346
	Acknowledgments	346
	References	347
	Chapter 16 Adults with Low Skills and Learning Disabilities	353
	Introduction	353
	Definitions and Demographic Variables	354
	Occupational Choices and Earnings Variables	356
	Disability and Health?Related Variables	357
	Adult Learning Experiences	357
	Social Experience Variables	358
	Descriptive Information from Two Sets of Data	359
	Discussion and Conclusions	370
	Future Research Directions	372
	References	373
	Chapter 17 Participation in Literacy Programs for Adults with Low Skills in Southeastern Europe	377
	Introduction—The Brunt of Sociopolitical Conditions in the Region	377
	Participation in Literacy Programs: Opportunities and Barriers for Adults with Low Skills	380
	Country Examples	384
	“Bringing Learning Closer to Home”: Implications for Social Partners and Information Networks	386
	Country Practices and Initiatives	388
	Recommendations for Broadening Outreach and Participation	390
	References	393
	Chapter 18 Making the Most of Learning Contexts: A Literature Review on Family and Workplace Literacy Programs	397
	Introduction	397
	Motivating Adults to Engage in Literacy Learning	398
	Greater Public Awareness to Help Activate Latent Demand	399
	Contextualized Literacy Provision	402
	Literacy Provision in the Workplace	404
	Family Literacy Learning	409
	Concluding Remarks	413
	References	415
	Section 3 Education of Adults with Low Literacy Skills	423
	Chapter 19 How to Teach Fully Illiterate Adults to Read	425
	Introduction	425
	Does Literacy Acquisition Differ as a Function of Instruction Age?	426
	Existing Evidence on Adult Literacy Learning: Limits and Perspectives	428
	Some Principles for Optimizing Phonics Instruction with Adult Illiterate Students	433
	An Example of Application	436
	Literacy for All?—Final Considerations	437
	Acknowledgments	438
	References	438
	Chapter 20 Developmental Trajectories of Adult Education Students: Implications for Policy, Research, and Practice	445
	Introduction	445
	LSAL Design and Methodology	447
	The Impact of ABS Program Participation	449
	Discussion	461
	Acknowledgments	463
	References	463
	Chapter 21 Academic Literacy as Developmental Pedagogy: The Learning and Growth of Adult English Language Learners	467
	Introduction	467
	Academic Reading and Writing in ABE and Community College ESL	468
	Kegan’s Constructive-Developmental Theory of Adult Development	470
	Adult Development and Literacy Learning Experiences	474
	Teaching Academic Literacy with Developmental Diversity in Mind	477
	How Literacy Learning Can Support Development	479
	Implications for Practice and Future Research	481
	References	482
	Chapter 22 Educational Technologies that Support Reading Comprehension for Adults Who Have Low Literacy Skills	487
	Introduction	487
	The State of Digital Technologies in Adult Literacy	488
	Alignments among Technologies, Theory, Curricula, Assessments, Standards, and Texts	491
	AutoTutor: An Intelligent Tutoring System with Conversational Agents	496
	Analysis of Texts on Varying Difficulty and Interest	502
	Closing Comments and Future Directions	504
	Acknowledgments	505
	References	505
	Chapter 23 Writing Strategy Instruction for Low?Skilled Postsecondary Students	511
	Introduction	511
	Discussion	524
	References	526
	Chapter 24 Transitioning Adult Literacy Students to Postsecondary Education	533
	Introduction	533
	Research Methodology for Literature and Program Review	535
	Building College-Readiness Standards: Aligning Adult Education with Postsecondary Expectations	537
	Bridging the College Entry Gap: Adult Education to College Bridge Programs	540
	Doing Both at Once: Concurrent Enrollment in Adult Education and College	543
	How Far Have We Come?	547
	Conclusion	549
	Acknowledgment	550
	References	550
	Chapter 25 Research on Developmental Education Instruction for Adult Literacy Learners	557
	Introduction	557
	Assessing and Placing Adult Literacy Learners in Developmental Education	559
	Traditional Practices in Developmental Reading and Writing	560
	Relationships with Adult Basic Education	562
	Reforms to Developmental Education	562
	Case Studies of Developmental Reform to Support Adult Literacy Learners	566
	Discussion	570
	Future Research Directions	571
	References	572
	Index	579
	EULA	619

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