Author: Publisher:
ISBN:
Category : Functional literacy
Languages : en
Pages : 660
Book Description
Technical Report and Data File User's Manual for the 1992 National Adult Literacy Survey
Author: Technical Report and Data File User's Manual for the 1992 National Adult Literacy Survey
Author: Andrew KolstadPublisher:
ISBN: 9780756735746
Category :
Languages : en
Pages : 500
Book Description
In 1992, a nationally representative household survey was conducted to assess the literacy skills of the adult population in the U.S. The results include more than a million responses to the literacy tasks and background questions, providing information that is essential to understanding the nation's literacy resources. Chapters: Overview; Sample Design; Weighting and Population. Estimates; Development of the Survey Instruments; The Household Survey; The Prison Survey; Estimating Literacy Proficiencies w/ and w/o Cognitive Data; Scaling and Proficiency Est.; Evaluation. of Sample Design and Composite Est.; Construct Validity of the Adult Literacy Scales; and Interpreting the Adult Literacy Scales and Literacy Levels. Numerous charts and tables.
Resources in Education
Author: Education Statistics Quarterly
Author: Measuring Literacy
Author: National Research CouncilPublisher: National Academies Press
ISBN: 0309096529
Category : Education
Languages : en
Pages : 353
Book Description
The National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults' literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department's request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL'S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults' literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults' literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.
Literacy as Numbers Teacher's Book
Author: Mary HamiltonPublisher: Cambridge University Press
ISBN: 1107525179
Category : Education
Languages : en
Pages : 263
Book Description
A collaborative series with the University of Cambridge Faculty of Education highlighting leading-edge research across Teacher Education, International Education Reform and Language Education.
Literacy behind bars results from the 2003 National Assessment of Adult Literacy Prison Survey
Author: Publisher: DIANE Publishing
ISBN: 9781422325438
Category :
Languages : en
Pages : 170
Book Description
Encyclopedia of Information Science and Technology
Author: Mehdi Khosrow-PourPublisher: IGI Global Snippet
ISBN: 9781605660264
Category : Computers
Languages : en
Pages : 4292
Book Description
"This set of books represents a detailed compendium of authoritative, research-based entries that define the contemporary state of knowledge on technology"--Provided by publisher.
Understanding Adult Functional Literacy
Author: Sheida WhitePublisher: Routledge
ISBN: 113690185X
Category : Education
Languages : en
Pages : 277
Book Description
"This is a genuinely scholarly work ... It is based on [analysis of] the most up-to-date quantitative surveys that we have on adult literacy. These surveys are the gold standard in terms of documenting adult literacy in the United States ...The author analyzes these extensive surveys and puts them into a theoretical context in a way that has not been done before." – Rosemary J. Park, University of Minnesota "I don’t know of any book providing the same information. There is a shortage of literature in this area and the book is an excellent contribution." – Dolores Perin, Teachers College, Columbia University "The contribution of the theory is important – not only to adult literacy but to our understanding of the reading process at nearly every level ... Additionally, the application of multidimensional item response modeling to the new TTR theory offers a tantalizing view of how the predictive validity of a theory might be tested and used to provide practical results." – Larry Mikulecky, Indiana University Very often, individual differences in literacy performance are understood exclusively in terms of the characteristics of the reader. Drawing on a rich array of empirical research, the author presents a detailed and highly integrative new theory of functional literacy. The text-task-respondent (TTR) theory of functional literacy offers improved understanding of how successful performance on everyday literacy tasks involves a dynamic relationship among the text, the task, and the reader. This book will appeal primarily to assessment developers who wish to select tasks and texts of varying difficulty to yield more precise estimates of adult literacy; to researchers who study cognitive, linguistic, and discourse processes; and to teachers who want to find new ways to increase text comprehension among students, including English language learners and struggling readers. The text is appropriate for an advanced course in adult education, discourse analysis, educational measurement, educational psychology, literacy, or linguistics – or as a reference work for those interested in literacy.
Evaluation of the 1992 NALS Background Survey Questionnaire
Author: M. Cecil SmithPublisher: DIANE Publishing
ISBN: 1428926542
Category : Adult education
Languages : en
Pages : 76
Book Description
A study focused on researchers' use of the English-Language Background Questionnaire (EBQ) portion of the National Adult Literacy Survey (NALS), the results of which were released in 1993. Data were gathered by surveying NALS data users about how they have used the EBQ data, their perspectives on the strengths and weaknesses of the EBQ, and their recommendations for changes to the EBQ. A content analysis was also conducted of published research papers that have involved analyses of the EBQ data to determine how the data were used in these research analyses. The study also drew upon recommendations garnered by a series of focus groups conducted by the American Institutes for Research in 1998. These sources were integrated with the study's own analysis of the NALS data. The following changes to the EBQ for future adult literacy assessments were recommended: expand the questions pertaining to educational experiences; expand the section on social and political participation or move the current items to other areas and delete this section; add an item on voter registration; acquire more detailed information regarding work history, wages, and parents' occupations; expand the section pertaining to literacy practices; and gather information on technological literacy practices. (Appendixes include 34 references; instruments; and studies examined for content review.) (YLB)