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Author: Sheida White Publisher: 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.
Author: Sheida White Publisher: 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.
Author: National Research Council Publisher: National Academies Press ISBN: 0309219590 Category : Education Languages : en Pages : 504
Book Description
A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.
Author: Uta Papen Publisher: Routledge ISBN: 1134260237 Category : Education Languages : en Pages : 175
Book Description
In this unique book the author shows that teaching staff have much to gain from understanding the role of literacy in learners' lives, focusing on the practicalities of how teachers and students can work from a social practice perspective.
Author: Unesco Publisher: Paris ISBN: Category : Language Arts & Disciplines Languages : en Pages : 186
Book Description
UNESCO pub. Guide intended for adult education trainers on the theoretics and methodology of functional literacy training in developing countries - covers research methods, teaching methods, teacher recruitment, teacher training, etc.
Author: Juliet McCaffery Publisher: Oxfam ISBN: 0855985968 Category : Education Languages : en Pages : 303
Book Description
This book will help those who plan and develop literacy initiatives; using case studies from literacy programmes in many countries including Egypt, India, Indonesia, Mali, Nigeria, the Philippines and Uganda, it demonstrates the importance of literacy, its power to improve lives, and the role literacy plays in social and economic development.
Author: Ludo Th Verhoeven Publisher: John Benjamins Publishing ISBN: 9789027218063 Category : Language Arts & Disciplines Languages : en Pages : 374
Book Description
The purpose of this volume is to present recent research in the field of the acquisition of functional literacy and its precursors. The volume aims to capture the state of the art in this rapidly expanding field. An attempt is made to clarify the vague and often inconsistent definitions of functional literacy from the perspective of development. Cognitive, linguistic, educational, and social factors of literacy development are all taken into account. The volume consists of three subsequent parts. The first part goes into phonological precursors of literacy development. In this part the focus is on the development of early language precursors of of reading and writing. The cultural foundations of these precursors are explored, and their links with reading development are dealt with in detail. Different psycholinguistic approaches are also proposed to explain the occurrence of literacy problems. In the second part, the scope is on the constraints of reading and writing efficiency at the word level and beyond. The acquisition of reading and writing is seen as a result from the interaction between phonological, orthographic, and semantic processes. A crosslinguistic perspective is taken on the role of writing system factors in the acquisition of literacy skills. The final part deals with the role of social and educational factors in literacy acquisition. Starting from a crosscultural perspective, the central issue is how the attainment of functional literacy is dependent on sociocultural variation. The predictors of more advanced levels of literacy development are considered, including foreign language literacy and adult literacy.
Author: Ludo Th Verhoeven Publisher: John Benjamins Publishing ISBN: 9027217912 Category : Language Arts & Disciplines Languages : en Pages : 502
Book Description
The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.
Author: Sheida White
Author: Sheida White
Author: National Research Council
Author: David Harman
Author: Uta Papen
Author: Unesco
Author: Juliet McCaffery
Author: Ludo Th Verhoeven
Author: Ludo Th Verhoeven
Author: Sondra Gayle Stein
Author: Carman St. John Hunter