The Wiley Handbook of Adult Literacy

Title Page

Contents

List of Contributors

Section Editors and Reviewers

Acknowledgments

Conceptual Framework and Overview of the Handbook

Introduction

Definitions of Literacy

Identifying Adults with Low Literacy Skills

Objective, Organization, and Content of the Handbook

References

Section 1 Cognitive, Affective and Motivational Factors Underlying Adult Literacy

Chapter 1 Cognitive Processing Challenges Associated with Low Literacy in Adults

Introduction

Who Are Adult Learners with Low Literacy?

Learning to Read and Cognitive Challenges: Child?Focused Models

Learning to Read and Cognitive Challenges in Adult Learners

Non-Reading-Specific Cognitive Challenges

Conclusions and Implications

Acknowledgments

References

Chapter 2 Phonological Abilities in Fully Illiterate Adults

Introduction: Phonology and Literacy

Levels of Adult Literacy Around the World

The Psychological Reality of the Phoneme: Preliminary Discussion

Are the Phonological Processes Involved in Speech Perception and Production of Illiterate Adults Similar to Those of Literate Individuals?

Are the Phonological Processes Involved in the Verbal Memory of Illiterate Adults Similar to Those of Literate Individuals?

Why and How Does Learning to Read and Write in an Alphabetic Orthography Influence Phonological and, Especially, Phonemic Awareness?

Conclusion

Acknowledgments

References

Chapter 3 Gender Differences in the Reading Motivation of Adults with Low Literacy Skills

Introduction

Defining Reading Motivation

Reading Motivation and Reading Performance

Reading Ability and Gender

Reading Motivation and Gender

Implications of Developmental and Experiential Differences across Learner Populations

Our Research with the CSAL

Theoretical Focus of Our Study

Current Findings

Emergent Themes

Conclusion

Future Directions and Research Needs

Acknowledgments

References

Chapter 4 Integrating Component Skills in a Reading Comprehension Framework for Struggling Adult Readers

Introduction

SVR Framework: Too Simplistic for Struggling Adult Readers?

Is There a Role for Metalinguistic Awareness beyond the SVR to Reading Comprehension?

Statistical Advances in the Field of Adult Literacy: Latent Constructs and Larger Samples

Measurement Issues With Norm?Referenced Assessments of Component Skill Constructs

Conclusions and Future Directions

Acknowledgments

References

Chapter 5 Writing Challenges for Postsecondary English Learners with Low Levels of First Language Literacy

Introduction

Theoretical Framework for L2 Writing

The Challenge and Importance of Defining Resident L2 Learners

The Centrality of L1 Literacy Skills

The Challenge and Importance of L2 Language Proficiency

Language-Use Challenges in L2 Writing

Social Challenges

Conclusion

References

Chapter 6 From “Degisned” and “Dezine” to “Design”: Comparing Adults’ and Children’s Spelling Errors Across Tasks

Introduction

Spelling Development of Children

Comparison of the Spelling of Adult Learners and Children

Error Analyses

Conclusions

Future Directions

References

Chapter 7 Literacy Skills, Academic Self-Efficacy, and Participation in Prison Education

The Right to Education

The Nature and Scope of Prison Education

Literacy Skills Among Incarcerated Adults

Reading and Writing Difficulties and Dyslexia Among Prisoners

Academic Self?Efficacy

Barriers to Starting an Education in Prison

Do Educational Interventions in Prison Have an Effect?

Implications for Practice

Implications for Research

References

Chapter 8 Readiness to Learn Among Adults with Low Skills

Introduction

Who Are the Adults with Low Skill Levels?

Educational Attainment of Adults with Low Skills

Labor Force Participation of Adults Having Low Skills

PIAAC Skill Levels

Other Characteristics of Adult Learners Who Have Low Skills

Readiness to Learn

The PIAAC Study

Conclusion

Implications for Policy and Practice

Acknowledgments

References

Chapter 9 Cognitive Profile of Students with Dyslexia Entering Postsecondary Education

Introduction

Cognitive Skills in Dyslexia

Conclusions and Practical Implications

References

Chapter 10 A Cognitive Framework for Tracing the Roots of Reading Disabilities Among University Students

Introduction

The Underlying Causes of Dyslexia and Specific Poor Comprehension

PASS Processes and Executive Functions in Young Adults

Discussion

Acknowledgments

References

Chapter 11 Reading, Writing, and Self?Efficacy of Low?Skilled Postsecondary Students

Introduction

Literacy Demands at the Postsecondary Level

Reading Demands

Writing Demands

Tested Levels of Reading and Writing of Developmental Education Students

Reading Skills

Writing Skills

Self-Efficacy for Reading and Writing

Discussion

References

Section 2 Contexts of Literacy for Adults with Low Skills

Chapter 12 Cognitive and Sociocultural Dimensions of Adult Literacy and Integrating Technology in Adult Education

Introduction

Historical Context

Technology and Literacy

Characteristics of the Program

Assessment and Placement

Hybrid Implementation

Evaluation of Hybrid Versus Face?to?Face Instruction

Discussion and Conclusions

References

Chapter 13 I Will Survive: Sociocultural and Educational Factors Underlying Child Mortality in Rural Ghana

Introduction

Conceptual Framework

Previous Related Research

Data and Descriptive Analysis

Empirical Methodology

Multivariate Results

Conclusion and Discussion

Acknowledgments

References

Chapter 14 Literacy and Social Change in South Asia

Introduction

What is Social Change?

Theoretical Framework

Literature Review

Literacy, Capabilities, and Social Change

Discussion and Implications

Acknowledgments

References

Chapter 15 Literacy, Numeracy, and Self?Rated Health among U.S. Adults

Introduction

Social Determinants of Health

What Is Health Literacy?

Sorting Through Misleading Claims

Literacy, Numeracy, and Health

PIAAC Research on Literacy, Numeracy, and Health

Conclusion

Acknowledgments

References

Chapter 16 Adults with Low Skills and Learning Disabilities

Introduction

Definitions and Demographic Variables

Occupational Choices and Earnings Variables

Disability and Health?Related Variables

Adult Learning Experiences

Social Experience Variables

Descriptive Information from Two Sets of Data

Discussion and Conclusions

Future Research Directions

References

Chapter 17 Participation in Literacy Programs for Adults with Low Skills in Southeastern Europe

Introduction—The Brunt of Sociopolitical Conditions in the Region

Participation in Literacy Programs: Opportunities and Barriers for Adults with Low Skills

Country Examples

“Bringing Learning Closer to Home”: Implications for Social Partners and Information Networks

Country Practices and Initiatives

Recommendations for Broadening Outreach and Participation

References

Chapter 18 Making the Most of Learning Contexts: A Literature Review on Family and Workplace Literacy Programs

Introduction

Motivating Adults to Engage in Literacy Learning

Greater Public Awareness to Help Activate Latent Demand

Contextualized Literacy Provision

Literacy Provision in the Workplace

Family Literacy Learning

Concluding Remarks

References

Section 3 Education of Adults with Low Literacy Skills

Chapter 19 How to Teach Fully Illiterate Adults to Read

Introduction

Does Literacy Acquisition Differ as a Function of Instruction Age?

Existing Evidence on Adult Literacy Learning: Limits and Perspectives

Some Principles for Optimizing Phonics Instruction with Adult Illiterate Students

An Example of Application

Literacy for All?—Final Considerations

Acknowledgments

References

Chapter 20 Developmental Trajectories of Adult Education Students: Implications for Policy, Research, and Practice

Introduction

LSAL Design and Methodology

The Impact of ABS Program Participation

Discussion

Acknowledgments

References

Chapter 21 Academic Literacy as Developmental Pedagogy: The Learning and Growth of Adult English Language Learners

Introduction

Academic Reading and Writing in ABE and Community College ESL

Kegan’s Constructive-Developmental Theory of Adult Development

Adult Development and Literacy Learning Experiences

Teaching Academic Literacy with Developmental Diversity in Mind

How Literacy Learning Can Support Development

Implications for Practice and Future Research

References

Chapter 22 Educational Technologies that Support Reading Comprehension for Adults Who Have Low Literacy Skills

Introduction

The State of Digital Technologies in Adult Literacy

Alignments among Technologies, Theory, Curricula, Assessments, Standards, and Texts

AutoTutor: An Intelligent Tutoring System with Conversational Agents

Analysis of Texts on Varying Difficulty and Interest

Closing Comments and Future Directions

Acknowledgments

References

Chapter 23 Writing Strategy Instruction for Low?Skilled Postsecondary Students

Introduction

Discussion

References

Chapter 24 Transitioning Adult Literacy Students to Postsecondary Education

Introduction

Research Methodology for Literature and Program Review

Building College-Readiness Standards: Aligning Adult Education with Postsecondary Expectations

Bridging the College Entry Gap: Adult Education to College Bridge Programs

Doing Both at Once: Concurrent Enrollment in Adult Education and College

How Far Have We Come?

Conclusion

Acknowledgment

References

Chapter 25 Research on Developmental Education Instruction for Adult Literacy Learners

Introduction

Assessing and Placing Adult Literacy Learners in Developmental Education

Traditional Practices in Developmental Reading and Writing

Relationships with Adult Basic Education

Reforms to Developmental Education

Case Studies of Developmental Reform to Support Adult Literacy Learners

Discussion

Future Research Directions

References

Index

EULA