Literacy in the United States--How?

Autor/inn/en	Anderson, Scarvia B.; Helmick, John S.
Titel	Literacy in the United States--How?
Quelle	(1988), (10 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Adolescents; Adult Basic Education; Adults; Case Studies; Computer Assisted Instruction; High School Equivalency Programs; High Schools; Literacy; Literacy Education; United States + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adult; Adults; Education; Adult education; Erwachsenenbildung; Case study; Fallstudie; Case Study; Computer based training; Computerunterstützter Unterricht; High school; Oberschule; Alphabetisierung; Schreib- und Lesefähigkeit; USA
Abstract	A series of case studies observed a literacy program for adolescents and adults which can be administered to 16 students at a time, includes training in touch typing and word processing, treats phonics on an adult level, and uses the kind of technology (such as interactive computer programs) that in itself defines "literacy" for our age. Literacy classes in four secondary schools (101 students) and four adult learning centers (27 students) were observed. Overall, the students showed gains in scores on the standardized reading comprehension tests, acquired some typing and word processing skills, reacted positively to the course, and viewed their participation as a success experience. Implications are that: (1) the programs need to be accompanied by appropriate guidance, counseling, and supplementary training; (2) it is probably difficult to develop a program that is equally suitable for adult and adolescent students; (3) programs need to be developed with a full understanding and appreciation of the context in which they will be offered; (4) to minimize dropout and poor attendance, it is important to determine the recruitment methods, selection criteria, program configuration, and types of encouragement that best predict program completion and attendance; (5) students entering literacy training programs do not seem to be as discouraged by past failures as "folk wisdom" and popular literature might suggest; (6) it is no easier to detect subtle personal changes in students in literacy training programs than in any other educational interventions; (7) literacy training for adolescents and adults may be enhanced by the inclusion of novel and timely components and approaches; and (8) there seems to be some advantage in small group instruction for adults. (SR)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC