Characteristic Reading Problems of Adult Illiterates. Report Number 3. Summary Reports of Paths to Literacy and Illiteracy in Newfoundland and Labrador.

Autor/in	Beebe, Mona
Institution	Memorial Univ., St. John's (Newfoundland).
Titel	Characteristic Reading Problems of Adult Illiterates. Report Number 3. Summary Reports of Paths to Literacy and Illiteracy in Newfoundland and Labrador.
Quelle	(1992), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adults; Foreign Countries; Literacy Education; Reading Ability; Reading Achievement; Reading Difficulties; Reading Failure; Reading Research; Canada + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Ausland; Reading competence; Lesekompetenz; Leseleistung; Reading difficulty; Leseschwierigkeit; Reading disability; Reading weakness; Leseschwäche; Leseforschung; Kanada
Abstract	A study examined the reading problems of adults in Newfoundland (Canada) with low reading ability. It explored the genesis of these problems through a retrospective analysis of their lives as school children; and determined the relationship between literacy development and personal background factors, school factors, physiological factors, and psycholinguistic factors. Subjects, 57 adult volunteers from 18 to 63 years old, were administered the reading subtest of the Tests of Adult Basic Education and measures of seven additional indicators of reading (sight vocabulary; listening vocabulary; reading strategies; word analysis; visual perception and memory ability; auditory aptitude; and Auditory-Visual-Memory aptitude). Of the subjects, 27 were in Adult Basic Education, Basic training Skills Development, life skills development, or were studying such areas as autobody repair and commercial cooking. The remaining 30 subjects were male inmates at Her Majesty's Penitentiary in St. Johns, Newfoundland (Canada). A 68-item background questionnaire was also administered. Results indicated that reading problems for most of the adults in the sample seemed identifiable through standard diagnostic techniques, and that physiological factors were not significant indicators of either listening vocabulary or reading comprehension. Findings offer little support for conventional sociological models of literacy attainment and virtually no support for the attitude models of literacy attainment. (Several unnumbered tables of data are included.) (Contains 16 references.) (RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC