Analysis and Assessment of the Newark Literacy Campaign's Adult Tutorial Reading Program: A Report to the Ford Foundation.

Autor/inn/en	Darkenwald, Gordon G.; Silvestri, Kenneth
Institution	Newark Literacy Campaign, Inc., NJ.
Titel	Analysis and Assessment of the Newark Literacy Campaign's Adult Tutorial Reading Program: A Report to the Ford Foundation.
Quelle	(1992), (113 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Reading Programs; Blacks; Case Studies; Dropouts; Family Characteristics; Literacy Education; Outcomes of Education; Program Effectiveness; Program Evaluation; School Holding Power; Student Evaluation; Tests; Tutoring; Tutors + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Black person; Schwarzer; Case study; Fallstudie; Case Study; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Schulnote; Studentische Bewertung; Examination; Prüfung; Examen; Förderkonzept; Nachhilfeunterricht; Förderlehrer; Lehrender; Tutor
Abstract	An assessment of the Newark Literacy Campaign's (NLC's) Adult Tutorial Reading Program studied 20 long-term (in the program for at least 1 year) and 20 new adult learners; all but 2 were African-Americans. The following data sources were used: in-depth interviews with learners, logs completed by tutors, follow-up interviews 6-8 months later, intake/assessment records, tutor questionnaire, direct observation, NLC staff interviews, and test results. Case study material illustrated answers to the research questions relating to NLC's effects on learners' lives, how new learners gain reading skills, why new learners decide to continue or leave the program, second-generation effects, and assessment instruments. Themes that emerged included the following: (1) early family and schooling experiences influenced the role of literacy learner; (2) these learners exhibited atypical characteristics such as independence and rejection of the negative values and behaviors of the urban "underclass"; (3) tutor turnover was a major factor in stopping out and dropping out; and (4) learners with multiple roles demonstrated a wider range of application of their improved literacy skills. Conclusions and recommendations were as follows: (1) NLC has an impressive retention rate--75% of long-term and 71% of new learners; (2) NLC's organizational climate is characterized by openness, warmth, caring, dedication, and industry, and it has accomplished much under severe financial constraints; (3) volunteer tutor support and training are essential; (4) counseling and referral services should be provided; (5) women learners, often burdened by family responsibilities, should be paired with women tutors; and (6) NLC should allow more frequent attendance for learners who wish to progress more rapidly. (Appendixes include the following: information on data collection and analysis, guide to using learner genograms, and tutor, learner, and program leaver questionnaires and interview guides.) (Contains 24 references.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC