Adult Literacy and Study Skills: Issues in Assessment and Instruction. [Report No.: NCAL-TR-96-13

Autor/in	Shafrir, Uri
Institution	National Center on Adult Literacy, Philadelphia, PA.
Titel	Adult Literacy and Study Skills: Issues in Assessment and Instruction. [Report No.: NCAL-TR-96-13
Quelle	(1996), (65 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adolescents; Adult Basic Education; Adult Learning; Adult Literacy; Basic Skills; Diagnostic Tests; Educational Diagnosis; Learning Disabilities; Literature Reviews; Remedial Instruction; Secondary Education; Student Evaluation; Study Skills + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Adult; Adults; Education; Adult education; Erwachsenenbildung; Adulte education; Adult training; Basic skill; Grundfertigkeit; Diagnostic test; Diagnostischer Test; Pedagogical diagnostics; Pädagogische Diagnostik; Learning handicap; Lernbehinderung; Förderkurs; Sekundarbereich; Schulnote; Studentische Bewertung; Studientechnik
Abstract	A study reviewed recent research on issues central to adult learning, learning disabilities, and study skills in seven important areas--reading and listening, writing, arithmetic, memory, metacognition, representational competence, and perceived competence. The review focused on recent findings that had direct implications for the assessment and remediation of study skill deficits in adolescents and adults. Findings indicated that understanding of important psychological processes underlying the ability to learn improved considerably over the past decade. The broad picture emerging from many studies showed the potential for new assessment and remediation procedures aimed at improving study skills in adolescents and adults. This approach served as the theoretical underpinning for the development of an assessment battery that combined new, standardized procedures with well-established, normed tests and a corresponding battery of instructional methodologies for the remediation of specific study skills. In contrast to the traditional deficit model of cognitive abilities that focused on specific information processing deficits, the present approach was multifaceted and included additional components that assessed both the cognitive and affective strengths and weaknesses of the student. The new approach was based on an initial dynamic assessment of processes and on a follow-up application of instructional-based assessment in a mediated learning environment. (Contains 528 references.) (YLB)
Anmerkungen	National Center on Adult Literacy, University of Pennsylvania, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR96-13).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01