What We Know about Literacy Practices for Adults with Learning Disabilities: A Review of Published Research.

Autor/inn/en	Scanlon, David; Mellard, Daryl F.; Garrison, Steven; Lancaster, Sean; Mellard, Jessica; Rausch, Trena
Titel	What We Know about Literacy Practices for Adults with Learning Disabilities: A Review of Published Research.
Quelle	(1998), (126 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Educators; Adult Learning; Adult Literacy; Adult Programs; Adult Students; Beginning Reading; Classroom Techniques; College Programs; Community Education; Educational Practices; Educational Research; Educational Trends; Higher Education; Intervention; Learning Disabilities; Literacy Education; Literature Reviews; Screening Tests; Student Characteristics; Tables (Data); Teacher Characteristics; Trend Analysis + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Adult education teacher; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Lehrer; Lehrerin; Lehrende; Adulte education; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Erstleseunterricht; Klassenführung; Studienprogramm; ; Gemeinschaftserziehung; Nachbarschaftserziehung; Bildungspraxis; Bildungsforschung; Pädagogische Forschung; Bildungsentwicklung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Learning handicap; Lernbehinderung; Screening-Verfahren; Tabelle; Trendanalyse
Abstract	The research on literacy practices for adults with learning disabilities was reviewed. A computerized search of four databases--Dissertation Abstracts International (DAI), ERIC, Psychological Abstracts (PA), and Social Sciences Citation Index (SSCI)--yielded more than 500 pertinent publications that were published during the past 14 years. Of the studies selected for analysis, 56 examined characteristics of adult education programs and adult education staff or students, 14 examined screening, and 19 examined interventions. The most frequently corroborated implications were that reading is a primary topic of literacy intervention and remediation is overwhelmingly the most common approach to intervention. Positive self-affect was frequently reported among successful adult literacy students; however, it was not established that promoting positive affect will lead to literacy success. Few assessment tests were identified as appropriate for assessing aptitude or achievement in community college populations, and those that were deemed susceptible to bias for certain populations. Nearly all studies of interventions reflected an orientation towards a skills-based approach to reading. (The bibliography contains 101 references. Seven tables devoted to the following constitute approximately 50% of this document: search terms, categories, and subcategories of the literature review; college, university, and community adult education programs; adult education staff and students; screening; and intervention.) (MN)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01