A Literacy Lesson from an Adult "Burgeoning" Reader

Autor/inn/en	Saal, Leah Katherine; Sulentic Dowell, Margaret-Mary
Titel	A Literacy Lesson from an Adult "Burgeoning" Reader
Quelle	In: Journal of Adolescent & Adult Literacy, 58 (2014) 2, S.135-145 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1081-3004
DOI	10.1002/jaal.325
Schlagwörter	Adults; Beginning Reading; Reading Instruction; Phenomenology; Case Studies; Preservice Teachers; Secondary Education; Films; Literacy + Suchen Sie Ihr Suchwort? Erstleseunterricht; Leseunterricht; Phenomenological psychology; Phänomenologie; Psychologie; Case study; Fallstudie; Case Study; Sekundarbereich; Film; Alphabetisierung; Schreib- und Lesefähigkeit
Abstract	Young children who are learning to negotiate print experience emerging literacy. For adults who are beginning entrance into the navigation and negotiation of print literacy, the term "burgeoning" is selected as a more accurate portrayal of the nature of literacy extension into adulthood. This phenomenological case study investigates the lived experience of one adult reader as he transitioned into becoming print literate at middle age. Charles, the participant in this study, was able to teach about his experiences and give insights into the world of a novice adult reader to pre-service secondary teachers enrolled in a disciplinary literacy course. An alternative data display of film seeks to mitigate disenfranchisement by allowing the participant to speak directly to his audiences. In examining the participant's lived experiences, a theoretical framework for the adult "burgeoning" reader was established. (As Provided).
Anmerkungen	Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10