Educational Attainment: Limited Implications for Adult Literacy Learners

Autor/inn/en	Miller, Christine Dunagin; Greenberg, Daphne; Hendrick, Robert C.; Nanda, Alice
Titel	Educational Attainment: Limited Implications for Adult Literacy Learners
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 6 (2017) 2, S.21-36 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	Adult Students; Adult Literacy; Educational Attainment; High School Graduates; Dropouts; Reading Skills; Employment; Voting; Literature Appreciation; Reading Ability; Self Concept; Reading Habits; Differences; Comparative Analysis; Student Surveys; Intelligence Tests; Verbal Ability; Vocabulary; Achievement Tests; Reading Tests; Adult Education; Peabody Picture Vocabulary Test; Peabody Individual Achievement Test + Suchen Sie Ihr Suchwort? Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bildungsabschluss; Bildungsgut; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Reading skill; Lesefertigkeit; Dienstverhältnis; Abstimmung; Literarische Wertung; Reading competence; Lesekompetenz; Selbstkonzept; Reading habit; Lesegewohnheit; Unterscheiden; Schülerbefragung; Intelligence test; Intelligenztest; Mündliche Leistung; Wortschatz; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Lesetest; Education; Adult basic education; Adult training; Erwachsenenbildung
Abstract	Social science research often uses educational qualification as a signifier for characteristics such as abilities, earnings potential, and civic participation in adulthood. This study focused on two types of adult literacy students who were native speakers of English and identified words at the 3rd to 5th grade levels but differed in one key demographic identifier. One group had dropped out prior to attending high school while the other group had graduated from high school. Differences between the two groups were examined in terms of their underlying reading skills, employment, voter registration status, reading pleasure, self-perception of reading ability, print reading practices, and technology based reading practices. Results showed very few statistically significant differences between the two groups. These findings suggest that for individuals who have difficulty reading, higher educational qualification levels do not necessarily imply differences in other characteristics. Implications for further research are discussed. (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01