The Teaching Focus of Adult-Reading Teachers When Developing Word Reading Skills

Autor/inn/en	McHardy, Janet; Chapman, Elaine
Titel	The Teaching Focus of Adult-Reading Teachers When Developing Word Reading Skills
Quelle	In: Literacy, 53 (2019) 3, S.125-133 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1741-4350
DOI	10.1111/lit.12168
Schlagwörter	Adult Literacy; Reading Skills; Adult Educators; Adult Education; Reading Difficulties; Word Recognition; Teaching Methods; Teacher Qualifications + Suchen Sie Ihr Suchwort? Reading skill; Lesefertigkeit; Adult education teacher; Adult education; Adult training; Teacher; Teachers; Adult educator; Erwachsenenbildner; Erwachsenenbildung; Lehrer; Lehrerin; Lehrende; Adult; Adults; Education; Adult basic education; Reading difficulty; Leseschwierigkeit; Worterkennung; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrqualifikation
Abstract	Despite widescale literacy interventions, reading difficulties persist in the adult population. Results from international surveys report that millions of adults around the world remain unable to read the texts they require for daily life and work. Adult reading difficulties are diverse and under-researched, and adult-reading teachers are generally underprepared to build reading skills, particularly at word level reading where many adults report difficulties. This study examined (i) the teaching foci that 60 adult-reading teachers prioritised in determining how to teach a hypothetical adult reader with difficulties at the word level and (ii) the teacher attributes by which these decisions varied. Around 40% of teachers indicated that they would prioritise non-word level components in deciding how to teach the hypothetical reader with word level difficulties, and these decisions varied with teachers' training/qualifications. To make sense of the persistence of low reading levels in the adult population, it is necessary to understand more about what teachers teach and why they teach the way they do. The findings of this study may provide an important step towards this goal. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01