Effective Literacy Instruction for Adults with Specific Learning Disabilities: Implications for Adult Educators

Autor/in	Hock, Michael F.
Titel	Effective Literacy Instruction for Adults with Specific Learning Disabilities: Implications for Adult Educators
Quelle	In: Journal of Learning Disabilities, 45 (2012) 1, S.64-78 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-2194
DOI	10.1177/0022219411426859
Schlagwörter	Achievement Gap; Reading Comprehension; Learning Disabilities; Adult Basic Education; Educational Technology; Literacy; Teaching Methods; Performance Factors; Literature Reviews; Best Practices; Educational Research; Academic Accommodations (Disabilities); Instructional Innovation; General Educational Development Tests + Suchen Sie Ihr Suchwort? Leseverstehen; Learning handicap; Lernbehinderung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Unterrichtsmedien; Alphabetisierung; Schreib- und Lesefähigkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Leistungsindikator; Bildungsforschung; Pädagogische Forschung; Educational Innovation; Bildungsinnovation
Abstract	Adults with learning disabilities (LD) attending adult basic education, GED programs, or community colleges are among the lowest performers on measures of literacy. For example, on multiple measures of reading comprehension, adults with LD had a mean reading score at the third grade level, whereas adults without LD read at the fifth grade level. In addition, large numbers of adults perform at the lowest skill levels on quantitative tasks. Clearly, significant instructional challenges exist for adults who struggle with literacy issues, and those challenges can be greater for adults with LD. In this article, the literature on adults with LD is reviewed, and evidenced-based instructional practices that significantly narrow the literacy achievement gap for this population are identified. Primary attention is given to instructional factors that have been shown to affect literacy outcomes for adults with LD. These factors include the use of explicit instruction, instructional technology, and intensive tutoring in skills and strategies embedded in authentic contexts. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10