Lessons from Preventing Reading Difficulties in Young Children for Adult Learning and Literacy

Autor/inn/en	Snow, Catherine E.; Strucker, John
Titel	Lessons from Preventing Reading Difficulties in Young Children for Adult Learning and Literacy
Quelle	(1999), (45 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Reading Difficulties; Prevention; Adult Basic Education; Young Children; At Risk Students; Adult Learning; Adult Students; Family Literacy; Adult Literacy; English (Second Language); Educational Research; Reading Instruction; Case Studies; Reading Motivation; Metalinguistics; Intervention; Access to Education; Reading Skills; Student Characteristics; Minority Groups; Limited English Speaking; Low Achievement; Educational Environment; Dialects; Literacy Education; Poverty; Language Acquisition; Hearing Impairments; Developmental Delays; Developmental Stages; Phonological Awareness; Language Skills + Suchen Sie Ihr Suchwort? Reading difficulty; Leseschwierigkeit; Prävention; Vorbeugung; Adult; Adults; Education; Adult education; Erwachsenenbildung; Frühe Kindheit; Adulte education; Adult training; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; English as second language; English; Second Language; Englisch als Zweitsprache; Bildungsforschung; Pädagogische Forschung; Leseunterricht; Case study; Fallstudie; Case Study; Lesemotivation; Metalanguage; Metasprache; Access; Bildung; Zugang; Bildungszugang; Reading skill; Lesefertigkeit; Ethnische Minderheit; Unterdurchschnittliche Leistung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Dialect; Dialekt; Armut; Sprachaneignung; Spracherwerb; Hearing impairment; Hörbehinderung; Entwicklungsverzögerung; Language skill; Sprachkompetenz
Abstract	In the spring of 1998 the National Research Council released a report, Preventing Reading Difficulties in Young Children for Adult Learning and Literacy (PRD). PRD was written with the goal of contributing to the prevention of reading difficulties by documenting the contributions of research to an understanding of reading development and the conditions under which reading develops with the greatest ease. This chapter discusses the implications of the report for adult literacy and family literacy programs, including programs teaching English for speakers of other languages (ESOL). The questions the authors address include the following: What is the relevance of the research base reviewed in the report to understanding adult literacy performance and instructional practice for adults? Are the risk factors identified in the report as justifying secondary prevention efforts equally applicable to adult learners? What is the future of adult basic education (ABE) in a world where reading difficulties have truly been well prevented? The authors begin with a brief summary of the findings of PRD that they consider most relevant to ABE and ESOL. They then present six case studies of adult literacy learners to illustrate how the issues brought up in PRD are and are not directly relevant to adult literacy difficulties. They conclude by suggesting areas of adult literacy in need of further research and ways that teacher preparation for adult literacy practitioners might be improved. (Contains 14 notes.) [Chapter 2 in: Annual Review of Adult Learning and Literacy. Volume 1; copublished with Jossey-Bass, Inc.; see ED436673.] (ERIC).
Anmerkungen	Office of Educational Research and Improvement. Available from: ED Pubs. P.O. Box 1398, Jessup, MD 20794-1398. e-mail: edpubs@inet.ed.gov; Tel: 877-433-7827; Fax: 301-470-1244; Web site: http://www2.ed.gov/offices/OERI/edpubs.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10