Job-Related Reading Tasks: Teaching Marginally Literate Adults to Read. HumRRO Professional Paper 10-78.

Autor/inn/en	Sticht, Thomas G.; und weitere
Institution	Human Resources Research Organization, Alexandria, VA.
Titel	Job-Related Reading Tasks: Teaching Marginally Literate Adults to Read. HumRRO Professional Paper 10-78.
Quelle	(1978), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Reading Programs; Aural Learning; Blacks; Economic Factors; Educational Background; Elementary Education; Employment Opportunities; Employment Qualifications; Functional Literacy; Illiteracy; Job Skills; Job Training; Language Skills; Listening Comprehension; Literacy Education; Methods Research; National Surveys; Reading Comprehension; Reading Readiness; Reading Skills; Remedial Programs; Remedial Reading; Whites; Work Experience; Workplace Literacy; United States + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Baugestaltung; Black person; Schwarzer; Ökonomischer Faktor; Vorbildung; Elementarunterricht; Berufschance; Beschäftigungschance; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Funktionale Kompetenz; Analphabetismus; Produktive Fertigkeit; Berufsqualifizierender Bildungsgang; Language skill; Sprachkompetenz; Hörverständnis; Methodenforschung; Leseverstehen; Reading rate; Reading speed; Lesegeschwindigkeit; Reading skill; Lesefertigkeit; Förderprogramm; Leseförderung; White; Weißer; Employment experience; Job experience; Occupational experience; Berufserfahrung; USA
Abstract	Two separate research reports are presented in this paper. In the first report, we have identified through literacy research three sets of job-related reading tasks for adults: (1) those involved in getting a job, (2) those concerned with learning a job, and (3) those concerned with doing a job. National surveys have indicated that the black, poor, and undereducated (the primary adult basic education population) do poorly on task 1 skills, such as reading employment ads. Evidence suggests that job training might produce job-specific reading skills and permit marginally literate persons to function more adequately in task 3 (on-the-job) skills than their reading score might predict. In the second research report, we have employed a model of stages involved in the child's acquisition of reading skills. The model emphasized primacy of language before reading and the fact that reading is built upon language competency. One competency aspect is auding, the ability to comprehend spoken language. A confirmation of the model is that third, fourth, and fifth-grade students have been found to comprehend better by auding than by reading. Marginally literate young men have typically been found to be low in language and reading skills. One research implication is that adult basic education reading training should be based first on what students comprehend by auding. (CSS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC