A job-oriented reading program for the Air Force: Development and field evaluation.

Huff, Kent H.; Sticht, Thomas G.; Joyner, John; Groff, Steven D; Burkett, James R.

doi:10.1037/e448432004-001

Cited by 5 publications

(3 citation statements)

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“…In a decade of work from 1967 through 1977, Sticht and associates compared the performance of military personnel reading from the 4th through 14th grades on general literacy tests to their performance on job reading task tests (Sticht, 1975;Huff, Sticht, et al, 1977;Sticht, Fox, Hauke, & Zapf, 1977a, b). The latter were tests constructed from materials and tasks job incumbents reported performing in their day-to-day work.…”

Section: Issues In Defining "Illiteracy"mentioning

confidence: 99%

Chapter 2: Adult Literacy Education

Sticht¹

1988

Review of Research in Education

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as illiterates or functional illiterates, but rather as adults who need to learn spoken and written English as a second language (ESL). Focus of Current ReviewAlthough ESL adults represent a growing percentage of the student population in adult basic and secondary education programs (Pugsley, 1987), the present review focuses on literacy education for adults who have grown up in the United States using English as a native language, but who have not learned to use graphic symbols or symbol systems (e.g., the alphabet, arithmetic) or a wide variety of graphic devices (technical manuals, forms, airline schedules, textbooks, wall posters, and so forth) very well. At times, however, studies will be reviewed that do not differentiate between the ESL and other adults with limited literacy.The review of adult literacy education is organized into three parts. Part I presents an historical context for adult literaacy education in the United States in which three issues salient over time are identified. These issues are (a) the "crisis" approach to adult literacy education over the last 80 years; (b) issues and problems involved in defining and counting "illiterates"; and (c) issues involved in setting the objectives for adult literacy education.Part II comments on various research studies that are relevant to a broader understanding of adult literacy and its development but which are not given extensive coverage here due to space constraints. The present review is not comprehensive, and the purpose of Part II is to provide bibliographic assistance to readers interested in pursuing research on adult literacy in greater depth than is possible within the scope of this chapter.Part III turns from the review of research on the issues in adult literacy education to a discussion of three new directions in adult literacy education and related research. These new directions are (a) competency-based adult literacy education; (b) intergenerational literacy education for parents and their children; and (c) workplace literacy assessment and program development.The final section of the chapter is a very brief statement of conclusions and broad directions for future research. PART I ISSUES IN ADULT LITERACY EDUCATIONThis section first presents a brief summary of the adult literacy education system as of the mid-1980s. This system includes both the formal, "mainstream" education programs funded by federal, state, and local tax dollars, and the "informal" programs carried out by community-based organizations across the nation with the support of private grants, donations, and volunteers (and, at times, some federal demonstration funds).at Bobst Library, New York University on June 20, 2015 http://rre.aera.net Downloaded from Sticht: Adult Literacy Education 61Following the brief summary of the literacy education system, an historical summary of the history of adult literacy education in the United States is presented and used to identify major issues that are the subject of the research reviewed in the balance of this chapter. adults 18 ye...

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Section: Issues In Defining "Illiteracy"mentioning

confidence: 99%

Chapter 2: Adult Literacy Education

Sticht¹

1988

Review of Research in Education

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“…For example, students read to retain information for future use, while workers need immediate "reading to do" and "reading to assess" skills (see, Huff, Sticht and Joyner, 1977 Available data suggest that the projected supply of individuals with even the necessary academic skills could prove problematic. As indicated in Figure 13, while most individuals tested could perform adequately at the lowest level of proficiency, the number achieving proficiency dips rapidly as the difficulty level increases.…”

Section: Department Of Labormentioning

confidence: 99%

United States Air Force Summer Research Program - 1991. Summer Faculty Research Program (SFRP) Reports. Volume 2. Armstrong Laboratory, Wilford Hall Medical Center

Moore¹,

Crittenden²,

Duncan³

et al. 1991

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“…Previous research has emphasized the heavy literacy requirements of military schools and jobs, and the relatively poor reading ability of typical students and jobholders. As a result, job-oriented programs to improve the reading ability of military personnel were developed and have subsequently been described by Duffy et al (1975) and developed * by Sticht (1975) and by Huff, Sticht, Joyner, Groff, and Burkett (1977). Since each of these programs was to some degree successful, the job-oriented concept was adopted for the Navy's prerequisite skills program.…”

Section: Introductionmentioning

confidence: 99%