Adult Education Literacy Instruction: A Review of the Research

Kruidenier, John; MacArthur, Charles A.; Wrigley, Heide Spruck

doi:10.1037/e569842011-001

Cited by 22 publications

(23 citation statements)

References 88 publications

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“…High-school drop-out rates for students classified as learning disabled (80% to 90% of whom are dyslexic) are three to four times as large as for typical readers (Blackorby & Wagner, 1996). Men and women with lower levels of literacy are more likely to be below or near national poverty levels (Kirsch et al, 1993;Reder & Vogel, 1997;Rudd et al, 2004Rudd et al, , 2007Sum et al, 2004;Kutner et al, 2007;Tamassia et al, 2007;Bynner & Parsons, 2009;Kruidenier et al, 2010). In addition, adults with low levels of literacy have difficulty accessing or understanding health-related information, are hospitalized more often, and do not manage chronic diseases as well (Rudd et al, 2004(Rudd et al, , 2007Kutner et al, 2006).…”

Section: Introductionmentioning

confidence: 99%

Evaluating Willingness to Pay as a Measure of the Impact of Dyslexia in Adults

Herrera-Araujo

Shaywitz

Holahan

et al. 2017

J. Benefit Cost Anal.

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While much is known about dyslexia in school-age children and adolescents, less is known about its effects on quality of life in adults. Using data from the Connecticut Longitudinal Study we provide the first estimates of the monetary value of improving reading, speaking, and cognitive skills to dyslexic and nondyslexic adults. Using a stated-preference survey, we find that dyslexic and nondyslexic individuals value improvements in their skills in reading speed, reading aloud, pronunciation, memory, and information retrieval at about the same rate.Because dyslexics have lower self-reported levels on these skills, their total willingness to pay to achieve a high level of skill is substantially greater than for non-dyslexics. However, dyslexic individuals' willingness to pay (averaging $3000for an improvement in all skills simultaneously) is small compared with the difference in earnings between dyslexic and non-dyslexic adults. We estimate that dyslexic individuals earn 15 percent less per year (about $8000) than non-dyslexic individuals. Although improvements in reading, speaking and cognitive skills in adulthood are unlikely to eliminate the earnings difference that reflects differences in educational attainment and other factors, stated-preference estimates of the value of cognitive skills may substantially underestimate the value derived from effects on lifetime earnings and health.

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Section: Introductionmentioning

confidence: 99%

Evaluating Willingness to Pay as a Measure of the Impact of Dyslexia in Adults

Herrera-Araujo

Shaywitz

Holahan

et al. 2017

J. Benefit Cost Anal.

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“…Academic skills can be distinguished from basic cognitive abilities by their acquisition via formal instruction during schooling. While basic cognitive abilities are thought to be stable over time [34], academic skills such as reading, writing, and arithmetic are amenable to change through formal interventions well into adult life [35]. While it is important to distinguish between general reading skills and health literacy [36,37], the correlation between patients' performance on measures of academic skills and health literacy has been presented as evidence of the measures' validity [7,38].…”

Section: Introductionmentioning

confidence: 99%

Abilities, skills and knowledge in measures of health literacy

Ownby

Acevedo

Waldrop‐Valverde

et al. 2014

Patient Education and Counseling

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Objective Health literacy has been recognized as an important factor in patients' health status and outcomes, but the relative contribution of demographic variables, cognitive abilities, academic skills, and health knowledge to performance on tests of health literacy has not been as extensively explored. The purpose of this paper is to propose a model of health literacy as a composite of cognitive abilities, academic skills, and health knowledge (ASK model) and test its relation to measures of health literacy in a model that first takes demographic variables into account. Methods A battery of cognitive, academic achievement, health knowledge and health literacy measures was administered to 359 Spanish- and English-speaking community-dwelling volunteers. The relations of health literacy tests to the model were evaluated using regression models. Results Each health literacy test was related to elements of the model but variability existed across measures. Conclusion Analyses partially support the ASK model defining health literacy as a composite of abilities, skills, and knowledge, although the relations of commonly used health literacy measures to each element of the model varied widely. Practice implications Results suggest that clinicians and researchers should be aware of the abilities and skills assessed by health literacy measures when choosing a measure.

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“…Useful adult reading instruction includes careful recognition of what reading skills an individual has mastered, and which skills need further development. To address entrenched reading difficulties, programs must be informed by diagnostic assessment (Kruidenier et al, 2010, National Research Council, 2012 not merely by teachers' subjective views of what the problem is and how to address it. The lack of reliance on diagnostic assessments, and inability to interpret and apply findings, illustrated in adult teacher responses, supports the case for more focus on diagnosing reading difficulties in training and ongoing professional learning.…”

Section: Discussionmentioning

confidence: 99%

“…Regardless of the particular reading theory adopted, practitioners and scholars alike agree that in principle, effective reading instruction relies upon teachers who are well-informed with regard to the reading process, and able to respond on this basis to learners' specific reading needs (Condelli, Kirshstein, Silver-Pacuilla, Reder, & Spruck Wrigley, 2010;National Research Council, 2012). Educators with higher levels of professional experience and knowledge are more likely to be able to target appropriate and important reading skills in their instruction, and to adopt effective approaches in their efforts to assist readers in developing these skills (Kruidenier, MacArthur, & Wrigley, 2010). Despite this, research suggests that the training provided to adult reading teachers is often inadequate, with professional learning opportunities reported also to be limited.…”

mentioning

confidence: 99%

Adult Literacy Teachers' Perspective on Reading Difficulties and the Origins of These Perspectives

McHardy¹,

Chapman²

2019

ALE JOURNAL

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Literacy skills have long been recognized as an important correlate of social and economic outcomes, both for individuals and for overall communities (e.g., European Union High Level Group of Experts on Literacy, 2012; National Research Council, 2012). Despite this, a considerable body of research evidence suggests that large numbers of adults worldwide continue to have difficulties in the area of basic literacy. Foremost among this research is a series of international surveys of adult skills, the most recent of which is the Programme for the International Assessment of Adult Competencies (PIAAC) (OECD Skills Outlook, 2013). PIAAC has prompted a series of national reports examining local contexts. For example, one recent Australian report (Australian Industry Group, 2016) indicated that 44% of Australian adults have literacy skills below the minimum level required to function fully in a modern society. Similar results have been reported in studies from other developed countries. For example, in 2012, the European Union's High Level Group of Experts on Literacy reported that 20% of adults in Europe exhibited some difficulties in the area of literacy, while in 2014, Gyarmati et al. reported that nearly half of the working-age

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Adult Education Literacy Instruction: A Review of the Research

Cited by 22 publications

References 88 publications

Evaluating Willingness to Pay as a Measure of the Impact of Dyslexia in Adults

Evaluating Willingness to Pay as a Measure of the Impact of Dyslexia in Adults

Abilities, skills and knowledge in measures of health literacy

Adult Literacy Teachers' Perspective on Reading Difficulties and the Origins of These Perspectives

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