What we know about acquisition of adult literacy

Abadzi, Helen

doi:10.1596/0-8213-2862-x

Cited by 26 publications

(13 citation statements)

References 56 publications

(100 reference statements)

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“…Adult literacy programs aim to improve the skills, and hence the earning potential and other socio-economic outcomes, of illiterate adults. However, traditional adult literacy programs, typically operated by governments, have been largely ineffective due to low enrollment, high dropout rates, and rapid skill depreciation (Abadzi 1994(Abadzi , 2003Oxenham et al 2002;and Ortega and Rodríguez 2008). Impact assessments of adult literacy programs measure direct effects, viz.…”

Section: Introductionmentioning

confidence: 99%

The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India

et al. 2017

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Section: Introductionmentioning

confidence: 99%

The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India

et al. 2017

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“…For example, may programs adopts open entry policy or employ volunteer tutors to accommodate as many learners as possible. The biggest drawback of ALP evaluation is the age level of learners, Abadzi, H. (1994), in his study founds,literacy acquired in childhood positively influences quality of life, but the effects of literacy acquired in adulthood are not well known, experience shows that literacy is not easily disseminated to adults and that the skills of neo-literates are not stable, adult illiterates seem to face a combination of social, motivational, instructional, and cognitive obstacles, which together prevent many from attending classes or mastering and retaining the material. Terry, M. (2006) used a qualitative method of observing the changes in learner"s lives after the participating in ALP, changes in six major areas of learner"s live discussed: general attitude towards life, level of interpersonal awareness, self-esteemed, academic confidence, learning goals and employment plans.…”

Section: A Review On Evaluating Effectiveness Of Existing Adult Litermentioning

confidence: 99%

Technology Inclusive Adult Education (TIAE) Model for Adult Literacy Programs: An Evidence Based Study

Joshi¹,

Bohra²

2019

Res. Bus.

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This study is proposing Technology Inclusive Adult Education (TIAE) model of for adult literacy, proposed idea is based on effective outcomes of the existing Adult Literacy Programs (ALP), effectiveness has been measured through the response analysis of two key participants, one as a learner (those to whom this program is made for) and other as functionaries (those by whom this program is executed). An Indian sate Uttarakhand has been taken as a sample state for the study. Objective is to fulfil the gap of skill set acquired and skill set required by the learners through the help of technology, TIAE model of adult literacy program is suggested an effective model of adult education that is executable, desirable, acceptable, functional, result oriented which can be monitored and tracked frequently.

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“…In order to eradicate illiteracy, governments, NGOs (non-governmental organization) and supranational agencies such as UNESCO fund numerous programs worldwide (Abadzi, 2003), but the programs are assessed with great skepticism in the literature (Shi and Tsang, 2008). It is important to note that the ABE programs are rarely targeted explicitly at functional illiterates, as they generally aim to increase the participants’ literacy skills 3 .…”

Section: Who Is Defined As Functional Illiterate?mentioning

confidence: 99%

A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects

et al. 2016

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Formally, availability of education for children has increased around the world over the last decades. However, despite having a successful formal education career, adults can become functional illiterates. Functional illiteracy means that a person cannot use reading, writing, and calculation skills for his/her own and the community’s development. Functional illiteracy has considerable negative effects not only on personal development, but also in economic and social terms. Although functional illiteracy has been highly publicized in mass media in the recent years, there is limited scientific knowledge about the people termed functional illiterates; definition, assessment, and differential diagnoses with respect to related numerical and linguistic impairments are rarely studied and controversial. The first goal of our review is to give a comprehensive overview of the research on functional illiteracy by describing gaps in knowledge within the field and to outline and address the basic questions concerning who can be considered as functional illiterates: (1) Do they possess basic skills? (2) In which abilities do they have the largest deficits? (3) Are numerical and linguistic deficits related? (4) What is the fundamental reason for their difficulties? (5) Are there main differences between functional illiterates, illiterates, and dyslexics? We will see that despite partial evidence, there is still much research needed to answer these questions. Secondly, we emphasize the timeliness for a new and more precise definition that results in uniform sampling, better diagnosis, conclusion, and intervention. We propose the following working definition as the result of the review: functional illiteracy is the incapability to understand complex texts despite adequate schooling, age, language skills, elementary reading skills, and IQ. These inabilities must also not be fully explained by sensory, domain-general cognitive, neurological or mental disorders. In sum, we suggest that functional illiteracy must be more thoroughly understood and assessed from a theoretical, empirical, and diagnostic perspective.

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What we know about acquisition of adult literacy

Cited by 26 publications

References 56 publications

The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India

The Impact of a Computer-based Adult Literacy Program on Literacy and Numeracy: Evidence from India

Technology Inclusive Adult Education (TIAE) Model for Adult Literacy Programs: An Evidence Based Study

A Review about Functional Illiteracy: Definition, Cognitive, Linguistic, and Numerical Aspects

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