John Wiley & Sons The Wiley Handbook of Adult Literacy Cover Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook.. Product #: 978-1-119-26137-7 Regular price: $148.60 $148.60 Auf Lager

The Wiley Handbook of Adult Literacy

Perin, Dolores

Wiley Handbooks in Education

Cover

1. Auflage September 2019
616 Seiten, Hardcover
Handbuch/Nachschlagewerk

ISBN: 978-1-119-26137-7
John Wiley & Sons

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Examines the widespread phenomenon of poor literacy skills in adults across the globe

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults' literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities.

The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults' transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more.
* Looks at the cognitive processing challenges associated with low literacy in adults
* Features contributions from a global team of experts in the field
* Offers writing strategy instruction for low-skilled postsecondary students

The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It's also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.

Contributors

Section Editors and Reviewers

Acknowledgements

Conceptual framework and overview of the handbook
D. Perin

Section 1: Cognitive, affective and motivational factors underlying adult literacy

1.1 Cognitive processing challenges associated with low literacy in adults
J. Sabatini, T. O'Reilly, Z. Wang, and K. Dreier

1.2 Phonological abilities in fully illiterate adults
J. Morais and R. Kolinsky

1.3 Gender differences in the reading motivation of adults with low literacy skills
J. C. Frijters, E. Brown, and D. Greenberg

1.4 Integrating component skills in a reading comprehension framework for struggling adult readers
E. L. Tighe

1.5 Writing challenges for postsecondary English learners with low levels of literacy
S. M. Doolan

1.6 From 'degisned' and 'dezine' to 'design:' Comparing adults' and children's spelling across tasks
K.S. Binder, A. Talwar, N. K. Bond, and N. G. Cote

1.7 Literacy skills, academic self-efficacy and participation in prison education
L. Ø. Jones and T. Manger

1.8 Readiness to learn among adults with low skills
M. C. Smith, T. J. Smith, A. D. Rose, and J. Ross-Gordon

1.9 Cognitive profile of students with dyslexia entering postsecondary education
M. Callens and M. Brysbaert

1.10 A cognitive framework for tracing the roots of reading disabilities among university students
G. K. Georgiou and J. P. Das

1.11 Reading, writing, and self-efficacy of low-skilled postsecondary students
D. Perin

Section 2: Contexts of literacy for adults with low skills

2.1 Cognitive and sociocultural dimensions of adult literacy and integrating technology in adult education
A. Durgunolu, H. Gençay, M. Cantqrk, and H. Kusçul

2.2 I will survive: Sociocultural and educational factors underlying child mortality in rural Ghana
N. -H. Blunch

2.3 Literacy and social change in South Asia
C. Smith and K. R. Chavva

2.4 Literacy, numeracy, and self-rated health among U.S. adults
E. Prins and S. Monnat

2.5 Adults with low skills and learning disabilities
M. B. Patterson

2.6 Participation in literacy programmes for adults with low skills in south-eastern Europe
G. K. Zarifis

2.7 Making the most of learning contexts: A literature review of family and workplace literacy programs
H. C. Windisch

Section 3: Education of adults with low literacy skills

3.1 How to teach fully illiterate adults to read
R. Kolinsky, C. Carvalho, I. Leite, A. Franco, and J. Morais

3.2 Developmental trajectories of adult education students: Implications for policy, research and practice
S. Reder

3.3 Academic literacy as developmental pedagogy: The learning and growth of adult English language learners
J. Ouellette-Schramm

3.4 Educational technologies that support reading comprehension of adults who have low literacy skills
A. Graesser, D. Greenberg, A. Olney, and M. W. Lovett

3.5 Writing strategy instruction for low-skilled postsecondary students
Z. A. T. Philippakos and C.A. MacArthur

3.6 Transitioning adult literacy students to postsecondary education
E. Rutschow

3.7 Research on developmental education instruction for adult literacy learners
M. Cormier and S. Bickerstaff

Index
DOLORES PERIN, PHD, is a professor of psychology and education, chair of the department of Health and Behavior Studies, and senior researcher at the Community College Research Center, Teachers College, Columbia University. Her research interests center on the reading and writing skills of students in adult literacy programs and postsecondary education who experience academic difficulty.