Print Awareness of Adult Illiterates: A Comparison with Young Pre-Readers and Low-Educated Adult Readers

Autor/inn/en	Kurvers, Jeanne; Van Hout, Roeland; Vallen, Ton
Titel	Print Awareness of Adult Illiterates: A Comparison with Young Pre-Readers and Low-Educated Adult Readers
Quelle	In: Reading and Writing: An Interdisciplinary Journal, 22 (2009) 8, S.863-887 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0922-4777
DOI	10.1007/s11145-008-9129-7
Schlagwörter	Adult Literacy; Illiteracy; Comparative Analysis; Emergent Literacy; Children; Literacy Education; Graphemes; Signs; Written Language; Foreign Countries; Netherlands + Suchen Sie Ihr Suchwort? Analphabetismus; Frühleseunterricht; Child; Kind; Kinder; Zeichensystem; Geschriebene Sprache; Ausland; Niederlande
Abstract	In this study the print awareness of 25 unschooled adult illiterates in the Netherlands was compared with that of 24 pre-reading children and of 23 low-educated literate adults with approximately four years of primary schooling. The illiterates were interviewed about their experiences with writing and all participants completed six assessments of print awareness in the language they preferred (first or second language). The outcomes revealed that the three groups did not differ in distinguishing conventional written signs from other visual signs, that both groups of non-readers differed significantly from low educated readers but not from each other in knowledge of logos, inscriptions and knowledge of the written register, while the adult illiterates performed significantly better than the children on grapheme knowledge. Adult illiterates in literate societies seem to be well informed about the uses and functions of written language and about what writing looks like, but like young children they are not good at reading environmental print out of context and in explaining what exactly is represented in writing. The variation in reactions within the group of illiterate adults could be related to existing models of emergent literacy. Implications for adult literacy education are discussed. (As Provided).
Anmerkungen	Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10