Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.

Autor/in	Abadzi, Helen
Institution	World Bank, Washington, DC.
Titel	Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.
Quelle	(2003), (119 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	0-8213-5493-0
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Reading Programs; Cost Effectiveness; Curriculum Development; Decoding (Reading); Educational Resources; Foreign Countries; Government Role; Instructional Improvement; Instructional Materials; Literacy Education; Outcomes of Education; Questionnaires; Reading Comprehension; Reading Motivation; Reading Strategies; Reading Tests; Research Utilization; Teacher Knowledge; Bangladesh; Brazil; China; Egypt; India; Indonesia; Mexico; Nigeria; Pakistan + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Kosten-Nutzen-Analyse; Kosten-Nutzen-Denken; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Dekodierung; Bildungsmittel; Ausland; Unterrichtsqualität; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Lernleistung; Schulerfolg; Fragebogen; Leseverstehen; Lesemotivation; Reading strategy; Leselernstufe; Lesetechnik; Lesetest; Forschungsumsetzung; Bangladesch; Brasilien; Ägypten; Indien; Indonesien; Mexiko
Abstract	Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)
Anmerkungen	The World Bank, P.O. Box 960, Herndon, VA 20172-0960 (ISBN: 0-8213-5493-0 (paper) $22; ISBN: 0-8213-5494-9 (pdf) $11). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC