The Wiley Handbook of Adult Literacy

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Sonst. Personen	Perin, Dolores (Hrsg.)
Titel	The Wiley Handbook of Adult Literacy
Quelle	(2019), (616 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1192-6137-7
Schlagwörter	Guides; Adult Literacy; Reading Difficulties; Literacy Education; Self Efficacy; Academic Ability; Cross Cultural Studies; Teaching Methods; College Students; Phonology; Gender Differences; Illiteracy; Correctional Education; Institutionalized Persons; Social Change; Sociocultural Patterns; Numeracy; Workplace Literacy; Family Literacy; Cognitive Processes; Reading Motivation; Comparative Analysis; Children; Spelling; Error Patterns; Learning Readiness; Technology Integration; Educational Technology; Rural Areas; Mortality Rate; English Language Learners; Academic Language; Writing Strategies; Remedial Instruction; Adult Education; Information Technology + Suchen Sie Ihr Suchwort? Handbuch; Leitfaden; Reading difficulty; Leseschwierigkeit; Self-efficacy; Selbstwirksamkeit; Cultural comparison; Kulturvergleich; Teaching method; Lehrmethode; Unterrichtsmethode; Collegestudent; Fonologie; Geschlechterkonflikt; Analphabetismus; Fürsorgeerziehung; Sozialer Wandel; Soziokulturelle Theorie; Rechenkompetenz; Cognitive process; Kognitiver Prozess; Lesemotivation; Child; Kind; Kinder; Schreibweise; Fehlertyp; Lernbereitschaft; Unterrichtsmedien; Rural area; Ländlicher Raum; Mortalitätsrate; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Schreibtechnik; Förderkurs; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Informationstechnologie
Abstract	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. (1) Looks at the cognitive processing challenges associated with low literacy in adults; (2) Features contributions from a global team of experts in the field; and (3) 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. Titles in the book include: (1) Cognitive Processing Challenges Associated with Low Literacy in Adults (John Sabatini, Tenaha O'Reilly, Kelsey Dreier, and Zuowei Wang); (2) Phonological Abilities in Fully Illiterate Adults (José Morais and Régine Kolinsky); (3) Gender Differences in the Reading Motivation of Adults with Low Literacy Skills (Jan C. Frijters, Emily Brown, and Daphne Greenberg); (4) Integrating Component Skills in a Reading Comprehension Framework for Struggling Adult Readers (Elizabeth L. Tighe); (5) Writing Challenges for Postsecondary English Learners with Low Levels of First Language Literacy (Stephen M. Doolan); (6) From "Degisned" and "Dezine" to "Design": Comparing Adults' and Children's Spelling Errors Across Tasks (Katherine S. Binder, Amani Talwar , Nora K. Bond, and Nicole Gilbert Cote); (7) Literacy Skills, Academic Self-Efficacy, and Participation in Prison Education (Lise Ø. Jones and Terje Manger); (8) Readiness to Learn Among Adults with Low Skills (M. Cecil Smith, Thomas J. Smith, Amy D. Rose, and Jovita M. Ross-Gordon); (9) Cognitive Profile of Students with Dyslexia Entering Postsecondary Education (Maaike Callens and Marc Brysbaert); (10) A Cognitive Framework for Tracing the Roots of Reading Disabilities Among University Students (George K. Georgiou and J. P. Das); (11) Reading, Writing, and Self-Efficacy of Low-Skilled Postsecondary Students (Dolores Perin); (12) Cognitive and Sociocultural Dimensions of Adult Literacy and Integrating Technology in Adult Education (Aydin Y. Durgunoglu, Hilal Gençay, Meltem Canturk, and G. Hilal Kusçul); (13) I Will Survive: Sociocultural and Educational Factors Underlying Child Mortality in Rural Ghana (Niels-Hugo Blunch); (14) Literacy and Social Change in South Asia (Cristine Smith and Konda R. Chavva); (15) Literacy, Numeracy, and Self-Rated Health among U.S. Adults (Esther Prins and Shannon Monnat); (16) Adults with Low Skills and Learning Disabilities (Margaret Becker Patterson); (17) Participation in Literacy Programs for Adults with Low Skills in Southeastern Europe (George K. Zarifis); (18) Making the Most of Learning Contexts: A Literature Review on Family and Workplace Literacy Programs (Hendrickje C. Windisch); (19) How to Teach Fully Illiterate Adults to Read 409 Régine Kolinsky, Cristina Carvalho, Isabel Leite, Ana Franco, and José Morais (20) Developmental Trajectories of Adult Education Students: Implications for Policy, Research, and Practice (Stephen Reder); (21) Academic Literacy as Developmental Pedagogy: The Learning and Growth of Adult English Language Learners (Jennifer Ouellette-Schramm); (22) Educational Technologies that Support Reading Comprehension for Adults Who Have Low Literacy Skills (Arthur C. Graesser, Daphne Greenberg, Andrew Olney , and Maureen W. Lovett); (23) Writing Strategy Instruction for Low-Skilled Postsecondary Students (Zoi A. Traga Philippakos and Charles A. MacArthur); (24) Transitioning Adult Literacy Students to Postsecondary Education (Elizabeth Zachry Rutschow); and (25) Research on Developmental Education Instruction for Adult Literacy Learners (Maria Cormier and Susan Bickerstaff). (ERIC).
Anmerkungen	John Wiley & Sons, Inc. 10475 Crosspoint Boulevard, Indianapolis, IN 46256. Tel: 800-956-7739; Fax: 800-605-2665; e-mail: consumers@wiley.com; Web site: http://www.wiley.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01