Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives

Autor/inn/en	Chapman, Elaine; McHardy, Janet
Titel	Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
Quelle	In: Adult Literacy Education, 1 (2019) 1, S.6-18 (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2642-3669
Schlagwörter	Adult Literacy; Teacher Attitudes; Reading Difficulties; Reading Teachers; Reading Skills; Student Needs; Adult Students; Literature Appreciation; Educational Environment; Teaching Experience; Foreign Countries; Stress Variables; Self Esteem; Adult Reading Programs; Knowledge Level; Australia; New Zealand + Suchen Sie Ihr Suchwort? Lehrerverhalten; Reading difficulty; Leseschwierigkeit; Reading Teaching; Reading teacher; Leseprozess; Lesen; Lehrer; Lehrerin; Lehrende; Lesenlernen; Reading skill; Lesefertigkeit; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Literarische Wertung; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Self-esteem; Selbstaufmerksamkeit; Wissensbasis; Australien; Neuseeland
Abstract	Studies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers' perspectives, which attributed less-skilled reading respectively to: (a) learners' distinct needs not being met, (b) readers' "life baggage", (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers' own experiences in learning reading, (b) teachers' general teaching experience, (c) teachers' experiences of teaching reading specifically, and (d) teachers' knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01