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Autor/inn/enChapman, Elaine; McHardy, Janet
TitelAdult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
QuelleIn: Adult Literacy Education, 1 (2019) 1, S.6-18 (13 Seiten)
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Spracheenglisch
Dokumenttypgedruckt; online; Zeitschriftenaufsatz
ISSN2642-3669
SchlagwörterAdult 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
AbstractStudies 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).
AnmerkungenProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
Erfasst vonERIC (Education Resources Information Center), Washington, DC
Update2021/1/01
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