An Exploratory Examination of Literacy Assessment Practices of Adult Programs in North Carolina's Piedmont-Triad Region PDF Download
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Author: Eboni Nikita Byrd Publisher: ISBN: Category : Languages : en Pages : 19
Book Description
It is estimated that 22 percent, of adults in the Piedmont Triad of North Carolina have poor literacy skills, meaning that they have difficulty with tasks involving simple texts and documents. Purpose: Given this low level of adult literacy, the purpose of this exploratory research study was to analyze the perceptions of North Carolina's adult program personnel regarding adult participation in these programs and related activities. In order to accomplish this purpose, the following research goals were developed: (1) To determine how adult programs in the Piedmont-Triad region of North Carolina define literacy; (2) To determine how adult literacy is assessed by adult programs in the Piedmont-Triad region of North Carolina; (3) To determine strategies utilized by adult programs in the Piedmont-Triad region to address adult literacy; and (4) To determine what the characteristics of literacy challenged adults enrolled in adult programs in the Piedmont-Triad region of North Carolina are. Methodology: Using a descriptive design a survey instrument containing 17 questions designed to gauge the opinion of administrators and instructors regarding assessment practices of adult programs in North Carolina. Data were analyzed. Results: Based on the data collected the researcher determined that administrators of adult programs in the Piedmont-Triad region of North Carolina define the term literacy as how well the learner is able to read and write. Literacy comprehension and reading are said to be synonymous because when understanding breaks down, reading actually has not occurred. Administrators in North Carolina measure literacy skills on a scale consisting of three major components. They are prose, document, and quantitative. This study also found that programs in the Triad-Piedmont region of North Carolina use strategies such as Adult Basic Education (ABE), English as a Second Language (ESL), English Literacy/Civics Education (EL/Civics), Adult Secondary Education (ASE), Family Literacy, Correction Education and School-to-Work to address adult literacy. (Contains 12 tables.).
Author: Eboni Nikita Byrd Publisher: ISBN: Category : Languages : en Pages : 19
Book Description
It is estimated that 22 percent, of adults in the Piedmont Triad of North Carolina have poor literacy skills, meaning that they have difficulty with tasks involving simple texts and documents. Purpose: Given this low level of adult literacy, the purpose of this exploratory research study was to analyze the perceptions of North Carolina's adult program personnel regarding adult participation in these programs and related activities. In order to accomplish this purpose, the following research goals were developed: (1) To determine how adult programs in the Piedmont-Triad region of North Carolina define literacy; (2) To determine how adult literacy is assessed by adult programs in the Piedmont-Triad region of North Carolina; (3) To determine strategies utilized by adult programs in the Piedmont-Triad region to address adult literacy; and (4) To determine what the characteristics of literacy challenged adults enrolled in adult programs in the Piedmont-Triad region of North Carolina are. Methodology: Using a descriptive design a survey instrument containing 17 questions designed to gauge the opinion of administrators and instructors regarding assessment practices of adult programs in North Carolina. Data were analyzed. Results: Based on the data collected the researcher determined that administrators of adult programs in the Piedmont-Triad region of North Carolina define the term literacy as how well the learner is able to read and write. Literacy comprehension and reading are said to be synonymous because when understanding breaks down, reading actually has not occurred. Administrators in North Carolina measure literacy skills on a scale consisting of three major components. They are prose, document, and quantitative. This study also found that programs in the Triad-Piedmont region of North Carolina use strategies such as Adult Basic Education (ABE), English as a Second Language (ESL), English Literacy/Civics Education (EL/Civics), Adult Secondary Education (ASE), Family Literacy, Correction Education and School-to-Work to address adult literacy. (Contains 12 tables.).
Author: Anne Campbell Publisher: DIANE Publishing ISBN: 0788133748 Category : Languages : en Pages : 49
Book Description
Sets forth the definition of literacy and the framework that guided the development of the instruments for the NALS. Contents: overview of the NALS and survey samples; framework development (defining literacy, extending the literacy scales); development of the background questionnaire (scope, and administration); development of the simulation tasks (materials/structures, task difficulty, processes/strategies); state adult literacy surveys (state samples, background questionnaire); participants in the development process; and sample tasks.
Author: Suzanne Knell Publisher: American Library Association ISBN: 9780838935026 Category : Education Languages : en Pages : 110
Book Description
This guide contains strategies to help the reader create effective and accountable adult literacy programmes. The assessment tools in this book will help identify and evaluate the skill levels of learners, make changes to a program based on user's aptitudes and write thorough grant proposals.
Author: Australian Council for Adult Literacy Publisher: ISBN: 9780868036069 Category : Languages : en Pages : 174
Book Description
The papers presented in the book do not include all sessions presented at the conference but they do provide an insight into the kinds of papers presented. Contents: * 'But I'm not a therapist'. The challenge of creating effective literacy learning for survivors of trauma (Jennifer Horsman) * Future Studies, postmodernism and adult literacy (Jack Cross) * Collaboration and compliance in the workplace (Hermine Scheeres and Nicky Solomon) * What's Whiteness got to do with it?: Exploring assumptions about cultural difference and everyday literacy practices (Sue Shore) * Interactive learning - enterprise based training into the new millennium (Fotina Babalis) * Digging deeper: a strategy for text analysis with indigenous students (Patricia Beattie) * Second language learners operate on the incomplete and inaccurate knowledge of the target language: exploratory case studies of native language interference with target language usage (Baljit Bhela) * Throw them a line: tips for assisting students to survive their first semester at university (Jennie Bickmore-Brand) * Computer use in adult literacy in South Australia (Lyn Bray) * Examining the accounts of homeless people's needs to determine a role for language, literacy and numeracy training (Geraldine Castleton) * Getting on the same line: utilising a concept attainment model of teaching in the numeracy classroom (Pam Ciampa) * Toeing the line: Incorporating the key competencies into numeracy sessions (Pam Ciampa) * Technological tangles in adult literacy education (Bobby Harreveld) * Lining up secondary students for adult literacy programs: some reflections on a new partnership (Angela Hill) * Contractor safety training resources (Kevin Hummel) * Receipting rate payments: how well are these skills captured in the office-administrative standards for level three trainees? (Ann Kelly) * Certificate 1 in Initial Adult Literacy and Numeracy (CIALN) multimedia student resources (Ron McGlynn) * Communication matters: towards self management of communication needs: a best practice case study in a remote mine site (Cathrena McRae) * Language literacy and numeracy in the entertainment industry: enhancing training packages (Celia Moon) * "They don't have to think, we've got managers": The fine line between "workplace communication skills" and "literacy at work" (Irena Morgan-Williams) * Literacy on the production line: enhancing career paths and utilising the workplace expertise of NESB women through training partnerships. A panel presentation of a project conducted on site at Sheridan Australia (Sonya Mezinec) * Literacy and numeracy online (Douglas Purcell and Don Strempel) * ALBE teachers on the front line of pedagogical 'good practice' (Jill Sanguinetti) * Presentation of a model for on-line assessment and moderation using the Certificates In General Education for Adults and incorporating the National Reporting System (Debbie Soccio) * Students as partners in developing on-line teaching (Thao Le, Quynh Le, Robert Ceperkovic) * Interlanguage in a university context (Thao Le, Robert Ceperkovic, Quynh Le, Dinh Quang Thu) * Pegs for literacy: Using 'customer service' as a peg for the delivery of the five macro literacy skills (Ruth Trenerry) * Using email as a 'backdoor' to literacy (Ian Walker and John Coflin) * Sweet words: a case study in a confectionery enterprise (Wing-Yin Chan Lee) * Benchmarking for success. A benchmark for the successful implementation of literacy training in the Australian workplace (John Welch) * Between a rock and a hard place: challenges for national literacy organization (Jennifer Horsman).
Author: College Reading Association Publisher: College Reading Assn ISBN: 9781883604004 Category : Adult learning Languages : en Pages : 205
Book Description
This 1993 yearbook presents 20 papers and summaries of the dissertation award winner "Content Literacy in High School Social Studies: A Focus on One Teacher's Beliefs and Decisions about Classroom Discussions" (E. G. Sturtevant) and the thesis award winner "Effects of Direct Instruction of Story Grammar on Story Writing and Reading Comprehension of Elementary School Learning Disabled Students" (R. E. Leaman). Papers in the Inquiries in College and Adult Literacy Instruction section are: "Fads or Substantive Changes in the Field of Adult Literacy" (J. S. Richardson); "School Experiences of Adults Participating in Volunteer Literacy Programs" (M. D. Siedow and B. J. Fox); "Effects of a Precollege Reading Course on the Academic Self-Esteem of Urban College Students" (J. Lewis);"Evaluating Reader-Response Journals: A Coding System" (C. Clery and A. Smith); and "Predicting Nelson-Denny Scores from the SAT" (C. Gillespie). Papers in the Inquiries in Literacy Instruction in Clinics and Classrooms section are: "University Reading Clinics: Changing Focus for Changing Needs" (D. D. Allen and others); "Expanding the Use of Picture Storybooks with Older Readers" (D. G. McAllister); "Impact of Purpose-Setting Questions on Children's Book Discussions" (M. W. Matthews and E. W. Paille); "'...So Write It Out': Seizing the Power of Personal Journal Writing in Affirming African-American Student Identities" (N. B. Cothern and B. G. Lyman); "Affective Concerns and Reading" (J. Shapiro); "Are Content Area Reading Practices Keeping Pace with Research?" (M. K. Gillis and others);"Relationships among Field Dependence-Independence, Reading Instruction, and Reading Achievement" (J. W. McCutcheon and W. E. Smith); and "Action Research: Classroom Teachers' Perceptions of Its Impact on the Teaching of Reading" (M. A. Gray-Schlegel and J. Brady Matanzo). Papers in the Inquiries in Teacher Education section are: "The Process and Promise of Portfolio Assessment in Teacher Education Programs: Impact on Students' Knowledge, Beliefs, and Practices" (M. P. Ford); "Activities for Restructuring Reading Education Courses for Preservice Teachers" (D. Reinking and others); "Utilizing Literature as a Vehicle for Teaching about Multicultural Education in a Reading Methods Course" (L. C. Smith and others); "Reflective Practice Confronts the Complexities of Teaching Reading" (B. J. Walker and C. Ramseth); "Value-Added Benefits for Reforming a Remedial Reading Methodology Course with Videodisc and Hypercard Technology" (V. J. Risko and others); "First Steps in Teaching Reading: A Descriptive Study" (A. M. Frager); and "The Impact of Coursework in Tests and Measurements on Assessment Literacy" (J. L. Johns and P. VanLeirsburg). (RS)
Author: Eboni Nikita Byrd
Author: Eboni Nikita Byrd
Author: Anne Campbell
Author: Suzanne Knell
Author: 
Author: 
Author: Elizabeth Duggan
Author: Forrest W. Lineberry
Author: Australian Council for Adult Literacy
Author: International Institute for Adult Literacy Methods
Author: College Reading Association