Adult Literacy Education: Emerging Directions in Program Development The one-size-fits-all programming for [adult literacy students] that has predominated in the past should not and indeed cannot continue in the future if practitioners are to be responsive to learners' needs. Rather, practitioners must meaningfully assist adults in learning to read not only the word but their world. (Sissel 1996, p. 97). "Why don't more adults take advantage of available opportunities to improve their basic skills?" is one of the more perplexing questions confronting the field of adult basic and literacy education. Only 8 percent of eligible adults participate in funded literacy programs and, of those who do, most (74 percent) leave during the first year (Quigley 1997). "What other area of education could live with such figures?" asks Quigley (ibid., p. 8). A large number of adults with low literacy simply choose not to participate in available programs, and they are sometimes referred to as nonparticipants or resisters. The reasons these adults do not see literacy education as a viable alternative are complex but recent research has focused on the connection to previous school experiences (Velazquez 1996). Many adults equate literacy education with school, and, even though they have positive attitudes about learning and education, they choose not to participate in adult basic and literacy education programs (Quigley 1997; Velazquez 1996; Ziegahn 1992). Since most adult literacy education programs still resemble school (Quigley 1997; Velazquez 1996), adult literacy educators must begin to change how programs are structured and delivered if they are going to attract nonparticipants. Fortunately, a growing number of practitioners, researchers, and policy makers in the field of adult literacy education are dissatisfied with the status quo and are proposing changes based on research and practice. This Digest presents emerging perspectives about adult literacy program development. First, it reviews current ideas about the relationship between learners and program development and then presents recommendations for program development based on the literature. Program Development: Listening to Learners' Voices How can literacy programs become less like school and more appealing to adults, especially to nonparticipants? Two areas that hold potential for answering this question are discussed here. The first is connected to program content and the second revolves around greater consideration of the differences among students. Beyond Reading and Writing Literacy education must be conceptualized as more than reading and writing (Auerbach et al. 1996). According to Fingeret (1992), "our understanding of literacy has changed from [a] focus on individual skills, separated from meaningful content .
From July 1st to July 3rd, 1863, the most famous and most important Civil War Battle took place in the small town of Gettysburg, Pennsylvania. The Confederates under Robert E. Lee advanced on the Union in hopes of taking the major city of Philadelphia, Baltimore, or even Washington D.C. Union commander General George Meade was sent to make sure none of this would happen. General Robert E. Lee was determined to invade the North and win a victory important for southern morale, leads his army toward Harrisburg, Pennsylvania, where he hopes to destroy railroad bridges linking east with west. He is unaware that a large union force headed by General Meade is headed in the same direction.
The famous Battle of Gettysburg was a major part of the Civil War. Before the Battle of Gettysburg, the Confederate army had the advantage. Although the casualty tolls of both armies were relatively close in numbers, the North and the South’s attitudes towards the war completely differed after the Battle of Gettysburg. The events occurring in the months following the historic battle were what gave the Union Troops the greatest advantage leading to their victory at the end of the Civil War.
Deborah Brandt (1998) wrote “Sponsors of Literacy”, a journal where she explained her findings of the research she has done on how different people across the nation learned to read and write, born between 1900, and 1980 (p. 167). She interviewed many people that had varying forms of their literacy skills, whether it was from being poor, being rich, or just being in the wrong spot at the wrong time.
I previously have mentioned, in prior reflection essays, just how important literacy is for a person’s future. Notice how I didn’t say “student’s” future? Literacy fluency effects several aspects of life, not only academically speaking. Ultimately, the literacy level of a child can directly affect their future as an adult. The whole point of Torgesen’s article “Catch Them Before They Fall” is about preventing students with literacy deficits from slipping through the cracks without the best possible, research-based interventions.
...racy skills to function as adults, and we have a responsibility to our students to help them acquire those skills. We need to improve our weak characteristics of our campus and continue to use our strengths to develop new programs that will benefit our students’ abilities. If given the chance to improve my campus’s literacy programs, I would do whatever it took to make it a success and I would use multiple resources to find answers to questions that I could not answer. I would bring all these things together to make an after school literacy program a success.
Literacy, or the capability to comprehend, translate, utilize, make, process, assess, and speak information connected with fluctuating settings and displayed in differing organizations, assumes an essential part in molding a young's persons trajectory in life. The ability to read speaks to a key factor of scholarly, social, and financial success (Snow, Burns, & Griffin, 1998). These abilities likewise speak to a fundamental segment to having a satisfying life and turning into an effective worker and overall person (Snow, Burns, & Griffin, 1999). Interestingly, recent studies have demonstrated that low reading skills lead to critical hindrances in monetary and social achievement. As stated by the National Center for Education Statistics, adults with lower levels of reading skills and literacy have a lower average salary. Another study evaluated that 17 to 18 percent of adults with "below average" literacy aptitudes earned less than $300 a week, though just 3 to 6 percent of adults with "proficient" reading abilities earned less than $300 a week (Snow, Burns, & Griffin, 1998).
"Adolescent Literacy: A Policy Research Belief." Adolescent Literacy. Urbana, IL: National Council of Teachers of English, 2007.
United States. Reading to Achieve: A Governor's Guide to Adolescent Literacy. Washington: National Governors Association, 2005. Print.
For my community involvement project, I volunteered at Memminger Elementary School for a program called “Reading Partners.” The program focuses on helping children build strong literacy skills to carry with them into their academic careers. It requires the tutor to read to the student that has been assigned and in turn the student reads to the tutor. The program assists in teaching the students valuable reading skills. Being able to read is critical to a child’s educational success. The program works with more than 100 schools within seven states. The program is geared toward students of low-income families. The statistics for children’s literacy in the United States are astonishing. “In 2011, just thirty-four percent of the nation’s fourth graders in public school could read proficiently” (National Center for Education Statistics, 2011). The program itself has had exponential success. Principals and teacher have reported that “Reading Partners” has helped increase students’ reading levels. During my time at the program I accumulated twelve volunteer hours.
At first, basic literacy programs are less effective because literacy and illiterate has a stigma. Due to the stigma, employees are embarrassed to admit that they struggle with reading and writing. As results, the literacy program is less effect with participants. Although, Rhoder’s hospital literacy and communication program is effective because the programs incorporate elements of Scribner’s literacy metaphors. Rhoder address three criteria for effective workplace programs and three modules for literacy framework. First, the literacy program needs to be design with social context and adult learning. Second, the literacy program needs to build on prior knowledge, viewed from holistic perspective, and meaningful text. Thirdly, the literacy program’s framework should be interested and useful for
In “Because I Could Not Stop for Death,” she was able to personify the idea of death as though it were a civil gentleman that offered his passengers, one by one, a horse and carriage ride to their final resting place, passing things that would remind them of the life he/she lived. “We passed the School, where Children strove At Recess- in the Ring- We passed the Fields of Gazing Grain- We passed the Setting Sun” (lines 9-12). The images created by Dickinson lets the reader know that Death is taking his passenger to see things that would remind him/her of the life he/she lived. The children at recess represent the passenger’s adolescent years, the fields of grain they pass reminds the passenger of their working years, and the setting sun represents the passenger’s life coming to an end. With her precise use of words in stanza three, images of the different things that Death and his passenger passed on their trip were easily created. “... a House that seemed A Swelling of the Ground- The Roof was scarcely visible- The Cornice- in the Ground” (17-20). The scene the passenger and death saw once they reached their final destination in stanza five is also vivid as she uses more specific words to describe it. Through her descriptive word choice, Dickinson gives readers vivid
Every poet has a different understanding of topics that are major concerns in everyday life. Death is one of the most recurring subjects in all literature, especially poetry. Each poet has their own perception of death; however, they are usually very common views. The same cannot be said about Emily Dickinson, a famous female poet. She represents death much differently than most other poets of her time and it is a constant theme of her works. “Death is not merely metaphorical for Dickinson; it is the greatest subject of her work” (Reisman: I: 462). In one of Dickinson’s most famous poems, “Because I Could Not Stop for Death,” death is accompanied by the presence of immortality. Life and death are two topics that are unified in Dickinson’s
Literacy is an on-going skill that teachers and students alike should commonly study and practice in all grades. Problems faced by teachers, especially teachers in higher grades, are not having the skills to be effective teachers of literacy. To effectively teach literacy across content areas, a teacher would need skills such as knowledge of the reading process and the ability to cultivate the knowledge gained in order to make informed decisions within their classrooms (Clary, Oglan, Styslinger,
Comings & Soricone (2005): Teaching Adults to Read: The World Education Approach to Adult Literacy Program Design. World Education, Boston, MA.
More than 50% of new enrollments in federally funded adult basic education programs are women (Development Associates 1993), but until recently little attention has been given to the needs of women literacy learners in the United States. Fortunately, that situation is changing. Georgia State University's Center for the Study of Adult Literacy has begun sponsoring conferences on women and literacy. Since 1994, when it began Women in Literacy/USA, LLA has been been providing financial support to programs that empower women as well as developing a network of programs serving women (LLA, "Project Overview" n.d.).