'This resource guide has been developed to … demonstrate concretely how adult education practitioners across [New York] state are tackling the job of standards-based teaching and learning, and to offer examples of resource/research material.' (Foreword). Includes learning standards for English language arts and math, as well as supplements for ESOL and GED.
Celebrating 40 Years of the Adult Education and Literacy System of the United States
Authors: Thomas G. Sticht
The author discusses 40 years of Adult Education in the United States. This year, they celebrate 40 years of Adult Literacy and Literacy System that was created by the Adult Education Act of 1966, and which continues today as Title 2: The Adult Education and Family Literacy Act of the Workforce Investment Act of 1998.
How the Adult Education Act emerged from the adult basic education program of the War on Poverty illustrates how multiple interests were brought together to break through a barrier that had blocked the development of an Adult Education and Literacy System for decades.
Authors: Grant Johnston
This paper looks at whether an increase in the basic literacy skills of adults would have a positive effect on the New Zealand economy. It finds good evidence for the benefits of literacy: studies
consistently find that adults with better literacy skills are more likely to be employed, and to earn more, than those with poorer literacy skills, even when taking account of other factors which affect work performance.
There is little rigorous evidence, however, for the benefits of adult literacy training and almost no accompanying information on the costs of this training.
While there is a good case for an increased focus on adult literacy, and on workplace literacy in particular, these findings suggest a cautious approach to expanding publicly-funded adult literacy programmes.
There is a clear need for more and better New Zealand-based research, for piloting innovative literacy programmes and for undertaking good-quality evaluations. A modest increase in literacy training may not materially affect economic performance.
The International Adult Literacy Survey Results
In 1990, Statistics Canada released the results of the Survey of Literacy Skills Used in Daily Activities (LSUDA), a 1989 Canada-wide survey of the reading skills of adults. In 1992, the then Ontario Ministry of Education reported on the LSUDA results for Ontario (Stan Jones, Survey of Adult Literacy in Ontario).
Shortly after the release of the LSUDA results in Canada and those of the National Adult Literacy Survey in the United States, interest in a comparative international study of adult literacy began to grow. In December 1995, the first results of the 1994 survey of adult literacy in seven countries, the International Adult Literacy Survey (IALS), were reported in Literacy, Economy and Society, a joint publication of Statistics Canada and the Organization for Economic Cooperation and Development. In September 1996, Statistics Canada released Reading the Future: A Portrait of Literacy in Canada, a report on the national data collected in IALS.
To measure literacy in IALS, respondents answered a set of test questions designed to measure adult reading skills as well as background questions about their education, work experience and literacy practices.
Ontario participated in the survey in order to gain key data to inform policy development and to focus its literacy programming. The present report covers in detail the IALS results for Ontario. It updates and supplements the previous report, Survey of Adult Literacy in Ontario. It is organized much as the previous report with a table, graph and commentary for each of the major literacy relationships. Throughout the text, shaded boxes provide background information. Usually the tables provide results for three scales -- prose, document and quantitative -- but the graphs are used to point to particularly interesting results in part of the data.
The health-literacy connection
Authors: Doris E. Gillis
Have you ever left your doctor's office confused by the advice you were just given? At some time or other, most of us have felt limited in our knowledge and understanding of information related to our health.
Health literacy is a new concept that links our level of literacy with our ability to act upon health information and, ultimately, take control of our health. It builds upon the idea that both health and literacy are critical resources for everyday living.
Addressing health literacy means breaking down the barriers to health that low literacy creates
Authors: Thomas G. Sticht
In this article, the author discusses the data released in the 2005 National Center for Education Statistics showing 30 years of National Assessment of Educational progress.
The author suggests that it is time to acknowledge adult literacy to improve children's reading skills.
Women's Education des femmes, Spring 1988 - Vol. 6, No. 2
Authors: Judith Boel
In this article, the author talks about her song writing..."I have found that in writing a song, I can transform the pain or sorrow or rage into a form that speaks to many people's experiences. In that process I also educate and heal myself."
Authors: Workplace Education Manitoba
More people will understand and be able to utilize your information if it is written in clear language. When a document is unclear, people lose interest, get frustrated and give up. Worse, if a reader misunderstands a document the result can sometimes be a costly or tragic error. In this resource on clear language, Workplace Education Manitoba has compiled a few tips, techniques and formulas for making your meaning clearer and your documents easier to read.
Authors: Ruth Baldwin
This booklet is about writing to be understood. It will provide some ideas about what makes material difficult to read, and some tips on how to better communicate.
The ideas found in this booklet can be applied to any kind of writing. However, they are most important if one is writing for adults who are not comfortable getting information from print, either because they don't read well, or because English is not their first language.
Authors: Hugo Kerr
In this book the author examines the concept of dyslexia. He begins by looking at the cognitive psychology of literacy, that is, how the brain works when it reads, writes or spells. He then looks at some interesting and unusual new ideas such as the powerful effect of affect on learning and performance, the significance of learned helplessness to learning and literacy and the enigma of consciousness in our teaching. In his final chapter, he turns his attention to developmental dyslexia, offering a thorough but sceptical scrutiny of this subject.
This book has been organized into the following eight chapter and includes chapter notes and several appendices:
Introduction - in defence of cognitive psychology and what's in this book and how it may be used
Chapter One -Some basic neurology
Chapter two - Language management.
Chapter three - The Great Debate or ‘Reading Wars’.
Chapter Four - Reading: what is it and how do we do it?
Chapter Five - The background to spelling
Chapter Six - The meta-issue
Chapter Seven - Literacy and affect
Chapter Eight - Dyslexia