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Zusatztext "Reder and Bynner-two eminent authorities in the field--provide an indispensable resource for scholars! policymakers! and teachers in adult literacy education. This volume will advance the field well beyond our current understanding! providing crucial insights into the myriad impacts of literacy education on adults' lives and well-being."M Cecil Smith! Ph.D.Professor of Educational PsychologyNorthern Illinois University"This book contributes to our understanding of literacy learning in adulthood with the advancement of longitudinal methodologies. Readers interested in longitudinal research can turn to this book as a resource for its thoughtful discussion of the affordances and constraints of longitudinal research and for its extensive bibliographies."-Reading Research Quarterly Informationen zum Autor Stephen Reder is University Professor and Chair of the Department of Applied Linguistics. He is author of "Literacy in America"! co-editor of "Learning Disabilities! Literacy and Adult Education" and numerous articles and chapters. He serves on boards and advisory groups of numerous public agencies and organizations in the fields of adult literacy! second language acquisition and adult education.John Bynner is Emeritus Professor of Social Sciences in Education at the London Institute of Education. Until retirement in 2003 he was Director of the Bedford Group for Life Course and Statistical Studies! the Centre for Longitudinal Studies and founder Director of the National Research and Development Centre for Adult Literacy & Numeracy. Klappentext Poor literacy and numeracy skills of adults remain substantial problems in societies. This volume examines this issue through an analysis of adult education programs and their impact on basic skills development. It offers conclusions about what works and for what reasons in addressing adult literacy and numeracy. Zusammenfassung Poor literacy and numeracy skills of adults remain substantial problems in today’s societies. This volume examines this issue through an analysis of adult education programs and their impact on basic skills development. The contributors offer far-reaching conclusions about what works and for what reasons in addressing adult literacy and numeracy. Inhaltsverzeichnis Introduction: The Need for Longitudinal Studies in Adult Literacy and Numeracy Education Stephen Rederand John Bynner Part I: Literacy and Numeracy Development 1. Insights into Basic Skills from a UK Longitudinal Study John Bynnerand Samantha Parsons 2. The Development of Literacy and Numeracy in Adult Life Stephen Reder 3. Longitudinal Research Related to Adult Literacy and Education T. Scott Murray Part II: Student! Teacher and Classroom Studies 4. Developing Learners' Reading Skills in Adult Basic Education Programs Judith Alamprese 5. "What Works" for Adult Students of English as a Second Language Larry Condelli! Heide Spruck Wrigley andKwang S. Yoon 6. Student Persistence in Adult Literacy and Numeracy Programs John Comings 7. Teacher Attitudes Towards the "Skills for Life" National Strategy for Improving Adult Literacy and Numeracy Skills Olga Caraand Jennifer H. Litster 8. The Impact of the "Skills for Life" Learning Infrastructure on Learners: A Summary of Methods and Findings John Vorhaus! Ursula Howard! Greg Brooks! Ann Marie Bathmaker and Yvon Appleby Part III: The Impact of Policy and Programs 9. Outcomes for Basic Skills Learners: A Four-year Longitudinal Study Hillary Metcalf & Pamela Meadows 10. Enhancing "Skills for Life": Workplace Learning and Adult Basic Skills Karen Evans! Edmond Waite andLul Admasachew 11. Improving the Literacy and Numeracy of Young Offenders Jane Hurry! Laura Brazier andAnita Wilson Part IV: Social and Economic Outcomes in Context 12. Using a Longitudinal Approach with State Administrative Records to Evaluate Adult Education Programs in the United States Stephen Rose 13. The Te...
