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Showing 76 to 86 of 86 results Save | Export
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Vinogradov, Patsy – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
When adult ESL (English as a Second Language) learners enter our classrooms with little or no first language literacy, their instructors teach them to read for the first time in an unfamiliar language. It is a tremendous task, and the context for teaching "adult emergent readers" is complex. This complexity is coupled with a growing, but still…
Descriptors: Adult Learning, Adult Students, English (Second Language), Second Language Learning
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Vu, Phu; Vu, Lan – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
According to the U.S. Department of Education (2004), more than 40% of approximately three million learners in the federally-funded adult education programs are in the area of English as a second language (ESL). These learners, the majority of whom are immigrants and refugees, represent a huge diversity of cultural backgrounds and nationalities,…
Descriptors: Second Language Instruction, Adult Learning, Adult Students, Immigrants
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Horne, Lela M.; Rachal, John R.; Shelley, Kyna – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample…
Descriptors: High School Equivalency Programs, Educational Certificates, Role, Difficulty Level
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Robinson, Petra A. – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
This study examined how parental participation in Even Start programs contributes to family literacy engagement and parental development. More specifically, its primary aim was to develop an understanding of how parental participation in the program influences their reading behaviors and other literacy practices as well as to highlight observed…
Descriptors: Family Literacy, Parent Education, Parent Participation, Disadvantaged
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Huang, Jiuhuan; Newbern, Claudia – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…
Descriptors: Adult Learning, Literacy, Reading Strategies, English (Second Language)
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Benseman, John – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
Many Western governments are looking to workplace literacy, language, and numeracy programs to address general skill improvement with a longterm aim of improving labor productivity. Rigorous research on these programs' effectiveness for both of these agendas, however, remains sparse and limited in scope. This article reports the findings of an…
Descriptors: Workplace Literacy, Numeracy, Foreign Countries, Literacy Education
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Johnson, Kimberly A.; Frank, Margaret M. – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
This paper reports on findings and implications from a two-year evaluation of the Minnesota STudent Achievement in Reading (STAR) Project. This long-term, job-embedded, professional development activity is provided for Minnesota Adult Basic Education (ABE) practitioners serving intermediate-level adult students reading between 4.0 to 8.9 grade…
Descriptors: Academic Persistence, Evidence, Adult Basic Education, Adult Students
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Shaw, Donita Massengill; Disney, Laurel – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
The purpose of this study is to provide a deeper understanding of learning disabled young adults who struggle with low literacy skills in order to learn more about their literacy profiles and, from an emic perspective, understand the affective factors that may have influenced their attendance and persistence in a post-secondary residential…
Descriptors: Academic Persistence, Literacy, Colleges, Listening Comprehension
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Thomas, Robert G. – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
In 1979, when the author began as an academic instructor at the Central Coast Adult School, located inside the California Men's Colony in San Luis Obispo, California, he saw his teaching role in the traditional sense of imparting knowledge through the school's curriculum. Over time, however, his viewpoint changed as he came to recognize that the…
Descriptors: Adult Learning, Adult Students, Correctional Institutions, Correctional Education
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Jorgensen, Sara; Schwartz, Joni – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
The American adult education and literacy movement in the early twentieth century had its roots deep in the study and practice of democracy (Ramdeholl, Giordani, Heaney, Yanow, 2010). From Lindeman, Dewey, Laubach, Horton, to Heaney and Brookfield, a persistent theme is the indispensable relationship between democracy and adult education. For…
Descriptors: Adult Education, Adult Educators, Teaching Methods, Foreign Countries
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Binder, Katherine S.; Lee, Cheryl S. – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
Resilient readers are those who, despite their poor phonological decoding skills, have good comprehension abilities (Jackson & Doellinger, 2002). Thus far, these readers have been identified in college settings. The purpose of this study was to a) determine if this reader profile was present in a sample taken from an Adult Basic Education…
Descriptors: Profiles, Adult Basic Education, Literacy, Reading Comprehension
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