Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions.
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| Title: | Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions. |
|---|---|
| Authors: | Greenberg, Daphne1 dgreenberg@gsu.edu, Wise, Justin2, Frijters, Jan3, Morris, Robin1, Fredrick, Laura1, Rodrigo, Victoria1, Hall, Ryan1 |
| Source: | Reading & Writing. Apr2013, Vol. 26 Issue 4, p495-514. 20p. |
| Subject Terms: | *Adult literacy programs, *School dropout research, *English as a foreign language, *Gender differences in education, *Reading research, Persistence, Attendance |
| Abstract: | Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 h of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access. [ABSTRACT FROM AUTHOR] |
| Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 86744507 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Greenberg%2C+Daphne%22">Greenberg, Daphne</searchLink><relatesTo>1</relatesTo><i> dgreenberg@gsu.edu</i><br /><searchLink fieldCode="AR" term="%22Wise%2C+Justin%22">Wise, Justin</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Frijters%2C+Jan%22">Frijters, Jan</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Morris%2C+Robin%22">Morris, Robin</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Fredrick%2C+Laura%22">Fredrick, Laura</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Rodrigo%2C+Victoria%22">Rodrigo, Victoria</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Hall%2C+Ryan%22">Hall, Ryan</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Reading+%26+Writing%22">Reading & Writing</searchLink>. Apr2013, Vol. 26 Issue 4, p495-514. 20p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Adult+literacy+programs%22">Adult literacy programs</searchLink><br />*<searchLink fieldCode="DE" term="%22School+dropout+research%22">School dropout research</searchLink><br />*<searchLink fieldCode="DE" term="%22English+as+a+foreign+language%22">English as a foreign language</searchLink><br />*<searchLink fieldCode="DE" term="%22Gender+differences+in+education%22">Gender differences in education</searchLink><br />*<searchLink fieldCode="DE" term="%22Reading+research%22">Reading research</searchLink><br /><searchLink fieldCode="DE" term="%22Persistence%22">Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 h of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Reading & Writing is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1007/s11145-012-9401-8 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 20 StartPage: 495 Subjects: – SubjectFull: Adult literacy programs Type: general – SubjectFull: School dropout research Type: general – SubjectFull: English as a foreign language Type: general – SubjectFull: Gender differences in education Type: general – SubjectFull: Reading research Type: general – SubjectFull: Persistence Type: general – SubjectFull: Attendance Type: general Titles: – TitleFull: Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Greenberg, Daphne – PersonEntity: Name: NameFull: Wise, Justin – PersonEntity: Name: NameFull: Frijters, Jan – PersonEntity: Name: NameFull: Morris, Robin – PersonEntity: Name: NameFull: Fredrick, Laura – PersonEntity: Name: NameFull: Rodrigo, Victoria – PersonEntity: Name: NameFull: Hall, Ryan IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 04 Text: Apr2013 Type: published Y: 2013 Identifiers: – Type: issn-print Value: 09224777 Numbering: – Type: volume Value: 26 – Type: issue Value: 4 Titles: – TitleFull: Reading & Writing Type: main |
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