View in EDS

Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.

Saved in:
Bibliographic Details
Title: Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.
Language: English
Authors: Abadzi, Helen, World Bank, Washington, DC.
Availability: The World Bank, P.O. Box 960, Herndon, VA 20172-0960 (ISBN: 0-8213-5493-0 (paper) $22; ISBN: 0-8213-5494-9 (pdf) $11). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/.
Peer Reviewed: N
Page Count: 119
Publication Date: 2003
Sponsoring Agency: Swiss Agency for Development and Cooperation, Berne.
Intended Audience: Practitioners; Administrators; Teachers
Document Type: Book
Reports - Research
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Cost Effectiveness, Curriculum Development, Decoding (Reading), Educational Resources, Foreign Countries, Government Role, Instructional Improvement, Instructional Materials, Literacy Education, Outcomes of Education, Questionnaires, Reading Comprehension, Reading Motivation, Reading Strategies, Reading Tests, Research Utilization, Teacher Knowledge
Geographic Terms: Bangladesh, Brazil, China, Egypt, India, Indonesia, Mexico, Nigeria, Pakistan
ISBN: 978-0-8213-5493-3
Abstract: Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)
Entry Date: 2004
Accession Number: ED478961
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED478961
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED478961
AccessLevel: 3
PubType: Book
PubTypeId: book
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Abadzi%2C+Helen%22">Abadzi, Helen</searchLink><br /><searchLink fieldCode="AR" term="%22World+Bank%2C+Washington%2C+DC%2E%22">World Bank, Washington, DC.</searchLink>
– Name: Avail
  Label: Availability
  Group: Avail
  Data: The World Bank, P.O. Box 960, Herndon, VA 20172-0960 (ISBN: 0-8213-5493-0 (paper) $22; ISBN: 0-8213-5494-9 (pdf) $11). Tel: 800-645-7247 (Toll Free); Tel: 703-661-1580; Fax: 703-661-1501; e-mail: books@worldbank.org; Web site: http://publications.worldbank.org/ecommerce/.
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 119
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2003
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Swiss Agency for Development and Cooperation, Berne.
– Name: Audience
  Label: Intended Audience
  Group: Audnce
  Data: Practitioners; Administrators; Teachers
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Book<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Adult+Basic+Education%22">Adult Basic Education</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Literacy%22">Adult Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adult+Reading+Programs%22">Adult Reading Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Cost+Effectiveness%22">Cost Effectiveness</searchLink><br /><searchLink fieldCode="DE" term="%22Curriculum+Development%22">Curriculum Development</searchLink><br /><searchLink fieldCode="DE" term="%22Decoding+%28Reading%29%22">Decoding (Reading)</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Resources%22">Educational Resources</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Government+Role%22">Government Role</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Improvement%22">Instructional Improvement</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Materials%22">Instructional Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy+Education%22">Literacy Education</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Comprehension%22">Reading Comprehension</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Motivation%22">Reading Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Strategies%22">Reading Strategies</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Tests%22">Reading Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Research+Utilization%22">Research Utilization</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Knowledge%22">Teacher Knowledge</searchLink>
– Name: Subject
  Label: Geographic Terms
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Bangladesh%22">Bangladesh</searchLink><br /><searchLink fieldCode="DE" term="%22Brazil%22">Brazil</searchLink><br /><searchLink fieldCode="DE" term="%22China%22">China</searchLink><br /><searchLink fieldCode="DE" term="%22Egypt%22">Egypt</searchLink><br /><searchLink fieldCode="DE" term="%22India%22">India</searchLink><br /><searchLink fieldCode="DE" term="%22Indonesia%22">Indonesia</searchLink><br /><searchLink fieldCode="DE" term="%22Mexico%22">Mexico</searchLink><br /><searchLink fieldCode="DE" term="%22Nigeria%22">Nigeria</searchLink><br /><searchLink fieldCode="DE" term="%22Pakistan%22">Pakistan</searchLink>
– Name: ISBN
  Label: ISBN
  Group: ISBN
  Data: 978-0-8213-5493-3
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Adult literacy program outcomes have been disappointing. A number of principals and methods from cognitive and neuropsychological research can be used to make literacy instruction more effective, including the following: improving cognitive function; fast reading; reading practice; literacy as a motivator; and improving use of class time. Cognitive science has been used to understand how literacy shapes the neural system for spoken and written language and to use this information to improve literacy instruction. Research has been done in the areas of human evolution, cognitive limitations of unschooled people, efficient reading skills, reading comprehension, memory, phonological awareness, perceptual learning, and health issues. Materials, methodology and teacher preparation determine how much people learn and retain. Issues that affect literacy learning include, course duration, textbook contents, teacher selection, and social benefits. Governments need to determine whether increased costs of more scientifically based literacy training are worth the benefits. Additional research is needed to determine which methods are more effective and how costs and benefits compare. (Contains the results of a research study in adult literacy, a description of literacy tests, a learner questionnaire, an extensive bibliography and an index.)(SLR)
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2004
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED478961
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED478961
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 119
    Subjects:
      – SubjectFull: Adult Basic Education
        Type: general
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Adult Reading Programs
        Type: general
      – SubjectFull: Cost Effectiveness
        Type: general
      – SubjectFull: Curriculum Development
        Type: general
      – SubjectFull: Decoding (Reading)
        Type: general
      – SubjectFull: Educational Resources
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Government Role
        Type: general
      – SubjectFull: Instructional Improvement
        Type: general
      – SubjectFull: Instructional Materials
        Type: general
      – SubjectFull: Literacy Education
        Type: general
      – SubjectFull: Outcomes of Education
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Reading Comprehension
        Type: general
      – SubjectFull: Reading Motivation
        Type: general
      – SubjectFull: Reading Strategies
        Type: general
      – SubjectFull: Reading Tests
        Type: general
      – SubjectFull: Research Utilization
        Type: general
      – SubjectFull: Teacher Knowledge
        Type: general
      – SubjectFull: Bangladesh
        Type: general
      – SubjectFull: Brazil
        Type: general
      – SubjectFull: China
        Type: general
      – SubjectFull: Egypt
        Type: general
      – SubjectFull: India
        Type: general
      – SubjectFull: Indonesia
        Type: general
      – SubjectFull: Mexico
        Type: general
      – SubjectFull: Nigeria
        Type: general
      – SubjectFull: Pakistan
        Type: general
    Titles:
      – TitleFull: Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: World Bank, Washington, DC.
      – PersonEntity:
          Name:
            NameFull: Abadzi, Helen
      – PersonEntity:
          Name:
            NameFull: Abadzi, Helen
      – PersonEntity:
          Name:
            NameFull: World Bank, Washington, DC.
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2003
          Identifiers:
            – Type: isbn-print
              Value: 978-0-8213-5493-3
          Titles:
            – TitleFull: Improving Adult Literacy Outcomes: Lessons from Cognitive Research for Developing Countries. Directions in Development.
              Type: main
ResultId 1