Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
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| Title: | Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives |
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| Language: | English |
| Authors: | Chapman, Elaine, McHardy, Janet |
| Source: | Adult Literacy Education. Spr 2019 1(1):6-18. |
| Availability: | ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/ |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Adult Education |
| Descriptors: | Adult Literacy, Teacher Attitudes, Reading Difficulties, Reading Teachers, Reading Skills, Student Needs, Adult Students, Literature Appreciation, Educational Environment, Teaching Experience, Foreign Countries, Stress Variables, Self Esteem, Adult Reading Programs, Knowledge Level |
| Geographic Terms: | Australia, New Zealand |
| ISSN: | 2642-3669 |
| Abstract: | Studies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers' perspectives, which attributed less-skilled reading respectively to: (a) learners' distinct needs not being met, (b) readers' "life baggage", (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers' own experiences in learning reading, (b) teachers' general teaching experience, (c) teachers' experiences of teaching reading specifically, and (d) teachers' knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2020 |
| Accession Number: | EJ1246043 |
| Database: | ERIC |
| Abstract: | Studies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers' perspectives, which attributed less-skilled reading respectively to: (a) learners' distinct needs not being met, (b) readers' "life baggage", (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers' own experiences in learning reading, (b) teachers' general teaching experience, (c) teachers' experiences of teaching reading specifically, and (d) teachers' knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed. |
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| ISSN: | 2642-3669 |
