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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
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
FullText Text:
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  Data: Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
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  Data: <searchLink fieldCode="SO" term="%22Adult+Literacy+Education%22"><i>Adult Literacy Education</i></searchLink>. Spr 2019 1(1):6-18.
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  Data: 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/
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  Data: 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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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 13
        StartPage: 6
    Subjects:
      – SubjectFull: Adult Literacy
        Type: general
      – SubjectFull: Teacher Attitudes
        Type: general
      – SubjectFull: Reading Difficulties
        Type: general
      – SubjectFull: Reading Teachers
        Type: general
      – SubjectFull: Reading Skills
        Type: general
      – SubjectFull: Student Needs
        Type: general
      – SubjectFull: Adult Students
        Type: general
      – SubjectFull: Literature Appreciation
        Type: general
      – SubjectFull: Educational Environment
        Type: general
      – SubjectFull: Teaching Experience
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Stress Variables
        Type: general
      – SubjectFull: Self Esteem
        Type: general
      – SubjectFull: Adult Reading Programs
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Australia
        Type: general
      – SubjectFull: New Zealand
        Type: general
    Titles:
      – TitleFull: Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
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            NameFull: McHardy, Janet
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              Y: 2019
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