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ERIC ED354503: A Framework for the Evaluation of Adult Literacy Programmes. Report Number 4. Summary Reports of Paths to Literacy and Illiteracy in Newfoundland and Labrador. PDF

10 Pages·1992·0.3 MB·English
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DOCUMENT RESUME ED 354 503 CS 011 212 AUTHOR Brown, Lloyd TITLE A Framework for the Evaluation of Adult Literacy Programmes. Report Number 4. Summary Reports of Paths to Literacy and Illiterzcy in Newfoundland and Labrador. INSTITUTION Memorial Univ., St. John's (Newfoundland). SPONS AGENCY National Literacy Secretariat, Ottawa (Ontario). PUB DATE 92 NOTE 10p.; For reports 1-6, see CS 011 209-214. PUB TYPE Viewpoints (Opinion/Position Papers, Essays, etc.) (120) EDRS PRICE MF01/PC01 Plus Postage. DESCRIPTORS Adult Basic Education; *Adult Literacy; *Adult Reading Programs; Foreign Countries; Government School Relationship; Instructional Effectiveness; *Program Effectiveness; Program Evaluation; Volunteers IDENTIFIERS *Labrador; *Newfoundland; Professionalization of Teaching ABSTRACT Noting that, generally, low-literate adults in Labrador and Newfoundland (Canada) are being helped only through the altruistic efforts of literate volunteers, this paper argues that adult literacy must be professionalized and become an integral part of the education system. The paper begins with a brief discussion of the definitions of literacy, and then presents implications about adult literacy programs that follow from the assumption that there are significant differences between adult and child orientations to learning. The paper describes several programs and methods of instruction, noting that there is no single approach to adult literacy instruction and no instructional approach that works for all students. The paper then presents criteria for program evaluation, including skills development, content development, materials development and selection, and instructional strategies. Using these criteria, the paper evaluates two commercially produced print programs, the "Laubach Way to Reading" and "Reading for Today." The paper concludes with 11 recommendations involving the training of adult literacy educators, the role of volunteers, program funding, accreditation of programs, government policy on adult literacy, instructional strategies, and evaluation of programs. (RS) ********************************************************************** * Reproductions supplied by EDRS are the best that * can be made * from the original document. * *********************************************************************** A Framework for the Evaluation of Adult Literacy Programmes Lloyd Brown Report Number 4 Summary Reports of Paths to Literacy and Illiteracy in Newfoundland and Labrador Linda M. Phillips and Stephen P. Norris (editors) PERMISSION TO REPRODUCE U.S. DEPARTMENT OF EDUCATION THIS Office of Educationai Research and Improvement MATERIAL HAS BEEN GRANTED BY EDUCATIONAL RESOURCES INFORMATION Li Kzta kart?: M. CENTER IERICI C This document has been reproduced as received from the person or organization originating C Minor changes have been made to improve reproduction quality TO THE EDUCATIONAL RESOURCES Points of view or opinions Stated in this docu- ment do not neCessenly represent official INFORMATION CENTER (ERIC) OERI position or policy Memorial University of Newfoundland St. John's, Newfoundland *1992 'ZEST COPY MUM 2 Evaluation of Literacy Programmes 1 capacity to think, a critical understanding of ASSUMPTIONS AND PURPOSES texts, participation in the literate culture, and the use of society's literate resources (Olson, (a) the This study is based on two assumptions: learning needs of adults are different from those of 1987). children; and (b) attention to adult learning needs is a crucial factor in the design of effective adult ADULT LEARNING literacy programmes. Fundamental to adult education is the assumption The purposes of the study were to: that there are significant differences between adult and child orientations to learning. Further assump- synthesize research on the nature of literacy, tions are that adults and children differ in pace of adult learning, and adult literacy programmes learning, background experience, self-concept, and and instruction; readiness to learn. A number of implications about for the ..:valuation of adult adult literacy programmes follow from these assump- develop criteria tions. literacy programmes; use the criteria to evaluate some of the most Orientation to Learning extensively used adult literacy programmes; Active interest and participation in learning are more likely when the adult learner helps to draw conclusions about and make recommen- identify learning objectives and selects learning dations for the provision of adult literacy pro- tasks. grammes. Because adults tend to be problem-centred in LITERACY DEFINED their orientation to learning, the appropriate organizing principle for adult learning is to In popular understanding, literacy is comprised of focus on problem areas, not on subjects. two sets of skills: performative and functional. Performative skills emphasize decoding and encoding facilitated by relating the Adult learning Functional skills allow us to cope with the is of text. content and skills that are being learned to the demands of using written language. These skills have background experience of the learner. been the focus of most studies that attempt to deter- mine national literacy rates. Adult learners should be encouraged to verbal- While skills are important, literacy is more than a ize and clanfy their problems and goals. set of skills. We need a view of literacy that empha- sizes the capacity to reason, think, and judge. At this Learning activities should be designed and allows us to level, literacy is active and creative, and executed in light of the learning styles of each act upon and transform our knowledge and experi- learner. It is helpful to view literacy at three levels: ence. Pace of Learning performative literacy -- the skills of encoding (a) and decoding that are necessary for further Adult learners should establish their own pace literacy development; for learning. functional literacy -- the skills to cope with (b) those demands of daily living that involve Background Experience written language; The adult learners' past experience should be an integral part of their learning programme. literacy that emphasizes the critical literacy (c) I) Paths to Literacy and Illiteracy 2 Much research confirms that, to be successful, techniques that Emphasis should be placed on adult literacy programmes must stress the centrality of adult learners, tap the background experience of the learner. The learner-centred approach encour- projects, sem- such as group discussions, field presentations, and ages group discussion, class inars, and community development. sharing written work. By allowing invented spelling, for example, in order to dispel the notion that one adult learners Reference to the experience of should not write before learning how to spell, adults concepts should be made when illustrating new their writing. Kaze- are encouraged to take risks with and generalizations. learning mek (1988) argues that the collaborative individual strengths to aspect of this approach allows Self-Concept group and cooperation fosters It emerge. work individ- empowerment, and frees teachers to learning Adult learners first should engage in ually with those students who need more attention. activities on a scale that ensures success. The widely used language experience approach has become a torchbearer for the learner-centred move- The learning environment should be one in instruction to the ment. It is successful because it ties which adult learners feel accepted and in which of experiences of the learner, focuses on matters their ideas are respected. learners' immediate concern to the learner, and uses & Wheat, 1989). own language patterns (Davidson Adult learners should be encouraged and helped Despite its popularity, the langurge experience to diagnose their learning needs. teachers approach has some limitations. It requires and who are able to diagnose language skill deficits, Adult learners should participate in planning effective with more advanced readers less is it their own learning, including translating needs those (Singh, Singh, & Blampied, 1985). Moreover, into objectives, planning experiences to achieve who believe that literacy involves critical awareness these objectives, and evaluating the extent to literacy to personal argue that the approach reduces which these objectives have been met. the improving for One suggestion expression. approach is to include organizational literacy, literacy Readiness to Learn also concerned not only with personal experience but with the workplace (Darville, 1989). Instruction should be designed and sequenced so and Some adults are ashamed of their illiteracy adult learners' social as to be in step with the One promising way to may object to group work. roles. to use computer assisted resolve this problem is of instruction. The greatest limitation is the scarcity PROGRAMMES AND INSTRUCTION good software. adult In summary, there is no single approach to programmes literacy adult Most commercial skills instruction. The dominant literacy literacy and emphasize phonics through the use of structured approaches are criticized for promoting too narrow a considerable evidence to sequenced tasks. There is view of literacy. However, the more comprehensive structured methods suggest that programmes that use critical literacy view is not represented well a aong used by inexperienced are effective, particularly when should existing programmes. The approach taken with instructors and with students who have difficulty For reflect the needs, goals, and abilities of learners. novel tasks (Chall, Heron, & Hilferty, 1987). and example, those with limited social experience that Successful programmes, particularly those self-confidence may be more successful with highly those that offer early-stage literacy instruction, are structured, one-on-one learning experiences; those Heron, & Hilferty, stress practice (Kitz, 1988; Chall, with who are more confident may be more successful the 1987). Successful programmes also emphasize collaborative work such as engaging in discussions needed in our ways in which reading and writing are and class presentations. Malicky everyday lives (Fagan, 1989). Norman and However, there is no instructional approach that (1982) have developed such a programme. Evaluation of Literacy Programmes 3 works for all students. Conti (1989), for example, Because language development is a holistic process, adult literacy programmes should: found that the teacher-centred approach was more effective with students who wished to pass the Gen- eral Educational Development Test. However, for encourage the integration of reading and writ- students who wanted to improve their literacy for ing; personal satisfaction, the learner-centred approach provide for language learning that is a natural, was more successful. genuine communicative process. CRITERIA FOR PROGRAMME EVALUATION Criteria for Content Development Guiding Principles Because adult learners are motivated to learn things that meet their needs, satisfy their interests, and solve Adult literacy programmes should: their immediate problems, adult literacy programmes reflect up-to-date knowledge of language teach- should: ing and learning; provide content that meaningful to adult is relates to their personal recognize that literacy is more than skills, that learners, because it it is a thinking, creative, transforming process; needs and circumstances; make use of the experiences, problems, knowl- reflect the principles of adult learning; edge, and language of adult learners. provide for instruction at three literacy all Because students need to expand their vocabulary, levels, the performative, functional, and critical. ideas, and skills, adult literacy programmes should: Criteria for Skills Development introduce a variety of genres, in addition to the adults' own narratives and self-expressions. In order to offset learning merely about literacy skills and not how to use the skills, adult literacy Criteria for Materials Development and Selec- programmes should: tion develop skills in context; Because adult learners have a variety of needs, adult literacy programmes should provide a variety of provide for practice of skills; materials to meet these needs, such as: use many real-life occasions for practicing everyday materials -- labels, forms, literacy skills. bank slips, signs; Because encoding and decoding skills by them- selves do not lead to higher levels of literacy, adult student materials -- own stories, poems, reports; literacy programmes should: commercially prepared including materials, engage students computer-based ones; synthesizing, analyzing, in predicting, and evaluating texts; tutor-prepared materials. develop critical understanding of texts; Because materials should be meaningful to the portray reading and writing as a means of learner and should grow out of personal experiences and needs, adult literacy programmes should: learning and not just as skills to be mastered. Paths to Literacy and Illiteracy 4 experi- encourage learners to reflect on their be written in natural language, rather than the their new ences and to integrate them with language found in often controlled stilted, learning; children's primers; usetlearners' experiences to illustrate new con- provide materials that portray situations reflect- cePt'S and generalizations. ing the reality of the learners' lives. ANALYSIS OF PROGRAMMES Criteria for Instruction Using the above criteria, the following main con- treated as inde- Because adults usually want to be clusions are drawn from an analysis of two commer- them: pendent learners, tutors should encourage cially produced print programmes, the Laubach Way & Laubach, to Reading (Laubach, F.C., Kirk, E.M., -wn goals and to plan to help determine the I., R.S., 1984) and Reading for Today (Beers, their own learning: Beech, L.W., McCarthy, T., Dauzat, J., & Dauzat, S.V., 1987). for learning; to help diagnose their own needs The programmes overemphasize decoding skills, to help determine their learning progress. this and give too little attention to meaning; in of, respect they do not reflect modem theories Because adult learners often lack self-confidence, writing. or research on, reading and tutors should: The activities provided resemble the workbook which in provide a environment learning activities that have proven unsuccessful with learners feel accepted, and in which their ideas likely the same many younger students, most are taken seriously; individuals who are now taking the adult literacy programmes. in literacy activ- engage adult learners, initially, ities that assure success. The programmes make too little use of the stu- dents' background knowledge and experiences. Because different adults have different learning learn- styles, tutors should try to acknowledge each The choice of themes reflects an attempt to er's style by: given make the programmes relevant. However, abilities, the diversity of individual interests, allowing for structured or collaborative work, is not possible to pre-package and goals, it depending on the needs of the learners; needs materials that will appeal to and meet the of all students. is providing for (where collaborative work appropriate) group discussions, class presenta- be the The goal of these programmes seems to tions, sharing of written work, etc.; development of functional literacy. However, ^cca- the ma. too little attention is given to providing, where desired, for confidentiality and students' sions for reading and writing in the privacy through one-to-one teaching or the use everyday lives to make the learning functional. of technology. controlled The reading selections, with their back- Because adults bring to their learning a rich vocabulary, are sometimes uninteresting and ground of experiences, tutors should: contrived. discussions, field use techniques, such as group projects, and seminars, that tap these experiences; 5 Evaluation of Literacy Programmes examine a variety of adult literacy programmes; CONCLUSIONS AND RECOMMENDATIONS develop ways of evaluating student progress; Generally, low-literate adults are being helped only through the altruistic efforts of literate volunteers. The assumption seems to be that adult illiteracy develop criteria for the evaluation of adult liter- acy programmes; should be handled as a "literacy" welfare system. Newfoundland's and Labrador's approach of short- in developing literacy pro- provide practice literacy adult funding for volunteer-based term grammes to meet students' individual needs; programmes supports this conclusion. The point is not to diminish the contributions of the examine different approaches to adult literacy volunteer. But there are serious limitations to the instruction; volunteer-based tutor system: it gives the impression that providing adult literacy is charity work; and, become familiar with the economic, vocational, often are for prepared insufficiently volunteers and social services available to adult students teaching adult illiterates. who need them. We expect school teachers to be highly trained, to be familiar with recent theories and research in further recommended that conferences and language, to have completed student teaching experi- is It seminars be held regularly to: ences, and to be familiar with child development. When they are teaching we provide them with sup- provide up-to-date knowledge on adult literacy; port services such as language arts consultants, workshops, seminars, conferences, university insti- allow tutors to share successful teaching strat- tutes, and publications. egies, problems, and concerns; Adult literacy tutors have little support. There are no adult literacy specialists to help them, no institutes acquaint tutors with the range of programmes in at the university, and few conferences or seminars. use, and provide information on their nature, Yet, they are expected to develop their own pro- goals, strengths, and weaknesses; grammes to meet the special needs of individual students. They often teach in isolation, unaware of provide information about on-going pilot pro- the practices of others and of the different types of jects. programmes in use. If there are to be advances in adult literacy, it must Recommendation 2 be made an integral part of the education system, a part of the mainstream, and provided with resources Since volunteers should continue to play an impor- for its growth and development. In other words, it it is tant part in the provision of adult literacy, must be profession.,lized. recommended that: Recommendation 1. the role of volunteers be similar to that of teacher aides in the school system, and that they It is therefore recommended that: work only under the guidance of professional adult literacy instructors; the university be asked to provide a programme to train educators in adult literacy, and that such regional consultants be provided to work with a programme should help students to: pro- of government-funded instructors all grammes. understand the needs of adult learners and the nature of adult learning; explore the nature of adult literacy; BEST COPY AVAILARE Paths to Literacy and Illiteracy long-term funding for defined adult literacy goals. It Recommendation 3. is therefore recommended that: Because improvement in the quality of programmes the Provincial Government strike a committee to requires adult educators to analyze carefully and to examine the adult literacy needs in the province; describe specifically the nature of success and failure of programmes, it is recommended that: the Provincial Government establish long-term funding to meet these needs. instruc- programme funding be contingent on an tor-implemented programme evaluation plan and Recommendation 6. that the results of these evaluations fo an the basis for programme updating; Because there is variety in student needs, interests, and problems, it is recommended that: pilot studies of any new commercial pro- officially grammes be conducted before they are support be provided for a variety of approaches accepted; to the delivery of adult literacy programmes by building on the existing infrastructure of com- funding be provided for literacy specialists to munity colleges, community-based groups, and conduct research on the evaluation of adult school boards; literacy programmes. the community college literacy programme be Recommendation 4. strengthened. Because of public pressures to "do something" Recommendation 7. about illiteracy, there is the temptation for govern- ments to adopt quick fix solutions, to fund untested Since schools should be learning centres for every- programmes, and to pay little attention to standards. the Ontario one, not only youth, and in line with It is therefore recommended that: Ministry of Education policy to designate school boards as the prime delivery agents of Adult Basic accreditation of adult literacy centres be a pre- Education, it is recommended that: requisite to government funding, and that ac- creditation be based on the following criteria: government hold discussions with school boards with a view to establishing them as delivery programmes should meet government standards; agents of Adult Basic Education, including literacy programmes. programmes should have an adequate supply of materials; Recommendation 8. instructors should have the qualifications spec- the emphasis on pluralism delivery in Since ified by the Department of Education; approaches and programmes has led to some frag- of of accountability, and lack lack mentation, staff should participate regularly in professional coordination, it is recommended that: development programmes. the Provincial Government appoint an adult Recommendation 5. literacy specialist who would assume the follow- ing responsibilities: in developing adult In order to be successful the Government of Newfoundland and literacy, co-ordinate adult literacy services; Labrador must develop an adult literacy policy as an integral part of its total education policy, and provide Evaluation of Literacy Programmes 7 adult literacy programmes focus on the develop- establish liaison with the university for purposes ment of students' ability to read and communi- of research and development; cate in a variety of forms for a variety of pur- poses, and that higher-order thinking skills be conduct pilot projects with new programmes; emphasized in order to develop critical literacy. monitor and evaluate existing programmes; Recommendation 11. promote approved programmes; In light of the fact that some programmes do not reflect recent psycholinguistic, process, interaction, establish training standards for instructors; and mental model theories of literacy, it is recom- mended that: encourage the development of new programmes where needed; there be continuous evaluation of adult literacy programmes in the light of new theories and provide a clearing house of learning materials, research. and information on literacy programmes. Recommendation 9. REFERENCES Because the research on adult literacy suggests that the most successful programmes are those that reflect Beers, J., Beech, L.W., McCarthy, T., Dauzat, J., the characteristics of the adult learner, it is recom- & Dauzat, S.V. (1987). Reading for today. mended that: Austin, TX: Steck-Vaughn Co. there be a commitment to learner-centred pro- grammes that are tailored to meet learners' Calamai, P. (1987). Broken words: Why five million Canadians are illiterate. Toronto: Southam. needs and that help solve real-life problems; Chall, J.S., Heron, E. & Hilferty, A. (1987). Adult instruction reflect the principles of adult learn- literacy: New and enduring problems. Phi Delta ing; Kappan, 68(3) 190-196. instructional strategies be varied to suit the Conti, G.J. (1989). Teaching styles the adult basic variety of needs and interests of students; In M.O. Taylor, & J.A. Draper educator. (Eds.), Adult Literacy Perspectives (pp.311- literacy centres be provided with a variety of materials: commercially produced and tutor- 318). Toronto: Cultural Concepts. produced materials, materials from the commu- Darville, R. (1989). The language of experience and nity (magazines, etc.), and materials related to the literacy of power. In. M.C. Taylor, & J.A. occupations (manuals, forms, etc.). Draper (Eds.), Adult literacy perspectives (pp. 25-40). Toronto: Cultural Concepts. Recommendation 10. Davidson, J.L., & Wheat, T.F (1989). Successful Functional literacy, while important, should not literacy experiences for adult illiterates. Journal take priority over higher-level literacy. Programmes of Reading, 32, 342-346. should provide opportunities for students to read and write a variety of discourse forms. They should also Fagan, W.T. (1989). Reading competencies: the promote the ability to analyze, synthesize, interpret, performance of low-literate adults. Reading and evaluate text. It is therefore recommended that: Canada Lecture, 27, 16-27. S REST COPY AVAPPU, Paths to Literacy and Illiteracy 8 Kazemek, F.E. (1988). Necessary changes: Pro- literacy pro - fessional involvement in adult Harvard Educational Review, 58, gramrnes. 464-487. of the Kitz, W.R. (1988). Adult literacy: A review past and a proposal for the future. Remedial 9, 44-50. Special Education, E.M., & Laubach, R.S. F.C., Kirk, Laubach, to reading. Teachers' manual way Laubach (1984). New York: New Readers Press. for skillbook 4. Norman, C.A., & Malicky, G.V. (1982). A compari- teaching reading to son of two approaches for adults. Adult Literacy and Basic Education, 8, 91-101. Olson, D.R. (191'7). An introduction to understanding 1-8. Interchange, 18, literacy. Singh, J., Singh, N., & Blampied, N. (1985). Read- ing programmes for adult illiterates: A review Human of instructional methods and materials. Learning, 4, 143-155.

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