ERIC ED373268: Adult Literacy. A Compendium of Articles from the Journal of Reading.

302 Pages·1994·7.9 MB·English

by  ERIC

DOCUMENT RESUME
ED 373 268
CE 067 108
AUTHOR
Radencich, Marguerite C., Ed.
TITLE
Adult Literacy. A Compendium of Articles from the
Journal of Reading.
INSTITUTION
International Reading Association, Newark, Del.
REPORT NO
ISBN-0-87207-122-7
PUB DATE
94
NOTE
301p.; Selection of articles published between March
1975 and March 1994.
AVAILABLE FROM
Order Dept., International Reading Association, 800
Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139
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DESCRIPTORS
Academic Achievement; Adult Basic Education; *Adult
Literacy; Adult Reading Programs; Case Studies;
'Educational Research; *Literacy Education; Program
Effectiveness; Program Evaluation; *Reading
Instruction; Reading Research; Reading Strategies;
Student Evaluation; *Teaching Methods; *Tutoring
IDENTIFIERS
*Workplace Literacy
ABSTRACT
The following articles are included:
"Reconceptualizing the Language of Adult Literacy" (Ilsley, Stahl);
"Expanding the Definition of Literacy for Adult Remedial Readers"
(Heathington); "Adult Literacy Programs" (Davis); "Stages in the
Reading Development of Adults" (Norman, Malicky); "Reading Concepts
and Strategies of Adult Nonreaders" (Malicky, Norman); "Some
Assumptions about Adult Reading Instruction" (Shuman); "Adult
Literacy in Rural Areas" (Ferrell, Howley); "Views of Personal
Literacy within a Prison Population" (Mansell, Voelkel); "Issues in
Adult Literacy Assessment" (Metz); "Exploring Reading with Adult
Beginning Readers" (Padak et al.); "'Measuring Success' in Reading in
Adult Basic Education" (Finlay, Harrison); "Learning from
Researching" (Fargo, Collins);'"Reading Difficulty of Tests for Job
Placement" (Ash); "Rapid Estimate of Adult Literacy in Medicine
(REALM)" (Murphy); "What Works: Adult Literacy Program Evaluation"
(Padak, Padak); "Profiles of and Instructional Strategies for Adult
Disabled Readers" (Keefe, Meyer); "Building on Strengths" (Biggs);
"Cooperative Learning Process" (Mocker); "Wori Banks for Adult
Literacy" (Austin-Anglea); "?icture Books to Use with Older Students"
(Danielson); "Storytelling for Adults" (Ford); "High Interest-Low
Readability Books for Adults" (Hill, Rabideau); "Four Poets"
(Kazemek, Rigg); 'Poetry in the Adult Literacy Class" (Conniff et
"Consumer Advocacy, Empowerment, and Adult Literacy" (Rosow);
al.: ;
"Using Classic Novels with Adult New Readers" (Schierloh); "Writing
Workshops" (Pates, Evans); "Writing Our Lives" (Stasz et al.); "Using
Student Journals in the Workplace ESL [English as a Second Language] H:
Classroom" (Sole); "Nondirective Combinatory Model in an Adult ESL
Program"
( D'Annunzio); "Using Computers in Adult Literacy
Instruction" (Askov, Clark); "Adult Literacy in a Multiliterate
Society" (Howie); "Interactive Computer-Assisted Instruction with
Adults" (Finnegan, Sinatra); "College Students as Tutors for Adults
in a Campus-Based Literacy Program" (D'Annunzio); "Intergenerational
Adult Literacy Project" (Nickse et al.); "Training Family and Friends
.
.
...
.
.
a
Nonspeaking
as Adult Literacy Tutors" (Scob/e et al.); "Helping
Adult Male with Cerebral Palsy Achieve Literacy" (Gipe et al.); "I
Ain't Never Read My Own Words Before"- (Purcell- Gates); "Use of an
Educational Therapy Model With an Illiterate Adult" (Scully,
Johnston); "Norman: Literate at Age 44" (Meyer et al.); "Approaches
to Assessment in Workplace Literacy Programs" (Askov); "Workplace
Literacy Lessons" (DeStefano); "Navajo Head Start" (Anziano,
Terminello); and "Using Annual Reports for Adult Literacy
Improvement" (Miller).- (YLB)
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,r.,,..;,
1 eracy
A Compendium
of Articles from the
Journal of Reading
MARGUERITE C. RADENCICH
EDITOR
DADE COUNTY PUBLIC SCHOOLS, FLORIDA
INTERNATIONAL READING AssomnoN
NEWARK, DELAWARE 19714, UNITED STATES
o
IRA BOARD OF DIRECTORS
Dolores B.
Susan Mandel Glazer, Rider University, Lawrenceville, New Jersey. President
Richard T. Vacca, Kent
Malcolm, St. Louis Public Schools, St. Louis, Missouri. President Elect
Mabel T. Edmonds, St. Louis Public Schools. St.
Vice President
State University, Kent, Ohio,
Linda B.
John Elkins. University of Queensland. St. Lucia, Queensland. Australia
Louis, Missouri
Yetta M. Goodman. University of
Gambrell. University of Maryland. College Park. Maryland
Sandra
Jerry L. Johns, Northern Illinois University. De Kalb, Illinois
Arizona, Tucson
Mary Ellen Vogt, California State
McCormick, The Ohio State University. Columbus. Ohio
Barbara J. Walker. Montana State University. Billings.
University. Long Beach. California
Alan E.
Carmelita Kimher Williams, Norfolk State University. Norfolk. Virginia
Montana
Farstrup. Executive Director
Director of Publications
Joan M. Irwin
Managing Editor
Anne Fullerton
Associate Editor
Chris Celsnak
Assistant Editor
Amy Trefsger
Editorial Assistant
Janet Parrack
Production Department Manager
Iona Sauscermen
Graphic Design Coordinator
Boni Nash
Design Consultant
Larry Husfelt
Desktop Publishing Supervisor
Wendy Mazur
Desktop Publishing
Anette Sch(itz -Ruff
Cheryl Strum
Proofing
David Roberts
The International Reading Association attempts. through its publications, to provide a forum for a
wide spectrum of opinions on reading. This policy permits divergent viewpoints without assuming
the endorsement of the Association.
Much of the material contained in this volume first appeared in the Journal of Reading. a copyright-
ed journal of the International Reading Association. Every attempt was made to contact authors of
previously published work to inform them of this use of their material. The publisher welcomes cor-
respondence from contributing aLthors concerning corrections or updated information that can he
incorporated in subsequent editions of this publication.
Copyright 1994 by the
International Reading Association, Inc.
Library of Congress Cataloging in Publication Data
Adult literacy: a compendium of articles from the Journal of Reading/Marguerite C. Radencich.
editor.
cm.
p.
Selection of articles published between March 1975 and March 1994 in the Journal of Reading.
Includes bibliographical references and indexes.
II. Journal
I. Radencich. Marguerite C., 1952
I. Functional literacy.
2. Adult education.
.
of reading.
94-12295
r.c149.7.A39
1994
374'.012--dc20
cn,
ISI3N (1-87207-122-7
4
Contents
Foreword
v
Introduction
Theoretical and Organizational Issues
3
Assessment
33
General Teaching Methodology
9-1
Technology
163
Tutoring
201
Workplace Literacy
261
Citation Index
283
Subject Index
29()
Contributor Index
296
Foreword
gives the impression that the reader will fin-
This compendium of articles is noth-
ish any section with a clear and comprehen-
ing if not diverse. Denise Davis
sive sense of major issues or learnings in the
starts the volume with a political
highlighted area. Brief introductions to each
call to action urging adult literacy
educators to structure their programs to
section attempt to frame some of the major
foci in the field of adult literacy, but one
become means to "achieve social and eco-
could not use this volume, all by itself, as a
nomic equality" by changing the social status
quo. Her parting counsel to directors of
self-study textbook about adult literacy.
It is
"emancipatory" and "liberatory" programs
instead, a collection of solid. readable articles
on adult literacy which have appeared in the
for which economic support is lacking is to
Journal of Reading during the last decade or
"maintain the vision and await the revolution
so. As such, the collection offers support
and attempt to prepare learners for political
materials for several diffei,mt approaches one
options not yet available.- Lest the rhetoric of
might take to teaching or learning about adult
the first article deceives you into thinking the
literacy. It also makes for interesting brows-
hook is a neo-Marxist approach to literacy. be
aware that the same volume also contains
ing since one can literally enter the volume at
articles which would make nervous any
any point and profitably pause to read.
activists pushing for revolution. For example.
Adult literacy educators usually find only
brief time and opportunity to communicate
Phyllis Miller writes on how to teach employ-
with each other. Conversations with other
ees reading strategies by using annual reports
and company correspondence, while Francis
educators are often transitory and cut short
Kazemek and Pat Rigg describe adult literacy
a question will he asked in passing, a teaching
technique or a cogent idea quickly summa-
teaching approaches using the politically neu-
tral poetry of William Carlos Williams and
rized. Later. if one teacher has the time to sort
others. In this book, political essays and opin-
through a pile of old journals, he or she might
ion pieces arc mixed with
locate and pass along a relevant article to
,:arch studies
.
and detailed descriptions of effective instruc-
share as a conversation follow-up. This com-
tional techniques.
pendium of articles will make this process
The dozens of articles contained within
considerably easier. Program directors will be
able to more easily share relevant articles
this volume are arranged under six organiza-
tional headings (that is, theoretical and orga-
with their staffs, and adult literacy instructors
nizational issues. assessment, general teach-
now have a hook full of articles more accessi-
ing methodology. technology, tutoring. and
ble to themselves and colleagues. Between
1k orkplace literacy) which attempt to sort out
the covers of this volume are a file drawer of
the diversity. This organization is useful, to
good ideas. Enjoy them and use them well.
some extent. in that it may I:-]p the reader
find areas that are important to him or her.
Larry Mikulecky
The organization is illusory, however, if it
Indiana University. Bloomington
Introduction
resulting compendium come primarily from
77 his book originated in a discussion
Journal of
recent years. Some article.s were e.vcluc/ec/ to
at the 1993 meeting of the
Ad. 'co' Board.
Reading Editorial
ctvoid unnecessary overlap; several important
pieces from earlier years were included. We
JR
is a journal of adolescent and adult litera-
decided to exclude articles on college litera-
cy, and the hoard members were looking for
cy, an area gen.Tally distinct from other adult
ways that the journal could address the theo-
ry and practice of adult literacy instruction
literacy effOrts.
The resulting selection of articles was
strategies and tools, assessment and teach-
ing. workplace literacy, beginning adult
grouped into sections, as follows: theoretical
literacy, and the stages in betweenin a
and of gani:ational issues. assessmi,nt, gener-
comprehensive Hay without e.vcluding the
al teaching methodology, techqoiogy, tutor-
ing, and workplace literacy. Ea( h of these
journal's focus on adolescents.
sections in the hook begins with a brief intro-
Over the Years, many outstanding articles
duction that provides an overview of the topic
On adult literacy issues have been published
in JR.
and the articles.
and we realised that they provided an
Teachers of children clearly have a tremen-
excellent resource. The suggestion was made
dous responsibility. but how much greater. in
to gather these pieces into a single hook, to
a way, is the responsibility of the teacher who
allow easy access for both adult literacy pro-
fessionals chid volunteers. The International
serves adults. people who often had given up
Reading Association could then use its
on a system but have risked coming hack.
resources to make the hook available to its
This hook is aimed at providing some answers
(and more questions!) to help teachers and
members as well as to others working in rills
tutors of adults increase their knowledge
field.
and identified
JR
about issues related to reading instruction so
I reviewed hack issues of
articles that focused on adult li,eraCy topic's.
that they can better address the needs c).f their
editor. offered
students. I hope that the book will serve as
Janet Ramage Binkley.
JR'.%
some additional suggestions. In order to
the basis JO,' discussion among program
ensure that the hook included the best and
administrators, teachers, and tutors, universi-
most recent thinking on adult literacy instruc-
ty students, and the adult clients themselves.
tiona field that has changed over the past
yearsmost of the articles included in this
MCR
Theoretical and
Organizational Issues
cc
The materials of instruction as well as the underling
theories of teaching and learning that were developed
during the first half of the centur continue to shape
people's underlying conceptions of literao education.
\\GI lt,1991,
11
but paradigms are behind adult
and corrects the assumptions he held regard-
literacy programs? Whom do the
ing adult reading instruction.
pr grams serve? With what suc-
Hcathington argues fOr an expansion of
cess? The pieces in this section address defin-
the definition of literacy for adults.
itional and management isslies
Davis uses a sociological perspective to
l(R(11(1j11,54
show how programs in different settings
adult literacy programs.
Langer ( 19911 points out that "although
reflect the values of their sponsoring' institu-
notions and uses c,`' literacy vary among cul-
tions. Learners whose values do not coincide
tural groups, they also change within groups
with those of the institutions become resisters.
across time'" tp. 12). Wien I selected the arti-
Community organizations -re suggested as a
cles for this section, I took a haat look at the
viable alternative to existing institutions.
In the next two pieces, Norman and
authors' theories and notions about the uses
of literacy. In the first piece, Miff and Stahl
Malicky analyze stages in the reading devel-
provide a provocative essay on the metaphors
opment of adults. Th,,v adopt a constructivist
used to dramatize illiteracy and how thf'y
view (Hiebert. 1991, in which learners are
shape our thinking. The piece analyzes the
as active participants in the creation of
se'e'd
problems of metaphor and of competing
their own knowirdge In their latter piece.
stakeholders and concludes that we should
they describe a study that used interviews and
alwas, ' onsider literacy in a political con-
miscue analysis to evaluate adults. Results
test Shuman iiiites from personal experience
showed that adults use knowledge-based
3..
..
0
Theoretical and
strategies and supported previous findings
Organizational
that adults' reading development begins with
Issues
the use of language.
The remaining pieces have .specific foci.
For Ferrell and Howler it is rural pro,qrams,
and for Hansel! and tOelkel. a prison popula-
Reconceptualizing the
tion. As a group, the pieces in this section
address the theory and practice of adult liter-
Language of Adult
of
av programs within changing paradigms
instruction. The variety of settings helps keep
Literacy
a bloat' perspective.
References
/lichen, E./1. t /99/1. Introduction. In Ell. /lichen
(Ed.). Literac.) for a diverse society (pp. 1-3).
New York: Teachers College Press.
PAUL, J. iI,SLEY
). Literm and schooling: A
( I
NORMAN A. STAHL
soiaognitive perspective. In L.11. niche,"
SEPTEMBER 1993
(EL). Literacy for a diverse society (pp. 9-27).
New York: Teachers College Press.
Arecent magazine advertisement
contained a headline designed to
have the same type of advertising
punch for the U.S. adult literacy
movement as the "be all that you can be"
sound hite had for tie U.S. Army. The idea
behind the ad was to recruit volunteers for
The Coalition of Adult Literacy. Produced in
1989 b; the National Advertising Council.
the advertisement portrayed a crowd of most-
ly average-looking people in a large picture.
Underneath was the eye-catching message
"There's an epidemic with 27 million victims.
And no visible symptoms.-
The application of certain trigger words in
the headline was intended to shape the read-
er's perspective and to recruit volunteers to
assist nonreading adults in need. The text of
the advertisement was even more gripping, in
the +otd It is sheet speculation. if not
that it appealed to both altruistic and patriotic
outfight piejudice, that guides the selec-
It stated that "millions of Ameileuv,
instim is
tion and use of this term.
are victims of a tragic epidemic,- and that "in
human terms. the price of illiteracy is stagger
Equating illiteracy with unemployment.
ing. People who can't read, often can't work.
or for that matter, crime, drug abuse, or
They make up 50'74-75% of this country's
any other social evil. rests on the assump-
unemployed.- Furthermore. it appeared that
tion that the inability to read necessarily
one need not have special skills to help, be-
makes a person a societal burden, and
cause "when you join the fight against illiter-
fails to note the productivity of illiterate,
acy...it takes no spe.-2ial qualifications. If you
semiliterate, and non-English-speaking
can read, you can tutor or help us in countless
adults in factories, on farms, in service
other ways." Yet as one looks critically at the
industries, in homes, and elsewhere.
advertisement, the following components
The implication that anyone who can
seem out of place:
read can help illiterates may well be true,
Many people in the picture look confused
but by itself the statement is facile and
and aimless, as if nonreading adults are
irresponsible. Effective volunteer literacy
that way. Probably some are. though cer-
programs are highly complex organiza-
tainly not all. as is true of' any population.
tions that rely on the coordinated efforts
of a variety of people. including the stu-
The reference to "epidemic" is strange. if
dents themselves (Ilsley. 1990). In a real
not patently inappropriate, because it
sense, a person's decision to learn to read
sounds as though people who cannot read
is a negotiated affair, not a matter of
are sick. Probably some are hut. again. so
"helplessness" (Ilsley. 1985a).
is some of the rest of the population.
The overall effect of the advertising cam-
The overworked :Aid careless slogan used
paign is that it serves the need of organi-
by some members of the adult literacy
zations that produce literacy programs.
movement that there are "27 million vic-
not the needs of nonreading adults.
tims" is suspect for two reasons. First, to
estimate a number of illiterates requires a
Unfortunately. illiteracy is often discussed
solid definition of illiteracy. Is literacy
merely 012 o".lity to read the printed
in relation to such striking notions as war. dis-
ease, prison. and chronic unemployment both
word? Is it a matter of' being functional in
in print and in electronic media campaigns.
th,:. roles of parents. citizens. and work-
Similar overzealousness and sensationalism
ers? Or is it to be equated with "voice"
is employed regularly in the speeches of well-
and "power"? The numbers vary greatly
according to the definitions of literacy
12known figures. For instance, when address-
ing the 1984 National Convention of Literacy
and illiteracy. Second, the word victim is
Volunteers of America. Barbara Bush (wife of
a label that applies to people who are on
the then U.S. vice president) proclaimed that
the receiving end of a crime or a disease.
"adult illiteracy is one of the nation's most
Moreover, the word evokes images of a
fool or a chunip. or someone who has
insidious diseases." The following year. in his
lost control of a situation. Nonrcading
address to the American Newspaper Publish-
ers' Association, former U.S. Secretary of
adults are not victims in either sense of'