A Multi-skills Approach for Low Literate Adult Learners

针对低识字成人学习者的多技能方法

• 批准号: 9812580
• 负责人: Kathy Susan Binder
• 金额: $ 44.98万
• 依托单位: MOUNT HOLYOKE COLLEGE
• 依托单位国家: 美国
• 财政年份: 2011
• 资助国家: 美国
• 起止时间: 2011-09-30 至 2023-08-31
• 项目状态: 已结题
• 来源: https://reporter.nih.gov/project-details/9812580
• 关键词: Address; Adult; Affect; Assessment tool; Attention; Awareness; Basic Science; Behavior; Categories; Characteristics; Child; Child health care; Cognitive; Color; Complex; Data; Development; Economic Factors; Education; Enrollment; Eye; Eye Movements; Family; Foundations; Frequencies; Health; Health Insurance; Intervention; Learning; Measures; Methodology; Modification; Monitor; Morphology; National Institute of Child Health and Human Development; Occupations; Ophthalmic examination and evaluation; Participant; Pattern; Performance; Phase; Population; Process; Reader; Reading; Research; Role; Sampling; Semantics; Services; Social support; Societies; Source; Structure; Students; Surveys; System; Testing; Time; Visual; Vocabulary; Word Processing; Writing; aquarium; aqueous; barrier to care; base; college; design; essays; exhaustion; experimental study; forgetting; health care availability; health literacy; high school; illiteracy; illiterate; indexing; intervention program; literacy; literate; phonological awareness; programs; racial and ethnic; reading ability; reading comprehension; seventh grade; skills; socioeconomics; sound; tool

Abstract This is a three year project designed to identify sources of reading and writing difficulty for students in adult basic education (ABE) programs. According to the 2013 OECD survey, a significant number of adults struggle to read at a level adequate to function effectively in our society. The problem of adult illiteracy has a significant negative impact on job acquisition, civic participation, and informed access to healthcare. Not surprisingly, the small but growing body of research on this population of readers suggests that their reading behavior differs in significant ways from that of children matched on reading achievement. Unfortunately, the basic research foundation upon which to build assessment and intervention tools targeted to the unique characteristics of adults learning to read is still greatly impoverished in relation to what is known about children learning to read (NICHD, 2001). Thus, much of the intervention and assessment material used in ABE programs is based upon what we know about children. This project will expand the basic research foundation necessary to build effective assessment and intervention programs targeted to the specific needs of this population. This project will compare the reading and writing behavior of two groups of participants (adults with less than a 7th grade reading level who are currently enrolled in ABE programs and children who are matched on reading ability). Both groups will be matched on socio-economic factors and ethnic and racial background. While phonological awareness is seen by many as the most important aspect of literacy acquisition, the English system of writing is not purely alphabetic, rather, it is morphophonemic; words are represented in writing according to their meanings as well as the way they sound. Thus, this project will focus on the contributions of morphological factors as they relate to reading and writing development. Furthermore, morphology has been identified as one component of vocabulary depth. Depth refers to how much we know about particular words compared to breadth which is how many words we know. The purpose of this study is to investigate the role of morphology in vocabulary depth. We will use a multi-skills approach to understand how morphological awareness and other aspects of vocabulary depth contribute to reading comprehension, visual word recognition in silent reading while eye movements are monitored, and writing in these two groups of learners. Performance across the two groups will be compared to gain a more detailed understanding of the unique characteristics of the adult learning to read.

摘要 这是一个为期三年的项目，旨在确定成人学生阅读和写作困难的来源 基础教育（ABE）。根据2013年经合组织的调查， 阅读水平足以在我们的社会中有效运作。成人文盲问题具有重大意义。 对就业、公民参与和知情获得医疗保健产生负面影响。不出意料， 对这一人群的研究虽少但越来越多，表明他们的阅读行为在以下方面有所不同： 在阅读成绩上与对照组差异显著。不幸的是，基础研究 在此基础上，建立针对非洲独特特点的评估和干预工具， 与儿童学习阅读的知识相比，成人学习阅读的知识仍然非常贫乏。 （NICHD，2001年）。因此，ABE计划中使用的许多干预和评估材料都是基于 我们对孩子的了解该项目将扩大建立必要的基础研究基础， 针对这一群体的具体需求的有效评估和干预方案。这个项目 我将比较两组参与者的阅读和写作行为（低于7年级的成年人 阅读水平的人，目前参加ABE计划和儿童谁是匹配的阅读能力）。 这两个群体将在社会经济因素和族裔和种族背景方面进行匹配。虽然语音 意识被许多人看作是读写能力获得的最重要的方面，即英语写作系统 不是纯粹的字母，相反，它是形态音素;单词是根据他们的写作来表示的。 以及它们的发音方式。因此，本项目将侧重于形态学的贡献 这些因素与阅读和写作发展有关。此外，形态学已被确定为一种 词汇的深度。深度是指我们对特定单词的了解程度， 广度，也就是我们知道多少单词。本研究的目的是探讨形态学的作用 在词汇深度上。我们将使用多技能的方法来了解形态意识和其他 词汇深度有助于阅读理解、默读阅读中的视觉单词识别 而眼动监测，并在这两组学习者的写作。在两个方面的表现 将进行比较，以更详细地了解成年人的独特特征。 学习阅读。

项目成果

The Contributions of Phonological and Morphological Awareness to Literacy Skills in the Adult Basic Education Population.

• DOI: 10.1177/0022219414538513
• 发表时间: 2016-03
• 期刊: Journal of learning disabilities
• 影响因子: 3
• 作者: Fracasso LE;Bangs K;Binder KS
• 通讯作者: Binder KS

Literacy Skill Differences between Adult Native English and Native Spanish Speakers.

以英语为母语的成人和以西班牙语为母语的成人之间的读写能力差异。

• 发表时间: 2013
• 期刊: Journal of research and practice for adult literacy, secondary, and basic education
• 作者: Herman,Julia;Cote,NicoleGilbert;Reilly,Lenore;Binder,KatherineS
• 通讯作者: Binder,KatherineS

Impact of Informative Context's Meaning Consistency During Incidental Vocabulary Acquisition.

• DOI: 10.1002/rrq.295
• 发表时间: 2020-10
• 期刊: Reading research quarterly
• 影响因子: 4.2
• 作者: Lowell R;Pender KW;Binder KS
• 通讯作者: Binder KS

Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills.

研究读写能力较低的成年人拼写能力的预测因素。

• 发表时间: 2014
• 期刊: Journal of research and practice for adult literacy, secondary, and basic education
• 作者: Talwar,Amani;Cote,NicoleGilbert;Binder,KatherineS
• 通讯作者: Binder,KatherineS

Morphological Awareness Intervention: Improving Spelling, Vocabulary, and Reading Comprehension for Adult Learners.

• 发表时间: 2016
• 期刊: Journal of research and practice for adult literacy, secondary, and basic education
• 作者: Kathryn E. Bangs;K. Binder