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I almost didn't come in: A descriptive case study of struggling adult readers.

机译：我几乎没来：关于苦苦挣扎的成人读者的描述性案例研究。

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摘要

More than 30 million adults in the United States have such low literacy skills that pursuing higher education or obtaining a good job that adequately supports a family are out of reach. The need for ongoing adult literacy programs currently, and in the future, is great.;This case study research examined the identities, beliefs, attitudes and experiences of youth and young adult struggling readers, attending a community literacy program (CLP) located in the Southwest. The researcher conducted interviews and observations of four young adult men ranging from ages 17 through 32 who were participating in programs offered at the community literacy program. Additionally, interviews were conducted with the CLP staff and the participants' tutors to obtain an in-depth look at how the literacy intervention programs are designed to meet the learners' unique needs. Also, an interview was conducted with a parent of one participant.;The research examined how these youth and young adults identity themselves with regard to literacy, learning and life, and their values, beliefs and attitudes towards literacy in and outside of the community program. Additionally, the study explored how these learners experienced the community literacy program and how literacy figured in their daily work and home activities.;All participants acknowledged the importance of good reading and writing skills to a achieving a successful life, however, each individual discussed barriers to improving their literacy skills in a timely manner. Learners confirmed much of what we know about how limited robust, early language and literacy experiences can set the course for literacy development for the future. They also discussed their recollections of school that did not facilitate literacy learning or engagement with school. Learners revealed that the community literacy program offered them a safe environment to improve their literacy skills. They acknowledged that having a skilled, knowledgeable tutor who can tailor the learning experience to their particular needs is vital to help them increase their reading and writing skills and to keep them motivated.
机译：在美国，有超过三千万的成年人识字能力很低，以至于无法接受高等教育或获得足以支持家庭的良好工作。当前和将来，对正在进行的成人扫盲计划的需求非常大。;本案例研究研究了青年和年轻成人苦苦阅读者的身份，信仰，态度和经历，他们参加了位于社区的社区扫盲计划（CLP）。西南。研究人员对参加社区扫盲计划的四名成年男子（年龄在17至32岁之间）进行了访谈和观察。此外，还与CLP员工和参与者的导师进行了访谈，以深入了解识字干预计划如何设计以满足学习者的独特需求。此外，还与一位参与者的父母进行了一次访谈。研究调查了这些青年和年轻人如何在识字，学习和生活以及他们在社区计划内外对扫盲的价值观，信念和态度进行自我认同。此外，研究还探讨了这些学习者如何体验社区识字计划以及日常工作和家庭活动中识字的方式。;所有参与者都承认良好的阅读和写作技巧对实现成功生活的重要性，但是每个人都讨论了障碍及时提高他们的识字能力。学习者证实了我们所了解的很多知识，即有限的健壮，早期语言和读写能力如何为未来的读写能力发展奠定了基础。他们还讨论了对学校的回忆，这不利于扫盲学习或参与学校活动。学习者透露，社区扫盲计划为他们提供了一个安全的环境，以提高他们的识字能力。他们承认，拥有一个熟练，知识丰富的导师，可以根据他们的特殊需求量身定制学习经验，对于帮助他们提高阅读和写作技能并保持他们的动力至关重要。

著录项

  • 作者

    Mahosky, Katherine A.;

  • 作者单位

    Northern Arizona University.;

  • 授予单位 Northern Arizona University.;
  • 学科 Adult education.;Reading instruction.
  • 学位 Ed.D.
  • 年度 2011
  • 页码 267 p.
  • 总页数 267
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 新闻学、新闻事业;
  • 关键词

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