Adult Literacy and Illiteracy in the United States
Greetings. The following materials are intended to provide an introduction to Adult Literacy and Illiteracy in the United States. They were assembled from the World Wide Web, ERIC Database, and a variety of other bibliographic resources. Instructions for acquiring the full text of the ERIC records are presented at the end of this file.
Manjari Singh
Reference Specialist
Alphabetically arranged listing of bibliographies
Categorically arranged listing of bibliographies
Internet Sites
The National Assessment of Adult Literacy (NAAL)
Fast Facts on Literacy from the National Institute for Literacy
Using Alternative Assessment with English Language Learners
The Condition of Education
Reading Literacy in the United States: Findings From the IEA Reading Literacy Study
State Data and Comparisons from the National Center for Education Statistics
The National Assessment of Educational Progress (NAEP) 1998
The National Education Goals Panel's Interactive Data Center
U.S. Census Bureau’s Basic Facts Page
Education in States and Nations: Indicators Comparing U.S. States with Other Industrialized Countries in 1991
Citations from ERIC Database
AN: EJ631919
Title: Equipped for the future content standards: what adults need to know and be able to do in the 21st century
Citations identified with an ED (ERIC document) number are available in ERIC microfiche collections at over 1000 locations worldwide; to identify your local source, connect to the: ERIC Resource Collection.
AU: Johnson-Bailey,-Juanita; Cervero,-Ronald-M.
TI: A Critical Review of the U.S. Literature on Race and Adult Education--Implications for Widening Access.
PY: 2001
SO: Journal-of-Adult-and-Continuing-Education; v7 n1 p33-44 Spr 2001
AV: Community Learning Scotland, Rosebery House, 9 Haymarket Terrace, Edinburgh EH12 5EZ, Scotland.
DEM: *Adult-Education; *Hidden-Curriculum; *Multicultural-Education; *Race-; *Racial-Discrimination
DER: Access-to-Education; Educational-Change; Equal-Education
AB: Review of adult education literature reveals the absence of the concept of whiteness and three types of responses: color- blind perspectives, multicultural education, and social justice issues. To widen access involves "barrier thinking": recognition of the implicit messages of discrimination the academy delivers to racial minorities. (Contains 28 references.) (SK)
AN: ED445105
AU: Miller,-Alean
TI: Mini-Digest of Education Statistics, 1999.
CS: National Center for Education Statistics (ED), Washington, DC.
PY: 2000
AV: ED Pubs, U.S. Department of Education, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free).
NT: For the previous year's "Mini-Digest," see ED 434 164.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445105
DEM: *Educational-Trends; *Elementary-Secondary-Education; *Enrollment-; *Higher-Education; *Student-Characteristics
DER: Academic-Achievement; Dropouts-; Educational-Administration; Educational-Finance; Ethnic-Groups; Graduates-; Racial-Differences; Statistical-Data; Tables-Data; Teacher-Characteristics; Trend-Analysis
AB: This seventh edition of the "Mini-Digest" provides a pocket-sized compilation of statistical information covering U.S. education from kindergarten through graduate school. This information is found in much greater detail in the "Digest of Education Statistics," "The Condition of Education," and "Youth Indicators." The statistical highlights provide a quantitative description of the education scene in the United States. Information is presented on: (1) enrollment in elementary, secondary, and higher education; (2) teachers and teacher characteristics; (3) educational outcomes (course-taking patterns, graduates, dropouts, literacy rates, completions, reading and mathematics performance, and college degrees); and (4) educational finance. Statistics reveal that in 1999, education was the primary occupation of more than 76 million people in the United States. This total includes about 68.1 million students enrolled in U.S. schools and colleges. About 4 million people were employed as elementary, secondary, and college teachers, and other professional, administrative, and support staff of educational institutions numbered 4.2 million. (Contains 29 tables and 12 figures.) (SLD)
AN: ED447734
AU: Tuijnman,-Albert
TI: International Adult Literacy Survey. Benchmarking Adult Literacy in America: An International Comparative Study.
CS: Statistics Canada, Ottawa (Ontario).
PY: 2000
AV: ED Pubs, P.O. Box 1398, Jessup, MD 20794-1398. Tel: 877-433-7827 (Toll Free); Fax: 301-470-1244. For full text: http://www.ed.gov/offices/ovae/publicat.html.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED447734
DEM: *Adult-Literacy; *Benchmarking-; *English-Second-Language; *Surveys-
DER: Charts-; Cross-Cultural-Studies; Foreign-Countries; Interviews-; Lifelong-Learning; Literacy-Education; Second-Language-Instruction; Second-Language-Learning; Social-Science-Research; Tables-Data
AB: This 22-country survey was conducted between 1994 and 1998. Representative samples of adults aged 16-65 were interviewed and tested at home using the same literacy tests. The main purpose of the survey was to find out how well adults use information to function in society. Another aim was to investigate the factors that influence literacy proficiency and to compare these between countries. Ten international indicators are presented that allow readers to compare the literary proficiency of Americans with that of other populations as measured on the prose literary scale; similar results are provided in quantitative scales. The findings confirm how low literacy is an important issue in all regions in all countries surveyed. On the whole, the findings show that Americans are at an average level of prose literacy performance, behind the Nordic countries and the Netherlands but on a par with adults in Australia, Canada, and Germany. Literacy proficiency is more unequally distributed in the United States and Canada than in Europe, with the most literate 25% of North Americans scoring far higher than average. "Life-long" learning programs, as well as early childhood education, more access to adult education and to information and communication technologies, and the promotion of literacy-rich environments at work, home, and in the community are proposed as solutions to improve adult literacy. The paper is divided into 3 chapters, 4 annexes, and 10 data-rich figures. (Adjunct ERIC Clearinghouse for ESL Literacy Education) (KFT)
AN: ED448284
TI: Literacy Skills for 21st Century America: A Foundation for Creating a More Literate Nation.
CS: DeWitt Wallace/Reader's Digest Fund, Pleasantville, NY.
PY: 2000
AV: For full text: http://www.nifl.gov/nifl/summit.html.
NT: Revised version of Foundation paper prepared for the National Literacy Summit (Washington, D.C., February 14-15, 2000). Additional funding from GTE Service Corporation. The Summit Steering Committee includes the National Center for the Study of Adult Learning and Literacy, the National Coalition for Literacy, the National Adult Education Professional Development Consortium, the National Institute for Literacy, and the U.S. Department of Education, Office of Vocational and Adult Education.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED448284
DEM: *Adult-Literacy; *Educational-Needs; *Educational-Policy; *Family-Literacy; *Literacy-Education; *Policy-Formation
DER: Access-to-Education; Adult-Basic-Education; Change-Strategies; Comparative-Analysis; Conferences-; Cooperative-Planning; Delivery-Systems; Education-Work-Relationship; Educational-Benefits; Educational-Change; Educational-Objectives; Educational-Trends; Elementary-Secondary-Education; English-Second-Language; Enrollment-Trends; Federal-Programs; Financial-Support; Futures-of-Society; Government-School-Relationship; High-School-Equivalency-Programs; Immigrants-; Integrated-Curriculum; Intergenerational-Programs; Learning-Disabilities; National-Programs; National-Standards; Needs-Assessment; Older-Adults; Partnerships-in-Education; Postsecondary-Education; Program-Development; School-Business-Relationship; School-Community-Relationship; State-of-the-Art-Reviews; State-Programs; Strategic-Planning; Teacher-Education; Technological-Advancement; Trend-Analysis; Unions-; Vocational-Education; Workplace-Literacy
AB: The first meeting of the National Literacy Summit 2000 convened 150 leaders from adult education and literacy and other related fields for a 2-day intensive working meeting to begin building a national consensus on how to move adult and family literacy forward in the 21st century. Comments and suggestions offered by summit participants were synthesized into this revised summit paper and a draft action agenda. The following are among the topics covered in the revised paper: progress in adult literacy since publication of the report "Jump Start"; literacy's importance to individuals, families, the economy, and communities; and literacy services, client populations, and investment in literacy education in the United States. The action agenda identified seven challenges facing literacy, including the following: (1) higher standards in K-12 education and the phasing out of remedial courses at institutions of higher education will put more pressure on the already-strained adult education system; (2) demographic changes are increasing the demand for adult education and literacy services, making access to services a critical issue; and (3) adults need more opportunities to gain the skills and knowledge needed to meet changing job demands and succeed in the workplace. (Contains 31 references.) (MN)
AN: ED451380
AU: Reder,-Stephen; Edmonston,-Barry
TI: Demographic Changes and Literacy Development in a Decade. Working Paper Series.
CS: Education Statistics Services Inst., Washington, DC.
PY: 2000
AV: For full text: http://www.nces.ed.gov/pubs2000/200009.pdf.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED451380
DEM: *Adult-Literacy; *Educational-Research; *Educational-Trends; *Literacy-Education; *Population-Trends
DER: Adult-Basic-Education; Agency-Role; Aging-Individuals; Birth-; Data-Analysis; Data-Collection; Death-; Definitions-; Demography-; Functional-Literacy; Futures-of-Society; Immigrants-; Immigration-; Individual-Characteristics; Influences-; Information-Needs; Limited-English-Speaking; Migrants-; Migration-Patterns; Minority-Groups; Models-; National-Surveys; Performance-Factors; Predictor-Variables; Reading-Ability; Reading-Achievement; Research-Design; Research-Methodology; Sampling-; Trend-Analysis
AB: Anticipated demographic changes in the United States adult population in the decade between the National Adult Literacy Survey (NALS) of 1992 and the National Assessment of Adult Literacy (NAAL), which is scheduled for 2002, were reviewed. Next, the implications of those changes for the NALS and NAAL were analyzed. The analysis focused on births, deaths, and international migration. Next, a demographic model of adult literacy proficiency was described that links changes in literacy proficiency to compositional and maturational changes in the adult population. Composition components were defined as changes over time in membership in the target population, whereas maturational components were defined as changes over time in the literacy proficiencies of given individuals who are in the target population at both time points. The model predicted increases over the decade in the mean literacy proficiency of both the foreign- and native-born adult populations and decreases in the percentages of each that are performing at the lowest level. (Eight implications of the model for the NAAL methodology were discussed, including implications related to the following issues: parallel population coverage in the NALS and NAAL assessments; adequate representation of minority and immigrant groups; and working with populations having limited English proficiency.) (MN)
AN: EJ587000
AU: Wagner,-Daniel-A.; Venezky,-Richard-L.
TI: Adult Literacy: The Next Generation.
PY: 1999
SO: Educational-Researcher; v28 n1 p21-29 Jan-Feb 1999
NT: For related documents, see UD 521 515-516. Based on a research policy report from the National Center on Adult Literacy. Research supported in part by Grant R117Q00003 from the Office of Educational Research and Improvement.
DEM: *Adult-Literacy; *Educational-Research; *Literacy-Education
DER: Adult-Basic-Education; Educational-Practices; Educational-Theories; Literature-Reviews
AB: Focuses on developments in the field of adult literacy in the 1990s and outlines seven areas related to key topics in the field. Provides a brief analysis of major research findings in each of these areas and offers a prognosis of the next generation of adult literacy work in the United States. (SLD)
AN: EJ588488
AU: Livingstone,-D.-W.
TI: Lifelong Learning and Underemployment in the Knowledge Society: A North American Perspective.
PY: 1999
SO: Comparative-Education; v35 n2 p163-86 Jun 1999
NT: Theme issue (Special Number 21) with title: "Lifelong Learning and the Education of Mature Adults."
DEM: *Adult-Education; *Education-Work-Relationship; *Educational-Demand; *Lifelong-Learning; *Underemployment-
DER: Continuing-Education; Corporate-Education; Educational-Attainment; Employment-Qualifications; Foreign-Countries; Informal-Education; Postsecondary-Education
AB: Contrary to pervasive assumptions about the need for lifelong learning, U.S. and Canadian adults' collective learning efforts far outpace workplace requirements. Underemployment has several dimensions: the talent-use gap, structural unemployment, involuntary reduced employment, credential gap, performance gap, and subjective underemployment. Substantial economic reforms are needed, not more emphasis on lifelong learning. Contains 92 references. (Author/SV)
AN: ED431870
AU: Beder,-Hal
TI: The Outcomes and Impacts of Adult Literacy Education in the United States.
CS: National Center for the Study of Adult Learning and Literacy, Boston, MA.
PY: 1999
AV: NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($10).
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED431870
DEM: *Adult-Literacy; *Education-Work-Relationship; *Family-Literacy; *Outcomes-of-Education; *Workplace-Literacy
DER: Adult-Basic-Education; Case-Studies; Evaluation-Methods; High-School-Equivalency-Programs; Information-Needs; Literacy-Education; Literature-Reviews; Longitudinal-Studies; National-Surveys; Program-Effectiveness; Program-Evaluation; Research-Needs; State-of-the-Art-Reviews; State-Surveys; Welfare-Recipients
AB: The outcomes and impacts of adult literacy education in the United States were examined through a qualitative assessment of the pertinent research conducted since the late 1960s. A comprehensive literature search identified approximately 115 outcomes and impacts studies. Of the 68 studies found to have an outcomes component, the 23 most credible ones were selected and case studies were prepared for each. It was concluded that participation in adult literacy education most likely results in employment and earnings gains and has a positive influence on participants' continued education. Although the evidence suggested that participants in welfare-sponsored adult literacy education do experience a reduction in welfare dependence, the evidence as to whether adult literacy education in general reduces welfare dependence for participants was inconclusive. In general, adult literacy education had positive impacts on high school equivalency certificate acquisition, participants' self-image, parents' involvement in their children's education, and learners' achievement of their personal goals. It was recommended that a system consisting of the following elements be developed to measure the outcomes and impacts of adult literacy: national outcome and impact reporting system, national longitudinal evaluation, and systematic funding and improvement of state and local outcome studies. (Contains 90 references.) (MN)
AN: EJ579246
AU: Commeyras,-Michelle
TI: How Interested Are Literacy Educators in Gender Issues? Survey Results from the United States.
PY: 1999
SO: Journal-of-Adolescent-and-Adult-Literacy; v42 n5 p352-62 Feb 1999
DEM: *Administrator-Attitudes; *English-Instruction; *Sex-Differences; *Sex-Fairness; *Sex-Role; *Teacher-Attitudes
DER: Educational-Research; Elementary-Secondary-Education; National-Surveys
AB: Reports results of a national survey of literacy educators' attitudes regarding (1) what they think determines the behavior of boys and girls (beliefs about sex/gender differences and their causes); (2) interest in gender issues; and (3) disposition toward various ways of addressing gender issues during instruction. (SR)
AN: ED445249
AU: Stuart,-Lisa
TI: 21st Century Skills for 21st Century Jobs. A Report of the U.S. Department of Commerce, U.S. Department of Education, U.S. Department of Labor, National Institute for Literacy and Small Business Administration.
CS: Department of Commerce, Washington, DC.; Department of Education, Washington, DC.; Department of Labor, Washington, DC.; National Inst. for Literacy, Washington, DC.; Small Business Administration, Washington, DC.
PY: 1999
AV: U.S. Government Printing Office, Superintendent of Documents, Mail Stop SSOP, Washington, DC 20402-9328. For full text: http://vpskillsummit.gov.
NT: Prepared with the assistance of Emily Dahm.
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED445249
DEM: *Educational-Benefits; *Educational-Cooperation; *Futures-of-Society; *Job-Training; *Labor-Force-Development
DER: Coordination-; Employer-Employee-Relationship; Postsecondary-Education; Productivity-; Secondary-Education; Unions-; Vocational-Education
AB: In the workplace of the 21st century, America's workers will need to be better educated to fill new jobs and more flexible to respond to the changing knowledge and skill requirements of existing jobs. Meeting the challenge of employment and training will call for the best efforts of stakeholders and new forms of cooperation and collaboration. With this responsibility comes enormous opportunity. Not only does a better educated and trained work force create significant productivity gains and better bottom line results for American employers, but the more a worker learns, the more a worker earns. Society is responding, and education and training are increasing. Business establishments report providing increased formal education; unions are increasing their commitment to work force education and training; enrollments at community colleges serving an older, employed student body are increasing; and the federal government has made education and training top priorities. Challenges are the cost and scheduling of training for workers; employers' costs for training and fear of losing trained workers; and ability of postsecondary institutions to offer affordable, convenient work-related training. (The final section profiles of 23 promising partnerships and programs around worker training and lifelong learning. Appendixes include 80 endnotes and a 33-item bibliography.) (YLB)
AN: ED437580
AU: Medina,-Patsy
TI: The Outcomes and Impacts of Adult Literacy Education in the United States. Appendix A: Abstracts of Studies Reviewed.
CS: National Center for the Study of Adult Learning and Literacy, Boston, MA.
PY: 1999
AV: NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210 ($5). E-mail: ncsall@worlded.org. For full text: http://gse.harvard.edu/~ncsall/reports.htm.
NT: For the primary report, see ED 431 870.
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED437580
DEM: *Adult-Literacy; *Literacy-Education; *Outcomes-of-Education; *Workplace-Literacy
DER: Abstracts-; Adult-Basic-Education; Annotated-Bibliographies; Community-Programs; Educational-Research; Program-Effectiveness; Program-Evaluation
AB: The outcomes and impacts of adult literacy education in the United States were examined through a qualitative assessment of the pertinent research conducted since the late 1960s. A comprehensive literature search was used to identify; the most credible outcomes and impacts studies, and case studies were prepared for these. This document contains the abstracts of 46 studies used in this assessment. Each abstract begins with the following bibliographic information: author(s) or institution(s) or editor(s); year of publication; title; publisher; and ERIC Document Reproduction Service Number, if applicable. The body of the abstract is divided into the following categories: purpose; variables; population; design; data collection; instrumentation; findings; strengths; and weaknesses. (YLB)
AN: ED429235
AU: Sticht,-Thomas-G.
TI: Moving Adult Literacy Education from the Margins to the Mainstream of Educational Policy and Practice. Adult Learning & Literacy: A Series of Occasional Papers, Issue 1.
CS: Applied Behavioral & Cognitive Sciences, Inc., San Diego, CA.
PY: 1998
NT: Paper prepared for the International Conference on How Adults Learn (Washington, DC, April 6-8, 1998).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED429235
DEM: *Adult-Literacy; *Educational-Benefits; *Educational-Policy; *Literacy-Education
DER: Adult-Basic-Education; Educational-Change; Educational-Practices; Role-of-Education; Workplace-Literacy
AB: In the United States and many other nations, adult literacy students are marginalized. To serve the educational needs of these adults, governments have established an educational system that is marginalized among education systems. In California, the adult literacy education system is marginalized in the following ways: it is a noncredit system between the K-12 education and college systems; it receives much less funds per full-time equivalent student; 80-90 percent of its teachers work part time; it is clearly of lower social standing; and it lacks legislative attention. There are reasons to argue that adult literacy education ought to occupy a central position in national reform activities. It is central to achievement of the eight national education goals of the National Governors' Association endorsed by the executive and legislative branches of the U.S. government. Four reasons why the adult literacy education system should move from the margins to the mainstream of educational policies are as follows: better educated adults produce better educated children, demand and get better schooling for children, provide better communities for learning, and are more productive for society. Government agencies should consider the multiplier effects that may be possible for investments in adult literacy education. Investment in adult education makes the schools and community more productive, helps in achieving National Educational Goals, and promotes democracy and good citizenship. (Contains 10 references.) (YLB)
AN: ED419095
AU: Main,-Keith; Schaefer,-Chris
TI: Learning Projects of the Active Aging Eighty-Five and Over Population in the United States.
PY: 1998
NT: Revised version of a paper presented at the Annual Meeting of the American Association for Adult and Continuing Education (Charlotte, NC, November 1, 1996).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED419095
DEM: *Adult-Learning; *Aging-Individuals; *Educational-Trends; *Learning-Activities; *Lifelong-Learning; *Old-Old-Adults
DER: Adult-Education; Individual-Differences; Literature-Reviews; Trend-Analysis
AB: Despite the fact that people in the United States are living longer, research on the learning projects of the population of individuals 85 years old or older remains sparse and sporadic. The literature that does exist debunks a number of common myths about aging and learning by establishing the following: adults aged 65 and over are a highly diverse population; three of four people over the age of 85 live "on their own" or in the community; nursing home stays average only 6 months; and many people over 85 remain healthy and able to think abstractly and engage in learning projects. Numerous researchers have documented that elderly learners are capable of engaging in lifelong learning through self-initiated learning projects. Research has also confirmed that engaging in learning projects in later life is linked to the families, lifestyles, values, society, and the larger community. The fact that many of the "oldest old" adults still remain active learners in various ways, through reading, learning projects, and travel, is confirmed by the experiences of a sample 24 adults over 85 who were interviewed about their learning and reading projects during the past year. (Contains 29 references.) (MN)
AN: ED436758
AU: Key,-Daphne
TI: Literacy Shutdown: Stories of Six American Women. Literacy Studies Series.
CS: International Reading Association, Newark, DE.; National Reading Conference, Inc.
PY: 1998
AV: Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 ($19.95). Web site:
PR: EDRS Price MF01/PC06 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED436758
DEM: *Educational-Status-Comparison; *Females-; *Illiteracy-; *Social-Differences; *Social-Discrimination; *Sociolinguistics-
DER: Adult-Education; Elementary-Secondary-Education; Ethnography-; Interviews-
AB: This book contends that in the United States, manner of speech and educational background reflect cultural status, and it attempts to prove through interviews with six American women that what is described as illiteracy is in fact shutting down in response to those in positions of power. After an introduction, "Language, Literacy, and Arrogance," chapters are: (1) "Language, Literacy, and Living: My Story"; (2) "Conducting a Literacy Ethnography: Hearing How People Feel"; (3) "Language, Literacy, and Living: The Women's Recollections"; and (4) "Shutting Out People and Resisting Shutdown: What I Heard the Women Say." Five appendixes contain guiding questions regarding life circumstances and the contexts of home, family, school, and church; and guiding questions for evaluating the research experience. Contains 61 references. (EF)
AN: ED408427
AU: Katz,-Mira-Lisa
TI: Immigrant Women, English Literacy Programs, and Work in the United States: A Look at How Ideology and Funding Are Shaping Workplace Education.
PY: 1997
NT: Paper presented at the Annual Meeting of the American Educational Research Association (Chicago, IL, March 26, 1997).
PR: EDRS Price MF01 Plus Postage. PC Not Available from EDRS.
DEM: *English-Second-Language; *Financial-Support; *Ideology-; *Immigrants-; *Womens-Education; *Workplace-Literacy
DER: Adult-Basic-Education; Asian-Americans; Community-Education; Community-Organizations; Comparative-Analysis; Dislocated-workers; Educational-Objectives; Educational-Practices; Educational-Principles; Educational-Theories; Grants-; Job-Training; Literacy-Education; Second-Language-Learning; Theory-Practice-Relationship; Voluntary-Agencies
AB: The effects of ideological assumptions about teaching, learning, and the labor market and the impact of differing funding sources on community-based organizations' efforts to prepare immigrant/refugee women for jobs in the United States were examined through a study of programs sponsored by two San Francisco Bay area community organizations--the Women Immigrants' Group (WIG) and Community Advocates for Career Development (CACD). Staff and participants in the two programs were interviewed. The WIG program, which is staffed almost completely by volunteers, was formed in response to the needs of many low-income Asian immigrant women and is based on the principles of Freire and feminism and a commitment to "transformative" education. The CACD program, which began in the 1960s as a church program for Chinese immigrants, now works to provide tools of empowerment to diverse communities and offers job training, internship, and job placement services to immigrants from all areas and to displaced workers. The study revealed how the ideological underpinnings of the WIG program and funding constraints of the CACD program can shape workplace programs serving immigrant women. It was concluded that, although both programs have participants' interests at heart, neither is able to fulfill its commitment because of internal and external constraints. (Contains 20 references.) (MN)
AN: ED410426
AU: Armstrong,-William-B.; Sticht,-Thomas-G.
TI: Adult Literacy in the United States: A Compendium of Qualitative Data and Interpretive Comments. Research to Practice.
CS: Kent State Univ., OH. Ohio Literacy Resource Center.
PY: 1997
NT: Based on the longer report of the same title; see ED 371 241.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED410426
DEM: *Adult-Learning; *Adult-Literacy; *Cognitive-Processes; *Epistemology-; *Literacy-Education
DER: Adult-Basic-Education; Educational-Research; Literature-Reviews; Research-Reports; Student-Evaluation
AB: Human cognitive system and information processing theories were used as the theoretical base that frames an interpretation of adult literacy research from World War I (WWI) through 1993. These theoretical perspectives are as follows: (1) literacy learning is grounded in a distinct developmental sequence; and (2) literacy learning is dependent on listening skills and experience, literacy opportunities and practice, and the general body of knowledge created through these experiences. The military origins of intelligence assessment include the WWI Alpha and Beta tests, Army General Classification Test of WWII, Armed Forces Qualification Test, and Armed Services Vocational Aptitude Battery. National civilian studies of literacy assessment differ from the military tests primarily in design. Civilian tests focus on use of "real-world" test items and open-ended questions rather than multiple-choice items. Results of civilian studies show the same strong trends evident through the military studies: individuals with more formal education read more and have higher test scores; individuals with more education are more likely to read and to read a variety of materials; and whites outperform Hispanics and Hispanics outperform African-Americans overall. In general, findings indicate the following: listening skills are higher than reading skills; intergenerational literacy is another important facet of increasing literacy for individuals throughout society; and literacy level affects job status. (YLB)
AN: ED440557
AU: Wiley,-Terrence-G.
TI: Literacy and Language Diversity in the United States. Language in Education: Theory and Practice 87.
CS: Center for Applied Linguistics, Washington, DC.; Delta Systems Inc., McHenry, IL.
PY: 1996
AV: Delta Systems Co., Inc., 1400 Miller Pkwy., McHenry, IL 60050-7030. Tel: 800-323-8270 (Toll Free).
PR: EDRS Price MF01/PC10 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED440557
DEM: *Language-Attitudes; *Literacy-; *Multilingualism-
DER: Adult-Education; Bilingual-Education; Bilingual-Education-Programs; Elementary-Secondary-Education; English-Only-Movement; English-Second-Language; Language-Minorities; Limited-English-Speaking; Multicultural-Education; Politics-of-Education; Public-Policy; Second-Language-Instruction; Second-Language-Learning; Sociocultural-Patterns; Sociolinguistics-
AB: This book was written for scholars, policymakers, and educators and provides both an introduction to issues in literacy and language diversity and compelling questions for those who work in the field. Based on national data, the extent of language diversity in the United States is explored; what is known about English literacy, native language literacy, and biliteracy is considered; and what is needed to make informed national policy decisions about this subject is discussed. This book is written from a pro-language diversity point of view and critiques policies and practices that view language diversity as a problem that must be remedied through education. It highlights recent positive developments in adult literacy that incorporate language diversity as a resource. Chapter titles include the following: "Common Myths and Stereotypes about Literacy and Language Diversity in the United States"; "Literacy and the Great Divide: Cognitive or Social?"; "Defining and Measuring Literacy: Uses and Abuses"; "Literacy, Schooling, and the Socioeconomic Divide"; "Language, Diversity, and the Ascription of Status"; "Literacy and Language Diversity in Sociocultural Contexts"; "Contemporary Bilingual Education Theory and the Great Divide"; and "The Impact of Literacy Policies and Practices on Language Minority Learners." Numerous tables, illustrations, and figures appear throughout the text. Each chapter concludes with suggestions for further reading. (Contains an index and approximately 350 references.) (KFT)
AN: ED399423
AU: Ziegler,-Suzanne; Sussman,-Susan-B., ed.
TI: The Effectiveness of Adult Literacy Education: A Review of Issues and Literature Related to Outcome-Based Evaluation of Literacy Programs.
CS: Ontario Literacy Coalition, Toronto.
PY: 1996
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED399423
DEM: *Adult-Literacy; *Competency-Based-Education; *Evaluation-Utilization; *Literacy-Education
DER: Adult-Basic-Education; Foreign-Countries; Literature-Reviews; Program-Effectiveness; Program-Evaluation; Research-Needs; Student-Evaluation
AB: A literature review examined how literacy programs can assess their effectiveness by looking at outcomes and using this information. Very few empirical studies showed the impacts of literacy programs or identified predictors of program success. One reason was the lack of common criteria for evaluating performance. One evaluation issue was whether the same measures should be used to assess both individual progress and program effectiveness. Results of the U.S. National Evaluation of Adult Education Programs (NEAEP) showed that using the same types of measures across programs allowed discovery of what program components most affected outcomes. The NAEAP study was also used to investigate research on variables assumed to be linked to program effectiveness. According to the study, the strongest predictors of retention were support services, instruction during the day, and type of learning environment. Age was not a barrier to acquiring literacy and increased hours of instruction were not sufficient to ensure increased skill development. Literacy skills were not easily transferred between workplace and general literacy programs; family literacy programs had potential for both adult and child literacy. Questions for further outcomes-based research were suggested, including the cost benefit of putting limited resources into instruction rather than outreach, maintenance of learner motivation, and instructor training. (Contains 31 references.) (YLB)
AN: ED393968
AU: Mikulecky,-Larry; and-others
TI: A Review of Recent Workplace Literacy Programs and a Projection of Future Challenges.
CS: National Center on Adult Literacy, Philadelphia, PA.
PY: 1996
AV: National Center on Adult Literacy, University of Pennsylvania, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR96-04).
PR: EDRS Price MF01/PC03 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED393968
DEM: *Adult-Literacy; *Education-Work-Relationship; *Educational-Objectives; *Educational-Practices; *Educational-Trends; *Literacy-Education; *Workplace-Literacy
DER: Adult-Basic-Education; Curriculum-; Demography-; Economic-Change; Educational-Needs; Educational-Policy; Evaluation-Methods; Futures-of-Society; Guidelines-; Literature-Reviews; Partnerships-in-Education; Program-Evaluation; School-Business-Relationship; State-Federal-Aid; State-of-the-Art-Reviews; Trend-Analysis
AB: The state of workplace literacy in the United States was reviewed, and future challenges facing workplace literacy programs given projected economic and demographic changes were examined. First, statistical information from 121 workplace literacy program reports entered into the ERIC database between 1990 and 1993 was synthesized in an analysis of the following: program organization and target clientele, program goals, curriculum and materials, and program complexity. Next, selected workplace literacy programs were profiled in the context of existing policy guidelines for federally funded workplace literacy programs. Special emphasis was placed on curriculum approaches, commitment of school and business partners, and program evaluation methods. The implications of demographic and national/global economic trends economies for the provision of workplace literacy programs were analyzed. Finally, the following promising new developments in workplace literacy programs were described: pay for knowledge, multiple employer and union activities within industries, and increased state-level support and diversification of basic skills provision for the work force. Among the study's main conclusions were the following: partnerships are integral to program success, programs must emphasize continuing lifelong learning in rich educational environments, and more attention must be paid to program evaluation. (Contains 89 references.) (MN)
AN: ED391919
AU: Imel,-Susan
TI: Women and Literacy. Trends and Issues Alerts.
CS: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, OH.
PY: 1996
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED391919
DEM: *Adult-Basic-Education; *Adult-Literacy; *Educationally-Disadvantaged; *Females-; *Literacy-Education
DER: Economically-Disadvantaged; Educational-Needs; Educational-Objectives; Educational-Opportunities; Federal-Aid; Womens-Education
AB: The recent United Nations Fourth World Conference on Women concluded that if women are to advance in status socially, economically, and politically, they must have access to high quality education. Although women in the United States have steadily increased their educational status, the fact that 23 percent of women aged 25 and over have not gone beyond high school reveals that, as a group, women are still educationally disadvantaged. Recently, more attention is being given to the needs of women literacy learners in the United States. Georgia State University's Center for the Study of Adult Literacy has begun sponsoring conferences on women and literacy, and Laubach Literacy Action has been providing financial support to programs that empower women and developing a network of programs serving women. A growing literature base supports work with women literacy learners. Although much of the information has been generated abroad (e.g., Canada, Australia, Great Britain), it raises issues that have relevance for programs in the United States, including goals and purposes, rationale for women-only programs, and the status of literacy workers. Contains 19 annotated resources that can be consulted for additional information. Five resource organizations are also listed.) (YLB)
AN: ED382810
AU: Wagner,-Daniel-A.; Venezky,-Richard-L.
TI: Adult Literacy: The Next Generation.
CS: National Center on Adult Literacy, Philadelphia, PA.
PY: 1995
SO: NCAL-Connections; p1,6-10 May 1995
AV: National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111.
NT: Pages contain faint print.
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED382810
DEM: *Adult-Literacy; *Educational-Development; *Educational-Improvement; *Literacy-Education; *Research-Needs; *Technological-Advancement
DER: Adult-Basic-Education; Economic-Development; Educational-Needs; Educational-Research; English-Second-Language; Family-Influence; Family-Involvement; Family-School-Relationship; Futures-of-Society; Standards-; Teaching-Methods
AB: This article reviews recent ground-breaking research studies that can provide guidance for policymakers and practitioners interested in improving literacy in the United States. Each section provides a brief analysis of major research findings, followed by a series of recommendations. These issues are identified: the close relationship between literacy and education and a nation's economic development; identification of effective instructional practices for different subject areas and different types of learners; role of learners in setting of learning goals; degree of specificity of instruction; workforce literacy and competitiveness; need for services in English as a Second Language; family literacy; professionalization and standards; and inadequate use of new electronic technologies in adult literacy programs. The article concludes with a synthesis of the recent past and a prognosis for what is believed to be the next generation of literacy work in the United States. It suggests that more funding would help, but that resources need to be targeted better to improving the quality of education offered--in terms of effectiveness, efficiency, professionalization, and innovation. The article proposes that the adult literacy field along with policymakers and legislators must pull together for the next generation of adult literacy work to be an improvement over the previous one. (YLB)
AN: ED378367
AU: Weinstein-Shr,-Gail
TI: Literacy and Older Adults in the United States.
CS: National Center on Adult Literacy, Philadelphia, PA.
PY: 1995
AV: National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR94-17: $8).
PR: EDRS Price MF01/PC02 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED378367
DEM: *Adult-Literacy; *Educational-Needs; *Educational-Policy; *Literacy-Education; *Older-Adults; *Research-Needs
DER: Adult-Basic-Education; Educational-Opportunities; Educational-Practices; Educational-Research; Educational-Trends; Individual-Characteristics; Policy-Formation; Population-Trends; Trend-Analysis
AB: Information about the specific literacy levels, needs, motivations, and resources of older adults is virtually nonexistent. As the percentage of older adults in the U.S. population continues to increase, federal/state policymakers must take the following actions: increase the attention/funding given to literacy programs targeting older adults; take substantive action to preserve the linguistic and cultural resources possessed by older adults by virtue of their experience in other settings/times; and focus on collaborative (especially intergenerational) literacy program models. Formulation of a sound public policy regarding older adults and literacy education will require more research in areas such as the following: the social and historical contexts in which older adults operate, uses of language and literacy in the context of the family, literacy resources of older adults (especially those with limited English language proficiency), and the nature of cognitive resources and learning strategies that older adults bring to learning situations. Practitioners developing/delivering literacy programs for older adults must identify/develop strategies to meet the particular needs of older adults, eliminate barriers preventing older adults from full participation in literacy education, build on older adult learners' strengths, and focus on collaborative educational strategies (including collaboration between professionals and between learners). (Contains 105 references.) (MN)
AN: ED378366
AU: Cohen,-Elena; and-others
TI: Literacy and Welfare Reform: Are We Making the Connection?
CS: Family Impact Seminar (FIS), The AAMFT Research and Education Foundation, Washington, DC.; National Center on Adult Literacy, Philadelphia, PA.
PY: 1994
AV: National Center on Adult Literacy, Publications, 3910 Chestnut Street, Philadelphia, PA 19104-3111 (order no. TR94-16: $9).
NT: Original draft of this report was a paper presented at the Meeting of the National Center on Adult Literacy and the Family Impact Seminar (Washington, DC, June 1994).
PR: EDRS Price MF01/PC04 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED378366
DEM: *Adult-Literacy; *Education-Work-Relationship; *Educational-Policy; *Literacy-Education; *Public-Policy; *Welfare-Services
DER: Adult-Basic-Education; Agency-Cooperation; Annotated-Bibliographies; Cooperative-Planning; Demonstration-Programs; Educational-Benefits; Educational-Practices; English-Second-Language; Family-Programs; Intergenerational-Programs; Job-Training; Program-Effectiveness; Secondary-Education; State-Programs
AB: This document explores selected issues related to connecting welfare reform initiatives and the literacy movement and provides basic information about literacy education and its economic impact. Literacy is defined, and similarities and differences between adult basic education, adult secondary education, and English-as-a-Second-Language programs are explained. Literacy levels among various segments of the U.S. population and the relationship of literacy to labor market success are discussed. Examined in an overview of federal literacy policy are eight major literacy, welfare, and job training programs and the legislation authorizing them. Discussed next are client characteristics, funding/costs, sponsors, instructors, instructor training, and effectiveness. The functional context approach to literacy education and programs integrating literacy and job skills are highlighted. Seven two-generation and family literacy programs are described, and lessons learned from eight field demonstrations are summarized. The challenges of connecting the adult education and welfare systems and promising programs in three states are identified. Appended are the following: descriptions of efforts to integrate literacy education into welfare reform programs in California, New Jersey, and Ohio; descriptions of major national literacy organizations; and data on funding and earnings impacts of literacy education. Contains 77 references. (MN)
AN: ED368863
TI: By Women/For Women: A Beginning Dialogue on Women and Literacy in the United States.
CS: Laubach Literacy International, Syracuse, NY.
PY: 1993
AV: Laubach Literacy Action, 1320 Jamesville Avenue, Syracuse, NY 13210 (free).
PR: EDRS Price MF01/PC01 Plus Postage.
DL: http://orders.edrs.com/members/sp.cfm?AN=ED368863
DEM: *Access-to-Education; *Females-; *Literacy-Education; *Womens-Education
DER: Adult-Basic-Education; Adult-Literacy; Basic-Skills; Educational-Discrimination; Needs-Assessment; Nondiscriminatory-Education; Sex-Discrimination; Sex-Fairness
AB: In March 1993, Laubach Literacy Action (LLA) convened a nine-member women's focus group to identify barriers and issues that make it difficult for a woman to achieve her literacy goals. Six new readers and three program administrators participated. A brainstorming session identified an initial set of issues and/or barriers to women who want to improve their literacy skills: child care, transportation, women's work, violence, male attitudes, attitudes of family and friends, culture and tradition, class differences, self-esteem, fear of change, and isolation. The importance of recognizing special needs was also addressed. Women were identified as differing in literacy needs, age, geographical location, race, and marital status. LLA recommended that the following actions be taken by organizations that provide services and resources to women: provide child care and transportation; encourage critical reflection as part of literacy instruction; compensate for school experiences; promote research on women, for women, by women; encourage leadership development of women; develop instructional programs for women only; provide opportunities for women to use computers and other technology; offer diverse support services for women; train staff to work with women; develop cooperative or collaborative relationships; develop gender-sensitive instructional materials specifically for women; encourage advocacy for and by women; and seek funding and allocate resources for women. (Contains 11 references.) (YLB)
AN: EJ416080
TI: Hispanic Literacy Statistics.
PY: 1990
SO: SERAmerica-; v4 n3 p5 Fall 1990
NT: Available from SERAmerica, 1355 River Bend Drive, Suite 240, Dallas, TX 75247.
DEM: *Hispanic-Americans; *Literacy-; *Population-Trends
DER: Dropout-Rate; Statistics-
AB: Indicates that Hispanics are the youngest, fastest-growing, and least-educated major population group in the United States. (JOW)
Enjoying Art All Around Us
We see art all around us, in many different forms and styles. In this issue, we highlight how you can share art with your children. This issue is filled with helpful instruction, illustrations, and activities.
Other Resources (available either for sale or via interlibrary loan)
Author: Sondra Gayle Stein
Year: 2000
Publisher: Washington, DC (1775 I St., NW, Ste. 730, Washington 20006-2041): National Institute for Literacy
Title: Adult literacy and education in America
Author: Carl F Kaestle
Year: 2001
Publisher: Washington, DC : Jessup, MD : U.S. Dept. of Education, Office of Educational Research and Improvement ; U.S. Dept. of Education, ED Pubs [distributor]
Title: A national plan for research and development in adult education and literacy.
Author: National Institute for Literacy (U.S.)
Year: 2001
Publisher: Washington, D.C. (1775 I Street NW, Ste. 730, Washington 20008) : National Institute for Literacy
Title: Traces of a stream: literacy and social change among African American women
Author: Jacqueline Jones Royster
Year: 2000
Publisher: Pittsburgh : University of Pittsburgh Press,
ISBN: 0822941228 (acid-free paper) 0822957256 (pbk. : acid-free paper)
Title: Literacy in the labor force: results from the National Adult Literacy Survey
Author: Andrew Sum
Year: 1999
Publisher: Washington, DC : U.S. Dept. of Education, Office of Educational Research and Improvement, National Center for Education Statistics : For sale by the U.S.
G.P.O., Supt. of Docs.
ISBN: 016050175X; 016050175X
Title: Literacy for the twenty-first century: research, policy, practices, and the National Adult Literacy Survey
Author: M Cecil Smith
Year: 1998
Publisher: Westport, Conn. : Praeger
ISBN: 0275957861 (alk. paper)
Title: Illiteracy in America
Author: Edward F Dolan; Margaret Scariano
Year: 1995
Publisher: New York : F. Watts (Book meant for a juvenile audience)
ISBN: 0531111784
Title: Literacy for a diverse society: perspectives, practices, and policies /
Author: Elfrieda H Hiebert
Year: 1991
Publisher: New York : Teachers College Press, Teachers College, Columbia University
ISBN: 080773098X (alk. paper) 0807730971 (pbk.)
To Order Full-Text Copies of ERIC Journal and ERIC Document Citations:
Documents can also be ordered through EDRS for a fee: email service@edrs.com, tel. (800)443-ERIC. Selected ERIC Documents are available through online ordering via the EDRS's web site
Citations with an EJ (ERIC journal) number are available through the originating journal, interlibrary loan services, or for a fee from the following article reproduction services: Ingenta: email: ushelp@ingenta.com, tel. (800) 296 2221, online order form; or ISI Document Solution: email: ids@isinet.com, tel. (800) 336-4474, (215) 386-4399, online order form
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