Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.
Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary wid...
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| Format: | Article |
| Language: | English |
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UTS ePRESS
2016-12-01
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| Series: | Literacy and Numeracy Studies |
| Online Access: | https://learning-analytics.info/journals/index.php/lnj/article/view/4809 |
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doaj-0c687c957b0345d181b60f07313b78092020-11-24T23:44:01ZengUTS ePRESSLiteracy and Numeracy Studies1441-05591839-29032016-12-0124210.5130/lns.v24i2.48093236Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read.Janet McHardy0Elaine Chapman1Doctoral student at University of Western AustraliaUniversity of Western Australia Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process. https://learning-analytics.info/journals/index.php/lnj/article/view/4809 |
| collection |
DOAJ |
| language |
English |
| format |
Article |
| sources |
DOAJ |
| author |
Janet McHardy Elaine Chapman |
| spellingShingle |
Janet McHardy Elaine Chapman Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. Literacy and Numeracy Studies |
| author_facet |
Janet McHardy Elaine Chapman |
| author_sort |
Janet McHardy |
| title |
Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| title_short |
Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| title_full |
Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| title_fullStr |
Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| title_full_unstemmed |
Adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| title_sort |
adult reading teachers’ beliefs about how less-skilled adult readers can be taught to read. |
| publisher |
UTS ePRESS |
| series |
Literacy and Numeracy Studies |
| issn |
1441-0559 1839-2903 |
| publishDate |
2016-12-01 |
| description |
Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.
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| url |
https://learning-analytics.info/journals/index.php/lnj/article/view/4809 |
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