ERIC Number: ED346755
Record Type: RIE
Publication Date: 1991-Aug
Critical Literacy: How Can the Limited Proficient Adult Be Academically Supported and Enabled To Gain the Necessary Knowledge in Reading/Writing Communication Skills To Successfully Complete a Degree Program for Integration into the Workforce?
Few jobs with any prospects for advancement are expected to be available to poorly skilled students, especially limited English proficient individuals with insufficient reading skills. The consensus is that continuing to allow a disproportionate number of minority or disadvantaged students to pass through the education system without meeting high standards of achievement means they are likely to end up in dead-end jobs or on welfare. Recent findings from the field suggest that one of the barriers to better programs for underachievers is that educators are skeptical about students struggling with basics being capable of higher order thinking and problem solving. Among the topics examined in this paper are the following: defeatist attitudes for the older poor reader or non-reader; types of approaches to teaching beginning reading; opposing arguments about teaching methods; inherent problems with low-level reading skill instruction; mental processes that occur while reading; profiles of at-risk adult students; the underdeveloped basic skill of listening and speaking; the failure of traditional methods of teaching beginning reading to adult at-risk students; and the link between higher literacy skills, college programs, and jobs. (LB) Adjunct ERIC Clearinghouse on Literacy Education
Publication Type: Speeches/Meeting Papers; Opinion Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Conference of the National Association for Adults with Special Learning Needs (August, 1991). Best copy available.