NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1002272
Record Type: Journal
Publication Date: 2012
Pages: 13
Abstractor: As Provided
Reference Count: 59
ISBN: N/A
ISSN: ISSN-2169-0480
Expanding Access, Knowledge, and Participation for Learning Disabled Young Adults with Low Literacy
Shaw, Donita Massengill; Disney, Laurel
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v1 n3 p148-160 Win 2012
The purpose of this study is to provide a deeper understanding of learning disabled young adults who struggle with low literacy skills in order to learn more about their literacy profiles and, from an emic perspective, understand the affective factors that may have influenced their attendance and persistence in a post-secondary residential program. Pre-post literacy and affective assessments were given to 244 young adults. We found the students had relatively strong listening comprehension and vocabulary skills but were weaker in decoding and text comprehension. As a result of intervention, students' feelings about literacy positively increased as well as their self-reported abilities. Reasons for their persistence are discussed. (Contains 3 tables.)
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Peabody Picture Vocabulary Test; Woodcock Diagnostic Reading Battery