ERIC Number: EJ1246043
Record Type: Journal
Publication Date: 2019
Pages: 13
Abstractor: As Provided
ISBN: N/A
ISSN: EISSN-2642-3669
EISSN: N/A
Adult Literacy Teachers' Perspectives on Reading Difficulties and the Origins of These Perspectives
Chapman, Elaine; McHardy, Janet
Adult Literacy Education, v1 n1 p6-18 Spr 2019
Studies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers' perspectives, which attributed less-skilled reading respectively to: (a) learners' distinct needs not being met, (b) readers' "life baggage", (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers' own experiences in learning reading, (b) teachers' general teaching experience, (c) teachers' experiences of teaching reading specifically, and (d) teachers' knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed.
Descriptors: Adult Literacy, Teacher Attitudes, Reading Difficulties, Reading Teachers, Reading Skills, Student Needs, Adult Students, Literature Appreciation, Educational Environment, Teaching Experience, Foreign Countries, Stress Variables, Self Esteem, Adult Reading Programs, Knowledge Level
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Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia; New Zealand
Grant or Contract Numbers: N/A