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 Adult Literacy Program Practice: A Typology Across Dimensions of Life-Contextualized/Decon...
NCSALL Reports #2 July 1998 3 EXECUTIVE SUMMARY Describing Program Practice: A Typology Across Two Dimensions This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as li...
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NCSALL Reports #2 July 1998 3 EXECUTIVE SUMMARY Describing Program Practice: A Typology Across Two Dimensions This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as life-contextual/decontextual; and control of decisions, referred to as dialogic/monologic. This information provides a data-based
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http://www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=3
www.ncsall.net/fileadmin/resources/research/rep2.pdf#page=3
NCSALL Reports #2 July 1998 3 EXECUTIVE SUMMARY Describing Program Practice: A Typology Across Two Dimensions This study created a typology of adult literacy programs across the United States that describes the distribution of programs along two dimensions: relevance of materials, referred to as life-<span class="highlight">contextual</span>/decontextual; and <span class="highlight">control</span> of decisions, referred to as dialogic/monologic. This information provides a data-<span class="highlight">based</span>
The Outcomes and Impacts of Adult Literacy Education in the United States
varying reading ability. Although these contextual constraints are well known by most experienced researchers of adult literacy education, the Wisconsin study is one of the very few that has acknowledged the problems these features pose in study design. The authors of the study note t...
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varying reading ability. Although these contextual constraints are well known by most experienced researchers of adult literacy education, the Wisconsin study is one of the very few that has acknowledged the problems these features pose in study design. The authors of the study note that, although a control group would have been desirable, establishment of a control group was beyond the means of the study and that, while collection of pre-data at the time of enrollment would have been desirable, such data were
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http://www.ncsall.net/fileadmin/resources/research/report6.pdf#page=46
www.ncsall.net/fileadmin/resources/research/report6.pdf#page=46
varying reading ability. Although these <span class="highlight">contextual</span> constraints are well known by most experienced researchers of adult literacy education, the Wisconsin study is one of the very few that has acknowledged the problems these features pose <span class="highlight">in</span> study design. The authors of the study note that, although a <span class="highlight">control</span> group would have been desirable, establishment of a <span class="highlight">control</span> group was beyond the means of the study and that, while collection of pre-data at the time of enrollment would have been desirable, such data were
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