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 Toward a New Pluralism in ABE/ESOL Classrooms: Chapter 5
NCSALL Reports #19 August 2001 Even Start Site 235 It explores how the context of the Even Start family literacy program, for the majority of the students, provided a community of confirmation and recognition supporting these students’ efforts of self- defin...
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NCSALL Reports #19 August 2001 Even Start Site 235 It explores how the context of the Even Start family literacy program, for the majority of the students, provided a community of confirmation and recognition supporting these students’ efforts of self- definition and movement toward their goals for themselves and their children. But this chapter is also the story about the challenges these students face, both within the
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http://www.ncsall.net/fileadmin/resources/research/19_c5.pdf#page=7
www.ncsall.net/fileadmin/resources/research/19_c5.pdf#page=7
NCSALL Reports #19 August 2001 Even Start Site 235 It explores how the context <span class="highlight">of</span> the Even Start family literacy program, for the majority <span class="highlight">of</span> the students, provided a community <span class="highlight">of</span> confirmation and <span class="highlight">recognition</span> supporting these students’ efforts <span class="highlight">of</span> self- definition and movement toward their goals for themselves and their children. But this chapter is also the story about the challenges these students <span class="highlight">face</span>, both within the
Integrating Health and Literacy: Adult Educator's Experiences
themselves. Overall, most educators highlighted the positive effects of using health as a topic of discussion and activity. Teachers were also asked to compare health as a subject to other common topic areas, such as literature or history, and rate the extent to which the...
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themselves. Overall, most educators highlighted the positive effects of using health as a topic of discussion and activity. Teachers were also asked to compare health as a subject to other common topic areas, such as literature or history, and rate the extent to which the health project contributed to various areas or skills. As Table 3 illustrates, all of the mean scores were above the mid- point. These data indicate that when compared to other topics, health projects were perceived as offering added value for the
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http://www.ncsall.net/fileadmin/resources/research/rep5.pdf#page=9
www.ncsall.net/fileadmin/resources/research/rep5.pdf#page=9
themselves. Overall, most educators highlighted the positive effects <span class="highlight">of</span> <span class="highlight">using</span> health as a topic <span class="highlight">of</span> discussion and activity. Teachers were also asked to compare health as a subject to other common topic <span class="highlight">areas</span>, such as literature or history, and rate the extent to which the health project contributed to various <span class="highlight">areas</span> or skills. As Table 3 illustrates, all <span class="highlight">of</span> the mean scores were above the mid- point. These data indicate that when compared to other topics, health projects were perceived as offering added value for the
Affecting Change in Literacy Practices of Adult Learners: Impact of Two Dimensions of Inst...
10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level Model To begin the modeling process, an “unconditional model” was estimated. In this model, only the overall mean change score (the intercept), and t...
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10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level Model To begin the modeling process, an “unconditional model” was estimated. In this model, only the overall mean change score (the intercept), and the variance of classroom effects were estimated. For this model, the percent of variation within and between classrooms was calculated. Using the estimate (obtained from the unconditional model) of the variation
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http://www.ncsall.net/fileadmin/resources/research/report17.pdf#page=56
www.ncsall.net/fileadmin/resources/research/report17.pdf#page=56
10 9 1 Somewhat School-Only 11 27 2 Highly School-Only 11 2 Modeling Unconditional and Respondent-Level <span class="highlight">Model</span> To begin the modeling process, an “unconditional <span class="highlight">model</span>” was estimated. In this <span class="highlight">model</span>, only the overall mean change score (the intercept), and the variance <span class="highlight">of</span> classroom effects were estimated. For this <span class="highlight">model</span>, the percent <span class="highlight">of</span> variation within and between classrooms was calculated. <span class="highlight">Using</span> the estimate (obtained from the unconditional <span class="highlight">model</span>) <span class="highlight">of</span> the variation
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http://www.ncsall.net/fileadmin/resources/research/report17.pdf#page=57
www.ncsall.net/fileadmin/resources/research/report17.pdf#page=57
was developed. Next, classroom-level models <span class="highlight">of</span> the respondent-level regression slopes were investigated. <span class="highlight">Using</span> the estimated classroom variation in intercepts as a comparison, the base <span class="highlight">model</span> was developed. The classroom-level predictors were entered into the classroom-level <span class="highlight">model</span> <span class="highlight">one</span> at a time and then together. To determine whether these predictors should remain in the <span class="highlight">model</span>, four criteria were considered:
An Overview of Medical and Public Health Literature Addressing Literacy Issues: An Annotat...
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehen...
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NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% of the sample reported reading “very well” or “well.” Because the REALM tests only word recognition skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates of low literacy be aware of the incongruities
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http://www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
www.ncsall.net/fileadmin/resources/research/report14.pdf#page=23
NCSALL Reports #14 January 2000 22 However, when asked to estimate their own reading ability, 76% <span class="highlight">of</span> the <span class="highlight">sample</span> reported reading “very well” or “well.” Because the REALM tests only word <span class="highlight">recognition</span> skills, it is suggested that actual reading comprehension skills are likely to be even lower than shown by the data. Recommends that clinicians practicing in settings with high rates <span class="highlight">of</span> low literacy be aware <span class="highlight">of</span> the incongruities
The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points an...
Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J....
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Office of Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office of Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement using a causal model. Scientific Studies of Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future of literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns of adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=45
by Chall in the Harvard Adult Reading Laboratory (Chall, 1994) and later extended and adapted for adolescent group instruction at Boys and Girls Town in Nebraska by Curtis (Curtis & Longo, 1999). Instead <span class="highlight">of</span> focusing primarily on comprehension itself, Chall and Curtis’ approach addresses the root causes <span class="highlight">of</span> poor comprehension: lack <span class="highlight">of</span> fluent, accurate word <span class="highlight">recognition</span> and limited knowledge <span class="highlight">of</span> word meanings. Direct instruction is provided in each <span class="highlight">of</span> these <span class="highlight">areas</span>, accompanied by extensive reading and
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http://www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
www.ncsall.net/fileadmin/resources/research/report_29_ials.pdf#page=49
Office <span class="highlight">of</span> Bilingual Education and Minority Language Affairs Report. Washington, DC: U.S. Office <span class="highlight">of</span> Education. Carver, R. P. & David, A.H. (2001). Investigating reading achievement <span class="highlight">using</span> a causal <span class="highlight">model</span>. Scientific Studies <span class="highlight">of</span> Reading, 5, 107–140. Chall, J. S. (1987). Developing literacy in children and adults. In Wagner, D. (Ed.), The future <span class="highlight">of</span> literacy in a changing world. New York: Pergamon. Chall, J. S. (1994). Patterns <span class="highlight">of</span> adult reading. Learning Disabilities, 5(1), 29–33. Chall, J. S. & Curtis, M. E
Welfare, Jobs and Basic Skills: The Employment Prospects of Welfare Recipients in the Most...
difficult. As noted above, for poor single mothers without an automobile, the county may be a more appropriate definition of a labor market. Literacy estimates We estimate the literacy level of TANF recipients in the 75 most populous counties and the District of Columbia usin...
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difficult. As noted above, for poor single mothers without an automobile, the county may be a more appropriate definition of a labor market. Literacy estimates We estimate the literacy level of TANF recipients in the 75 most populous counties and the District of Columbia using data from the 1992 National Adult Literacy Survey (NALS) and the Public Use Microdata Sample of 1990 U.S. Census of Population and Housing. The federal government conducted the NALS to document the literacy levels of the adult population of
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http://www.ncsall.net/fileadmin/resources/research/welfare.pdf#page=21
www.ncsall.net/fileadmin/resources/research/welfare.pdf#page=21
difficult. As noted above, for poor single mothers without an automobile, the county may be a more appropriate definition <span class="highlight">of</span> a labor market. Literacy estimates We estimate the literacy level <span class="highlight">of</span> TANF recipients in the 75 most populous counties and the District <span class="highlight">of</span> Columbia <span class="highlight">using</span> data from the 1992 National Adult Literacy Survey (NALS) and the Public Use Microdata <span class="highlight">Sample</span> <span class="highlight">of</span> 1990 U.S. Census <span class="highlight">of</span> Population and Housing. The federal government conducted the NALS to document the literacy levels <span class="highlight">of</span> the adult population <span class="highlight">of</span>
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