Academic Characteristics of Self-Identified Illiterates
| Autor: | Fran T. Fleener, Jan Scholl |
|---|---|
| Rok vydání: | 1992 |
| Předmět: |
Adult
Male Adolescent media_common.quotation_subject Population 050109 social psychology Experimental and Cognitive Psychology Phonics Social issues Developmental psychology Dyslexia Reading (process) Juvenile delinquency Humans Remedial Teaching 0501 psychology and cognitive sciences education Functional illiteracy media_common Teenage pregnancy Motivation education.field_of_study Learning Disabilities 05 social sciences 050301 education Middle Aged Sensory Systems Comprehension Educational Status Female Psychology 0503 education Social psychology |
| Zdroj: | Perceptual and Motor Skills. 74:739-744 |
| ISSN: | 1558-688X 0031-5125 |
| Popis: | Summary.-The purpose was a descriptive account of the academic characteristics of 35 adults (22 men and 13 women) who perceived themselves as needing help in reading. Ages of participants ranged from 16 through 60 years. All had completed Grade 6, mean of Grade 11. Sixteen were functionally illiterate, that is, read below Grade 5. Twenty-seven were unemployed. The most common deficiencies found were in phonics, comprehension, and perception. All aspects of phonics, but especidy the sounds of the short vowels, were a problem. Difficulties in perception were evident in reversals of letters and words, miscalling letters, and adding and omitting letters. Comprehension, the calling of words without knowing their meaning, was a major problem. Some individuals found it necessary to read aloud to understand. Others read so slowly they lost the meaning of a paragraph before they had finished it. Difficulty in remembering was perceived by some subjects as a Factor in their lack of reading skill. It is hoped that by identifying these specific deficiencies in reading skills greater emphasis could be placed on them, and illiteracy could be prevented or at least reduced. Illiteracy is an element in almost every social issue in the United States today-homelessness, teenage pregnancy, crime, and drug abuse. For example, recent research has demonstrated a relationship between learning problems and delinquency in both cities (National Criminal Justice Reference Service, 1780) and rural areas (Fleener, 1983, 1787). Fleener reported that 63% of delinquents in Idaho and Washington were learning disabled, that is, showed a wide discrepancy between their above-average intelligence and their low academic ability. Kozol (1985) estimated that in the 1984 population of the United |
| Databáze: | OpenAIRE |
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