Dissertations / Theses on the topic 'Adult literacy'
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Soleil, Naome. "Image and voice in adult literacy." Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/42516.
Full textEducation, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
Katz, Charles H. "Portrait of an adult literacy learner." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23003.pdf.
Full textBranch, Kirk. "Telling stories : language and lives in adult literacy narratives /." Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9462.
Full textKennedy, Rosary-Joyce Melonie. "How Ohio Adult Literacy Instructors View Themselves as Adult Learners Within Professional Development: Learning Style and Motivation Assessment in the Negotiation for Activity Selection." Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1422363423.
Full textSubasat, Jasmine Yoko. "Salvadoran women's empowerment : adult literacy as development." Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443824.
Full textPitt, Kathy. "The discourse of family literacy." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274213.
Full textTodd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago." Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.
Full textKillian, Melissa R. "The Mediated Relationship Between Everyday Literacy Skills and Adult Literacy Scores by Vocabulary Proficiency." Thesis, Tennessee Technological University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979453.
Full textThis study is an ex post facto correlational study that analyzed the mediated relationship between everyday adult literacy practices (directions or instructions; letters, memos, or mail; newspapers or magazines; professional journals or publications; books, manuals or reference materials; financial statements; diagrams, maps, or schematics) and literacy scores, using vocabulary scores as the mediator while controlling for educational attainment, current educational practices, age, and number of books at home. This study used the Program of International Assessment of Adult Competency (PIAAC) 2012/2014 public use household dataset which includes data from over 8,000 participants. This dataset contains information about participants’ background, daily lives, and reading practices as well as literacy, numeracy, and informational technology skills. Analyses were completed using the IDB analyzer to complete regression analyses on the final sample which included 1,599 participants who had taken both the literacy and print vocabulary assessment. The Sobel process was used to determine mediation. According to the Sobel test, the vocabulary score mediated the relationship between reading letters, memos, or mail (b = 4.18, SE = 0.23, p < .001) and newspapers or magazines (b = 2.55, SE = 0.29, p < .05) and the combined plausible literacy score. This showed that a portion of the ability to predict adult literacy scores from the frequency of reading letters, memos, or mail and newspapers or magazines could be due to vocabulary proficiency.
Jonasson, Agneta. "Motives for Literacy : an investigation of adult illiterate students' motives for becoming literate." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19319.
Full textFarrington-Lynch, Valisa. "Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills." Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/89430.
Full textPh.D.
Sumner, Ruth L. "The literacy experiences of Family Island participants in the Bahamian Adult Literacy Program." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1998. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp02/NQ34843.pdf.
Full textBerdie, Susan Delali Doe. "Facilitation of adult literacy : a case within the Ghana National Functional Literacy Programme." Thesis, University of Sussex, 2017. http://sro.sussex.ac.uk/id/eprint/68304/.
Full textMullins, Maxine Jeanette. "The Regional Instructional Specialist for Adult Education in Virginia: A Case Study." Diss., Virginia Tech, 2006. http://hdl.handle.net/10919/26320.
Full textEd. D.
Snyder, Melissa A. "Dynamic indicators of basic early literacy skills : an effective tool to assess adult literacy students? /." Connect to online version, 2006. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2006/183.pdf.
Full textReche, George Nkonge. "Identification of teaching competencies of adult literacy teachers as perceived by the supervisors and the teachers of adult literacy in Kenya." Diss., This resource online, 1990. http://scholar.lib.vt.edu/theses/available/etd-07282008-135129/.
Full textJohnson, Andrew Charles. "Adult literacy and people with learning difficulties : an analysis of the effects of educational policy on adult literacy in further education." Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.369466.
Full textFowler, Zoe Louise. "Politically constructing adult literacy : a case study of the skills for life strategy for improving adult literacy in England 1998-2002." Thesis, University College London (University of London), 2005. http://discovery.ucl.ac.uk/10020491/.
Full textVan, Wyk Jeremy Mark. "The post-literacy perceptions of newly literate adult learners at a rural community learning centre." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20274.
Full textENGLISH ABSTRACT: Literature suggests that post-literacy (PL) is a seriously under-researched field in most African countries including South Africa. From the literature, it also became evident that, if PL is not viewed as a government priority, a gap will continue to exist between what PL programmes offer, and what the newly literate adults may need. Various authors emphasise the importance of PL to prevent relapsing into illiteracy, the applicability of PL in enhancing everyday private and occupational life, as well as the potential contribution of PL to poverty reduction, social, economic and political development and in sustaining communities. The aim of this study was to identify the PL perceptions of newly literate adults in the PL programme at the Simondium Community Learning Centre (SCLC) in the Western Cape of South Africa. A basic qualitative research approach to collect data was undertaken. During the data production ten semi-structured interviews were conducted, with the individual participant as the unit of analysis. All interviews were recorded digitally (using a tape recorder) and transcribed verbatim. Data analysis was done using the HyperQual computer programme to identify, retrieve, isolate and regroup data. The results and conclusions of data based on the literature studied and findings of the study indicate a learner-centred PL programme is required which focuses mainly on non-formal and vocational programmes for sustaining communities and economic development.
AFRIKAANSE OPSOMMING: Literatuur dui daarop dat nágeletterdheid (NG) is ’n ernstig onder nagevorsde gebied in die meeste Afrika-lande wat Suid Afrika insluit. Vanuit die literatuur het dit duidelik geblyk dat, as die regering nie NG as 'n prioriteit beskou nie, 'n gaping sal bly voortbestaan tussen dit wat nuutgelettterde volwassenes moontlik kan benodig en dit wat die program bied. Verskeie skrywers benadruk die belangrikheid van NG om 'n terugval na ongeletterdheid te voorkom, die toepaslikheid van NG om alledaagse private en beroepslewe te bevorder, asook NG se potensiële bydrae tot armoedeverligting, maatskaplike, ekonomiese en politieke ontwikkeling en by die volhoubaarheid van gemeenskappe. Die doel van hierdie studie was om die NGpersepsies van nuutgeletterde volwassenes in die NG-program by die Simondium Gemeenskapleersentrum (SGLS) in die Wes-Kaap van Suid-Afrika te identifiseer. ’n Basiese kwalitatiewe navorsingsbenadering is gebruik om data te versamel. Tydens die data versameling is tien semi-gestruktureerde onderhoude gebruik met die individuele deelnemer as die eenheid van analise. Alle onderhoude is digitaal deur 'n bandopnemer opgeneem en verbatim getranskribeer. Data-analise is gedoen deur gebruik te maak van die HyperQual-rekenaarprogram om data te identifiseer, te herroep, te isoleer en te hergroepeer. Die resultate en opsommings van data gabaseer op literatuur wat bestudeer is en die bevindinge van die studie, dui aan dat 'n leerder-gesentreerde NG program wat hoofsaaklik fokus op nie-formele en beroepsgerigte programme vir die volhoubaarheid van gemeenskappe en ekonomiese ontwikkeling, mag nodig wees binne die bestudeerde konteks.
Roberts, Meagan. "A Case Study of Adult Deaf Literacy Learners: Literacy Practices through a Socio-cultural Lens." Thesis, University of Ottawa (Canada), 2010. http://hdl.handle.net/10393/28772.
Full textAddae, D. "Methods of teaching adult learners: a comparative study of adult education programmes in Ghana and South Africa." Thesis, UNISA, 2016. http://hdl.handle.net/10500/23386.
Full textUNISA
ABET and Youth Development
Taylor, Nina Ann. "Discourse and practice within adult literacy policy in England." Thesis, University of Sheffield, 2010. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.531146.
Full textEldred, Janine. "Perceptions of success in teaching and learning adult literacy." Thesis, University of Sheffield, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.251320.
Full textStewart, Carmine. "Teacher Preparation and Professional Development in Adult Literacy Education." Cleveland State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=csu1357933502.
Full textPerez, Susan Carew. "Literacy as ministry." Theological Research Exchange Network (TREN), 1990. http://www.tren.com.
Full textFinlay, Ann. "Word identification strategies used by non-fluent adult readers." Thesis, University of Nottingham, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.363650.
Full textKnight, Stacey P. "Caribbean learners in an adult literacy programme : concepts of literacy, motives and expectations of the programme." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=30793.
Full textHuggins, Susie A. "The evolution of adult literacy for learners with special needs." Morgantown, W. Va. : [West Virginia University Libraries], 1999. http://etd.wvu.edu/templates/showETD.cfm?recnum=1155.
Full textMcCauley, Yvette Joyce. "Adult Literacy Program Evaluation for First Year Traditional College Students." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1974.
Full textWalker, Judith Marianne. "The contexts of adult literacy policy in New Zealand/Aotearoa." Thesis, University of British Columbia, 2011. http://hdl.handle.net/2429/33144.
Full textGrebner, Leah A. "Learning Style Needs and Effectiveness of Adult Health Literacy Education." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3617056.
Full textLow health literacy impacts an individual's ability to comprehend communication from healthcare providers, reduces access to healthcare, and contributes to increased mortality. The purpose of this study was to evaluate the impact of learning style on adult health literacy education. The health belief model, protection motivation theory, the transtheoretical model, and social cognitive theory were used to analyze the data in this study, and to further develop effective health literacy education. The research questions addressed the effectiveness of educational intervention adjusted to their appropriate learning style in comparison to a standardized health literacy intervention and potential difference, according to type of learning style, in the amount of changed performance between pretest and posttest. A sample of 80 adults in an urban community was recruited through organizations serving low-income individuals. The participants were assessed for baseline health literacy level, followed by identification of learning style, educational intervention, and posttest assessment, which led to determination by t test that changes between pretest and posttest scores were statistically significant between the control group and the study groups. This finding suggests that health education should be delivered to patients according to individual learning style in order for patients to comprehend and retain information provided. Social change implications include healthcare professionals appropriately addressing health literacy so that patients may participate more actively in their personal healthcare decisions to improve healthcare quality outcomes, decrease long-term costs of delivering healthcare services, and improve the general health of the community.
Paluch, Marta. "Compañeras : systematisation of experiences with adult literacy facilitators in Guatemala." Thesis, University of Sussex, 2019. http://sro.sussex.ac.uk/id/eprint/81977/.
Full textChaney, Brenda McKim. "Application of adult education principles to workplace literacy program descriptions /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487848891512707.
Full textNugent, Marion Elizabeth. "Exploring adult literacy issues within rural communities in Northern Ireland." Thesis, Queen's University Belfast, 2016. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.709686.
Full textKohler, Kristen Marie. "The Development of a Literacy Curriculum for Adult Liberian Refugees." Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd1952.pdf.
Full textMakramalla, Mona. "The effect of literacy acquisition on adult women in Egypt." Thesis, McGill University, 2013. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=119764.
Full textCeci est une étude qualitative visant à découvrir les effets de l'acquisition de l'alphabétisation sur les femmes adultes en Égypte d'après leur propre point de vue. L'auteure a mené des entrevues de groupes d'apprenantes actuelles, de diplômées et d'éducateurs associés à Caritas Égypte, un Programme d'alphabétisation d'adultes a référence de la pédagogie de Freire. Toutes les participantes étaient des femmes adultes principalement de la basse classe socio-économique résidantes à Assiout et à Alexandrie, en Égypte. Les écrits des apprenantes et des diplômées ont également été examinés. Les apprenantes et diplômées de deuxième année maîtrisent la lecture et l'écriture et continuent de les utiliser sur une base quotidienne. La plupart ont amélioré la perception et confiance de soi. Les femmes étaient d'avantage en mesure de prendre soin de la santé de leurs familles et de récupérer leur autonomie; les mères de soutenir l'éducation de leurs enfants. Peu de diplômées étaient aptes de poursuivre l'éducation formelle. Les relations familiales se sont améliorées par des relations plus équitables entre les sexes. Certaines femmes sont devenues plus actives, d'autres ont pu augmenter leurs revenus. Les femmes adoptaient de nouvelles idées et activités. Elles ont conclues que les avantages dépassaient le fait de lire et d'écrire.
Fish, T. R., and Cynthia R. Chambers. "Enhancing Adult Literacy and Community Participation for People with IDD." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/3874.
Full textGrebner, Leah A. "Learning Style Needs and Effectiveness of Adult Health Literacy Education." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1125.
Full textJudd-Murray, M. Rose. "Development and Validation of an Agricultural Literacy Instrument Using the National Agricultural Literacy Outcomes." DigitalCommons@USU, 2019. https://digitalcommons.usu.edu/etd/7562.
Full textGrissom, Donita. "Hope and Low Level Literacy of Haitians in Petit-Goave: Implications for Hope Theory and Adult Literacy Education." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6281.
Full textPh.D.
Doctorate
Education and Human Performance
Education; TESOL Track
Monerville, Sophia. "What is it like for you? : a phenomenological study : teaching adult literacy in a further education college under the auspices of the Adult Literacy Core Curriculum." Thesis, University of Greenwich, 2008. http://gala.gre.ac.uk/5643/.
Full textTrawick, Amy R. "Senses of selves adult intermediate readers' identity, agency, and literacy learning in an adult basic education setting /." Greensboro, N.C. : University of North Carolina at Greensboro, 2007. http://libres.uncg.edu/edocs/etd/1488Trawick/umi-uncg-1488.pdf.
Full textTitle from PDF t.p. (viewed Mar. 3, 2008). Directed by Heidi B. Carlone; submitted to the School of Education. Includes bibliographical references (p. 286-304).
Desjardins, Richard. "Learning for well being : Studies using the International Adult Literacy Survey." Doctoral thesis, Stockholm : Institute of International Education [Institutionen för internationell pedagogik], Univ, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-183.
Full textJennings, James Edwin. "Adult literacy : master or servant? : a case study from rural Bangladesh." Thesis, Institute of Education (University of London), 1990. http://eprints.ioe.ac.uk/18470/.
Full textKeesler, Amy R. "Adult Literacy in Tennessee: An Analysis by Gender, Age, and Race." Digital Commons @ East Tennessee State University, 2014. https://dc.etsu.edu/etd/2327.
Full textCollins, Rita. "People, Programs, and Politics: Two Case Studies of Adult Literacy Classes." PDXScholar, 1992. https://pdxscholar.library.pdx.edu/open_access_etds/1394.
Full textCarrington, Selwyn A. B. "Ethnic Minority Young Adult Perspectives on Health Literacy Readiness for Adulthood." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6185.
Full textCooper, Lynn Sharon Marcia. "Adult reading acquisition : a study of error types and related difficulties of adults enrolled in literacy classes." Thesis, University of Edinburgh, 1987. http://hdl.handle.net/1842/18800.
Full textSolinski, Cynthia L. "Coping with stigma an adult learners perspective /." Connect to resource online, 2010. http://hdl.handle.net/1805/2196.
Full textTitle from screen (viewed on July 19, 2010). Department of Sociology, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Peter Seybold, Patricia A. Wittberg, Christine Leland. Includes vitae. Includes bibliographical references (leaves 52-54).
Walker, John Lewis. "Education policy and employed adults : a critical reading." Thesis, King's College London (University of London), 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.298872.
Full textBeauregard, Heidi Lynn. "The Evolution of Adult Literacy Education Policy in the United States and the Erosion of Student-Empowered Learning." The Ohio State University, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=osu1243868922.
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