A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

There is a mutual dependence between poverty and academic achievement, creative pedagogies for low-income pupils, school models that ‘beat the odds’, and the resiliency of low-income families dedicated to the academic success of their children. This book examines the connection between poverty and literacy, looking at the potential roles and responsibilities of teachers, school administrators, researchers, and policymakers in closing the achievement gap and in reducing the effects of poverty on the literacy skill development of low-income children. There are numerous suggestions about how to improve schools so that they respond to the needs of low-income children; some argue for school reform, while others advocate social reform, and yet others suggest combining both educational reform and social reform. Without a strong foundation in literacy, children are all too often denied access to a rich and diverse curriculum. Reading and writing are passports to achievement in many other curricular areas, and literacy education plays an important role in moving people out of poverty toward greater self-sufficiency post-graduation. Schools and home environments share responsibility for literacy skill development; in school, literacy equals the acquisition of reading and writing skills, but it is also a social practice key to social mobility. The achievement gap between low-income, middle-class, and upper middle-class students illustrates the power of socioeconomic factors outside school. This book was originally published as two special issues of Reading & Writing Quarterly: Overcoming Learning Difficulties.

In this book, experts in the fields of LD and adult literacy describe the characteristics, demographics, education, and employment status of adults with severe learning disabilities and discuss the laws that protect them in the workplace and in educational settings. Sample forms, checklists, resource lists, and examples from staff preparation programs are included.

Examines the widespread phenomenon of poor literacy skills in adults across the globe This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults' literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities. The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults' transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more. Looks at the cognitive processing challenges associated with low literacy in adults Features contributions from a global team of experts in the field Offers writing strategy instruction for low-skilled postsecondary students The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It's also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.

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Contested Spaces of Teaching and Learning examines the educational experiences of adults as cultural practice. These practices take place in diverse settings from formal educational contexts to institutionally interstitial realms to fluid and explicitly contested everyday spaces. This edited collection includes twelve richly rendered ethnographic case studies written from the perspective of practitioner-ethnographers who straddle the roles of educator and ethnographic researcher. Drawing on distinct theoretical framings, these contributors illuminate the ways in which adults engaged in teaching and learning participate in cultural practices that intersect with other dimensions of social life, such as work, recreation, community engagement, personal development, or political action. By juxtaposing ethnographic inquiries of formal and informal learning spaces, as well as intentional and unintended challenges to mainstream adult teaching and learning, this collection provides new understandings and critical insights into the complexities of adults’ educational experiences.

"English is so illogical!" It is generally believed that English is a language of exceptions. For many, learning to spell and read is frustrating. For some, it is impossible... especially for the 29% of Americans who are functionally illiterate. But what if the problem is not the language itself, but the rules we were taught? What if we could see the complexity of English as a powerful tool rather than a hindrance? --Denise Eide Uncovering the Logic of English challenges the notion that English is illogical by systematically explaining English spelling and answering questions like "Why is there a silent final E in have, large, and house?" and "Why is discussion spelled with -sion rather than -tion?" With easy-to-read examples and anecdotes, this book describes: - the phonograms and spelling rules which explain 98% of English words - how English words are formed and how this knowledge can revolutionize vocabulary development - how understanding the reasons behind English spelling prevents students from needing to guess The author's inspiring commentary makes a compelling case that understanding the logic of English could transform literacy education and help solve America's literacy crisis. Thorough and filled with the latest linguistic and reading research, Uncovering the Logic of English demonstrates why this systematic approach should be as foundational to our education as 1+1=2.