5 years ago

Adult Literacy and New Technologies - Federation of American ...

Adult Literacy and New Technologies - Federation of American ...

include writing a brief

include writing a brief description about a job, locating a fact in a sports article, matching grocery coupons to a shopping list, entering personal information on a job application, and filing in information on a phone message form. ‘‘The overwhelming majority of America’s young adults are able to use printed information to accomplish many tasks that are either routine or uncomplicated. ’ 45 The authors conclude that " . . . it is clear from these data that ‘illiteracy is not a major problem for this population. 2. Sizable numbers of young adults have difficulty with tasks of moderate complexity. Basic skills in uncomplicated applications show high mastery. But in more complex contexts where judgments of relevance and similarity must be made and several dependent steps or matches done, abilities decline dramatically. . . . There can be no doubt from these data that problem-solving skills are weak, that even college graduates often fail to consider all relevant information in a literacy task, or are confused by logical/mathematical data. 47 3. White young adults obtained the highest scores on all three scales while black young adults scored one full standard deviation lower; the mean scores of Hispanic young adults tended to fall halfway between black and white adults, Although some of this difference is explained by the lower school attainment of blacks and Hispanics, the gap is reduced only slightly when attainment is controlled. 48 It is important to note, however, that although black and Hispanic young adults are overrepresented among the young adults with low literacy skills, the majority of this 45 Kirsch and Jungeblu~ op. cit., footnote 42, p. G Chapter 2–The Changing Character of Literacy | 47 group is white, since whites make up 77 percent of young adults. 4. The above findings were further substantiated when the reading proficiency of these young adults was compared with NAEP samples of 4th-, 8th-, and llth-grade students. Further evidence that ‘‘illiteracy is not a major problem is demonstrated by the finding that 94 percent of young adults read at or above the level of the average 4th grader. Roughly 80 percent reached or exceeded the average 8th-grade level, while 62 percent read as well or better than the average 1lth grader. The results of studies that have attempted to assess literacy skills directly are complex and difficult to summarize. One group of researchers, having reviewed the major studies of functional literacy rates, concluded the following: Based on these studies, we find it reasonable to estimate that about 20 percent of the adult population, or around 35 million people, have serious difficulties with common reading tasks. An additional 10 percent are probably marginal in their functional-literacy skills. 49 Literacy Target Groups One of the reasons the size of the literacy problem is difficult to estimate is that literacy skills are not easy to observe or to measure. In addition, adults with low literacy skills have widely different needs. Thus another way to characterize the literacy problem is to examine target groups of the total population likely to have low literacy skills. The section that follows discusses three such groups: those without a high school diploma, immigrants/nonnative English 46 ~ld,, p. 5, ~e~e authors note that about 2 per~nt of tie young ~~t pop~ation Were es~t~ to hve such hted htt3113Cy SkikS @t they could not complete the tasks. “Roughly one percent (or about halo of this group reported being unable to speak English. . . . The English speaking one percent. . . responded to a set of oral-language tasks. The comparatively low perforrnan ce indicates that this group (about 225,000 people) may have a language problem that extends beyond processing printed information. ’ 47 Vene+ et aI., op. cit., footnote 2, P. 28. 48 ~id. Pp, 31.32. ficl~-e~c ~oup categories usd here are those used by the National Assessment of ~ucatio~ ~ogress r~~chers. , 49 st~m and Kaestle, op. cit., footnote 5, P. IW.

I Figure 2-4—Assessing Literacy Skills Used in Everyday Life: The Young Adult Literacy Assessment The Young Adult Literacy Assessment was conducted in 1984 to survey the literacy abilities of young adults ages 21 to 25. Each participant was interviewed and asked to complete tasks similar to those encountered by adults in everyday life. Tasks were presented in each of three literacy domains: prose, document, and quantitative. Tasks of varying difficulty levels were used in each area; performance was scored on a proficiency scale that extends from O to 500. More difficult items characterize higher levels on the proficiency scale. The figure shows the Document Literacy Scale and some sample tasks of varying difficulty that participants were asked to complete. SELECTED TASKS AT DECREASING LEVELS OF DIFFICULTY 365 Use bus schedule to select appropriate bus for 343 given departures & arrivals { 334 320 Use sandpaper chart to locate appropriate grade given specificatlons ,’ 300 Follow directions to travel from one Iocation ‘ to another using a map 294 Identify information from graph depicting . . - source of energy and year & 278 Use index from an almanac 262 Q’ - Locate eligibility from table of employee benefits 100/ 404 20 I nll The graph below shows prediction of United States energy consumption through the year 2000. Use the graph to answer the question that follows. Estimated U.S. Power Consumption by Source 1971 1980 1985 2000 In the year 2000, which energy A. Petroleum source is predicted to supply less B. Natural gas power than coal? C. Nuclear power D. Hydropower E. I don’t know n Coal ~ Petroleum Natural gas _ Nuclear power D Hydropower

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