Literacy for the Twenty-First Century: Research, Policy, Practices, and the National Adult Literacy Survey

(Hardback)

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Eight of the thirteen chapters describe investigations of adults' literacy skills based on analyses of the National Adult Literacy Survey. The studies describe how work contributes to literacy, associations between literacy skills and reading practices, reciprocal effects of education and literacy, gender differences in literacy abilities, the relationship between literacy and voting behavior, the literacy skills of adults having one or more learning disabilities, and the construct validity of the NALS. One chapter summarizes the major findings of the NALS and another discusses federal educational policies that shaped the NALS. Two additional chapters describe research programs pertaining to dimensions of literacy that are significant to a more comprehensive understanding of literacy in the United States: family literacy education and health care. The National Adult Literacy Survey has provided literacy researchers and practitioners with a wealth of knowledge about American adults' literacy proficiencies. Literacy for the 21st Century was developed with the idea that the NALS contains useful information to inform public educational policy, suggest new directions for literacy research, and assist in adult literacy education program development. The ideas presented in this book should enable policymakers, social leaders, and educators to more fully consider national assessment data, thereby prompting actions necessary to enable all citizens to achieve greater opportunities in their work and lives.

Reviews

Educational and psychological researchers interested in measuring and understanding cognitive performance will find pertinent topics in Literacy for the Twenty-First Century: Research, Policy, Practices, and the National Adult Literacy.-Contemporary Psychology APA Review of Books
This book is valuable for the detailed analyses presented and is an excellent resource on a crucial problem in the education system. No reassurance is given that the 21st century will see a significant improvement in adult literacy proficiency. The challenge will continue. What emerges from these provocative chapters is a rallying call "to really move on the problems of literacy with something more than token efforts." Researchers, public education officials, administrators and all educators involved in the advancement of basic adult literacy will glean much information from the studies presented here. In both general and academic libraries, the book would be useful as a reference tool. Libraries in any learning establishment with distance programs and special libraries such as those incorporations and institutes that execute literacy training programs for their employees would also find this book an excellent addition to their collection.-Education Libraries
"Educational and psychological researchers interested in measuring and understanding cognitive performance will find pertinent topics in Literacy for the Twenty-First Century: Research, Policy, Practices, and the National Adult Literacy."-Contemporary Psychology APA Review of Books
"This book is valuable for the detailed analyses presented and is an excellent resource on a crucial problem in the education system. No reassurance is given that the 21st century will see a significant improvement in adult literacy proficiency. The challenge will continue. What emerges from these provocative chapters is a rallying call "to really move on the problems of literacy with something more than token efforts." Researchers, public education officials, administrators and all educators involved in the advancement of basic adult literacy will glean much information from the studies presented here. In both general and academic libraries, the book would be useful as a reference tool. Libraries in any learning establishment with distance programs and special libraries such as those incorporations and institutes that execute literacy training programs for their employees would also find this book an excellent addition to their collection."-Education Libraries

Author Bio

M Cecil Smith is Associate Professor of Educational Psychology, Northern Illinois University.