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| Anders, Patricia L. | 1 |
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| Ehringhaus, Carolyn Chase | 1 |
| Gomez, Sofia Valdivielso | 1 |
| Hill, Clifford | 1 |
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| Parry, Kate | 1 |
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| Roberts, Peter | 1 |
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| International Adult Literacy… | 3 |
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What Works Clearinghouse Rating
Peer reviewedAnders, Patricia L. – Journal of Reading, 1981
Reviews five commercially available tests of functional literacy and discusses two concerns related to the testing of functional literacy. (MKM)
Descriptors: Adult Basic Education, Functional Literacy, Functional Reading, Reading Skills
Peer reviewedEhringhaus, Carolyn Chase – Adult Education Quarterly, 1990
Problems and issues in measuring functional literacy are explored through an overview of definitional dilemmas, synopsis of widely known assessments, examination of the concept of ecological validity, and discussion of the impact of concepts of validity on the interpretation of functional literacy test performance. (SK)
Descriptors: Adult Basic Education, Adult Literacy, Functional Literacy, Intelligence Tests
Cervero, Ronald M. – Adult Education, 1980
Researchers reanalyzed the original Adult Performance Level Test survey data for the test's validity and reliability, and they concluded that (1) the test is not content valid because it assumes that functional competence can be logically defined and adult success accurately measured; and (2) the test is a valid measure of verbal, writing, and…
Descriptors: Adult Basic Education, Basic Skills, Factor Analysis, Functional Literacy
Kazemek, Francis E. – 1983
The Adult Performance Level (APL) project, which developed and validated a series of objectives for adult functional competency free from school-based notions of literacy, is the most widely accepted approach to adult literacy and adult literacy education in the United States today. Yet a review of the project and its impact reveals that the APL…
Descriptors: Adult Basic Education, Adult Literacy, Competency Based Education, Functional Literacy
Download full textReale, Robin – 1999
This brief paper describes a literacy program for adults with mental retardation in the Boston metropolitan region developed when more than 300 individuals formally requested literacy services. Several cognitive and literacy assessments were reviewed and implemented. No one assessment was found to be sufficient to assess ranges from pre-literacy…
Descriptors: Adult Basic Education, Adult Literacy, Adult Reading Programs, Functional Literacy
Peer reviewedGomez, Sofia Valdivielso – International Review of Education, 2000
The International Adult Literacy Survey (IALS) has serious limitations. Interpretation of data often manifests an ethnocentric Western attitude, ranking handling of data-based information higher than experiential and contextualized information, and ignoring how people solve problems in their life context. Proposes an alternative model, called…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Assessment
Peer reviewedBernardo, Allan B. I. – International Review of Education, 2000
Points out the difficulties of defining and operationalizing literacy and literacy development across communities with diverse socioeconomic profiles. Proposes consideration of diverse socioeconomic patterns and level of community (in addition to macro-level of nation-state and the micro-level of individual) to analyze matters relating to literacy…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Assessment
Peer reviewedRoberts, Peter – International Review of Education, 2000
Document addresses political and ethical questions generated by OECD's International Adult Literacy Survey (IALS) and the New Zealand Foresight Project. Calls for further critical work on changing patterns of literate activity in the information age, stressing the importance of contemplating futures other than those driven by imperatives of global…
Descriptors: Adult Basic Education, Adult Literacy, Cross Cultural Studies, Educational Philosophy
Hill, Clifford; Parry, Kate – 1988
The autonomous model of literacy--including its two features autonomy of text and autonomy of skill, which have been particularly influential in reading assessment--does not account for important aspects of reading. The pragmatic model of literacy accounts more adequately for how readers respond to text. An analysis of the 1976 and 1987 versions…
Descriptors: Adult Basic Education, Adult Literacy, Basic Skills, Distractors (Tests)
