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Direct linkMellard, Daryl F.; Fall, Emily E.; Woods, Kari L. – Learning Disabilities Research & Practice, 2013
Statistical analyses of data from an academically diverse sample of 276 adult basic and secondary education learners extends understanding of the relation of and interactions between oral reading fluency and reading competence indices. Significant interactions between total word rate and word error rate that differed in relation to two measures of…
Descriptors: Adult Literacy, Functional Reading, Reading Fluency, Job Application
Mellard, Daryl F.; Fall, Emily – Learning Disability Quarterly, 2012
The following insights into the reading skills of 312 participants in adult basic and secondary education programs are based on a principal components analysis of reading components' contributions to variance in reading comprehension. Overall, 75% of variance was explained by four composite variables representing word skills, language…
Descriptors: Memory, Factor Analysis, Adult Education, Functional Reading
Peer reviewedCook, Anne – B.C. Journal of Special Education, 1977
Presented is a discussion--based upon a small-scale survey of the reading needs of adults--of the importance of teaching reading to the learning disabled and those with less severe learning and reading difficulties. (DLS)
Descriptors: Functional Reading, Learning Disabilities, Learning Problems, Needs
Minskoff, Esther H. – Academic Therapy, 1982
Learning disabled students need to be exposed to instruction in functional reading and mathematics, social information, and verbal and nonverbal social skills so that they can function as competent individuals in the every-day world. (CL)
Descriptors: Basic Skills, Competence, Daily Living Skills, Elementary Secondary Education
Peer reviewedWeaver, Roberta; And Others – Intervention in School and Clinic, 1991
The article presents an approach to instructional design for mainstreamed students with and without mild disabilities, stressing functionality in a three-step procedure: (1) select what the student (general, gifted, learning disabled, or mildly retarded) needs to learn; (2) determine its functional value; and (3) decide how best to teach the…
Descriptors: Curriculum Development, Daily Living Skills, Functional Reading, Gifted
