Do Adult Literacy Students Make the Same Word-Reading and Spelling Errors as Children Matched for Word-Reading Age?

Greenberg, Daphne; Ehri, Linnea C.; Perin, Dolores

doi:10.1207/s1532799xssr0603_2

Cited by 105 publications

(102 citation statements)

References 22 publications

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“…brave). Greenberg et al (2002) confirmed that, compared with reading levelmatched children, A-IL rely more heavily on lexical knowledge than on phonological recoding for spelling words. Whereas the children in their study produced more so-called phonetic or semiphonetic errors (when !…”

Section: The Reading and Writing Difficulties Characterizing Functionsupporting

confidence: 56%

Cognitive and psycholinguistic skills of adults who are functionally illiterate: Current state of research and implications for adult education

Eme

2010

Applied Cognitive Psychology

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The purpose of this article is to review empirical studies that have investigated the cognitive and language skills of adults who are functionally illiterate (A-IL), that is, individuals whose literacy skills are too low to meet the literacy demands of society, even though they have attended school and are not illiterate in the strictest sense of the term. Three questions are addressed: (1) What are the types of reading and spelling difficulties that characterize adults who are A-IL? (2) Are their written language difficulties related to cognitive or language impairments which could explain their failure to learn? (3) What are the implications of these psychological findings for adult education?

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Section: The Reading and Writing Difficulties Characterizing Functionsupporting

confidence: 56%

Cognitive and psycholinguistic skills of adults who are functionally illiterate: Current state of research and implications for adult education

Eme

2010

Applied Cognitive Psychology

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“…Past research has shown that skilled readers often fail to show a processing time difference between the correct homophone and the incorrect homophone conditions (Rayner et al, 1998), which suggests that skilled readers are using phonological codes to activate word meanings. The results from Greenberg et al (2002) and Thompkins and Binder (2003) suggest ABE readers may not be as proficient with using phonological representations compared to orthographic representations. If this is the case, the ABE adults may notice the incorrect homophone and slow down in that condition compared to when the correct homophone was present.…”

Section: Introductionmentioning

confidence: 92%

“…The relative strengths of adults compared to children seemed to rest on the adults' accumulated general world knowledge and their experience with language. Similarly, Greenberg, Ehri, and Perin (2002) administered a battery of word recognition tasks that differed in the degree of involvement of phonological and orthographic processes, including reading irregularly spelled words, decoding nonsense words, spelling words, and detecting rhyming words from print. Overall adults outperformed children in tasks that relied on orthographic knowledge (reading irregular words) and children did better on the decoding tasks.…”

Section: Introductionmentioning

confidence: 99%

The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers

Binder

Borecki

2007

Read Writ

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The purpose of this study was to assess the role that phonological, orthographic, and contextual sources of information play in a group of adults who were learning to read compared to adult skilled readers. Participants read short paragraphs that contained a correct homophone, an incorrect homophone, or a spelling control. Target words were orthographically similar or dissimilar, and they appeared in context that predicted the target or was neutral with respect to the target. The pattern of data obtained for skilled readers was consistent with past work (Rayner et al., Journal of Experimental Psychology: Learning, Memory and Cognition 24(2), 1998). Skilled readers showed no reading time differences between the correct homophone and the incorrect homophone, as long as the two were orthographically similar, but reading times on these words were faster than the spelling control condition. The pattern of data for the adults who were learning to read was different. These readers were actually better at noticing that an incorrect version of the homophone was present. Importantly, we did find consistent significant differences between the incorrect homophone condition and the spelling control condition. This suggests the adults who were learning to read use phonological codes during word recognition, but they do so less efficiently than skilled readers.

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“…The researchers have found a relationship between functional illiteracy and disorders of cognition; especially, if they are in children coming from poor environments (Eme 2011, Greenberg et al 1997, Greenberg, Ehri 2002. Neurological disorders have been also considered (Korte 2007, pp.…”

Section: Causes Of Functional Illiteracymentioning

confidence: 99%

The Phenomenon of Functional Illiteracy in the Light of Empirical Studies

Przybylska

2018

PBE

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The aim of the article is to throw light on the phenomenon of contemporary functional illiteracy in the countries of the prosperous West. According to the international comparative studies and the ones conducted in several Western European countries, this phenomenon affects a great population of adults who fulfilled schooling obligation in childhood. The range of illiteracy has contributed to making literacy a significant political and educational issue and scrutinizing the problem of functional illiteracy by the scientists. The article outlines some of the threads interesting to the illiteracy researchers in German and English language areas. These are issues connected with conceptualisation of illiteracy phenomenon, its causes and results, and the problems of learning of adult illiterates. The contemporary concepts of literacy and programs focused on improving literacy skills emphasize "dispersion" of literacy practices, their embedding in individuals' localness and subjectivity. This questions all the attempts of imposing universal standards and the only right language patterns. Individuals' needs within the scope of the ability to read and write are highly particularized; they depend on life situations, needs and interests of individuals. With regard to the reasons for illiteracy, there is a conviction dominating in the scientific milieu that they are rooted mainly in social and economic poverty as well as improper socialization in family and school, although other "dysfunctional contexts" are noticed in illiterate people's lives. What is more, the effects of illiteracy cannot be generalized. Admittedly, functional illiteracy carries risk of social exclusion, still, it does not affect all people with low literacy skills. With regard to teaching and learning of illiterates, there is consistency concerning compliance with the principle of

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Do Adult Literacy Students Make the Same Word-Reading and Spelling Errors as Children Matched for Word-Reading Age?

Cited by 105 publications

References 22 publications

Cognitive and psycholinguistic skills of adults who are functionally illiterate: Current state of research and implications for adult education

Cognitive and psycholinguistic skills of adults who are functionally illiterate: Current state of research and implications for adult education

The use of phonological, orthographic, and contextual information during reading: a comparison of adults who are learning to read and skilled adult readers

The Phenomenon of Functional Illiteracy in the Light of Empirical Studies

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