Job Literacy and Job Performance Among Nurses At Varying Employment Levels

Mikulecky, Larry; Winchester, Dorothy

doi:10.1177/0001848183034001001

Cited by 15 publications

(8 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Also, literacy skills are higher among those who are employed compared to those who are unemployed (Kirsch et al, 1993). Different occupations also demand different kinds of literacy skills and practices (Guthrie, Seifert, & Kirsch, 1986;Mikulecky & Ehlinger, 1986;Mikulecky & Winchester, 1983).…”

Section: Variablesmentioning

confidence: 99%

Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

Sheehan-Holt

Smith

2000

Reading Research Quarterly

View full text Add to dashboard Cite

S A number of studies illustrate that the best predictor of adult reading ability is education. Schooling's contribution to the development of literacy has been termed a literacy development effect. This effect has not, however, been demonstrated for adults at the lower end of the literacy skills continuum who have participated in basic skills education, as the findings of previous studies have been equivocal on literacy gains. The National Adult Literacy Survey served as the data source for this investigation, which focuses on a sample of adults who participated in various basic skills education programs. Using hierarchical linear modeling, and controlling for a number of demographic variables, home environment, and neighborhood factors to account for a priori differences between participants and non‐participants, no association was found between participation in such programs and literacy skills, nor between type of basic skills program, or recency of participation and literacy proficiencies. There was, however, a positive association between participation and several types of reading practices. The findings suggest that adult basic skills programs may be ineffective for developing the kinds of literacy proficiencies assessed by the NALS‐reading and understanding prose and documents materials and texts containing quantitative information. Such programs appear, however, to motivate adults to use a variety of reading practices, such as using newspapers, books, and work‐related documents. We discuss why basic skills education may not lead to improved literacy skills and offer implications for educational policy pertaining to adult education. Further research is needed to more precisely identify the learning outcomes for adults in basic skills education programs. Un conjunto de estudios muestra que el mejor predictor de la habilidad de lectura adulta es la educación. La contribución de la escolarización al desarrollo de la lectoescritura ha sido denominada efecto del desarrollo de la alfabetización. Este efecto, sin embargo, no ha sido demostrado en adultos que están en el extremo inferior del contínuo de habilidades de lectoescritura y que han participado en la enseñanza de habilidades básicas, ya que los hallazgos de estudios previos han sido equívocos respecto de los logros en lectoescritura. La Encuesta Nacional de Alfabetización de Adultos (NALS) constituyó la fuente de datos para esta investigación, que se centró en una muestra de adultos que participó en varios programas de enseñanza de habilidades básicas. Se usaron modelos lineales jerárquicos y se controló un conjunto de variables demográficas, el contexto del hogar y factores del vecindario, para dar cuenta de diferencias a priori entre participantes y no participantes. No se halló asociación entre la participación en dichos programas y las habilidades de lectoescritura, ni tampoco entre el tipo de programa de habilidades básicas o participación reciente y las habilidades de lectoescritura. Sin embargo, hubo una asociación positiva entre particip...

show abstract

Section: Variablesmentioning

confidence: 99%

Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

Sheehan-Holt

Smith

2000

Reading Research Quarterly

View full text Add to dashboard Cite

show abstract

“…An important extension of this line of research is to ask how metacognition relates to performance in the workplace. Mikulecky and his colleagues examined the influence of metacognitive aspects of literacy on the job performance of nurses (Mikulecky and Winchester, 1983) and electronics technicians (Mikulecky and Ehlinger, 1985). They found that metacognitive awareness and reported use of metacognitive strategies, such as self-questioning, focusing on key ideas, and setting purposes, were more common among workers considered superior at their jobs than among workers considered adequate performers.…”

Section: Do Metacognitive Strategies Predict Future Peformance?mentioning

confidence: 99%

“…Subjects in the experimental group produced more questions and comments in their interactions with their physician than the control group, and they showed a better understanding of the recommended treatment. Interventions at the workplace may also be appropriate; recall that the literacy-related metacognitive skills of superi-or job performers are considerably stronger than those of less successful job performers (Mikulecky and Ehlinger, 1985;Mikulecky and Winchester, 1983). …”

Section: Enhancing the Metacognitive Skills Of Adult Readersmentioning

confidence: 99%

Metacognition, comprehension monitoring, and the adult reader

1989

View full text Add to dashboard Cite

“…Much of the research which has been done has been concerned with delineating the differences between general and functional literacy (Mikulecky, 1981(Mikulecky, , 1982, documenting the kinds of reading which occur in different occupational settings (Guthrie, Seifert, & Kirsch, 1986;Kirsch & Guthrie, 1984;Mikulecky & Winchester, 1983), and developing tests of functional literacy (Fisher, 1981;Kirsch & Guthrie, 1977). The present experiment is a first step toward identifying the kinds of activities which promote functional literacy.…”

mentioning

confidence: 98%

Promoting Functional Literacy through Cooperative Learning

O’Donnell

Dansereau

Rocklin

et al. 1988

Journal of Reading Behavior

View full text Add to dashboard Cite

The effects of cooperative learning strategy manipulations on the enactment and recall of a medical procedure were explored. One hundred and twenty-three college students completed the experiment. During training, participants were randomly assigned to a dyad in one of four conditions: (a) no-strategy, (b) baseline strategy, (c) prompting strategy, and (d) planning strategy. During testing, participants both performed and produced written recalls of the procedure instructions. Test order was counterbalanced within dyad. Training and test performances were videotaped. The planning group produced the best recalls and recalled more conditions of the procedure. The prompting group performed best. Recall of the procedure in all groups was enhanced by prior performance. However, performance was enhanced by prior recall in only two groups. The groups differed also in the nature of the transition from training to testing. Theoretical and applied implications of these findings are discussed.The present experiment explored the efficacy of a variety of cooperative strategies in promoting functional literacy. Functional literacy, as used here, may be defined as the kind of literacy which is demonstrated when a person reads a set of 339

show abstract

Job Literacy and Job Performance Among Nurses At Varying Employment Levels

Cited by 15 publications

References 9 publications

Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

Does Basic Skills Education Affect Adults' Literacy Proficiencies and Reading Practices?

Metacognition, comprehension monitoring, and the adult reader

Promoting Functional Literacy through Cooperative Learning

Contact Info

Product

Resources

About