Literacy Skills, Academic Self‐Efficacy, and Participation in Prison Education

Jones, Lise Øen; Manger, Terje

doi:10.1002/9781119261407.ch7

Cited by 5 publications

(4 citation statements)

References 45 publications

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“…The report framed this as ‘a striking and remarkable result’, given that ‘direct mail’ specialists are delighted with a 1%–5% response rate, that there were difficulties finding dispersed prisoners, and a relatively short time to respond ( Woolf and Tumim, 1991 : 473). However, the spokesperson (Woolf) did not acknowledge that inviting letters to be posted through the institution which imprisons people is problematic, nor appreciate that reading and writing difficulties affect up to 70% of prisoners ( Jones and Manger, 2019 ). There was also no opportunity for prisoners to mobilise or ‘sense test’ Woolf’s analysis and findings, only to submit their written words for interpretation by the inquiry team and to be represented through the report.…”

Section: Resultsmentioning

confidence: 99%

Prisoners regulating prisons: Voice, action, participation and riot

Buck

Tomczak

2022

Criminology & Criminal Justice

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Prisoners are a critical source of prison regulation around the world, but regulation by (rather than of) prisoners remains little analysed. In this article, we utilise the 1990 riots at HMP Strangeways (England), as a case study of prisoners (re)shaping imprisonment. We examine prisoners’ roles in these riots and subsequent cross-sectoral regulatory activities. We innovatively use the four-phase process of translation from actor-network theory to guide document analysis of (1) Lord Woolf’s official inquiry into the riots and (2) the voluntary organisation Prison Reform Trust’s follow-up report. We explore how participatory approaches could inform prison regulation through (former) prisoners partnering with external regulators throughout the processes of identifying problems and solutions to establish broader alliances seeking social change.

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Section: Resultsmentioning

confidence: 99%

Prisoners regulating prisons: Voice, action, participation and riot

Buck

Tomczak

2022

Criminology & Criminal Justice

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“…The idea of integration and adjusted teaching has improved the situation of students with dyslexia greatly. However, there are still reports of relatively many prison inmates with dyslexia and with little schooling [ 85 ].…”

Section: Discussionmentioning

confidence: 99%

Trends in Dyslexia Research during the Period 1950 to 2020—Theories, Definitions, and Publications

Helland

2022

Brain Sciences

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Introduction. The focus of the present paper is on (1) how dyslexia research and hence definitions have developed during the period 1950–2020 and includes (2) a database search of scientific publications on dyslexia during the same period. The focus is on the definitions of dyslexia and the organization of the network search based on the causal four-level model by Morton and Frith. Method. (1) The definitions are presented in accordance with a historic review of dyslexia research from 1950 to 2020 and based on (2) Google Scholar counts of publications on dyslexia, on defining dyslexia, on dyslexia at the four levels (symptomatic, cognitive, biological, environmental), and by areas (sensorimotor, comorbidity). Finally, a percentage calculation shows the relative development within each level and area by decennium (1950–1960, 1960–1970, 1970–1980, 1990–2000, 2002–2010, 2010–2020). Results. (1) Of the seven definitions presented, only the definition by the BDA 2007 included the four levels of the causal model. (2) The number of publications increased substantially over the period. However, relatively few publications have defined dyslexia. An increase in publications from 1950 to 2020 was seen across the four levels and two areas—however, with an alteration in the thematic focus over this time span. Summary. Defining dyslexia has still not reached a consensus. This uncertainty may explain why only one of the seven definitions proved satisfactory according to the four-level model. Along with the general increase in research, publications on dyslexia have increased accordingly during the period 1950 to 2020. Although the symptomatic level has played a dominant role over the whole period, thematic shifts have been seen over these 70 years. In particular, a substantial thematic shift was seen by the turn of the millennium. There has been a relative increase in the focus on literacy at the symptomatic level, on phonological awareness at the cognitive level, in gender at the biological level, and second language learning as comorbidities. However, increases in counts are not alone a valid indication of scientific progress. In particular, the lack of definitional criteria as a basis for participant and method selection should attract much more focus in future studies. The present study underlines the multifactorial nature of dyslexia, as evidenced by a substantial increase in the number of publications on the subject. It is a challenge for future research to continuously use and possibly redefine dyslexia definitions in line with such standards.

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“…Learners with neurodiversities are overrepresented in the prison population in most jurisdictions. It is estimated that up to 60 percent of learners suffer from one or more neurodiversities such as dyslexia, acquired brain injury, fetal alcohol spectrum disorder among others (Jones & Manger, 2019). In many cases, this is why these learners are assessed at such a low level for numeracy and literacy.…”

Section: The Cohort and Technologymentioning

confidence: 99%

Fast Cars and Fast Learning: Using Virtual Reality to Learn Literacy and Numeracy in Prison

McLauchlan¹,

Farley²

2019

JVWR

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Virtual reality has the potential to vastly improve the experience of education for incarcerated learners, particularly those with limited levels of numeracy and literacy. It is estimated that nearly two-thirds of prisoners in New Zealand lack the functional numeracy and literacy they need to fully participate in everyday life. Many have had sub-optimal experiences with formal education, often leaving early and disengaging fully with education. Many more suffer from a range of learning challenges brought about by traumatic brain injury, fetal alcohol spectrum disorder, attention deficit hyperactivity disorder, and a range of other conditions.The Methodist Mission Southern was contracted by the Department of Corrections New Zealand to deliver intensive literacy and numeracy training to prisoners in one of the country’s southernmost prisons. They have partnered with Animation Research Limited to design and deliver a literacy and numeracy program contextualized within a virtual mechanic’s workshop using virtual reality and tablet technologies.Data was collected through semi-structured interviews with participants and was analyzed using a thematic analysis. Gains in literacy and numeracy were also identified through a standardized literacy and numeracy assessment tool. Initial results from the pilot project are encouraging with all participants showing gains in their literacy and/or numeracy scores. Learner engagement was heightened, with all reporting positively about the program. Future iterations of the project are planned to accommodate higher-level learners and alternate scenarios.

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Literacy Skills, Academic Self‐Efficacy, and Participation in Prison Education

Cited by 5 publications

References 45 publications

Prisoners regulating prisons: Voice, action, participation and riot

Prisoners regulating prisons: Voice, action, participation and riot

Trends in Dyslexia Research during the Period 1950 to 2020—Theories, Definitions, and Publications

Fast Cars and Fast Learning: Using Virtual Reality to Learn Literacy and Numeracy in Prison

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