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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm ...
null. - : Waxmann, 2021
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Between PIAAC and the new literacy studies. What adult education can learn from large-scale assessments without adopting the neo-liberal paradigm
Grotlüschen, Anke Hrsg.; Heilmann, Lisanne Hrsg.. - : Waxmann, 2021. : Münster, 2021. : New York, 2021. : pedocs-Dokumentenserver/DIPF, 2021
In: Münster ; New York : Waxmann 2021, 265 S. - (Alphabetisierung und Grundbildung; 14) (2021)
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3
International assessment of low reading proficiency in the adult population: A question of components or lower rungs?
In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Special issue on Literacy and numeracy: Global and comparative perspectives (2021)
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4
Adults' Identity in Acculturation Settings: The Multigroup Ethnic & National Identity Measure (MENI)
In: Identity: An International Journal of Theory and Research ; 19 ; 4 ; 245-257 (2020)
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5
Practice makes perfect: Practice engagement theory and the development of adult literacy and numeracy proficiency
In: International Review of Education ; 66 ; 2-3 ; 267-288 ; Literacy and numeracy: global and comparative perspectives (2020)
Abstract: Practice Engagement Theory (PET) posits that individuals' literacy proficiencies develop as a by-product of their engagement in everyday reading and writing practices and, reciprocally, that literacy proficiencies affect levels of engagement in reading and writing practices. This suggests that literacy training which increases engagement in meaningful practices might generate proficiency growth. Research has shown that this approach does indeed seem to be effective in improving (adult) learners' literacy proficiency. A number of cross-sectional comparisons of participants' and non-participants' performance in various training activities, as well as quantitative modelling of adults' proficiency growth in longitudinal studies have confirmed the theoretical assumptions of PET. The authors of this article describe the first application of PET to literacy and numeracy development in a longitudinal study of a nationally representative adult population. Their investigation followed a sample of adults initially interviewed and assessed in the German component of the Programme for the International Assessment of Adult Competencies (PIAAC), adding longitudinal data from three additional waves of the national extension study (PIAAC-L), which included repeated assessments of literacy and numeracy proficiency over a period of three years. The authors' quantitative modelling of the growth of literacy and numeracy proficiency over time provides strong support for PET. Their comparisons of how various practice engagement indexes predict growth of literacy and numeracy proficiencies indicate that reading engagement is the strongest predictor of literacy growth and maths engagement is the strongest predictor of numeracy growth. The authors conclude their article by considering their findings' implications for sustainable development, lifelong learning policy and future research into the development of adult literacy and numeracy proficiency.
Keyword: adult; adult education; Allgemeines; arithmetic; Basic Research; Bildung und Erziehung; competence; Education; Entwicklung und Geschichte der Erziehungswissenschaft; Erwachsenenbildung; Erwachsener; General Concepts and History of Education and Pedagogics; Kompetenz; lebenslanges Lernen; Lesen; lifelong learning; literacy; longitudinal data; Methoden; numeracy; practices; proficiency; Programme for the International Assessment of Adult Competencies (PIAAC) 2011-2012; reading; Rechnen; Schreiben; spezielle Theorien und Schulen; writing
URL: https://doi.org/10.1007/s11159-020-09830-5
https://www.ssoar.info/ssoar/handle/document/70069
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6
Grain size effects in rime judgment across literacy development in German
In: Applied psycholinguistics 40 (2019) 3, S. 673-691 (2019)
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7
Grain size effects in rime judgment across literacy development in German ...
Schmitterer, Alexandra; Schroeder, Sascha. - : Cambridge Univ. Press, 2019
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8
Verbal - präverbal - averbal : Psychotherapie an der Sprachgrenze
Moser, Tilmann. - Frankfurt a.M. : Brandes & Apsel, 2018
BLLDB
UB Frankfurt Linguistik
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9
Kritische Medienkompetenz und Community Medien
Peissl, Helmut; Sedlaczek, Andrea; Eppensteiner, Barbara. - : CONEDU – Verein für Bildungsforschung und -medien, 2018. : Graz, 2018. : pedocs-Dokumentenserver/DIPF, 2018
In: Graz : CONEDU – Verein für Bildungsforschung und -medien 2018, 59 S. - (Dossier erwachsenenbildung.at) (2018)
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10
Kritische Medienkompetenz und Community Medien ...
Peissl, Helmut; Sedlaczek, Andrea; Eppensteiner, Barbara. - : CONEDU – Verein für Bildungsforschung und -medien, 2018
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11
Einfache Sprache und Leichte Sprache
Baumert, Andreas (Prof. Dr.). - 2018
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12
Integration of the Self and Awareness (ISA) in learning and teaching : a case study of French adult students learning English the silent way
Benstein, Patricia. - Frankfurt am Main : Peter Lang Edition, 2017
BLLDB
UB Frankfurt Linguistik
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13
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German ...
Knoepke, Julia; Richter, Tobias; Isberner, Maj-Britt. - : Cambridge Univ. Press, 2017
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14
Processing of positive-causal and negative-causal coherence relations in primary school children and adults. A test of the cumulative cognitive complexity approach in German
In: Journal of child language 44 (2017) 2, S. 297-328 (2017)
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15
Basale Wahrnehmungsfähigkeiten von erwachsenen funktionalen Analphabeten und Analphabetinnen
In: Lernprozesse in Alphabetisierung und Grundbildung Erwachsener: Diagnostik, Vermittlung, Professionalisierung ; 2 ; Alphabetisierung und Grundbildung Erwachsener ; 11-27 (2017)
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16
El discurso de y sobre los desempleados españoles mayores de 45 años en los blogs
In: Forum Qualitative Sozialforschung / Forum: Qualitative Social Research ; 16 ; 3 ; 24 (2016)
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17
Rechtschreibwortschatz für Erwachsene
Haider, Thomas; Leidenfrost-Burth, Lucia. - Heidelberg : Winter, 2015
IDS Mannheim
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Rethinking generic skills ...
Canning, Roy. - : Univ., 2013
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19
Rethinking generic skills
In: European journal for Research on the Education and Learning of Adults 4 (2013) 2, S. 129-138 (2013)
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Sätze verstehen : neurolinguistische Materialien für die Untersuchung von syntaktischen Störungen beim Satzverständnis
De Bleser, Ria; Schröder, Astrid; Lorenz, Antje. - Hofheim : NAT-Verl., 2011
BLLDB
UB Frankfurt Linguistik
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