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The central focus of this study was to develop a prototype occupational interest inventory for academically disadvantaged or functionally illiterate adults and to develop a microcomputer version of the prototype.

AbstractTo clarify the link between anomalous letter processing and developmental dyslexia, we examined the impact of surrounding contours on letter vs. pseudo‐letter processing by three groups of children – phonological dyslexics and two controls, one matched for chronological age, the other for reading level – and three groups of adults differing by schooling and literacy – unschooled illiterates and ex‐illiterates, and schooled literates. For pseudo‐letters, all groups showed congruence effects (CE: better performance for targets surrounded by a congruent than by an incongruent shape). In contrast, for letters, only dyslexics exhibited a CE, strongly related to their phonological recoding abilities even after partialling out working memory, whereas the reverse held true for the pseudo‐letter CE. In illiterate adults, the higher letter knowledge, the smaller their letter CE; their letter processing was immune (to some extent) to inference from surrounding information. The absence of a letter CE in illiterates and the positive CE in dyslexics have their origin in different aspects of the same ability, i.e. phonological recoding.

AbstractRapid automatized naming (RAN) of visual items is a powerful predictor of reading skills. However, the direction and locus of the association between RAN and reading is still largely unclear. Here, we investigated whether literacy acquisition directly bolsters RAN efficiency for objects, adopting a strong methodological design, by testing three groups of adults matched in age and socioeconomic variables, who differed only in literacy/schooling: unschooled illiterate and ex‐illiterate, and schooled literate adults. To investigate in a fine‐grained manner whether and how literacy facilitates lexical retrieval, we orthogonally manipulated the word‐form frequency (high vs. low) and phonological neighborhood density (dense vs. spare) of the objects' names. We observed that literacy experience enhances the automaticity with which visual stimuli (e.g., objects) can be retrieved and named: relative to readers (ex‐illiterate and literate), illiterate adults performed worse on RAN. Crucially, the group difference was exacerbated and significant only for those items that were of low frequency and from sparse neighborhoods. These results thus suggest that, regardless of schooling and age at which literacy was acquired, learning to read facilitates the access to and retrieval of phonological representations, especially of difficult lexical items.

Jason Hickel is out there again, trying to prove that it was capitalism and markets - through colonialization and oppression - that caused the poverty of the past. Before that all were Breughel peasants straight out of a painting, dancing happily with their abundant harvests. The aim of this is to prove that capitalism causes - actively creates - poverty and that therefore socialism works. Of course. The new paper. And as they say it depends upon the earlier one here. The major claim is:The rise of capitalism from the long 16th century onward is associated with a decline in wages to below subsistence, a deterioration in human stature, and an upturn in premature mortality.All adults should admit that our economic numbers over this time period are estimates, derived from proxies. We know they're not accurate even as we somewhere between hope and insist they're around and about right. But perhaps they're not? Possibly Professor Hickel has done us a great service by calling attention to their failures? At which point, abacii out and let's try to get them right this time then, eh? Well, possibly. Though first we should get all Worstall on the Hickel Thesis. Which is to accept the workings and the thesis. Then ponder what should also happen if it is all true. The absence of that other thing which must - that is, must - also happen would show that there's some problem in those workings. That thing which must also happen? The population must shrink. Because that's what below subsistence means. Hickel himself uses it, a family of four can survive. Thus two adults can raise two children who then go on to have children - the very definition of what is necessary for the population to remain of stable size. Actually, we need more than this because of child deaths, infertility and so on but two make two make two on average is necessary for that stable population size. And that is also the definition of subsistence income. One below subsistence is one where the population is not even replaced. That is, population must fall. No one at all doubts that for periods the general population was below subsistence, we do have periods of falling population. Similarly, no one at all doubts that parts of the population were below subsistence for long periods of time. London's population never did replace itself for centuries, it always did depend upon immigration - but for reasons of disease more than poverty. But Hickel's claim is that in general the population was below subsistence for the centuries from the beginnings of capitalism - that long 16th century - up to the 1880s in N Europe and well into the 20th century in Asia and other parts.Well, that's easy enough to test. If that is true the global population must have declined over that time period. Because that's just what the mass of people living below subsistence means. Ah. Global population quintupled over this time period. As did the population in Asia. As, near enough, did the other measured subsets, that in Africa, the Americas and so on. It is not possible to have 5x the population if everyone has been living below subsistence for those centuries.Therefore the Hickel Thesis is wrong. The true intellectual masochists can worry about why he's wrong, where the short circuit in his abacus is, and the rest of us can muse over the errors of allowing the anthropologists to do numbers and then go do something more interesting.When's the footie then?

Analyse der Erwachsenenbildungssituation und des vorherrschenden Analphabetismus. Mangelnde Ausbildung wird in Beziehung gesetzt zum Erfolg einer Selbsthilfe-Politik. Darstellung bildungspolitischer Alternativen, die den ländlichen Sektor miteinbeziehen und Rückwirkungen auf die Gesamtentwicklung haben. (DÜI-Fry)

With over 700 million illiterate adults worldwide, governments in many developing countries have implemented adult literacy programs. Typically these programs have low rates of success partly because the quality of teaching is heterogeneous. Standardization of teaching provided by computer-aided instruction might be a solution. However, there is little rigorous evidence of the effectiveness of computer-based adult literacy programs in delivering high-quality literacy and numeracy in the developing world. To fill this void in the literature, we study the impact of a computer-based adult literacy program, Tara Akshar Plus, on the literacy and numeracy skills of previously illiterate adult women in the north Indian state of Uttar Pradesh. Through a randomized control trial, we measure learning outcomes with individual-level literacy and numeracy tests and find statistically significant positive impacts of this computer-aided program on literacy and numeracy outcomes of women who undergo the TARA Akshar Plus program—relative to the control group. The effects are statistically significant but small in magnitude for women who were entirely illiterate prior to the program. The learning impacts are substantially larger for learners who knew at least a handful of letters at the beginning of the program. We compare the improvement in learning to that of another adult literacy and numeracy program. We conclude that TARA Akshar Plus is the more effective of the two, but the literacy and numeracy level achieved are not large enough to make many entirely illiterate learners become functionally literate.

This article reflects upon the cultural logic of television commercials in which children promote products for adult use. Studies of ads that assume traditional family structures inform our exploration of the adult–child reversal that these texts depict. A close reading of 26 commercials broadcast on Israeli television during 2012–2017 identifies three narratives: in the subordinate worker, adults take orders from middle-class children; in the illiterate father, fathers rely on the literacy of their children; and in the shortsighted investor, adults learn from child financial coachers how to plan for the future. Drawing on Goffman's observations on generational hierarchies, we distinguish the first and second "carnivalesque" narratives, embedded in conceivable scenarios, from the third, improbable, "simulacrum" narrative, which uses children to infuse neoliberalism's ambiguous fluidity with efficacy and hope. Dismissing precarity, the adult–child financial coacher is emblem of the entrepreneurial self: direct, realizing, bold, and forever young.

Although literacy rates have improved somehow in recent years, there are still large numbers of people that are illiterates in developing countries. This paper examines the impact of public education expenditures, the percentage of urban population and religious affiliation on adult literacy rate in Sub-Saharan Africa. In this study, a cross-sectional data of 34 Sub-Saharan African countries with adequate data information were analyzed. The results from the ANOVA and Ordinary Least Square (OLS) regression analysis are quite conclusive - that urban population, government expenditures on education and religious affiliations do have strong statistical impact on literacy.

Frontmatter --Foreword --Avant-propos --Table of Contents / Sommaire --Introduction (English version) --Introduction (version française) --1. Language and integration: some key issues / Langue et intégration : questions clés --Problematizing linguistic integration of migrants: the role of translanguaging and language teachers --Migrants connectés, intégration sociale et apprentissage/certification en langues : prendre en compte la nouvelle donne numérique --Language testing in the context of migration --2. Policies for language and integration / Politiques pour les langues et l'intégration --The impact of language and integration policies on the social participation of adult migrants --Quels sont les facteurs qui renforcent l'exigence d'apprentissage par les migrants de la langue du pays d'accueil? --Professional and social integration of migrants and language learning: convergences and challenges at the European level --Mediation and the social and linguistic integration of migrants: updating the CEFR descriptors --Sociocultural integration and second language proficiency following migration --Integration trajectories of adult (im)migrants in minority and minoritized contexts: Ottawa and Barcelona --L'intégration linguistique des migrants adultes : la mise en oeuvre des politiques publiques dans la région suisse alémanique de Zurich --3. Linguistic repertoires and integration / Répertoires linguistiques et intégration --Multilingualism as a resource for basic education with young migrants --La place de la L1 dans les familles bilingues franco-turques en Alsace --La loyauté linguistique au sein des membres de la communauté kurde en France --Le résident européen percevant sa propre aptitude linguistique dans un contexte judiciaire -- une première recherche empirique sans prétention --Répertoires linguistiques des détenus étrangers en Italie et en Europe : premiers résultats des projets RiUscire et DEPORT. --4. Language teaching for integration: content, methods and materials / Formations en langue pour l'intégration : contenu, méthodes et matériels --Les besoins langagiers des adultes migrants : une notion complexe à appréhender --What migrant learners need --fide -- On the way to a coherent framework --Settlement, integration and language learning: possible synergies. A task-based, community-focused program from the Region of Durham (Ontario, Canada) --Research-driven task-based L2 learning for adult immigrants in times of humanitarian crisis: results from two nationwide projects in Greece --Quatre approches didactiques pour la formation linguistique des nouveaux arrivants --Does teaching chunks and fluency make a difference in migrants' language learning? --Progress in proficiency and participation: an adult learning approach to support social integration of migrants in Western societies --Networks and super connectors --Integration of migrants, from language proficiency to knowledge of society: the Italian case --Mobile language learning experiences for migrants beyond the classroom --Creating a dynamic and learner-driven online environment for practising second language skills: guiding principles from second language acquisition and online education --5. Language testing and assessment for integration / Evaluation des compétences en langues pour l'intégration --Language tests for access, integration and citizenship: an outline for policymakers from the ALTE perspective --All a question of the "right" capital? Subjectification -- the hidden mechanism behind language tests for residence permit in Austria --Les évaluations " Français langue d'intégration " (France, FLI) et " Français en Suisse -- apprendre, enseigner, évaluer " (fide) : une alternative aux tests de langue certifiés pour la naturalisation française et suisse --Linguistic integration and residence policies in Italy: issues and perspectives --Examens en vue de l'obtention du titre de séjour permanent en République tchèque --Developing placement assessment in integration training for adult migrants in Finland --6. Language and the workplace / Les langues sur le lieu de travail --What management assistants of retail services and medical assistants need to read, write, speak and listen to in the workplace --Langues et insertions : pluralité des parcours et des perceptions --Language skills and employment status of adult migrants in Europe --"Integration ... needs language, the language of the workplace": The contribution of work-related second language learning to the integration of adult migrants --Supporting migrants in low-paid, lowskilled employment in London to improve their English --"The fight against exclusion from the labour market begins ... in the workplace": Work-related second language development towards inclusion and participation --Using workplace learning to support the linguistic integration of adult migrants -- lessons from a decade of work in Sweden --Learning and maintaining languages in the workplace: migrant NGO practitioners in Finland --7. Towards linguistic integration: specific learner groups / Les groupes d'apprenants spécifiques : vers une intégration linguistique --Barrières linguistiques et problèmes de communication dans les milieux de la santé --Teenage and adult migrants with low to very low education levels: learner profiles and proficiency assessment tools --Using tablets for L2 learning with illiterate adult migrants: results from experiments in Piedmont and Emilia Romagna --Literacy and language teaching: tools, implementation and impact --La " raison orale ", un levier pour la formation linguistique des migrants et l'intégration dans le pays d'accueil --Immigrants and prison: good practices in Europe --8. Linguistic integration: teachers and researchers / Intégration linguistique : enseignants et chercheurs --"Crawlers, footers and runners": language ideological attributions to adult language learners in a Dutch as L2 classroom --Qu'est-ce que l'intégration? --Langues et insertions : pluralité des parcours et des perceptions --Conceptions linguistiques et méthodes pédagogiques : quelle efficience pour l'intégration des adultes migrants? --New challenges for learning, teaching and assessment with low-educated and illiterate immigrants: the case of L2 Italian --International training of teachers of low-educated adult migrants --Demande institutionnelle et responsabilité des chercheurs : langues, insertions, pluralité des parcours et des perceptions.

Since the beginning of the 1980s, a comprehensive system of adult education has been established in China to meet the requirements of rapid socioeconomic development. This article gives a description of this system. The main measures taken by governments at various levels were making elementary education available in all rural areas to stem the number of new illiterates; focusing adult literacy work on the 12 to 45 age group; and utilizing various methods, including vocational training, to consolidate the newly literate. Experience has shown that, in rural areas, the most effective way to promote adult education is that the three major components of rural education—elementary, vocational, and adult—be conducted in a coordinated manner. In urban areas, emphasis was given to providing on‐the‐job training designed to improve professional knowledge and skills of those employees in industries experiencing fast technological advancement. Retraining for those whose jobs were eliminated by poorly performing public enterprises has become an urgent need. Although there were great achievements during the 1980s, many problems still exist. Improving quality of teaching, modifying curriculum to meet the needs of local development, providing short‐term agricultural‐technical training in rural areas, offering retraining for the unemployed, and mobilizing financial resources from all sectors of the society are among the measures which the Chinese government has taken in the 1990s to further develop its adult education system.

This paper aimed to assess the prevalence of known diabetes among Bahraini adults, and to determine associated social and lifestyle factors. A community-based survey was carried out on 514 adults aged 30–79 years. The overall prevalence of known diabetes was 9%. Using multivariate analysis, the risk of diabetes was found to be higher among older (50–79 years), female, illiterate, currently married, non-smoking people, those who did not walk regularly, overweight and obese people (BMI[ges ]25), those who had a history of hypertension and those who consumed fresh vegetables more than 3 times a week. However, only obesity was found to be significantly associated with diabetes (OR=1·83, CI 1·48–4·15).

There is a tendency for laymen to talk of the problem of "illiteracy" in terms which suggest that this problem is simply one of teaching people to read and write and that once they know how to read and write, all will be well…The point…is that all of us are to some extent "higher illiterates", and that all of us need to cultivate the habit of reflective thought in order that what is seen and read may lead us to a more accurate perception of the world and its peoples. For all of us, therefore, developing the habits and skills of reading means not merely deciphering words more quickly, or abstracting ideas more effectively, or recalling more fully what we have read, but also thinking more purposefully about what we can decipher, abstract and recall.

"If you gotta ask, man, you ain't never gonna know," satchmo Armstrong once said when someone asked him, "What is jazz?" Such an answer might also fit the question, "What is the state of our knowledge of what to do about illiteracy and ignorance in Latin America." But the question has been asked in serious company accustomed to thoughtful answers—answers that guide and energize. So we will try to examine what is speculated, what is known, what is being investigated, and what we need to know most in order to establish contact with that vast terra incognita in Latin America comprising the illiterate and the unlearned.

"This book shows how behavior analysis can be applied to teaching reading and writing to primary school students and to special populations, such as children with intellectual and hearing disabilities and illiterate adults. Originally published in Portuguese, this contributed volume is now translated into English and presents for the first time to international researchers and students a comprehensive overview of a research program developed for more than three decades in Brazil which gave birth to a unique teaching program based on the concept of stimulus equivalence: the Learning to Read and Write in Small Steps. The book is divided into four parts. The first part presents the theoretical framework and the historical context in which the teaching program was developed by the group led by Drs. Julio Cesar de Rose and Deisy das Graas de Souza, currently organized in the National Institute of Science and Technology on Behavior, Cognition, and Learning (INCT/ECCE). The second part describes the modules that make up the Learning to Read and Write in Small Steps teaching program. The third part presents results of empirical research conducted with children with intellectual and hearing disabilities and illiterate adults. Finally, the fourth part presents contributions from other areas of knowledge such as speech therapy, linguistics, and education to the understanding of reading and writing and possible dialogues between them and behavior analysis. Contributions of Behavior Analysis to Reading and Writing Comprehension will be of interest to researchers and students in the fields of psychology and education interested in the application of behavior analysis to teaching and learning processes. It will also be a valuable resource for professionals directly working in educational institutions, such as elementary school teachers and psycho-pedagogues. The translation of the original manuscript in Portuguese was done with the help of artificial intelligence. The present version has been revised technically and linguistically by the authors in collaboration with a professional translator."--Provided by publisher.