The Wiley Handbook of Adult Literacy

Front Cover
Dolores Perin
John Wiley & Sons, Oct 15, 2019 - Language Arts & Disciplines - 616 pages

Examines the widespread phenomenon of poor literacy skills in adults across the globe

This handbook presents a wide range of research on adults who have low literacy skills. It looks at the cognitive, affective, and motivational factors underlying adult literacy; adult literacy in different countries; and the educational approaches being taken to help improve adults’ literacy skills. It includes not only adults enrolled in adult literacy programs, but postsecondary students with low literacy skills, some of whom have reading disabilities.

The first section of The Wiley Handbook of Adult Literacy covers issues such as phonological abilities in adults who have not yet learned to read; gender differences in the reading motivation of adults with low literacy skills; literacy skills, academic self-efficacy, and participation in prison education; and more. Chapters on adult literacy, social change and sociocultural factors in South Asia and in Ghana; literacy, numeracy, and self-rated health among U.S. adults; adult literacy programs in Southeastern Europe and Turkey, and a review of family and workplace literacy programs are among the topics featured in the second section. The last part examines how to teach reading and writing to adults with low skills; adults’ transition from secondary to postsecondary education; implications for policy, research, and practice in the adult education field; educational technologies that support reading comprehension; and more.

  • Looks at the cognitive processing challenges associated with low literacy in adults
  • Features contributions from a global team of experts in the field
  • Offers writing strategy instruction for low-skilled postsecondary students

The Wiley Handbook of Adult Literacy is an excellent book for academic researchers, teacher educators, professional developers, program designers, and graduate students. It’s also beneficial to curriculum developers, adult basic education and developmental education instructors, and program administrators, as well as clinicians and counselors who provide services to adults with reading disabilities.


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List of Contributors
Cognitive Processing Challenges Associated with Low Literacy in Adults
Phonological Abilities in Fully Illiterate Adults
Gender Differences in the Reading Motivation of Adults with
Integrating Component Skills in a Reading Comprehension Framework
Writing Challenges for Postsecondary English Learners with Low Levels of First
Comparing Adults and Childrens
Literacy Skills Academic SelfEfficacy and Participation in Prison Education
Literacy and Social Change in South Asia
Literacy Numeracy and SelfRated Health among U S Adults
Adults with Low Skills and Learning Disabilities
Participation in Literacy Programs for Adults with Low Skills in Southeastern
A Literature Review on Family
Education of Adults with Low Literacy Skills
Implications for Policy
The Learning and Growth of Adult

Readiness to Learn Among Adults with Low Skills
Cognitive Profile of Students with Dyslexia Entering Postsecondary
A Cognitive Framework for Tracing the Roots of Reading Disabilities Among
Reading Writing and SelfEfficacy of LowSkilled Postsecondary Students
Contexts of Literacy for Adults with Low Skills
in Rural Ghana
Educational Technologies that Support Reading Comprehension for Adults
Writing Strategy Instruction for LowSkilled Postsecondary Students
Transitioning Adult Literacy Students to Postsecondary Education
Research on Developmental Education Instruction for Adult Literacy

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About the author (2019)

DOLORES PERIN, PHD, is a professor of psychology and education, chair of the department of Health and Behavior Studies, and senior researcher at the Community College Research Center, Teachers College, Columbia University. Her research interests center on the reading and writing skills of students in adult literacy programs and postsecondary education who experience academic difficulty.

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