Adult Literacy Research Articles

성인문해교육 관계자의 교육요구 분석

Objectives The purpose of this study is to analyze the educational needs of J-do adult literacy education officials according to the size of the region so that adult literacy education policies and continuous and effective projects can be established according to the characteristics of the region. Methods This study analyzed the survey contents of 150 officials in charge of literacy education at J-do Adult Literature Education Institute. Education needs were measured on a Likert 5-point scale for 16 variables using the survey tool for adult literacy education support policies developed by Heo Jun, Lee Ji-hye, and Gil Hye-ji (2020). Data processing used the SPSS 26.0 statistical package to derive the priority of adult literacy education needs by regional size through the corresponding sample t-test, Borich demand, and The Locus for Focus model analysis. Results First, in regions with a population of 100,000 or more, Borich's demand priority analysis and The Locus for Focus Model analysis revealed the actualization of instructor fees, budget for literacy education institutions, learner support (education costs, counseling, etc.), expansion of literacy education facilities, and short-range learning opportunities. Second, in areas with a population of more than 50,000 and less than 100,000, variables were derived to secure facilities dedicated to literacy education and to provide learning opportunities for short-range literacy education. Third, in areas with a population of less than 50,000, the budget for operating literacy education institutions, expanding literacy education contents, supporting learners (education expenses, counseling, etc.), promoting literacy education, and event variables were derived. Conclusions As a result of analyzing the needs of adult literacy education by regional size, J-do found that none of the 16 variables appeared in common. The highest priority was “realization of instructor fees” in areas with a population of 100,000 or more, “secure facilities dedicated to literacy education” in areas with a population of 50,000 or more, and “budget for operating literacy education institutions” in areas with a population of less than 50,000. If the results of educational demand analysis vary depending on the size of the region, the policy promotion must also vary by region, so it is necessary to analyze educational needs according to regional characteristics to promote adult literacy education policies suitable for regional characteristics.

Elearning Readiness of Facilitators and Learners in Adult Literacy Programmes: A Mixed-Method Enquiry

Elearning Readiness of Facilitators and Learners in Adult Literacy Programmes: A Mixed-Method Enquiry

Cognitive subtyping of university students with dyslexia in a semi-transparent orthography: what can weaknesses and strengths tell us about compensation?

Developmental dyslexia is characterized by a profile of reading- and writing-related difficulties which stands out as a core deficit in phonological processing. Although these difficulties seem to persist into adulthood, it is still an open question to what extent they are immune, or not, to the extensive training resulting from extended schooling. The main objective of this study was to explore the heterogeneity of the cognitive profile of European Portuguese highly literate adults with dyslexia. Thirty-one university students diagnosed with dyslexia during childhood and their matched skilled adult control readers were assessed through a battery of reading and cognitive tests. A cluster analysis of data obtained from participants with dyslexia identified two profile groups. While Cluster 1 grouped participants with clear phonological deficits and concomitant reading difficulties, Cluster 2 showed better performance on most of the core skills associated with reading and also better general cognitive abilities, suggesting that these dyslexic readers have partially resolved their phonological constraints along the development, probably due to the systematic exposure to reading and writing. As Cluster 2 matched typical readers in general cognitive abilities, it might also be the case that cognitive strengths associated with general intelligence worked as protective factors, helping students to strategically compensate for their reading difficulties. Overall, these results suggest that both mechanisms–partial remediation of the core phonological deficit and adoption of compensatory strategies supported by general cognitive skills–might contribute together to improving the reading performance of highly literate adults with dyslexia.

Reintegration as Border Pedagogy: A Female Text

Adult literacy learners often survive on the periphery while holding burdens of invisible barriers. In this article, I explore the border between those in the mainstream and those seeking reintegration and community. Finding resonance with artography, I resist methodological enclosure just as the individuals I work with resist the boundaries that attempt to define them. Emboldened by critical arts-based research, I employ artography to examine my experiences as an adult literacy facilitator supporting formerly incarcerated women. Through metaphorical, poetic, and artful inquiry, I explore a border pedagogy, reaching for a shift in consciousness. Understanding borders as the barrier that separates formerly incarcerated learners from mainstream community, I have attempted a pulling of threads to unravel and then re-stitch an understanding (of) the lines that (no longer) blindly hem us in.

Mapping digital health ecosystems in Africa in the context of endemic infectious and non-communicable diseases

Investments in digital health technologies such as artificial intelligence, wearable devices, and telemedicine may support Africa achieve United Nations (UN) Sustainable Development Goal for Health by 2030. We aimed to characterize and map digital health ecosystems of all 54 countries in Africa in the context of endemic infectious and non-communicable diseases (ID and NCD). We performed a cross-national ecological analysis of digital health ecosystems using 20-year data from the World Bank, UN Economic Commission for Africa, World Health Organization, and Joint UN Programme on HIV/AIDS. Spearman’s rank correlation coefficients were used to characterize ecological correlations between exposure (technology characteristics) and outcome (IDs and NCDs incidence/mortality) variables. Weighted linear combination model was used as the decision rule, combining disease burden, technology access, and economy, to explain, rank, and map digital health ecosystems of a given country. The perspective of our analysis was to support government decision-making. The 20-year trend showed that technology characteristics have been steadily growing in Africa, including internet access, mobile cellular and fixed broadband subscriptions, high-technology manufacturing, GDP per capita, and adult literacy, while many countries have been overwhelmed by a double burden of IDs and NCDs. Inverse correlations exist between technology characteristics and ID burdens, such as fixed broadband subscription and incidence of tuberculosis and malaria, or GDP per capita and incidence of tuberculosis and malaria. Based on our models, countries that should prioritize digital health investments were South Africa, Nigeria, and Tanzania for HIV; Nigeria, South Africa, and Democratic Republic of the Congo (DROC) for tuberculosis; DROC, Nigeria, and Uganda for malaria; and Egypt, Nigeria, and Ethiopia for endemic NCDs including diabetes, cardiovascular disease, respiratory diseases, and malignancies. Countries such as Kenya, Ethiopia, Zambia, Zimbabwe, Angola, and Mozambique were also highly affected by endemic IDs. By mapping digital health ecosystems in Africa, this study provides strategic guidance about where governments should prioritize digital health technology investments that require preliminary analysis of country-specific contexts to bring about sustainable health and economic returns. Building digital infrastructure should be a key part of economic development programs in countries with high disease burdens to ensure more equitable health outcomes. Though infrastructure developments alongside digital health technologies are the responsibility of governments, global health initiatives can cultivate digital health interventions substantially by bridging knowledge and investment gaps, both through technology transfer for local production and negotiation of prices for large-scale deployment of the most impactful digital health technologies.

Health Literacy in Adults with Chronic Diseases in the Context of Community Health Nursing: A Scoping Review

Background: Health literacy was identified as a main determinant in self-care of chronic diseases. This results in responsibilities for health professionals for daily practice. For primary care setting, special requirements arise due to the heterogeneity of communities. The objective of this scoping review was to explore and map the scope of the research material on strategies led by community health nurses to improve health literacy in (patients with) chronic diseases. This review aimed to identify gaps in the literature and existing approaches on promoting health literacy by community nurse practitioners. Methods: The following criteria were included for the research: Adults with chronic diseases, health literacy, community health nursing and primary healthcare. All types of searches for studies from 1970 to present were carried out in electronic databases and in a Google and a Google Scholar search. The search procedure is presented in a flow chart. Results: From all reviewed studies, nine records were included in the review. Findings with regard to the increase in health literacy in self-management of chronically ill patients were identified. Conclusion: Studies focusing on specific demands with regard to the role of community health nurses need to be carried out in depth.

Technology-enhanced or Technology-exhausted Learning in Adult Migrant Literacy Education in Finland: Exploring Teachers’ Experiences and Views in Pre-pandemic and Pandemic Times

This exploratory mixed data study investigated the role of technology in adult migrant language and late literacy education in Finland. In addition to an online pre-pandemic survey targeted at Finnish language and literacy teachers, four in-service teachers were interviewed during the COVID-19 pandemic in late 2020. With means of qualitative content analysis an account of teachers’ individual experiences and views of technology-equipped language and literacy learning was generated. Problematic issues were the use of devices for educational purposes, lacking user experience, inadequate provision of suitable devices, IT courses, and insufficient support for learners and teachers, causing inequality. Teachers reported of various ways to ensure and enable device access and learning opportunities, resulting particularly during pandemic times in high workloads. The emergency remote teaching circumstances during this global health crisis posed an enormous additional challenge for teachers and students. Findings raise questions about the pedagogical cost of the pandemic for adult migrant literacy education in Finland and call for discussions on post-pandemic changes on a national and international level.

Adult Learner Perspectives on Skill- and Life-Based Outcomes Following Literacy Remediation

Using the situated expectancy value theory (SEVT), we explored self-perceived attainment perspectives of adults with low literacy on skill-based (i.e., reading, writing, listening, speaking) and life-based (i.e., management of day-to-day challenges, use of skills in daily living, confidence) improvements following a literacy-focused remediation program. Participants (N = 103; Canadian, urban adults) completed a remediation program for low literacy via one-on-one tutoring over a period of 1 year. Four to six months into the program, participants completed a survey that asked about their perspectives regarding improvements in skill- and life-based areas of functioning. A series of Chi-Square tests provided evidence for self-perceived improvements in skill-based functioning in reading, writing, listening and speaking. Perceived improvements were not noted in areas not targeted by the remediation, namely, math and computer literacy. Further, there was a significant, positive correlation between self-perceived improvement and (1) self-perceived ability to deal with daily challenges, (2) self-reported use of literacy skills in day-to-day activities, and (3) overall confidence. Together, these findings underscore the importance of including activity- and participation-based outcome measures when evaluating adult literacy remediation. In addition, this work demonstrates an application of SEVT to explore changes over time in continuing adult education.

Literacy, numeracy, and problem-solving skills of adults with disabilities in STEM fields

To aid in the development of a globally competitive workforce, federal policymakers have expressed the priority of preparing students and adults with disabilities to succeed in science, technology, engineering, and mathematics (STEM) fields. Yet, no research has examined the extent to which information-processing, literacy, numeracy, and problem-solving skills in technologically rich environments may associate with having a STEM degree for various disability populations. This study analyzed the United States nationally representative data from the Programme for the International Assessment of Adult Competencies (PIAAC) to examine associations between adult skills and having a STEM degree for people with and without disabilities. No direct associations were found between adult skills and having a STEM degree for people with learning disabilities or for people without disabilities. These groups’ information processing, literacy, numeracy, and problem-solving skills were not determining factors in STEM degree attainment. However, findings suggest a significant association between problem-solving skills and having a STEM degree for people with visual and/or hearing impairments. Policy implications are discussed.

Beginning Adult Literacy Learners, Portfolios, and Self-Regulated Learning

Beginning Adult Literacy Learners, Portfolios, and Self-Regulated Learning

Beginning Adult Literacy Learners, Portfolios, and Self-Regulated Learning

Beginning Adult Literacy Learners, Portfolios, and Self-Regulated Learning

Importance of Learner Characteristics in Intelligent Tutoring for Adult Literacy

ABSTRACT Adult literacy learners are characterized by their diversity, both in terms of educational histories and cognitive skill sets. Accounting for the specific strengths and weaknesses of each learner is vital to the assessment of literacy gains and optimization of educational systems. We examined pre- and postdifference scores on a component reading skills assessment battery collected before and after an instructional program that included an adult comprehension-focused intelligent tutoring system. By characterizing learners during instruction, we examined differential gains in foundational reading skills. Most learners made gains in reading skills above the word recognition and decoding level; readers who were classified as “conscientious” (who performed slowly but accurately) tended to make the most substantial gains. We conclude that this hybrid instructional program may be an effective educational environment for adult literacy and describe how characterizing learners via integrating assessments into adaptive instructional practice may improve efficiency and effectiveness.

Examining health literacy and self-efficacy levels and their association with preventive behaviors of urinary tract infection in Iranian pregnant women: across sectional study

ObjectiveUrinary tract infection (UTI) is assumed to be associated with the risk of fetal and maternal mortality and morbidity during pregnancy. The potential effect of health literacy and self-efficacy on UTI preventive behaviors among pregnant women has not yet been fully studied. Our objectives were to determine the level of health literacy, self-efficacy, and UTI prevention behaviors in pregnant women, and whether health literacy and self-efficacy are associated with UTI prevention behaviors in pregnant women.DesignA cross-sectional study was conducted, from November 2020 to December 2020, through a multi-stage sampling design on 235 pregnant women aged between 18 and 42 years in Mashhad, Iran. Data were collected through valid and reliable questionnaires including the Test of Functional Health Literacy in Adults (TOFHLA), General Self-Efficacy Questionnaire (GSE), and research made-preventive behaviors recommendations for UTI disease.ResultsThe level of UTI prevention behaviors scores is moderate (71.39 ± 8.58) among women during their pregnancy. Insufficient health literacy and self-efficacy were observed in 53.6% and 59.3% of participants, respectively. The regression model highlighted that 21.20% of the total variance of UTI preventive behaviors was predicted by sociodemographic characteristics, while 40.81% of the variance of UTI preventive behaviors was predicted by health literacy and self-efficacy.ConclusionIt has been observed that health literacy and self-efficacy are main determinants to improve UTI preventive behaviors. Focusing on an intervention based on health literacy skills may be a practical strategy to promote a healthy lifestyle in this population.

Development and Evaluation of a Turkish Scale to Assess Medication Literacy for Adults.

This study aimed to develop a Turkish scale to assess medication literacy and to evaluate its psychometric properties among adults having at least 12 years of education in Türkiye. After the composition of a preliminary set of items, the content validity of the scale was assessed by an e-Delphi process and a pilot study. The psychometric properties of the scale were evaluated in 358 participants, who had above 12 years of education: university students, academics and, administrative staff from two faculties (pharmacy and law) in two universities located in two major cities (İstanbul and Ankara) in Türkiye between March and May, 2021. The test-retest validity was assessed by Spearman's rho and Wilcoxon test. Internal consistency was evaluated by Kuder Richardson 20. Principal component analysis was conducted. The last version of the medication literacy scale consisted of 8 items. There was a positive correlation (Spearman's rho: 0.570; p<0.01) and no significant difference (p=0.308) between the scores of the scale at baseline and after a two-week interval. Kuder Richardson 20 coefficient was 0.659. Students and graduates of health sciences and participants with high reading ability of health-related information had significantly higher scores on the medication literacy scale (p<0.001). Turkish version of the Medication Literacy Scale for Adults is a valid tool for evaluate medication literacy among adults, who have above 12 years of education in Türkiye. The generalizability of our findings should be evaluated with caution since this study was conducted in a sample with a significant representation from healthcare professionals. It would be useful to conduct further studies evaluating the psychometric properties of this scale in participants with diverse characteristics.

Are childhood factors predictive of adult health literacy? A longitudinal birth cohort analysis

Health literacy (HL), defined as the ability of an individual to understand and appraise health information to make informed decisions on their health, helps maintain and improve one's health and thus reduce the use of healthcare services. There is a recognised global effort to address insufficient HL in early life and understand how HL develops. This study examined the association of a range of factors including educational, speech and language ability, health and healthcare engagement, sleep problems, mental health, demographic, environmental, and maternal factors at different childhood stages (from 5 years to 11 years) with later adult HL at age 25. HL was measured using a HL ordinal score (insufficient, limited, or sufficient) derived from the European Literacy Survey Questionnaire-short version (HLS-EU-Q16) within a large UK based birth cohort (Avon Longitudinal Study of Parents and Children: ALSPAC study). Univariate proportional odds logistic regression models for the probability of having higher levels of HL were developed.Results of analysis of 4248 participants showed that poorer speech and language ability (aged 9 years, OR 0.18 95% CI 0.04 to 0.78), internalising in child (age 11 years, OR 0.62 95% CI 0.5 to 0.78), child depression (age 9 years, OR 0.67 95% CI 0.52 to 0.86), and the presence of maternal depression (child age 5, OR 0.80 95% CI 0.66 to 0.96), reduced the odds of sufficient HL when adult. Our results suggest some useful markers to identify children at potential risk of low HL that could be targeted for research into future interventions within school settings, for example, child's speech and language capability. In addition, this study identified child and maternal mental health as factors associated with later development of limited HL and future research should consider what potential mechanisms might explain this link.

Validation of the Arabic Version of the Health Literacy (HLS-Q12) Questionnaire in chronically ill patients.

Health literacy (HL) is an essential component of public health. Few tools are used to measure HL in Arabic-speaking countries, essentially the Short Test of Functional Health Literacy in Adults and the Single Item Literacy Screener. The new 12-item version of the European Health Literacy Survey Questionnaire (HLS-Q12), has not been validated in the Arabic language. This study aimed to translate the English version of HLS-Q12 into Arabic, test its structure and explain any variance in HLS-Q12 scores, allowing its use in Arabic-speaking healthcare contexts. A forward-backward translation was adopted. Reliability was assessed using Cronbach's α. Confirmatory factor analysis (CFA) and Rasch Model evaluated the model fit of the Arabic version of HLS-12. The effects of different patient-related variables on HLS-Q12 scores were tested using linear regression. A total of 389 patients visiting the site hospital outpatient clinics participated in the study. HLS-Q12 mean ± SD score was 35.8 ± 5.0, 50.9% of the participants showed an intermediate HL score. Good reliability (α = 0.832) was observed. CFA confirmed the scale unidimensionality. Rasch analysis indicated HLS-Q12 items to be within the fit acceptable thresholds except for Item 12. The only item that displayed unordered response categories was Item 4. Most of the items were considered relatively easy by respondents. Linear regression revealed age, education, healthcare-related education and income to have effects significantly different from zero on HLS-Q12 score. Interventions targeting the most health-disparate groups of individuals with characteristics contributing to lower HL, are needed.

Assessing the Oral Health Status and Oral Health Literacy among Adult Population Visiting the Dental College in Aurangabad – A Cross Sectional Study

Detecting patients with insufficient oral health literacy (OHL) and enhancing communication between healthcare providers and patients is crucial in addressing the prevalence of preventable diseases and the reluctance to adopt healthy practices. This research endeavors to examine the correlation between OHL and specific socio-demographic factors, as well as adult oral health status of people residing in Aurangabad, Maharashtra, India. MATERIALS AND METHODS: The Rapid Estimate of Adult Literacy in Dentistry (REALD-30) was used to evaluate 150 participants who were chosen at random from the outpatient department of Shri Chatrapathi Shahu Maharaj Shikshan Sanstha (CSMSS). Using the 1997 World Health Organization oral health survey proforma, the demographic information and dental health status of each assessed individual were recorded. The Kruskal-Wallis test, correlations, analysis of variance, and t-tests were used in the statistical study. RESULTS: Statistically, there were no significant associations noticed between gender, age, or ethnicity and REALD30 scores. However, notable associations were observed between specific oral health-related factors and the obtained REALD scores, including temporomandibular joint (TMJ) problems, prevalence of prosthetic needs, loss of attachment scores and CPI (Community Periodontal Index). Additionally, REALD-30 scores exhibited negative correlations in Dental Aesthetic Index (DAI) and DMFT (Decayed, Missing, and Filled Teeth) values. CONCLUSION: Sex, age, and ethnicity did not show associations with oral health literacy (OHL) within this sampled population from Aurangabad. However, a noteworthy association was identified between OHL and oral health status, revealing that lower OHL levels were linked to a deteriorating oral health status. Considering these findings, OHL instruments are crucial screening tools to determine who or what groups is most vulnerable to poor dental health.

Strengthening ethics in Ebola research: a toolbox developed with and for limited literacy adults in Ebola-affected countries

Strengthening ethics in Ebola research: a toolbox developed with and for limited literacy adults in Ebola-affected countries

Evaluation of the Japanese version of HLS-Q12 in older adults

Objectives The purpose of this study was to evaluate the internal consistency and factorial validity of the Japanese version of HLS-Q12 health literacy rating scale when used with older adults.Methods A questionnaire-based mail survey was conducted among older adults living in a community. The data collection period was from January to February 2022. The Japanese version of HLS-Q12 was used to obtain data on health literacy of older adults, and the internal consistency and factorial validity of the scale were evaluated using Cronbach's alpha coefficient and confirmatory factor analysis, respectively. In addition, a Rasch model was used to conduct a detailed analysis on each questionnaire item.Results Questionnaires were distributed among 3,572 people, out of which, 1,082 responses were received from older adults (over 65 years of age). Cronbach's alpha coefficient was 0.8 or higher, indicating no internal consistency issues. According to the confirmatory factor analysis, CFI was equal to 0.933, AGFI, 0.876, and RMSEA, 0.092; thus, all indicators met certain evaluation levels. However, deviation from one of the multiple fit criteria was confirmed for the value of RMSEA, indicating that the error between the estimated value calculated by the scale and the true value was relatively large. Analysis of each question item using the Rasch model showed that all the questions met the criteria of Infit MSQ and were suitable in their question structure.Conclusion Following the evaluation of the HLS-Q12 scale in older adults, the scale was found to be reliable and valid at a certain level. However, the value of RMSEA indicated that it was relatively large in terms of the error between the estimated value calculated by the scale and the true value.

Literacy acquisition facilitates inversion effects for faces with full-, low-, and high-spatial frequency: evidence from illiterate and literate adults.

Previous studies have found that literacy acquisition modulates configural face processing (i.e., holistic and second-order configural processing). However, it remains unclear how literacy acquisition impacts the configural processing indexed by the inversion effect of normal or filtered faces. We asked Chinese illiterate and literate adults to judge whether two sequentially-presented stimuli, including faces, houses (experiment 1), and high- or low-pass filtered faces (experiment 2) were identical. Literate adults outperformed illiterate controls in the upright face and house conditions (experiment 1) and the upright high- and low-pass filtered conditions (experiment 2) but not in the inverted conditions. Notably, the size of an inversion effect (i.e., subtracting inverted accuracy from upright accuracy) was greater among literate adults than that among illiterate adults in both experiments. These findings support that literacy acquisition promotes configural face processing.