Adult Literacy Research Articles

Age grade association: a non state actor in the sustainability of community development projects in Southeast, Nigeria

Abstract Age grade association is a pattern through which members of the community are grouped into batches according to date of birth. The associations comprise people of equal or about the same age operating within a given community with the aim of individual and collective development. The age grade associations articulate and mobilize resources for the execution of community development projects. They are grassroots agents that serve as an organ for the maintenance of peace, law and order in the community. Some past attempts at community development failed due to the non-involvement of the community members in decision–making processes. This study explored age grade association as a non state actor in sustainability of community development projects in Southeast, Nigeria. Data was drawn from 56 respondents. The instruments for data collection were Focus Group Discussions (FGDs) and In-depth interviews (IDIs). Purposive and simple random sampling techniques were employed in selecting the study participants. The study sample was drawn from four communities in four local government areas of Abia and Ebonyi States. The study examined the nature of age grade associations; the contributions of age grade associations and the challenges of age grade associations in sustainability of community development projects. It established that age grade associations are grass root agents that executed and sustained community development projects. The study also found that project site selection is sometimes problematic and this has implications for project sustainability. The study recommends adult literacy education for the social and political empowerment of members of age-grade associations.

Cross-modal interactions in language production: evidence from word learning.

Literate adults are able to produce the same word in different language modalities-for instance, through speaking and writing. Yet how speaking and writing interact is not well understood. The present study takes a new perspective on the question of the co-activation of phonological and orthographic representations in speaking and writing by examining the acquisition of novel words. We tested how novel words get integrated into modality-specific lexicons by biasing novel word acquisition toward speaking or writing and assessing cross-modal transfer at the first stages of learning. Participants learned novel words paired with pictures of novel objects and practiced them overtly through speaking or typing. At test, typed training led to higher recall accuracy than spoken training whether words were recalled through typing or speaking. Performance in typing (RT and durations) benefited more from typed than spoken training. Crucially, performance in speaking did not benefit specifically from spoken training and was similar after spoken or typed training. Results are compatible with an asymmetric integration in the phonological and orthographic lexicons according to the modality of training, with representations created in the orthographic lexicon directly transferring to the phonological lexicon, while the opposite doesn't seem to occur. Cross-modal transfer dynamics are discussed according to the level of lexical activation.

Adult readers making sense of picture stories: a contrastive case study

Visual media (pictures, photographs) are often used in adult literacy instruction, presumably because they are easy for adult literacy learners to process. However, relatively little research has been conducted on how adult literacy learners comprehend visual media, such as picture stories. Some have argued that picture stories could be used as a scaffold for training higher-level skills, such as inference strategies. Before such interventions can be developed, an understanding of how adult literacy learners process picture stories is warranted. The present study consisted of a contrastive case study in which adult literacy learners, less proficient college readers, and proficient college readers (three individuals per group) thought aloud while viewing picture stories. This comparison was chosen because less proficient and proficient college readers provide an aspirational comparison for many adult literacy learners who want to eventually pursue college. A qualitative analysis of participants’ think-aloud protocols demonstrated that there were strengths and challenges for the adult literacy learners, less proficient college readers, and proficient college readers in comprehending the picture stories. All three groups of participants demonstrated that they were able to establish explanatory coherence, which involves inferring the meaning of story events. However, there were differences in the extent to which efforts to achieve coherence were directed at the context of individual pictures, the local story context, or global story context. These differences will be discussed in terms of exploring the merits of using visual media in adult literacy instruction.

The relationship between childhood education and adult learner characteristics

Childhood education affects how individuals adapt to the challenges of adulthood. Although various generalizations are made relating childhood educational experiences to characteristics of adults, there is scant evidence to support those assertions for adult literacy learners in the United States. This study investigates the relationship of childhood educational attainment to other characteristics of adult learners. In this study, 201 native English-speaking adult learners in the United States who read at the 3.0–7.9 grade equivalency levels were administered surveys and tests to better understand the relationships between childhood educational attainment and the following characteristics: childhood school disability status and grade repetition; as well as adult characteristics including current reading-related skills, reading avoidance behaviors, reading practices for informational and digital texts, employment status, and Readiness-to-Learn. Results indicated that only school disability status was correlated with educational attainment (Cramer’s V test, V = 0.279, p = 0.004). The results contribute to the body of knowledge about adult learners who want to develop literacy skills and the nuances of childhood schooling experiences in this population. Based on these results, caution should be exercised when treating educational attainment as a signal of other characteristics, including reading skills, among adult literacy students. These findings align with other international research findings.

Association of age, education, and cognition with digital health literacy in older adults

Association of age, education, and cognition with digital health literacy in older adults

Health Literacy and Parenting Stress Among Iranian Parents of Children with Attention Deficit Hyperactivity Disorder: A Cross-Sectional Study

Background: Attention Deficit Hyperactivity Disorder (ADHD) is a chronic neurodevelopmental disorder that, in addition to its impact on children, may lead their parents to experience various psychological disorders, particularly Parenting Stress (PS). The prevalence and severity of PS may be correlated with various factors, particularly parents' level of Health Literacy (HL). Objectives: Given the scarcity of studies in the field of children with ADHD and their controversial results, alongside the significance of ADHD-related PS among their parents, the aim of the current study was to determine the levels of PS, HL, and the PS-HL correlation among parents of children with ADHD. Methods: In this cross-sectional and descriptive-correlational study, a total of 70 parents of children with ADHD participated based on inclusion criteria and convenience sampling. Their PS and HL were investigated using the "Socio-Demographic Information Questionnaire (SDIQ)," "Parenting Stress Index, Fourth Edition (PSI-4)," and "Test of Functional Health Literacy in Adults (TOFHLA)." The gathered data were analyzed using SPSS version 26. Results: The disparity in the sociodemographic characteristics of the participants was considerable. The PS among parents of children with ADHD ranged from “moderate to high” (x̄ = 287.51 ± 107.68, P < 0.05), and their HL ranged from “borderline to sufficient” (x̄ = 73.76 ± 14.02, P < 0.05). Additionally, there was a significant (P = 0.02) but not very strong inverse correlation (- 0.268) between PS and HL among these parents. The correlations obtained between "demographic characteristics with PS and HL" were varied. Conclusions: Based on the results, Iranian parents of children with ADHD demonstrated a “relatively sufficient” level of HL and a “considerable” level of PS. There was a significant, yet not very strong inverse correlation observed between PS and HL among the participants. However, it is important to acknowledge that the obtained frequency, severity, and correlation of these variables were influenced by various demographic inequalities among the participants.

The impact of parental dental anxiety and oral health literacy on child oral health and dental-visit patterns: a cross-sectional study

BackgroundIdentifying the risk indicators of parental dental anxiety (PDA) and oral health literacy (OHL) can help oral healthcare professionals recognise challenges in this field. Armed with the appropriate information, they can effectively engage with parents to build trust and promote early and regular child dental visits.ObjectivesThis study aimed to investigate the association between PDA and OHL with the sociobehavioural characteristics of families, self-reported child oral health (presence of ≥ 1 untreated decayed teeth) and the dental visit patterns amongst children living in Al Jouf Province, Kingdom of Saudi Arabia.Subjects and methodsA total of 430 parents with children aged ≥ 14 years were invited using a systematic random sampling method. PDA was assessed using the Dental Anxiety Scale-Revised (DAS-R) scale, and parents’ OHL was measured using the Rapid Estimate of Adult Literacy in Dentistry-30 (REALD-30). The relationships amongst participant characteristics, PDA and OHL were evaluated through the Chi-square and ANOVA. Additionally, binary regression analysis was conducted to identify predictor variables associated with PDA and OHL. A P value of < 0.05 was considered statistically significant.ResultsChildren with ≥ 1 untreated decayed tooth were 2.5 times more likely to have PDA (95% confidence interval [CI] = 1.37, 4.37). Children who visited the dentist in < 6 months had 93% lower likelihood to have PDA (adjusted odds ratio (AOR) = 0.07; 95% CI = 0.03, 0.18). Parents aged 20–25 years were 81% less likely to have OHL than those above 30 years (AOR = 0.19; P = 0.038). Similarly, parents with medium family income were 52% less likely to have OHL than the high-income group (AOR = 0.48; P = 0.013). Finally, parents of children who visited the dentist within < 6 months were 34 times more likely to have OHL than those whose children visited the dentist > 12 months ago (AOR = 34.94; P < 0.001).ConclusionPDA and OHL were significantly affected by parental age, family income, the presence of ≥ 1 untreated decaying tooth and the child dental visit patterns. During a child’s first dental visit, paediatric dentists should always assess the PDA, OHL and sociobehavioural characteristics of a family by using appropriate scales and semistructured interviews.

Promoting Shared Responsibilities in Developing Children’s Early Literacy and Reading Culture in Rwanda

Reading is of paramount importance in the modern era. It is an invaluable tool to instill knowledge in people and lead them to sustainable development. This study aimed to investigate the shared responsibilities of stakeholders in promoting early literacy and reading culture in Rwanda. The study was conducted in five districts in Rwanda, one in each province, including the city of Kigali. This study is conducted within the framework of the Theory of Emergent Literacy (EL) pioneered by Marie Clay (1926–2007) (Rohde, 2015; Teale, 1986; Tracey and Morrow, 2006), according to which literacy development begins very early in life and children’s early reading and writing experiences are of considerable importance in their overall literacy development. The study applied a descriptive research design, which consists of collecting quantitative and qualitative data. The target population was 437,988, which was the total number of households in the five districts. It involved 598 parents in selected households, school administrators, and local authorities. A convenience sampling technique was used to select parents, while a purposive sampling technique was applied to select school administration and local authorities. A questionnaire, interviews, and observation were used as data collection tools. The data were analyzed using descriptive statistics and thematic analysis. The findings of the study revealed that parents carry out their responsibilities and interactions with children by cultivating a reading culture and reading stories to them before school age. Findings also showed that parents acknowledge teachers’ interactions with children through giving them take-home reading assignments. The strategies that are used to develop early literacy and reading culture include showing pictures, using games and songs, and devoting some hours to reading on specific days in a week. The study identified challenges including parents’ illiteracy and poverty preventing them from being involved in their children’s education, the lack of enough books in schools, and overcrowded classes. It is recommended that government support be increased by making reading materials more accessible to children; that parents’ role in developing the reading culture and early literacy should be more visible; and that there is a need for adult literacy education to enable parents to read to their children and monitor their reading practice.

Physical literacy-based intervention for older adults: a cluster randomized controlled trial study protocol.

The ageing population creates concerns and challenges worldwide. The large number of older adults (aged over 65) in Hong Kong continues to rise as people live longer. This may result in heavy burdens on public services and problems such as a shortage of medical resources. The purpose of this study is to implement a physical literacy-based intervention among older adults in Hong Kong in order to achieve the goal of health promotion. A two-arm cluster randomized controlled trial will be employed in this proposed study. Ten daycare centers for the older adults in Hong Kong will be invited to participate in this study. The intervention group will receive functional fitness training and mastering physical literacy class twice a week with buddy peer support, and they will be asked to keep a reflective writing journal on a daily basis for 12 weeks in total. Participants will be evaluated at baseline (week 0), post-intervention (week 12), and at 6-week follow-up (week 18). This will consist of objective and self-reported measures covering elements within physical literacy (i.e., physical competence, motivation and confidence, knowledge and understanding) and also physical activity levels on an individual basis. The study intends to introduce a conceptual framework of physical literacy for the older adults through an intervention that allows older people to develop daily behaviour habits, which should promote active ageing for the older adults and greater self-esteem in later life. After this study, participants may share their positive experiences, and encourage their peers in the community to become physically literate in the future. In the long run, due to the feasibility and sustainability of these potential programs, this proposed study has the potential to connect seniors through social engagement and contribute to healthy living. Clinical trial approval from the National Library of Medicine (Reference number: NCT06137859).

Literacy and illiteracy in Morocco and the multifaceted role of public libraries

Purpose This paper aims to present Morocco's main situation in terms of literacy and illiteracy rates and how public libraries can assist in the development of literacy and education. Design/methodology/approach The research collected data and statistics available on the Ministry of Education's website, as well as a literature review of the existing research in this regard. Findings Data shows a lack of support in the field of education and adult literacy and limited access to library services. Originality/value The current study is the first and unique one to provide data and analyses on the literacy situation in Morocco.

XARİCİ DİLİN TƏDRİSİNDƏ İNNOVATİV METODLARIN İSTİFADƏSİ

The Role of Innovative Methods in Teaching Foreign Languge Summary The article is devoted to description of innovative methods. Innovative methods and technologies of teaching today are gaining increasing recognition and new opportunities associated with the establishment of interpersonal interaction. In this article is paid attention to choices of methods which should vary with different purposes, ages groups, and stages of mental development. A structure of modern process of teaching and its results is presented in this receaerch. Some of the common learning characteristics of adult language and literacy learners as well as four guiding principles to teaching adults foreign languages are given in the article. Key words: innovative method, project, active learning, traditional learning, creative tasks

Educator Knowledge of Childhood Conduct Problems and Callous-Unemotional Traits.

Research evaluating mental health literacy (MHL) of adults who support children with mental health difficulties is relatively scarce. To date, no studies have investigated educator knowledge of conduct problems and callous-unemotional (CU) traits. This is a significant gap in the literature since conduct problems are among the most prevalent childhood mental disorders, while CU traits are associated with poor academic, behavioral, and social outcomes in school settings. In the current study, we assessed educators' knowledge of the characteristics and management of conduct problems and CU traits. Participants were N = 390 preschool and primary/elementary school educators (Mage = 38.62 years, SD = 11.66; 91% woman-identifying; 71% White) who completed a Knowledge Test and survey assessing educator characteristics and various student-educator outcomes. Averaged across items, educators scored 57.1% on the Knowledge Test. We identified gaps in educator knowledge with respect to identifying characteristics associated with distinct domains of externalizing difficulties and evidence-based management strategies. Educators' years of experience and accreditation status were not associated with knowledge. Paraeducators had significantly lower knowledge scores than teachers and leadership. Unexpectedly, greater knowledge was not associated with better student-teacher relationship quality or more positive perceptions of students with conduct problems. Findings support the need for universal MHL programs focused on conduct problems and CU traits, especially among paraeducators, while also suggesting that more intensive interventions may be required to improve educator-student relationship quality.

The drivers of adult financial literacy: Exploring the role of attitudes towards finance

AbstractThis study investigates the factors driving the financial literacy of adult population in Spain using a regression count model (specifically the latent class Poisson model). The paper pays special attention to the effect of certain financial attitudes and financial personality traits (such as financial myopia, risk aversion, attitude to financial planning and self‐perception of financial vulnerability) upon financial literacy. The results demonstrate a positive association between the financial skills, the sociodemographic characteristics and the attitudes and personality traits of individuals regarding finances. Furthermore, the analysis permits the conclusion that the effects of the financial attitudes analysed in the study vary among the different population groups, which suggests the need to adapt financial literacy promotional programs to the characteristics of the target group. Findings have implications for financial educators, practitioners and policymakers to help them recognize the proper financial program to be delivered on the basis of the FL levels and the sociodemographic composition of the individuals.

From brain to education through machine learning: Predicting literacy and numeracy skills from neuroimaging data

Abstract The potential of using neural data to predict academic outcomes has always been at the heart of educational neuroscience, an emerging field at the crossroad of psychology, neuroscience, and education sciences. Although this prospect has long been elusive, the exponential use of advanced techniques in machine learning in neuroimaging may change this state of affairs. Here we provide a review of neuroimaging studies that have used machine learning to predict literacy and numeracy outcomes in adults and children, in both the context of learning disability and typical performance. We notably review the cross-sectional and longitudinal designs used in such studies, and describe how they can be coupled with regression and classification approaches. Our review highlights the promise of these methods for predicting literacy and numeracy outcomes, as well as their difficulties. However, we also found a large variability in terms of algorithms and underlying brain circuits across studies, and a relative lack of studies investigating longitudinal prediction of outcomes in young children before the onset of formal education. We argue that the field needs a standardization of methods, as well as a greater use of accessible and portable neuroimaging methods that have more applicability potential than lab-based neuroimaging techniques.

Development, validity, and reliability assessment of the Canadian Food Literacy Measure.

Food literacy is a growing area of interest given its potential to support healthy and sustainable diets. Most existing food literacy measures focus on nutrition and food skills but fail to address food systems and socio-environmental aspects of food literacy. Further, measures developed and tested in the Canadian context are lacking. The objective of this project was to develop and test the validity and reliability of a brief self-administered measure, in French and English, designed to assess multiple dimensions of food literacy among adults living in Canada. The 23-item Canadian Food Literacy Measure was developed through an iterative process that included assessment of face and content validity through expert review (n=20) and cognitive interviews (n=20) and construct validity and reliability, i.e., internal consistency through an online survey (n=154). The results indicate that the measure is well understood by both English- and French-speaking adults. The measure's construct validity is demonstrated by the observed differences in total scores in hypothesized directions by gender (p=0.003), age (p=0.007), education level (p=0.002), health literacy (p<0.001) and smoking status (p=0.001), and the significant positive correlation (r=0.29; p=0.002) between total scores and fruit and vegetable intake. The measure also has high internal consistency with a Cronbach's coefficient alpha of 0.80. This measure can be used in surveillance studies to provide insight into the food literacy of adults living in Canada and in epidemiologic research that aims to explore how food literacy is associated with a variety of health outcomes.

Racial Composition of Past and Current Social Environments and Health Literacy.

Research is needed to understand the impact of social determinants of health on health literacy throughout the life course. This study examined how racial composition of multiple past and current social environments was related to adults' health literacy. In this study, 546 adult patients at a primary care clinic in St. Louis, Missouri, completed a self-administered written questionnaire that assessed demographic characteristics and a verbally administered component that assessed health literacy with the Rapid Estimate of Adult Literacy in Medicine - Revised (REALM-R) and Newest Vital Sign (NVS), and self-reported racial composition of six past and four current social environments. Multilevel logistic regression models were built to examine the relationships between racial composition of past and current social environments and health literacy. Most participants identified as Black or multiracial (61%), had a high school diploma or less (54%), and household income <$20,000 (72%). About 56% had adequate health literacy based on REALM-R and 38% based on NVS. In regression models, participants with multiple past white environments (e.g., locations/conditions in which most of the people who live, go to school, work, and have leisure time are White) and (vs. 0 or 1) were more likely to have adequate health literacy based on REALM-R (adjusted odds ratio [aOR] = 1.79; 95% confidence interval [CI]: 1.04-3.07). Similarly, participants who had multiple past white social environments were more likely (aOR = 1.94, 95% CI: 1.15-3.27) to have adequate health literacy based on NVS than those who had not. The racial composition of current social environments was not significantly associated with health literacy in either model. Racial composition of past, but not current, educational and residential social environments was significantly associated with adult health literacy. The results highlight the importance of examining the impact of social determinants over the life course on health literacy. The findings suggest that policies ensuring equitable access to educational resources in school and community contexts is critical to improving equitable health literacy. [HLRP: Health Literacy Research and Practice. 2024;8(3):e130-e139.].

Qualitative Evaluation of a Health Literacy Program for Older Adults Who Live in a Community Dwelling in Brazil.

To address current gaps in health literacy research and practice in low-resource settings, the 'Alfa-Health Program' was designed to improve health literacy in older adults who live in a community dwelling in a socioeconomically disadvantaged community in North-East Brazil. In this longitudinal qualitative study, participants were interviewed before and after participating in the group-based program that was delivered November 2017 to December 2017 in the Primary Care Health Unit. Semi-structured interviews were guided by a previously validated health literacy instrument, translated and adapted for use in Brazil. Data was analyzed using Framework analysis. Of the 21 participants, the majority were age 60 to 69 years with a median of 4-years of school education. Our analysis identified self-reported improvements in health knowledge, behaviors, and skills that matched program content and indicated that participants were supported to manage their health conditions more autonomously. Other themes reflect the distributed nature of health literacy and the potential for group-based health literacy programs to facilitate feelings of social support and cohesion through co-learning. However, age-related deficits in memory and external and structural factors remained important barriers to program participation. This study provides insight into developing health literacy in low-resource settings with older adults, where health literacy is compounded by social determinants and cognitive and sensory changes that contribute to health disparities. Although the targeted Alfa Health Program addresses calls to ensure that priority is proportionate to need by reaching and engaging population groups who are disproportionately affected by low health literacy, further work is needed to adapt the program for people who are unable to read or write. [HLRP: Health Literacy Research and Practice. 2024;8(3):e140-e150.].

Toward a Medication Information Literacy Indicator System for Older Adults: A Delphi Study.

The safety of medication use among older adults is a growing concern, given the aging population. Despite widespread attention, the exploration of medication literacy in older adults, particularly from the perspective of information literacy, is in its nascent stages. This study utilized the existing literature to define medication information literacy (MIL) as a theoretical framework. A two-round Delphi survey was conducted to identify the essential components of a MIL indicator system for older adults. The analytic hierarchy process (AHP) was then used to assign weights to each indicator. The study observed relatively high response rates in both rounds of the questionnaire, which, along with expert authority coefficients (Cr) of 0.86 and 0.89, underscores the credibility and expertise of the panellists. Additionally, Kendall's coefficient of concordance (Kendall's W) ranging from 0.157 to 0.33 (p < 0.05) indicates a consensus among experts on the identified indicators. Utilizing the Delphi process, a MIL indicator system for older adults was developed, comprising five primary and 23 secondary indicators. These indicators were weighted, with medication information cognition and acquisition emerging as pivotal factors in enhancing medication literacy among older adults. This study developed a MIL indicator system tailored for older adults using the Delphi approach. The findings can inform healthcare professionals in providing customized medication guidance and assist policymakers in crafting policies to enhance medication safety among older adults. Patient and public engagement played a pivotal role in the development of our medication information literacy indicator system for older adults. Their involvement contributed to shaping research questions, facilitating study participation, and enriching evidence interpretation. Collaborations with experts in geriatric nursing, medicine, and public health, along with discussions with caregivers and individuals with lived experience, provided invaluable insights into medication management among older adults. Their input guided our research direction and ensured the relevance and comprehensiveness of our findings.

A BIBLIOMETRIC REVIEW OF NATURALIST ENVIRONMENTAL EDUCATION, 1937–2023

The significance of naturalist environmental education (NEE) which primarily focuses on human-nature relationships lies in its ability to mitigate detrimental influences on environmental quality and foster environmental awareness, thereby averting adverse ecological consequences. Through a bibliometric examination of the literature using Scopus, this research attempted to chart and evaluate the intellectual production associated with NEE. The findings are based on a statistical analysis of 1553 documents using the VOSviewer software. Results indicate there has been a significant increase in global scholarly focus on NEE and the pattern of publications trend follows a four-stage progression. "Social Sciences" has the greatest number of relevant articles. Keywords including education literacy and sustainable development are of utmost importance. There is clear evidence of global scientific collaboration among developed countries. It's crucial for scholars to prioritize interdisciplinary collaboration within NEE, and enhance adult environmental literacy on developing countries.

Development of the Physical Literacy in Adults Scale (PLAS)

ABSTRACT Physical literacy relates to an individual’s capacity to live a physically active and healthy lifestyle across the lifespan. Our understanding of physical literacy as a lifelong journey is hindered by a lack of valid measurement for adult populations. In response, we created a measure of physical literacy applicable to adults. A sample of 1180 adults answered a series of existing questionnaires assessing aspects of physical literacy. Using exploratory and confirmatory factor analysis techniques, we reduced the items to a 23-item six factor model, which had good fit to the data in both the exploratory analysis (χ2 (130) = 254.770, p < 0.001; TLI = 0.965; RMSEA = 0.040 (95% CI: 0.031, 0.049)) and confirmatory analysis (χ2 ;(130) = 252.005, p < 0.001; TLI = 0.957; RMSEA = 0.046 (95% CI: 0.036, 0.056)). The resulting subjective measure, the Physical Literacy in Adults Scale (PLAS), is a single psychometric measure applicable to adults aged 18–75 years. The PLAS covers four domains (physical, psychological, social and cognitive) of physical literacy to provide a holistic physical literacy outcome. The PLAS represents an appropriate way to assess adult physical literacy, providing an important first step in understanding physical literacy as a lifelong journey.