Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries
Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary education. Though dropout and course comp...
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| Online Access: | http://documents.worldbank.org/curated/en/2003/06/2427511/improving-adult-literacy-outcomes-lessons-cognitive-research-developing-countries http://hdl.handle.net/10986/15136 |
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okr-10986-151362021-04-23T14:03:11Z Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries Abadzi, Helen ABE ADULT BASIC EDUCATION ADULT EDUCATION ADULT ILLITERACY ADULT LITERACY ADULT LITERACY INSTRUCTION BASIC EDUCATION BASIC SKILLS BIOLOGY CLIENT COUNTRIES COMPLEXITY CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES EDUCATION PROJECTS EDUCATION SECTOR ESSENTIAL SKILLS HUMAN DEVELOPMENT ILLITERACY ILLITERATES INTERVENTIONS LANGUAGES LEARNING LEVEL OF EDUCATION LITERACY ACTIVITIES LITERACY CAMPAIGNS LITERACY CLASSES LITERACY INSTRUCTION LITERACY PROGRAMS LITERACY PROJECTS LITERACY RATES LITERACY RESEARCH LITERACY SKILLS LITERACY TESTS LITERACY TRAINING NER NON-FORMAL EDUCATION NONFORMAL EDUCATION NUMERACY POLICY DEVELOPMENT POVERTY REDUCTION PRIMARY SCHOOL QUALITY EDUCATION RADIO READING READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING MATERIALS READING SCORES READING SKILLS READING TIME REASONING REDUNDANCY RURAL AREAS SCHOOLS TEACHER SELECTION TEACHER TRAINING TEACHERS TEACHING TEXTBOOKS UNIVERSAL PRIMARY EDUCATION VOCABULARY WRITTEN LANGUAGE YOUTH LITERACY DONORS READING INSTRUCTION TEACHING LEARNING NUMERACY SOCIAL BENEFITS COGNITIVE ABILITY TRAINING READING INSTRUCTION HEALTH ISSUES Despite the existence of about one billion illiterates in the world, adult literacy programs make up 1-5 percent of government or donor budgets, and they remain severely underfunded in comparison to primary education. Though dropout and course completion rates improved in the 1990s, the outcomes of literacy instruction are still modest and may have improved little since the 1970s. The results may disappoint governments and donors who expect that once taught, people will have usable skills and remain literate. The modest results make it hard to increase coverage and to argue for increased expenditures for this sector. The results may be due to inefficient instruction but also to the structure of human memory, which has important implications for adult literacy acquisition. The need to learn the rapid recognition of complex patterns poses problems that are not apparent to people who became expert readers in their childhood. 2013-08-16T20:12:50Z 2013-08-16T20:12:50Z 2003 http://documents.worldbank.org/curated/en/2003/06/2427511/improving-adult-literacy-outcomes-lessons-cognitive-research-developing-countries 0-8213-5493-0 http://hdl.handle.net/10986/15136 English en_US Directions in Development; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank Publications & Research :: Publication Publications & Research :: Publication |
| repository_type |
Digital Repository |
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Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ABE ADULT BASIC EDUCATION ADULT EDUCATION ADULT ILLITERACY ADULT LITERACY ADULT LITERACY INSTRUCTION BASIC EDUCATION BASIC SKILLS BIOLOGY CLIENT COUNTRIES COMPLEXITY CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES EDUCATION PROJECTS EDUCATION SECTOR ESSENTIAL SKILLS HUMAN DEVELOPMENT ILLITERACY ILLITERATES INTERVENTIONS LANGUAGES LEARNING LEVEL OF EDUCATION LITERACY ACTIVITIES LITERACY CAMPAIGNS LITERACY CLASSES LITERACY INSTRUCTION LITERACY PROGRAMS LITERACY PROJECTS LITERACY RATES LITERACY RESEARCH LITERACY SKILLS LITERACY TESTS LITERACY TRAINING NER NON-FORMAL EDUCATION NONFORMAL EDUCATION NUMERACY POLICY DEVELOPMENT POVERTY REDUCTION PRIMARY SCHOOL QUALITY EDUCATION RADIO READING READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING MATERIALS READING SCORES READING SKILLS READING TIME REASONING REDUNDANCY RURAL AREAS SCHOOLS TEACHER SELECTION TEACHER TRAINING TEACHERS TEACHING TEXTBOOKS UNIVERSAL PRIMARY EDUCATION VOCABULARY WRITTEN LANGUAGE YOUTH LITERACY DONORS READING INSTRUCTION TEACHING LEARNING NUMERACY SOCIAL BENEFITS COGNITIVE ABILITY TRAINING READING INSTRUCTION HEALTH ISSUES |
| spellingShingle |
ABE ADULT BASIC EDUCATION ADULT EDUCATION ADULT ILLITERACY ADULT LITERACY ADULT LITERACY INSTRUCTION BASIC EDUCATION BASIC SKILLS BIOLOGY CLIENT COUNTRIES COMPLEXITY CONTINUING EDUCATION CURRICULUM DEVELOPING COUNTRIES EDUCATION PROJECTS EDUCATION SECTOR ESSENTIAL SKILLS HUMAN DEVELOPMENT ILLITERACY ILLITERATES INTERVENTIONS LANGUAGES LEARNING LEVEL OF EDUCATION LITERACY ACTIVITIES LITERACY CAMPAIGNS LITERACY CLASSES LITERACY INSTRUCTION LITERACY PROGRAMS LITERACY PROJECTS LITERACY RATES LITERACY RESEARCH LITERACY SKILLS LITERACY TESTS LITERACY TRAINING NER NON-FORMAL EDUCATION NONFORMAL EDUCATION NUMERACY POLICY DEVELOPMENT POVERTY REDUCTION PRIMARY SCHOOL QUALITY EDUCATION RADIO READING READING COMPREHENSION READING DIFFICULTIES READING INSTRUCTION READING MATERIALS READING SCORES READING SKILLS READING TIME REASONING REDUNDANCY RURAL AREAS SCHOOLS TEACHER SELECTION TEACHER TRAINING TEACHERS TEACHING TEXTBOOKS UNIVERSAL PRIMARY EDUCATION VOCABULARY WRITTEN LANGUAGE YOUTH LITERACY DONORS READING INSTRUCTION TEACHING LEARNING NUMERACY SOCIAL BENEFITS COGNITIVE ABILITY TRAINING READING INSTRUCTION HEALTH ISSUES Abadzi, Helen Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| relation |
Directions in Development; |
| description |
Despite the existence of about one
billion illiterates in the world, adult literacy programs
make up 1-5 percent of government or donor budgets, and they
remain severely underfunded in comparison to primary
education. Though dropout and course completion rates
improved in the 1990s, the outcomes of literacy instruction
are still modest and may have improved little since the
1970s. The results may disappoint governments and donors who
expect that once taught, people will have usable skills and
remain literate. The modest results make it hard to increase
coverage and to argue for increased expenditures for this
sector. The results may be due to inefficient instruction
but also to the structure of human memory, which has
important implications for adult literacy acquisition. The
need to learn the rapid recognition of complex patterns
poses problems that are not apparent to people who became
expert readers in their childhood. |
| format |
Publications & Research :: Publication |
| author |
Abadzi, Helen |
| author_facet |
Abadzi, Helen |
| author_sort |
Abadzi, Helen |
| title |
Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| title_short |
Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| title_full |
Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| title_fullStr |
Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| title_full_unstemmed |
Improving Adult Literacy Outcomes : Lessons from Cognitive Research for Developing Countries |
| title_sort |
improving adult literacy outcomes : lessons from cognitive research for developing countries |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2003/06/2427511/improving-adult-literacy-outcomes-lessons-cognitive-research-developing-countries http://hdl.handle.net/10986/15136 |
| _version_ |
1764425657907937280 |