[AAACE-NLA] Possible research project

Sun Jan 6 21:52:45 EST 2008

A ton of this applies to adults.  Brookes and Goldstein are extending 
and deepening all this research.   Both are remarkable people.

Andrea

On Jan 4, 2008, at 11:22 PM, Annie Walker wrote:

> Some of this applies to adults learners too.  Annie Walker
>
> Andrea Wilder <andreawilder at comcast.net> wrote:Ok--so don't go to 
> Brooks and Goldstein...the upshot of what they find
>> that saves children = a single charismatic adult. This keeps the
>> child's sense of self going, sense of self-worth, self-esteem,
>> possibility. Kids also know very well who are the teachers who care
>> about them, who help them, and those that don't, those that may even
>> hate them.
>>
>> Andrea
>>
>> Andrea
>> On Jan 3, 2008, at 1:22 PM, Art LaChance wrote:
>>
>> > My thoughts on the "single most powerful factor etc ......" shows up
>> > as maintenance of the childs' self-worth, esteem, image, etc.  
>> Current
>> > educational systems backed by the philosophy of  'educated parents =
>> > educated children' very often simply kick the child off the train of
>> > progressive education as soon as that child starts showing evidence
>> > indicating they did not assimilate all of the particles involved in
>> > building a comprehensive understanding of the language.  
>> Unfortunately
>> > these signs may not show up for a year or two at which point the
>> > system has nothing that could be termed 'effective' to correct the
>> > situation.  Empathy from uneducated parents may allow for the child 
>> to
>> > hold open the emotional pathways for effective corrective action 
>> from
>> > a peer or a sympathetic 'teacher' - be that a parent, friend,
>> > grandparent, etc.
>> > The "problem" is not the student or the family so holding them
>> > totally accountable is the easy way out.
>> >
>> > Art
>> >
>> >   
>> >
>> > Debbie Yoho wrote:Many thanks to Susan and others who have helped me
>> > a lot on this thread as we decide whether or not to go for some
>> > research funding.  Especially I appreciate the references.  
>> However, I
>> > would like to point out that the question I am interested in is what
>> > did the very low-literacy parents DO that affected their children's
>> > achievement, assuming they were not able to model reading or 
>> directly
>> > instruct their children?  Does anyone know of any studies that
>> > specifically looked at the parenting skills and approaches of
>> > low-literacy parents? 
>> >>  
>> >> One hypothesis might be that the parent(s) talked to their children
>> >> about how their own lives were limited by a lack of reading skills,
>> >> ("don't do as I did, but as I say") but in conversations I've had
>> >> with learner-parents it appears most kept their lack of reading
>> >> skills a secret from their children as long as they could.  It is
>> >> also possible that the children's achievement may have been 
>> impacted
>> >> by other factors outside the family to an extent equal to or 
>> greater
>> >> than the parents' encourgement, although popular wisdom says that 
>> the
>> >> parents' role is paramount. Yet it could be that wider opportunity
>> >> was a stronger factor.
>> >>  
>> >> Too often I think society assumes that adults who struggle with
>> >> reading are also not likely to be "good" parents.  I suspect this 
>> is
>> >> one reason why justification for adult ed funding in order to break
>> >> the "cycle of illiteracy"  so often falls on deaf ears. Generally, 
>> I
>> >> notice a lot of enthusiasm, and some funding, for programs that 
>> teach
>> >> parenting skills while the need for reading instruction for adults 
>> is
>> >> a harder sell.
>> >>  
>> >> Of course, family literacy is the way to go.  My point is that 
>> there
>> >> are also low literacy parents who are not obviously in need of
>> >> parenting skills instruction, (or they may have felt  they weren't 
>> in
>> >> need and their children's subsequent achievements prove it) 
>> although
>> >> I suppose all parents could benefit from more information about
>> >> child-rearing. 
>> >>  
>> >> In short, I think the idea that the "single most powerful factor
>> >> influencing a child's performance in school is the educational
>> >> attainment of the parent" needs a second look.  I don't disagree 
>> with
>> >> this fact; I just think using this argument to advocate for adult 
>> ed
>> >> funding is often ineffective and I'd like to strengthen the case.
>> >> However, it is possible that the outcome of qualitative research on
>> >> this issue might point in a different direction, and actually 
>> weaken
>> >> the case.
>> >>  
>> >> Advice, anyone?  Thanks, Debbie
>> >>  
>> >>  
>> >> Debbie Yoho
>> >> Division Director, TURNING PAGES/VOAC
>> >> (formerly the Greater Columbia Literacy Council)
>> >> Secretary, SC Association for Adult Literacy Education
>> >> 803-765-2555 fax 803-799-8417
>> >> PO Box 1447, Columbia, SC 29202
>> >> yohogclc at earthlink.net
>> >>  
>> >> "True progress preserves order amid change and preserves change 
>> amid
>> >> order." (John Morgan, You Can't Manage Alone)
>> >>  
>> >>  
>> >>
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