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Repor T R Esumes REPOR TR ESUMES ED 014 04 08 AC 001 598 MISSOURI ADULT VOCATIONAL- LITERACY MATERIALS DEVELOPMENT PROJECT. FINAL REPORT. BY- HEDING, HOWARD W. AND OTHERS MISSOURI UNIV., COLUnBIA, COLL. OF EDUCATION REPORT NUMaER BR-S-0094 PUB DATE AUG 67 nu.rvnyfte'ne.MV atstkArtnm rftnwsvrivo-4-ou CONTRACT OEC-5-85-027 EDRS PRICE MF-$1.25 HC-$13.16 327P. DESCRIPTORS- *LITERACY EDUCATION, *READING MATERIALS, *ADULT BASIC EDUCATION, *MATERIAL DEVELOPMENT, *INITIAL TEACHING ALPHABET, VOCATIONAL INTERESTS, ILLITERATE ADULTS, ADULT CHARACTERISTICS, EDUCATIONAL RESEARCH, TEXTBOOK EVALUATION, TEACHING METHODS, ADULT EDUCATORS, NATIONAL SURVEYS, INTERVIEWS, TESTING, GRADE 6, TEACHING GUIDES, FUNCTIONAL ILLITERACY, IN THE MISSOURI ADULT VOCATIONAL- LITERACY MATERIALS DEVELOPMENT PROJECT MATERIALS WERE DEVISED FOR TEACHING ADULTS TO READ, WRITE, AND SPELL AT THE FUNCTIONAL (SIXTH GRADE) LEVEL. IN THE RESEARCH PHASE, THE NEEDS: CHARACTERISTICS, LITERACY LEVEL, OCCUPATIONS, AND INTERESTS OF THE ILLITERATE ADULT WERE STUDIED, AND TEACHING MATERIALS AND METHODS WERE EXAMINED. STUDENTS AND TEACHERS WERE INTERVIEWED AND THERE WAS A NATIONAL SURVEY OF LITERACY PROGRAM DIRECTORS. IN THE MATERIALS DEVELOPMENT PHASE THREE LEVELS OF BASIC AND INTERMEDIATE EDUCATIONAL MATERIALS, WITH TEACHERS' GUIDES, AND SUPPLEMENTARY OCCUPATIONAL BOOKLETS WERE CREATED. A VOCATIONAL THEME CHARACTERIZED THE SERIES. THE INITIAL TEACHING ALPHABET (I.T.A.) WAS USED, WITH TRADITIONAL ORTHOGRAPHY PRINTED ON THE FACING PAGE. DURING THE EVALUATION PHASE, SAMPLE CLASSES OF ILLITERATE ADULTS USED THE MATERIALS IN 100 -HOUR INSTRUCTIONAL PROGRAMS. THESE TRIALS INDICATED THAT THE MATERIALS WERE EFFECTIVE IN TEACHING ADULTS WORD AND PARAGRAPH MEANING; WORD STUDY SKILLS: AND SPELLING. THE MATERIALS SHOULD BE USED BY TEACHERS TRAINED IN THE USE OF I.T.A. AND IN TEACHING READING TO ADULTS. (DOCUMENT INCLUDES A REVIEW OF PUBLISHF1 ADULT LITERACY EDUCATION MATERIALS AND SUMMARIES OF INTERVIEWS WITH TEACHERS AND STUDENTS, OF STUDENT TESTS, AND OF THE NATIONAL SURVEY. THERE ARE 24 TABLES.)(AJ) ti ark0 A FINAL REPORT Project No. 034-65 Contract No. 0E-5-85-027 MISSOURI ADULT VOCATIONAL-LITERACY MATERIALS DEVELOPMENT PROJECT Howard W. Heding Wilbur S. Ames A. Sterl Art ley William G. Grimsley Irirry Andrews August 1967 U.S. DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE Office of Education Human ResourcesDevelopment Branch U.S. DEPARTMENT OF HEALTH, EDUCATION & WELFARE OFFICE OF EDUCATION THIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGINATING IT.POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRESENT OFFICIAL OFFICE OF EDUCATION POSITION OR POLICY. THE UNIVERSITY OF MISSOURI College of Education Columbia, Missouri 65201 THE MISSOURI ADULT VOCATIONAL-LITERACYMATERIALS DEVELOPMENT PROJECT Project No. 034 65 Contract No. 0E-5-85-027 Howard W. Heding, Director Wilbur S. Ames, Assistant Director A. Sterl Artley, Technical Advisor With the Assistance of William G. Grimsley and Larry Andrews The research and materials developmentreported herein was performed pursuant to a contract with the Office of Education,U. S. Department of Health, Education, and Welfare. Contractors undertaking such projects under Government sponsorshipare encouraged to express freely their professional judgement in the conductof the project. Points of view or opinions stated donot, therefore, necessarily represent official Office of Education positionor policy. The University of Missouri Columbia, Missouri 65201 August, 1967 ACKNOWLEDGEMENTS Appreciation is expressed to Dr. John Downing, Reading Research Officer, Institute of Education, University of London, England For the consultative assistance given throughout the development of the part of the adult reading materials utilizing the initial teaching alphabet.The assistance rendered by Doctor Bernice Rogers, Staff Research Specialist, Scott, Foresman Publishing Company, Chicago, in the early developmental stages of the project was most valuable.Special appreciation and commendation is given to Research And Development Assistants Mr. L. Elizabeth McClure, Mr. William G. Grimsley, Dr. Richard Blake, Dr. James Runnels, Mr. Larry Andrews, Mr. Charles Hagen, Miss June Smith who carried out the work of the pro- ject assigned to them with the greatest of interest, scholarship, and care. The secretarial assistance given by Mrs. Jane S. Wineteer and Mrs. Betty Lane is deeply appreciated. ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION , i .....-m%-w.Qi-a4-^,i- -4vl 4-1--LAIC n__Ll___riuuicr, Purposes and Objectives of the Project. OOOOO . 2 II. DESIGN AND PROCEDURES OF THE PROJECT 6 The Research Phase OO . 7 Review of the Literature 7 Consultations with Authorities andExperts 8 Structured Interviews with Teachers of Adults . 9 Structured Interviews and Testingof Students in Adult Basic Basic and Functional LiteracyPrograms 12 Questionnaire Survey of Opinions ofTeachers and Directors of Adult Basic Literacy Programs throughout the United States . 20 The Materials Development Phase . 25 The Evaluation Phase 30 III. Results of the Project OO 0 . 41 The Research Phase 42 Review of the Literature OOOOOOOOOOOO If OOOOO 42 Definitions and DemographicCharacteristics of Adult Basic and Functional Illiterates 0 42 Measurement of Adult Intelligence . 60 Psychological, Sociological, Physicaland Related Character- istics of Illiterate Adults 79 Vocational Backgrounds, Expectations,and Interests of Illiterate Adults 105 Review of Available AdultReading Instructional Materials 129 Instructional Methodology for Adult Illiterates 133 iii Chapter Page Consultations with Authorities and Experts 142 Results of Structured Interviews with Teachers of Adults 0 148 Structured Interviews and Testing of Adult Students in Basic and Functional Literacy Programs 151 Nationwide Questionnaire Survey of Teachers and Directors of Adult Basic Education Programs 161 Materials Development Phase 169 Evaluation Phase 178 IV. DISCUSSION, CONCLUSIONS, AND SUMMARY 189 Research Phase 190 Materials Development Phase 202 Evaluation Phase 203 Summary , . 208 APPENDICES 0 OOOOOO 914 Appendix A- Review of Published Adult Literacy Education Materials 214 Appendix B- Summary of Interviews with Teachers of Adult Literacy Education Classes 266 Appendix C - Summary of Interviews and Testing of Adults in Basic and Functional Literacy Education Programs....... 282 Appendix D- Summary of the Nationwide Questionnaire Survey of the Opinions of Teachers and Directors of Adult Basic Education Programs 292 iv LIST OF TABLES AND FIGURES 4...VTable or Figure Page Figure 1 - Schematic Design of the Literacy Education Materials 5 Table 1 - Description of the Columbia Class 34 2 - Description of the Jefferson City Class OOOOOOO 0 35 3 - Description of the Moberly Class 36 4 - Distribution of Estimated I.Q.'s in the Sample Classes . 37 5 - Pre-test Scores of Word Meaning, Paragraph Meaning, Spelling and Word Study Skills of the Sample Classes 38 6- East St. Louis Data Regarding the Relationship Between Years of School Completed and Achievement Testing for 777 Welfare Recipients 43 7 - Chicago Data Regarding the Relationship Between Years of School Com?leted and Achievement Testing for 680 Welfare Recipients 49 8. Tuskegee Institute Data Regarding the Relationship Between Years of School Completed and Achievement Testing for 180 Trainees 51 9 - Grade Level Reached and Grade Achievement Level of 889 Inmates Texas Prison: 1964 52 10 - Missouri Prison Data Regarding the Relationship BetweenYears of School Completed and Achievement Scores for 53 Inmates . 54 11 - Census Data in Respect to Age Categories for Adult Illiterates 55 12 - A Ranking of the Top Ten States in Terms of the Percentageof Illiteracy Within the States and the Number of Illiterates Within the States 57 13 - Main Occupations Held by Army Illiterates, WorldWar II . 106 14- Comparison of Percentages of Occupations Held by Persons Fourteen and Over Who Had Less Than Five Years of Schooling with the Total Population Fourteen and Over Regardlessof Educational Level 15 - Occupations Where at Least 1,000 Persons HaveBeen Trained in MIA Projects August, 1962 through December, 1964 . 125 LIST OF TABLES AND FIGURES (Continued) Table or Filure Page Table 16 - Test-Retest Correlations for Basic Education Students on the G P I I 156 17 - Test-Retest Correlations for Basic Education Students OA the P I I 157 18- Significance of Difference Between Group I Correlations and Group II Correlations for Basic Education Students on the GPII 158 19 - Significance of Difference Between Group I Correlations and Group II Correlations for Basic Education Students on the P I I 159 20 - Estimated Verbal Intelligence Quotient, Sex, and Age of Thirty-Four Students in Adult Basic Literacy Classes 160 21- Achie\moent Pre- and Post-Test Results: Moberly Class+ 180 22 - Achievement Pre- and Post-Test Resu'ts: Columbia Class+ 181 23 - Achievement Pre- and Post-Test Results: Jefferson City Class+ 132 24- Achievement Pre- and Post-Test Results: Jefferson City Class+ 1b3 vi CHAPTER I INTRODUCTION Statement of the Problem Numerous surveys and studiesduring the late 1950's andearly 1960's disclosed the fact that substantial numbers of American adults,li-iny in both rural and urban areas, are unemployable andcannot participate effectively in the economy and the society because of a lack of basic and/orfunctional literacy. There is further evidenceavailable thatmany such persons cannot undergo training to fit them for modern vocational pursuitsbecause they lack the basic and/or
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