The Wiley Handbook of Adult Literacy

Contributors Section Editors and Reviewers Acknowledgements Conceptual framework and overview of the handbook D. Perin Section 1: Cognitive, affective and motivational factors underlying adult literacy 1.1 Cognitive processing challenges associated with low literacy in adults J. Sabatini, T. O'Reilly, Z. Wang, and K. Dreier 1.2 Phonological abilities in fully illiterate adults J. Morais and R. Kolinsky 1.3 Gender differences in the reading motivation of adults with low literacy skills J. C. Frijters, E. Brown, and D. Greenberg 1.4 Integrating component skills in a reading comprehension framework for struggling adult readers E. L. Tighe 1.5 Writing challenges for postsecondary English learners with low levels of literacy S. M. Doolan 1.6 From 'degisned' and 'dezine' to 'design:' Comparing adults' and children's spelling across tasks K.S. Binder, A. Talwar, N. K. Bond, and N. G. Cote 1.7 Literacy skills, academic self-efficacy and participation in prison education L. Ø. Jones and T. Manger 1.8 Readiness to learn among adults with low skills M. C. Smith, T. J. Smith, A. D. Rose, and J. Ross-Gordon 1.9 Cognitive profile of students with dyslexia entering postsecondary education M. Callens and M. Brysbaert 1.10 A cognitive framework for tracing the roots of reading disabilities among university students G. K. Georgiou and J. P. Das 1.11 Reading, writing, and self-efficacy of low-skilled postsecondary students D. Perin Section 2: Contexts of literacy for adults with low skills 2.1 Cognitive and sociocultural dimensions of adult literacy and integrating technology in adult education A. Durgunolu, H. Gençay, M. Cantqrk, and H. Kusçul 2.2 I will survive: Sociocultural and educational factors underlying child mortality in rural Ghana N. -H. Blunch 2.3 Literacy and social change in South Asia C. Smith and K. R. Chavva 2.4 Literacy, numeracy, and self-rated health among U.S. adults E. Prins and S. Monnat 2.5 Adults with low skills and learning disabilities M. B. Patterson 2.6 Participation in literacy programmes for adults with low skills in south-eastern Europe G. K. Zarifis 2.7 Making the most of learning contexts: A literature review of family and workplace literacy programs H. C. Windisch Section 3: Education of adults with low literacy skills 3.1 How to teach fully illiterate adults to read R. Kolinsky, C. Carvalho, I. Leite, A. Franco, and J. Morais 3.2 Developmental trajectories of adult education students: Implications for policy, research and practice S. Reder 3.3 Academic literacy as developmental pedagogy: The learning and growth of adult English language learners J. Ouellette-Schramm 3.4 Educational technologies that support reading comprehension of adults who have low literacy skills A. Graesser, D. Greenberg, A. Olney, and M. W. Lovett 3.5 Writing strategy instruction for low-skilled postsecondary students Z. A. T. Philippakos and C.A. MacArthur 3.6 Transitioning adult literacy students to postsecondary education E. Rutschow 3.7 Research on developmental education instruction for adult literacy learners M. Cormier and S. Bickerstaff Index