Download or read book A Study of Selected Factors Contributing to Reading and Mathematics Achievement of Adults Enrolled in ABE GED Program written by Thomas R. Travis and published by . This book was released on 1980 with total page 200 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Dissertation Abstracts International written by and published by . This book was released on 2007 with total page 652 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book American Doctoral Dissertations written by and published by . This book was released on 1998 with total page 784 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Literacy Basic Education written by and published by . This book was released on 1981 with total page 570 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book A Study of Selected Programmatic and Personal Factors Associated with Reading and Math Achievement Scores of Adult Basic Education Students in Kentucky written by Sandra Fey Shelley Kestner and published by . This book was released on 1994 with total page 346 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Comprehensive Dissertation Index Education D H written by and published by . This book was released on 1984 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Applying Research in Reading Instruction for Adults written by Susan McShane and published by . This book was released on 2005 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Resources in Education written by and published by . This book was released on 1999-10 with total page 358 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Literacy written by Ernest L. Fields and published by . This book was released on 1987 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Achievement Gap in Reading written by Rosalind Horowitz and published by Taylor & Francis. This book was released on 2017-04-07 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this volume prominent scholars, experts in their respective fields and highly skilled in the research they conduct, address educational and reading research from varied perspectives and address what it will take to close the achievement gap—with specific attention to reading. The achievement gap is redefined as a level at which all groups can compete economically in our society and have the literacy tools and habits needed for a good life. Bringing valuable theoretical frameworks and in-depth analytical approaches to interpretation of data, the contributors examine factors that contribute to student achievement inside the school but which are also heavily influenced by out-of-school factors—such as poverty and economics, ethnicity and culture, family and community stratifications, and approaches to measurement of achievement. These out-of-school factors present possibilities for new policies and practice. The overarching theme is that achievement gaps in reading are complex and that multiple perspectives are necessary to address the problem. The breadth and depth of perspectives and content in this volume and its conceptualization of the achievement gap are a significant contribution to the field.

Download or read book Adult Education Quarterly written by and published by . This book was released on 1992 with total page 284 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Associations between Reading and Mathematics Genetic Brain Imaging Cognitive and Educational Perspectives written by Sarit Ashkenazi and published by Frontiers Media SA. This book was released on 2017-10-05 with total page 115 pages. Available in PDF, EPUB and Kindle. Book excerpt: Converging evidence demonstrates a strong link between reading and mathematics: multiple cognitive processes are shared between reading and mathematics, including the representation and retrieval of symbolic information, attention, working memory, and cognitive control. Additionally, multiple brain networks are involved in both math and reading, and last, common genetic factors might influence both reading and math. Hence, it comes as no surprise that there are meaningful associations between (aspects of) math and reading abilities. Moreover, comorbidity rates between math learning disabilities (MD) and reading disabilities (RD) are high (up to 66%) and prevalence rate of the comorbid condition is reported to be more common than the prevalence rate of isolated math learning disabilities. Accordingly, the goal of the research topic is to explore the underline mechanisms of this overlap between reading and math. The research topic aims to include the following topics: • Genetics - it has been found that both RD and MD are based on genetic factors and run in families. Moreover, math problem solving shares significant genetic overlap with general cognitive ability and reading decoding, whereas math fluency shares significant genetic overlap with reading fluency and general cognitive ability. Hence, this topic will explore the shared and unique genetic risk factors to RD and MD, In addition to shared and unique genetic influence on reading and math. • Neural perspective - converging evidence from both structural and multiple functional imaging studies, involving a wide range of numerical tasks, points to the intraparietal sulcus (IPS) as a core region that involve in quantity manipulation. However, several additional brain areas, such as frontoparietal and temporoparietal areas were found to be involved in numerical tasks. Individuals with MD show deficits in a distributed, set of brain regions that include the IPS, fusiform gyrus in posterior brain regions and pre frontal cortex regions. Similarly, converging evidence indicate that the left hemisphere regions centered in the fusiform gyrus, temporoparietal cortex, and pre frontal cortex regions are strongly involve in typical reading and present lower activity, connectivity or abnormal structure in RD. Thus, there is a meaningful neural overlap between reading and math. Hence, the authors can submit empirical studies on the role of several of brain regions that are involved in math and reading (commonality and diversity) both in the typical and a-typical development. • Cognitive factors that play role in mathematics and reading, and comorbidity between RD and MD - There is a long lasting debate whether MD and RD originate from unique cognitive mechanisms or not. Multiple cognitive processes are shared between reading and mathematics. Therefore, impairments in any one of domain-general skills could conceivably play an important role in both pure and comorbid conditions. Moreover, it has been suggested that phonological processing has a significant role in some aspects of numerical processing such as retrieval of arithmetical facts. • Education - it will be interesting to look at the effect of interventions that aim to improve reading (such as phonological awareness) and there transfer effect on improving mathematical processing. Alternatively, it will be good to test whether math interventions will improve reading.

Download or read book Lifelong Learning written by and published by . This book was released on 1987 with total page 272 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Research in Education written by and published by . This book was released on 1972 with total page 814 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Identifying Ways to Improve Learner Persistence in GED Programs written by Tracy M. Lewis and published by . This book was released on 2009 with total page 187 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this multiple case study was to identify ways to improve learner persistence in General Equivalency Diploma (GED) programs in the U.S. The participants in this multiple case study were GED instructors and adults without high school diplomas who were enrolled in two GED programs were located in the Southern and Southwestern U.S. where the dropout crisis has been the highest in the nation. The GED programs in this study were sponsored by ABE Adult Learning Centers in Tulsa, Oklahoma and Charlottesville, Virginia. Data was collected from 45 adults and 10 GED program instructors. This study answered the following central research question: How can learner persistence in GED programs in Tulsa, Oklahoma and Charlottesville, Virginia be improved? The following sub-questions were also answered in this study. Why a significant portion of GED students do not finish their programs. What are the characteristics of GED students who succeed in their programs? What are the characteristics of GED students who do not succeed in their programs? What are the circumstances of GED students who succeed in their programs? What are the circumstances of GED students who do not succeed in their programs? Specific ways for improving learner persistence in GED programs in the United States were identified. For example, this research study demonstrated that a lack of transportation was a primary issue affecting learner persistence in GED programs. Also low self-efficacy and poor math and reading skills significantly affected the performance, beliefs, attitudes, and motivation of many adult learners participated in this research project. In addition, not having a Learning Disabilities or Learning Disorders Tester on site at Adult Based Education (ABE) centers created a dilemma for many instructors and adults in GED programs. Findings from this study will enable the Department of Education and GED policymakers, and adult educators in the U.S. to understand the challenges and needs of adults in ABE GED programs, and to increase funding to adult learning centers to help meet the needs and challenges facing adults attempting to earn their GED.

Download or read book Education and Training for Veterans written by United States. Congress. Senate. Committee on Labor and Public Welfare. Subcommittee on Veterans' Affairs and published by . This book was released on 1969 with total page 482 pages. Available in PDF, EPUB and Kindle. Book excerpt: Considers (91) S. 338, (91) S. 1088, (91) S. 1998, (91) S. 2036, (91) S. 2361, (91) S. 2506, (91) S. 2668, (91) S. 2700, (91) H.R. 6808.