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More than 48 million adults in the United States cannot read, write, or do basic math above a third-grade level.
The Annual Member Statistical Report compiles the results of the most recent annual member survey into a concise and easy to interpret visual representation of key findings.
This issue includes a research article that aims to understand the numeracy levels of adult foundational education learners and another exploring the experiences of migrants in the UK looking for work online. Our Report from the Field talks about a…
Using the Newspaper in Instruction is a series of videos that will show you how to use the newspaper to teach phonics and decoding skills, vocabulary, fluency, comprehension, discussion and oral language skills, writing, spelling and grammar, and critical thinking…
The article promotes the infusion of positive psychology principles and the intentional use of positive emotions in online adult literacy education to improve learner outcomes and create a positive learning environment.
This study explores the communication practices of immigrant women in Chile who use information and communication technologies (ICTs), particularly smartphones, to connect with their transnational families.
The article discusses the use of technology in adult foundational education and presents the challenge of providing blended instruction and flexible learning modes. Various hardware and software solutions are explored to address these challenges.
The article provides a comprehensive overview of adult learning, its complexities, and the purpose of the book in informing scholars, practitioners, learners, and policymakers.
The issue includes research articles covering topics such as metaphors of reading and teaching reading, explorations of the interface between learning theory and practice in adult basic education, and reflections from teaching basic adult literacy. It also includes forum discussions on Covid-19 and the future of adult education, risk literacy value of literacy for migrant women, and student retention.
This paper highlights the story of a staff developer in the CUNY Adult Literacy Program who sought remote math instruction tools and found Desmos Classroom Activities to be effective for problem-solving and interactive teaching.
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