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Nineteen teachers were interviewed to identify how adults become less-skilled readers and where these beliefs originate. Four themes link underdeveloped reading to unmet learner needs, learners’ “life baggage,” reduced joy in reading, and unsuitable learning environments. Four experience types contributed to these perspectives, and implications for improving adult reading instruction outcomes are discussed.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/adult-literacy-teachers-perspectives-on-reading-difficulties-and-the-origins-of-these-perspectives/588813/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/adult-literacy-teachers-perspectives-on-reading-difficulties-and-the-origins-of-these-perspectives/588813.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":24},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What does the study investigate about adult reading development?","Question",{"text":112,"@type":113},"It explores teachers’ perspectives on how adults become less-skilled readers and the origins of those perspectives.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which four themes explain why learners may develop less-skilled reading?",{"text":117,"@type":113},"The themes are unmet distinct learner needs, readers’ “life baggage,” under-developed joy in reading, and inappropriate learning environments.",{"name":119,"@type":110,"acceptedAnswer":120},"How were teachers’ perspectives shown to develop over time?",{"text":121,"@type":113},"The paper identifies four experience types: teachers’ own reading-learning experiences, general teaching experience, experiences teaching reading specifically, and knowledge of formal reading theories and/or research findings.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588813,1792904477,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","ADULT LITERACY EDUCATION Spring 2019  \nResearch Article  \nAdult Literacy Teachers’ Perspectives on Reading Difficulties and the Origins of These Perspectives  \nElaine Chapman, The University of Western Australia Janet McHardy  \nAbstract:  \nStudies of the teaching practices used in adult reading programs suggest that these practices often reflect the personal perspectives of teachers on factors that contribute to less-skilled reading development. In this study, 19 adult reading teachers were interviewed to explore their perspectives on how adults become less-skilled readers and the origins of these perspectives. Four themes were identified in terms of teachers’ perspectives, which attributed less-skilled reading respectively to: (a) learners’ distinct needs not being met, (b) readers’ “life baggage”, (c) under-developed sense of joy in reading, and (d) inappropriate learning environments. Four main types of experiences appeared to have contributed to the development of these perspectives: (a) teachers’ own experiences in learning reading, (b) teachers’ general teaching experience, (c) teachers’ experiences of teaching reading specifically, and (d) teachers’ knowledge of formal reading theories and/or empirical research findings. Potential implications for enhancing the outcomes of adult reading instruction programs are discussed.  \nLiteracy skills have long been recognized asan important correlate of social and economic outcomes, both for individuals and for overall communities (e.g., European Union High Level Group of Experts on Literacy, 2012; National Research Council, 2012). Despite this, a considerable body of research evidence suggests that large numbers of adults worldwide continue to have difficulties in the area of basic literacy. Foremost among this research is a series of international surveys of adult skills, the most recent of which is the Programme for the International Assessment of Adult Competencies  \n(PIAAC) (OECD Skills Outlook, 2013). PIAAC has prompted a series of national reports examining local contexts. For example, one recent Australian report (Australian Industry Group, 2016) indicated that 44% of Australian adults have literacy skills below the minimum level required to function fully in a modern society. Similar results have been reported in studies from other developed countries. For example, in 2012, the European Union’s High Level Group of Experts on Literacy reported that 20% of adults in Europe exhibited some difficulties in the area of literacy, while in 2014, Gyarmati et al. reported that nearly half of the working-age  \nCorrespondance: Elaine Chapman, [Elaine.Chapman@uwa.edu.au](Elaine.Chapman@uwa.edu.au) 6  \nJanet McHardy, [janetmchardy@gmail.com](janetmchardy@gmail.com)  \npopulation in Canada had identifiable literacy difficulties. Results such as these underscore the urgent need for research into ways to enhance literacy skills within the adult population.  \nThis paper focuses on adult reading as a critical facet of literacy. Reading skills, or the skills needed to understand and interpret printed material, are essential for overall literacy development and growth (Galletly & Knight, 2013). Less-developed reading skills have been posed to limit an adult’s ability to live a fully productive and secure life (National Research Council, 2012). Apart from the more obvious correlates oflow reading levels e.g., reduced earnings, unemployment, and poverty (Centre for Longitudinal Studies, 2014; Shomos & Forbes, 2014), low adult reading skills have now been linked to negative outcomes in various other facets of individuals’ lives. These facets include health and social life quality (Clark & Dugdale, 2008; Miller, McCardle, & Hernandez, 2010). Various hypotheses have been posed with respect to the precise mechanisms responsible for the association between reading levels and outcomes within these diverse areas. For example, it has been proposed that the correlation between adults’ reading levels and ","cbCaifqZKpgrvoWm","https://ap.wps.com/l/cbCaifqZKpgrvoWm","pdf",268819,13,"English","# Abstract\n## Teacher perspectives and interview findings\n## Themes explaining less-skilled reading development\n## Experience sources behind teachers’ perspectives\n## Implications for adult reading instruction programs","[{\"question\":\"What does the study investigate about adult reading development?\",\"answer\":\"It explores teachers’ perspectives on how adults become less-skilled readers and the origins of those perspectives.\"},{\"question\":\"Which four themes explain why learners may develop less-skilled reading?\",\"answer\":\"The themes are unmet distinct learner needs, readers’ “life baggage,” under-developed joy in reading, and inappropriate learning environments.\"},{\"question\":\"How were teachers’ perspectives shown to develop over time?\",\"answer\":\"The paper identifies four experience types: teachers’ own reading-learning experiences, general teaching experience, experiences teaching reading specifically, and knowledge of formal reading theories and/or research findings.\"}]","Adult Literacy Teachers’ Perspectives on Reading Difficulties and the Origins of These Perspectives | PDF",1792065986,33]