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It links literacy results from the Survey of Adult Skills to U.S. concerns about low proficiency, education gaps, and related health and civic participation issues. 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Trawick, CALLA  \nAbstract:  \nThis article is excerpted (with slight adaptations) from the reports Using the PIAAC Literacy Framework to Guide Instruction: An Introduction for Adult Educators (Trawick, 2017) and Bringing Reading Instruction to Life: Supplement to the Introductory Guide (Trawick, 2018). The Programme for the International Assessment of Adult Competencies (PIAAC) conducted an international literacy assessment for adults in 2012 and 2014, and this article describes how adult educators can use its literacy framework to frame instruction as well. Key aspects that can guide teaching and learning include a“literacy-in-use” orientation to reading, the definition for “literacy” adopted by the literacy expert group, and how PIAAC operationalized Context, Content, and Cognitive Strategies. A model of contextualizedreading instruction is proposed as a way to organize reading instruction.  \nThe Organization for Economic Co-operation and Development (OECD) has invested in international surveys throughout the years, with each assessment including rather detailed information about the skill levels of the adults in the United States. The results of the literacy portion of the latest assessment, the Survey of Adult Skills, give one pause. Though the average score for adults in the United States is not significantly different from the international average in reading literacy (Rampeyet al., 2016), the overall average conceals results of great concern:  \n• A larger percentage of U.S. adults scored in the very lowest levels for reading literacy, compared to the international cohort;  \n• U.S. adults with less than a high school diploma scored lower than their peers internationally;  \n• While only 9% of Whites in the U.S. scored atthe lowest levels of proficiency, 33% of Blacksand 40% of Hispanics performed at these levels;  \n• Roughly 75% of unemployed adults (age 16- 65) in the U.S. have less than a high school credential as their highest education level, anda third of these perform at the lowest levels in reading literacy; and  \n• Adults with the lowest literacy scores were more likely to report a poor health status and more limited civic engagement (Rampey et al., 2016).  \nCorrespondance: Amy R. Trawick, [atrawick1@gmail.com](atrawick1@gmail.com) 37  \nThis news of how the skills of adults in the United States compare with their peers across the globe comes at a time when the nation is challenged by international economic competition and by a variety of social and political stressors, both at home and on the world stage (Kirsch, Braun, Yamamoto, & Sum, 2007). Individually, U.S. adults face a dynamic and complicated labor market, including ever-changing technology and new occupational structures that are biased towards skilled and educated workers. Furthermore, in their homes, at work, and in their communities, adults confront diverse and often conflicting sources of information, delivered through platforms unimaginable twenty years ago. The latest international assessment data suggest that it is imperative that adults develop the requisite skills to participate fully in society and for their society to participate  \nsuccessfully in the international arena. The OECD (2013b) argues,“Without the right skills, people are kept atthe margins of society, technological progress does not translate into economic growth, and enterprisesand countries can’t compete in today’s globally connected and increasingly complex world”(p. 26).  \nAn Invitation  \nThe Survey of Adult Skills (a.k.a.,“PIAAC”; see EXHIBIT 1) does more than provide a measure of the skill levels in participating countries. It also provides tools that educators may find useful in helping adults build those skills. These tools work well with  \nadult education content standards that are being used across the country. The ","cbCaiqgBwNwOElOK","https://ap.wps.com/l/cbCaiqgBwNwOElOK","pdf",426839,16,"English","# Abstract\n# Literacy framework and adult reading instruction\n## Literacy results and adult learning needs\n## An invitation: Survey tools and educator use","[{\"question\":\"How does the article connect the PIAAC framework to adult reading instruction?\",\"answer\":\"It explains that adult educators can frame instruction using the PIAAC literacy framework by adopting a “literacy-in-use” reading orientation and using how PIAAC operationalizes context, content, and cognitive strategies.\"},{\"question\":\"What concerns does the article raise about U.S. adults’ reading literacy?\",\"answer\":\"It highlights higher shares of U.S. adults scoring at the lowest reading literacy levels, lower performance among adults without a high school diploma, and differences by race and ethnicity, alongside links to poorer health and limited civic engagement.\"},{\"question\":\"What does the article mean by an “invitation” from the Survey of Adult Skills?\",\"answer\":\"It states that the Survey of Adult Skills does more than measure skill levels; it provides tools educators can use to help adults build those skills, aligned with adult education content standards and college-and-career readiness goals.\"}]","The PIAAC Literacy Framework and Adult Reading Instruction - An Introduction for Adult Educators | PDF",1792065986]