Abstract
The teaching of literacy, especially reading, to adults using research-based information. This article discusses literacy as the mastery of graphics technology. Reading and writing are foundational skills that empower individuals to communicate, learn, and participate fully in society. For adults who face challenges in these areas, mastering these skills can be transformative. This work permits literates to generate and access massive collections of knowledge; to analyze and synthesize discrete information into coherent bodies of knowledge; and to perform complex procedures with accuracy and efficiency.
References
Brown, C. (1974). Literacy in 30 hours: Paulo Freire’s process in northeast Brazil. Social Policy, 25-32. Bruner, J. S. (1968).
Processes of cognitive growth: Infancy. Worcester, MA: Clark University Press. Dansereau, D. (1978).
The development of a learning strategies curriculum. In H. F. O’Neil, Jr. (Ed.) Learning strategies. New York: Academic Press. Ellsworth, E. (1989).
Why doesn’t this feel empowering? Working through the repressive myths of critical pedagogy. Harvard Educational Review, 59, 297-324. Golinkoff, R. M. (1978).
Phonemic awareness skills and reading achievement. In F.B.Murray & J. J. Pikulski (Eds.). The acquisition of reading: Cognitive, linguistic, and perceptual prerequisites. Baltimore, MD: University Park Press. Goody, J. (1977).
The domestication of the savage mind. Cambridge: Cambridge University press. Harris, R. (1986).
This work is licensed under a Creative Commons Attribution 4.0 International License.