The adult and adolescent illiterate : the human factor within the use of the PALS program
Date
1990
Authors
Groves, Jocelyn Ann
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Abstract
The broad objective of this study was to examine the impact of a computer-based literacy program, specifically the Principle of the Alphabet Literacy System (PALS), on the adult and adolescent illiterate. More specifically, the principal objective was to evaluate the effectiveness of the program in meeting both the general and functional literacy needs of its participants. Additional objectives included evaluating: (a) the effectiveness of the program in meeting its own objectives, (b) the efficiency in doing so, and (c) the program, itself, as a viable addition to existing adult literacy programs.
The study focused primarily on factors which have potential to mediate the effect of the computer-based PALS literacy program. Included were: (a) attitudes toward computers, (b) personal history, (c) learning disability, (d) learning environment, (e) awareness of reading tasks and strategies, and (f) learner and program objectives.
The 18 participants in the study ranged in age from 14 to 62 years, and were characterized by a male-female ratio of approximately 2:1. Both qualitative and quantitative data were collected over a period of 6 months. The average gain in reading achievement was 1.6 grade levels.
Findings revealed very positive attitudes toward computers as instruction tools. In addition, data suggested that computer-based instruction is particularly well-suited to the learning-disabled student.
The learning environment of the PALS program was such that it encouraged an educational partnership between participant and instructor. This was appreciated by both adult and adolescent participant alike.
Findings also indicated that participants were aware of the role of motivation, interest, and prior knowledge in the reading process. As well, they were aware of selected reading strategies. However, such awareness appeared to be the least important consideration, particularly at the beginning level of the program.
Personal history emerged as a very critical factor in this study. For several of the participants, severe physical, emotional and sexual abuse had impaired their initial efforts to acquire literacy skills. Subsequent attempts had also been hampered by the participant's inability to resolve conflicts attributable to that abuse. Findings suggested the need for counselling services within literacy programs, and within the public school system beginning at the elementary level.
The program objectives were broadly defined, and, as such, were achieved. However, the participants' objectives needed to be more specifically defined in relation to both their expectations and their specific literacy needs. In addition, the possibility of attaining given objectives needed to be realistically assessed within the context of the program and in relation to the affective profile of the individual.