This study is part of a series, prepared by literacy practitioner/researchers in Alberta, that investigates questions relating to literacy.
The author, who teaches an English learning strategies course in an urban college, analyzes the classroom journals of six students to determine what writing strategies they use and whether these strategies help them to succeed in their writing assignments.
This document is part of a series prepared by literacy practitioner/researchers in Alberta to explore questions relating to literacy.
The author is a coordinator for a rural community-based volunteer tutor adult literacy program that involves about 40 students and 20 tutors a year. The study involved semi-structured interviews with three students and three tutors, along with observations of students as they were reading.
This document is part of a series prepared by literacy practitioner/researchers in Alberta to look at a variety of questions related to literacy.
The author, a facilitator in a community-based adult literacy program, interviewed a small group of adult learners to explore their motives for joining the program and to see how they defined literacy.
This document is one in a series prepared by literacy practitioner/researchers in Alberta to investigate a range of questions. Here, the author looks at whether it is possible to adapt the Writing to Read method, which teaches children to write as a precursor to reading, for use with adult literacy students.
