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Prediction of achievement in reading, self‐esteem, auding, and verbal language by adult illiterates in a psychoeducational tutorial program
Author(s) -
Gold Patricia Cohen,
Johnson John A.
Publication year - 1982
Publication title -
journal of clinical psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.124
H-Index - 119
eISSN - 1097-4679
pISSN - 0021-9762
DOI - 10.1002/1097-4679(198207)38:3<513::aid-jclp2270380308>3.0.co;2-7
Subject(s) - psychology , reading (process) , developmental psychology , self esteem , academic achievement , literacy , linguistics , pedagogy , philosophy
Examined the effectiveness of specific psychoeducational tutoring methods on achievement in reading, self‐esteem, auding, and verbal language. S s ( N = 132) were youths and adults reading below fifth level who volunteered to participate in an adult tutorial project. After the assessment of entry level achievement, S s received psychoeducational tutoring. Comparison of pre‐ with posttest scores indicated that S s made significant improvement in reading, self‐esteem, auding, and verbal language. Pretest scores were related most strongly to posttest scores. Initial verbal language scores were related significantly to posttest reading and auding scores. The study also tested the adequacy of a developmental reading model for adult illiterates. Auding and verbal language scores exceeded reading scores, as theorized. Further research is needed to determine whether gains in achievement continue and whether low intellectual levels or specific language disabilities are contributing to the low levels of reading, auding, and verbal language.