| Title |
Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions
|
|---|---|
| Published in |
Reading and Writing, October 2012
|
| DOI | 10.1007/s11145-012-9401-8 |
| Pubmed ID | |
| Authors |
Daphne Greenberg, Justin C. Wise, Jan C. Frijters, Robin Morris, Laura D. Fredrick, Victoria Rodrigo, Ryan Hall |
| Abstract |
Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 hours of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access. |
X Demographics
The data shown below were collected from the profiles of 2 X users who shared this research output. Click here to find out more about how the information was compiled.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United States | 1 | 50% |
| Unknown | 1 | 50% |
Demographic breakdown
| Type | Count | As % |
|---|---|---|
| Members of the public | 2 | 100% |
Mendeley readers
The data shown below were compiled from readership statistics for 40 Mendeley readers of this research output. Click here to see the associated Mendeley record.
Geographical breakdown
| Country | Count | As % |
|---|---|---|
| United Kingdom | 1 | 3% |
| United States | 1 | 3% |
| Australia | 1 | 3% |
| Unknown | 37 | 93% |
Demographic breakdown
| Readers by professional status | Count | As % |
|---|---|---|
| Student > Ph. D. Student | 9 | 23% |
| Student > Master | 8 | 20% |
| Lecturer | 4 | 10% |
| Student > Doctoral Student | 4 | 10% |
| Researcher | 3 | 8% |
| Other | 7 | 18% |
| Unknown | 5 | 13% |
| Readers by discipline | Count | As % |
|---|---|---|
| Psychology | 10 | 25% |
| Social Sciences | 10 | 25% |
| Arts and Humanities | 8 | 20% |
| Agricultural and Biological Sciences | 2 | 5% |
| Linguistics | 2 | 5% |
| Other | 2 | 5% |
| Unknown | 6 | 15% |
Attention Score in Context
This research output has an Altmetric Attention Score of 1. This is our high-level measure of the quality and quantity of online attention that it has received. This Attention Score, as well as the ranking and number of research outputs shown below, was calculated when the research output was last mentioned on 17 July 2013.
All research outputs
#18,756,367
of 23,911,072 outputs
Outputs from Reading and Writing
#651
of 797 outputs
Outputs of similar age
#128,509
of 174,710 outputs
Outputs of similar age from Reading and Writing
#2
of 3 outputs
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