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Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This longitudinal study investigates the effects of three transfer concepts on the use of formative assessment in primary school reading lessons. Here, the mediating role of acceptability and perceived feasibility (of the feedback and diagnostic materials) as well as cooperation between teachers is analyzed. In the control group (CG, n = 14) teachers were provided with a comprehensive package of worked-out materials. In the first experimental group (EG I, n = 29) three supplementary training courses were conducted. In the second experimental group (EG II, n = 30), in addition, school-internal measures were implemented via a multiplier approach. Results of path analyses of survey data show that, in comparison to the CG, the additional participation in the training courses (EG I) can foster the use of materials (β =.75, p <.05; f ² =.059), while there is no positive effect of the supplementary implementation of school-internal measures (EG II). Perceived feasibility (β =.30, p <.05, =.019) and especially cooperation (β =.31 –.37, p <.05, Ũ =.020 –.028) have a central mediating role for the success of transfer. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

In Germany, 7.5 Million individuals between 18 and 64 years are considered to be functionally illiterate (Grotlüschen & Riekmann, 2012). Functional illiterates have only rudimentary literacy skills despite attending school for several years. Although they can use written language to a very limited extent, only few functional illiterates attend literacy courses for adults. In addition, most adult literacy courses primarily aim at promoting basic reading and writing skills. Offers specific to workplace literacy are scarce. This review gives an overview of the definition of functional illiteracy. Afterwards, a specific literacy program (AlphaPlus) and its effectiveness will be presented. The reviewed studies indicate that learning to read in adulthood is associated with structural and functional brain changes. [ABSTRACT FROM AUTHOR]

The article discusses the emergence of a functional literacy construct and the rediscovery of illiteracy in industrialized countries during the second half of the 20th century. It offers a short explanation of how the construct evolved over time. In addition, it explores how functional (il)literacy is conceived differently by research discourses of cognitive and neural studies, on the one hand, and by prescriptive and normative international policy documents and adult education, on the other hand. Furthermore, it analyses how lit eracy skills surveys such as the Level One Study (leo.) or the PIAAC may help to bridge the gap between cognitive and more practical and educational approaches to literacy, the goal being to place the functional illiteracy (FI) construct within its existing scale levels. It also sheds more light on the way in which FI can be perceived in terms of different cognitive processes and underlying components of reading. By building on the previous work of other authors and previous definitions, the article brings together different views of FI and offers a perspective for a needed operational definition of the concept, which would be an appropriate reference point for future educational, political, and scientific utilization. [ABSTRACT FROM AUTHOR]

Individuals who lack the necessary skills for accurate argument evaluation will be at a significant disadvantage throughout their lives. Research has shown that simple tutorials are not effective for many students (about 30 %). The current research examines how general abilities (e. g., vocabulary knowledge, reading comprehension, and analytical reasoning) predict learning to evaluate arguments. Study 1 showed that, although all three cognitive abilities predicted some aspects of argument comprehension and evaluation skills, vocabulary knowl edge positively predicted both baseline argumentation skills and improvement from exposure to a tutorial. Study 2 found that this relationship between vocabulary knowledge and argument evaluation skill is partially mediated by general vocabulary ability and cannot be accounted for by knowledge of the meaning of the specific predicates used in the argument task. The results suggest that targeting skilled use of vocabulary knowledge and overall lexical quality may help students who do not learn from a simple tutorial. [ABSTRACT FROM AUTHOR]

Copyright of Lernen und Lernstörungen is the property of Hogrefe AG and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)