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Goal Orientations of Low-Literacy Learners in Adult Basic Education: Some Issues for Adult Literacy Instruction
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Wendy D. Warnken
M Cecil Smith

Northern Illinois University September 13, 2001

Literacy learners in adult basic education programs have goal orientations that are likely to contribute to their success in such programs in different ways. This report describes the motivational orientations of two adult learners in one high school equivalency (GED) program. Both participants were interviewed on several occasions over a three-month period, were observed in their classes, and were found to demonstrate differences in their goal orientations. These cases provide insights into the motivations underlying adults' desire for literacy and persistence in a GED program. We conclude with several issues for adult educators to consider regarding adults' motivation and how motivational orientations influence adults' behaviors and attitudes toward literacy learning.


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