Despite large-scale interventions, significant numbers of adults worldwide continue to have problems with basic literacy, in particular in the area of reading. To be effective, adult reading teachers need expert knowledge at practitioner level. However, practices in adult reading education vary widely, often reflecting the individual beliefs of each teacher about how an adult can learn to read. In this study, phenomenographic analysis was used to identify categories of approaches to teaching adult reading, used by a group of 60 teachers in Western Australia and New Zealand. Four approaches were identified: reassurance, task-based, theory-based and responsive. It is argued that for teachers to become effective and consistent in responding to learner needs, they must understand their own beliefs and the consequences of these. The identification of different approaches in adult reading education is an important step in this process.

中文翻译：

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成人阅读老师的信念是，如何教低技能的成人读者阅读。

尽管进行了大规模的干预，但世界范围内仍有大量成年人在基本识字方面仍然存在问题，特别是在阅读领域。为了提高效率，成人阅读老师需要在从业者水平上具备专业知识。但是，成人阅读教育的做法差异很大，通常反映出每个老师关于成年人如何学习阅读的个人信念。在这项研究中，现象学分析被用于确定成人阅读教学方法的类别，该方法由西澳大利亚州和新西兰的60名教师组成。确定了四种方法：放心，基于任务，基于理论和响应。有人认为，要使教师在回应学习者需求方面变得有效和一致，他们必须了解自己的信念及其后果。