Relevant bibliographies by topics / Illiteracy And Literacy Education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Illiteracy And Literacy Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 31 January 2023

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Journal articles on the topic "Illiteracy And Literacy Education"

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Verhoeven, Ludo T. "Literacy in Europe." Annual Review of Applied Linguistics 12 (March 1991): 118–41. http://dx.doi.org/10.1017/s026719050000218x.

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During the past decade literacy has gradually become a major concern throughout Europe. Though there is a great diversity in both the distribution and degree of (il)literacy in different countries, there has been an increasing general awareness of the numbers of illiterates and the consequences of being illiterate for personal life. Apart from local literacy campaigns, in 1984 the European Community initiated a broader program to combat illiteracy in member countries. The emphasis of the integrated policy was on prevention, stressing optimal access to literacy education, including opportunities for preschool education. Gradually, attention was also paid to the reduction of illiteracy among adults. Initiatives began to focus on the functional dimensions of, and the personal needs for, literacy. It was also acknowledged that literacy programs should recognize the different realities of diverse groups of learners.
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Arce Rentería, Miguel, Jet M. J. Vonk, Gloria Felix, Justina F. Avila, Laura B. Zahodne, Elizabeth Dalchand, Kirsten M. Frazer, Michelle N. Martinez, Heather L. Shouel, and Jennifer J. Manly. "Illiteracy, dementia risk, and cognitive trajectories among older adults with low education." Neurology 93, no. 24 (November 13, 2019): e2247-e2256. http://dx.doi.org/10.1212/wnl.0000000000008587.

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ObjectiveTo investigate whether illiteracy was associated with greater risk of prevalent and incident dementia and more rapid cognitive decline among older adults with low education.MethodsAnalyses included 983 adults (≥65 years old, ≤4 years of schooling) who participated in a longitudinal community aging study. Literacy was self-reported (“Did you ever learn to read or write?”). Neuropsychological measures of memory, language, and visuospatial abilities were administered at baseline and at follow-ups (median [range] 3.49 years [0–23]). At each visit, functional, cognitive, and medical data were reviewed and a dementia diagnosis was made using standard criteria. Logistic regression and Cox proportional hazards models evaluated the association of literacy with prevalent and incident dementia, respectively, while latent growth curve models evaluated the effect of literacy on cognitive trajectories, adjusting for relevant demographic and medical covariates.ResultsIlliterate participants were almost 3 times as likely to have dementia at baseline compared to literate participants. Among those who did not have dementia at baseline, illiterate participants were twice as likely to develop dementia. While illiterate participants showed worse memory, language, and visuospatial functioning at baseline than literate participants, literacy was not associated with rate of cognitive decline.ConclusionWe found that illiteracy was independently associated with higher risk of prevalent and incident dementia, but not with a more rapid rate of cognitive decline. The independent effect of illiteracy on dementia risk may be through a lower range of cognitive function, which is closer to diagnostic thresholds for dementia than the range of literate participants.
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Giannouli, Vaitsa, and Magda Tsolaki. "Financial Capacity and Illiteracy: Does Education Matter in Amnestic Mild Cognitive Impairment?" Journal of Alzheimer's Disease Reports 5, no. 1 (September 6, 2021): 715–19. http://dx.doi.org/10.3233/adr-210033.

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Neuropsychological assessment in amnestic mild cognitive impairment (aMCI) becomes complicated when education-literacy is taken into consideration. This study sought to explore the potential influence of literacy/illiteracy and education on financial capacity in patients with multiple-domain aMCI. Six groups consisting of aMCI (illiterate-no formal education, literate with low education, and literate with high education) and non-demented controls were examined. Literacy has an effect on financial capacity, as the illiterate aMCI group alone had the lowest scores in a financial capacity test resembling the performance of patients with mild Alzheimer’s disease. In controls there was a similar pattern, but all three healthy groups regardless of education scored above the cut-off score for incapacity.
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Syed Razi Haider Zaidi, JAVED IQBAL, TAHIR MAHMUD, NEELAM RAHEEL, and AROOJ FATIMA. "Maternal literacy and malnutrition in children: A comparative study." Pakistan Postgraduate Medical Journal 31, no. 01 (March 17, 2021): 29–31. http://dx.doi.org/10.51642/ppmj.v31i01.128.

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Abstract: Nutritional status is an important aspect of child’s health profile and affects child’s development and growth. This study aimed at exploring relationship between maternal literacy and malnutrition in children under-five years old. Methodology: Two groups were made comprising of mothers, according to the nutritional status of their under-five children presenting in free clinic in Ali Raza Abad Lahore with URTI. Results: Significant difference was found in literacy level in two groups; with 38% illiteracy amongst mothers with malnourished children as compared to 14% amongst women with children not suffering from malnutrition and p value at 0.0062. More mothers of children suffering from malnutrition were found illiterate as compared to mother of well-nourished children. Conclusion: As illiteracy affected children nutrition it is recommended that illiterate women may be targeted for health education on short term basis and education be made mandatory for long term solution to this problem.
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Millender, Ellen G. "Spartan Literacy Revisited." Classical Antiquity 20, no. 1 (April 1, 2001): 121–64. http://dx.doi.org/10.1525/ca.2001.20.1.121.

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According to several fourth-century Athenian sources, the Spartans were a boorish and uneducated people, who were either hostile toward the written word or simply illiterate. Building upon such Athenian claims of Spartan illiteracy, modern scholars have repeatedly portrayed Sparta as a backward state whose supposedly secretive and reactionary oligarchic political system led to an extremely low level of literacy on the part of the common Spartiate. This article reassesses both ancient and modern constructions of Spartan illiteracy and examines the ideological underpinnings of Athenian attacks on the ostensibly unlettered Lacedaemonians. Beginning with a close analysis of the available archaeological and literary evidence on Spartan public applications of literacy, it argues that the written word played a central role in the operation of the Spartan state, which utilized a variety of documents and required routine acts of literacy on the part of Spartiate commanders and ocials. Both the broad eligibility for the ephorate and the Lacedaemonians' chronic oliganthropia demonstrate that not all of the important public functionaries whose duties customarily involved reading and writing were members of the Spartan elite. The fact that Spartan office-holders acquired their literacy skills from a compulsory and comprehensive system of public education, which promoted the creation of a collective identity, further argues in favor of a literacy that was more broadly based than previous scholars have concluded. The article then accounts for these representations of Spartan illiteracy by locating them in the context of the changing relationship between orality and literacy in fifth- and fourth-century Athens. It argues that as the written word played an increasingly important role in Athenian democratic practice and ideology, it began to performtwo interconnected functions: as a signicant component in Athenian self-denition and as a key indicator of cultural and political dierence between Athens and its Peloponnesian enemies.
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Wagner, Serge. "Illiteracy and adult literacy teaching in Canada." Prospects 15, no. 3 (September 1985): 407–17. http://dx.doi.org/10.1007/bf02196643.

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Kassam, Yusuf. "Who benefits from illiteracy? Literacy and empowerment." Prospects 19, no. 4 (December 1989): 531–35. http://dx.doi.org/10.1007/bf02206747.

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Johnson, Sally, and Frank Finlay. "(Il)literacy and (im)morality in Bernhard Schlink’s The reader." Written Language and Literacy 4, no. 2 (November 8, 2001): 195–214. http://dx.doi.org/10.1075/wll.4.2.04joh.

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This paper explores the theme of literacy in a recent novel, The reader, by the German author Bernhard Schlink. Drawing both on literary analysis and on the insights of the “new literacy studies”, the paper argues that the depiction of illiteracy contained in the novel is problematical in two main ways. First, there are a number of textual inconsistencies regarding the definition and portrayal of illiteracy. Second, the novel provides a questionable account of the relationship between literacy and an individual’s capacity for moral and aesthetic judgement, especially in the context of debates about the Holocaust. We are therefore skeptical of the way in which The reader has been enthusiastically held up as a realistic account of illiteracy and its potential consequences, not least by Sir Claus Moser in Improving literacy and numeracy: A fresh start (1999), a report on “basic skills” produced for the Department of Education and Employment in the UK.
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Boltzmann, Melanie, Jascha Rüsseler, Zheng Ye, and Thomas F. Münte. "LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 33–46. http://dx.doi.org/10.33225/pec/13.51.33.

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It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI. Key words: adulthood, fMRI, evaluation, functional illiteracy, reading and writing, training program.
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Nait Belaid, Youssef. "A CRITICAL ANALYSIS OF POLICIES TO FIGHT ILLITERACY AND SCHOOL DROPOUT IN RURAL MOROCCO." International Journal of Advanced Research 9, no. 08 (August 31, 2021): 254–69. http://dx.doi.org/10.21474/ijar01/13259.

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Why, despite enormous efforts to reduce illiteracy and dropout rates in Morocco, are rural populations the most affected by these two scourges? The dominant explanation is the limited provision of education and literacy in rural areas. Previous studies in the fields of sociology of education and educational policy management have analyzed the problems of illiteracy and school dropout separately. These studies have not been comprehensive enough to explain the complex relationships between illiteracy, school dropout and the new dynamics of rural areas. Thus, this article aims to analyze the national strategies for education and literacy in rural areas in Morocco, and to show their limitations, in terms of quantitative and qualitative achievements. We believe that actions to combat illiteracy and school dropout, particularly in rural areas, must be comprehensive and more integrated. This is why we propose some improvements for the success of the national framework of intervention in education and literacy.
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Dissertations / Theses on the topic "Illiteracy And Literacy Education"

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Makunga, Barrington Mtobeli. "Challenges, illiterate caregivers experience to support their children’s education." University of the Western Cape, 2015. http://hdl.handle.net/11394/4685.

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Magister Artium (Social Work) - MA(SW)
Primary Caregiver’s ability to provide a healthy, nurturing and stimulating environment is critical, but Caregivers in South Africa, especially those living in rural communities, are facing many challenges, including a combination of poverty, lack of education and skills, as well as social isolation, which directly and indirectly affect their ability to care for their children in a way to ensure their optimal developmental outcomes. Residents in far rural communities, such as in the Eastern Cape, have had less opportunities to go to school, due to various reasons and Caregivers therefore face multiple burdens. For the purposes of this study, it is important to clarify with reference the term “Caregiver”. The South African Children’s Act (Act 38 of 2005) differentiates between biological parents, guardians and caregivers. According to the Act (Children’s 2005), parents may be a biological father or biological father, a guardian being an honorary parent to the child and a caregiver is any family member rather than the biological parent or guardian who is concerned with care, welfare and development of the child. Although there is such differentiation, caregiving remains central to the holistic care required of any adult responsible for the nurturing of children. This will include biological father, mother, grandparents, extended family members, brothers and sisters, aunts and uncles as well as any person who is concerned with the care, welfare and development of the child and has been, after application to court of law, granted permission to exercise parental responsibilities over the child. The population for this study encompassed caregivers who are least educated and or never attended school in the Ku-Jonga rural settlement in Coffee bay and research participants were purposively selected from the populations. Data was collected by means of focus groups with the aid of an interview guide. The interviews were conducted in Xhosa and later translated into English. A Thematic system was used according to the Tesch’s eight steps and ethical considerations such as voluntary participation, informed consent and confidentiality were adhered to. The community has most citizens who identified with the target population. This is based on historical factors. The participants freely expressed themselves and contributed to the findings and thereby assisting the researcher reach the conclusions about experiences illiterate caregivers experience to support their children’s education.
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Sibiya, Hlengana Solomon. "A strategy for alleviating illiteracy in South Africa a historical inquiry /." Pretoria : [s.n.], 2004. http://upetd.up.ac.za/thesis/available/etd-03102005-124313/.

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Williamson, Peter Burnett. "The social construction of illiteracy a study of the construction of illiteracy within schooling and methods to overcome it /." University of Sydney. Social Policy and Curriculum Studies, 2001. http://hdl.handle.net/2123/494.

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Pre-literate children experience written text as a meaningless material object, the word-object, but the compulsory and institutional aspects of reading pedagogy make this an experience from which they cannot escape. Some children begin to associate their own negative experiental sense with the word-object before they are able to learn to read. As reading pedagogy continues, these children begin to read back experiental sense which prevents them from converting the word-object to meaningful text. Experiental sense is repressed because it is psychically painful. It retains qualities of phenomena repressed from childhood: it is active and intractable to reason. The result is an intractable illiteracy which may be interpreted as biologically based �dyslexia.� Further attempts at reading pedagogy in childhood and adulthood generally result in reproduction of the inability because this pedagogy requires learners to attempt to read linguistically which elicits experiental sense. As these children become adults, their avoidance of reading sometimes structures their social relations to accommodate and compound their problems. The method to overcome the problem replaces experiental sense with positive feelings about written language. The power of language to denote emotions of pleasure and affirmation from learners� lives is used. These emotions are enhanced through a technique of affirmative intersubjectivity. Short spoken affirmative texts are made by learners, tape recorded and reproduced as written texts by the literacy worker. Through allowing learners control and autonomy over their spoken and written texts, the positive emotions in them are associated by learners with the written texts. Exercises on the affirmative written texts are used to demonstrate regularities about written language. Learners then progress to reading suitable independent texts and other activities. There are suggestions about how to enhance learners� feelings as competent readers and writers. The thesis uses a methodology of action research and includes five case studies of adults with literacy problems. Concepts from social theory, psychoanalysis and object relations theory are used and adapted to understand written language, schooling and illiteracy.
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Amua-Sekyi, Ekua Tekyiwa. "Developing criticality in the context of mass higher education : investigating literacy practices on undergraduate courses in Ghanaian universities." Thesis, University of Sussex, 2011. http://sro.sussex.ac.uk/id/eprint/7447/.

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The study observed five introductory classes at the University of Cape Coast, Ghana, to find out what academic literacy practices are being engendered and how criticality is being fostered through those practices. The results are intended to help both myself, as a teacher researcher, and the university to identify how students make the difficult transition from expectations of literacy at secondary school to those at university. I observed lecturers and students in their classroom environment for a semester (16 weeks); interviewed lecturers who taught the courses observed and conducted five focus groups, made up of eight students each, with volunteers from each of the classes observed. These interviews were replicated in two other public universities: the Universities of Ghana and Kwame Nkrumah University of Science and Technology where two and five lecturers respectively participated in individual interviews, and eight students each participated in focus groups. Finally, I triangulated the data in order to identify emergent patterns of lecturers' and students' experiences with teaching and learning. The data indicates that students need more explicit teaching of the basic literacy skills they are assumed to have. Most students in the study had difficulty comprehending academic texts. Additionally, students rarely attempted to read their assigned texts beforehand since they had little experience in anticipating what to look for or connect with in the text. Student writing is poor, as they have no opportunity to practice continuous writing. In order to address the literacy difficulties of these students, there is the need to pay attention to institutional and faculty engagement practices which promote student learning. A major area for improvement is in encouraging lecturers to teach using more explicit methods so that students can move from where they are in their literacy competence to where lecturers expect them to be. The place to explain to students what is expected in a discipline is within that discipline (Skillen et al., 2001), rather than assume that students will automatically see the shift in expectations for each field of study. Although there was substantial consensus about the importance of criticality in lecturers' aims for student learning, this was not adequately translated into literacy practices. Massification has led to a preference for multiple-choice testing which has removed the need to read and write for assessment, inviting students out of the intellectual dialogue that characterizes the various disciplines as they engage critically and thoughtfully with course readings (Svinicki, 2005; Carroll, 2002). The findings of this study indicate that lecturers have only adapted to the changed circumstances of massification in ways that mean that the critical acquisition of academic literacies is diminished. The impact of massification on teaching and learning has resulted in lecturers feeling under pressure to teach in ways that conflict with their personal ideologies. To foster criticality in students lecturers will have to learn new skills as what may happen with a group of 20 cannot be translated into a group of hundred or more. There are policies in place to enhance teaching and learning but few mechanisms to implement them. In the most important sense that the university in its policy statements and course outlines values critical thinking and deep engagement with ideas and concepts, the practices described by students and lecturers are completely in tension. In order to address the literacy difficulties of students, universities will need to actively support lecturers in teaching reform efforts so as to respond to pressures on them to increase their output while maintaining quality. Significant progress is likely to come about only if universities are willing to invest in resources that are needed to experiment with institution-wide changes.
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Beauzac, Christolene Bernardine. "The relationship between an Adult Basic Education and Training (ABET) literacy program and women's lives in Semi-urban context, in Cape Peninsula." Thesis, University of the Western Cape, 2010. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_2433_1304586568.

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The research employed a qualitative research paradigm. The ethnographic approach was used to conduct the research. Data collection was done though various ethnographic techniques, classroom observation, in-depth interviews and document analysis. The population was 85 women who participated in a Adult Basic Education and Training programme in Eersterivier in the Cape Peninsula area a questionnaire was used to collect demographic information of the participants Data was analysed by thematic analysis and coded, categorised and discussed according to the aim and objectives of the study in relation to previous studies The main findings were why exploring the existing literacy practice women were depended on others for literacy assistance, which made them avoid literacy events and become vulnerable in this process to cope with the everyday life.

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Varisli, Tugce. "Evaluating Eighth Grade Students&#039." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/12610808/index.pdf.

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The purpose of this study is to evaluate eighth grade students&rsquo
environmental literacy (knowledge, attitude, sensitivity and concern) level and to assess effects of socio-demographic variables (gender, parents&rsquo
educational level, parents&rsquo
work status and source of information about environmental knowledge) on their environmental literacy level. A total of 437 (212 girls and 225 boys) eight grade public school students are administered Environmental Literacy Test which includes four parts
knowledge (20 items), attitude (10 items), sensitivity (19 items), concern (12 items). Descriptive analysis showed that students have positive attitude and high degrees of concern and sensitivity toward environment
however they have low to moderate levels of environmental knowledge. In order to evaluate the role of socio-demographic variables on students&rsquo
environmental literacy level, six separate one-way MANOVAs were conducted. The results revealed that
a) there is significant effect of gender on students&rsquo
environmental literacy regarding to concern, in favor of girls, b) there is a significant effect of parents&rsquo
educational level on students&rsquo
environmental literacy
c) there is a significant effect of mothers&rsquo
work status on students&rsquo
environmental literacy and d) there is not a significant effect of source of information about environment on students&rsquo
environmental literacy.
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Grissom, Donita. "Hope and Low Level Literacy of Haitians in Petit-Goave: Implications for Hope Theory and Adult Literacy Education." Doctoral diss., University of Central Florida, 2014. http://digital.library.ucf.edu/cdm/ref/collection/ETD/id/6281.

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This cross-sectional study extended Snyder's Hope Theory (1991) by analyzing the difference in trait hope levels, pathway thinking, and agency thinking of pre-literate (no prior access to literacy) and non-literate (access to literacy, but little or no prior literacy education) Haitian adults. The data were derived from archival records of 135 students enrolled in Haitian-Kreyol adult literacy classes in Petit-Goave, Haiti. Mann-Whitney U results indicated that there were no significant differences in trait hope, pathway thinking, or agency thinking between the pre-literate and non-literate Haitian adults. Both groups reported average trait hope, average pathway thinking, and low agency thinking. Potential implications for adult literacy program and curriculum developers, evaluators, and teachers are discussed.
Ph.D.
Doctorate
Education and Human Performance
Education; TESOL Track
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Meindl, Sheila Marie. "Training volunteers to improve reading instruction for illiterate adults with learning disabilities /." Access Digital Full Text version, 1988. http://pocketknowledge.tc.columbia.edu/home.php/bybib/10808103.

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Thesis (Ed.D.)--Teachers College, Columbia University, 1988.
Typescript; issued also on microfilm. Sponsor: Frances Partridge Connor. Dissertation Committee: Leonard S. Blackman. Bibliography: leaves 68-75.
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Lemos, Sandra Monteiro. "Programa Alfabetiza Rio Grande : a "importância de voltar a estudar" na produção textual de alfabetizandos adultos." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2008. http://hdl.handle.net/10183/13491.

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Esta dissertação de Mestrado apresenta como foco de investigação a produção textual de jovens e adultos que integraram turmas de alfabetização no programa governamental Alfabetiza Rio Grande, que se desenvolveu entre os anos de 2003 e 2006, no Estado do Rio Grande do Sul. O material empírico da pesquisa constituiu-se de 47 textos que integraram a publicação da Secretaria de Estado da Educação do RS, em 2005, intitulada “Jovens e Adultos: ressignificação dos saberes no mundo letrado”, da série Cadernos Pedagógicos 2005/2006. De um conjunto de 124 produções textuais de alunos que freqüentaram o programa durante os anos de 2005/2006, selecionou 47, a partir do eixo temático “importância de voltar a estudar”, produzindo três categorias apresentadas no capítulo das análises. Tal distribuição foi assim categorizada: “a presença dos mitos constituindo verdades”, “referências aos usos sociais da escrita e da leitura” e “a ‘escrita de si’”. Contando com o aporte teórico-metodológico dos Estudos Culturais e dos Estudos de Alfabetismo, esta pesquisa olha para o sujeito construído e identificado como “analfabeto” buscando fugir das narrativas canônicas, ao “desnaturalizar” sua invenção, buscando suas origens. Os Estudos Culturais apresentam um entendimento de cultura que não faz distinção entre alta e baixa cultura e trata todas as manifestações culturais como práticas de significação. Dessa forma, permitem lançar um olhar de estranhamento sobre os discursos que envolvem a invenção dos termos “alfabetismo” e “analfabetismo”, bem como discutir a forma como acontece sua “materialização” nos discursos, por meio da análise das representações que recebem as equações alfabetização e escolarização e alfabetismo e escolarização e, assim, evidenciar as continuidades e os deslocamentos por que passaram determinados mitos que influenciaram a escolarização da população, desde o século XIX até o século XXI, traduzidos em progresso econômico, social e individual e sua relação com a capacidade para o emprego. O trabalho foi elaborado contando com a contribuição de autores como Iole Maria Faviero Trindade, Rosa Hessel Silveira, Jorge Larrosa, Brian Street, Harvey Graff, Jenny Cook-Gumperz, Alfredo Veiga-Neto, dentre outros. Ao olhar para as produções dos alunos, fazendo uso da análise textual, esse estudo examinou alguns dos “mitos” em relação às expectativas da alfabetização e de escolarização desses alunos, os usos sociais que fizeram da escrita e da leitura, bem como as habilidades que demonstraram de seu uso e o quanto a “experiência de si”, através da escrita, pode aproximá-los de um (re)conhecimento maior ou menor do domínio dessas competências. Pontuou, também, que as práticas de leitura e escrita, uma vez estando presentes em suas tarefas cotidianas, poderiam lhes estimular a buscar cada vez mais a competência nos seus usos. De certa forma, tal sentido, atribuído a essas práticas, parece promover a “desmistificação” de determinadas crenças “salvacionistas” e “redentoras” que cercam a alfabetização e o alfabetismo.
This master’s dissertation focuses upon young and adult textual production making up literacy classes in the state programme Alfabetiza Rio Grande, developed between 2003 and 2006 in Rio Grande do Sul. The research empirical material has 47 texts integrating the State Education Department publication entitled Jovens e Adultos: ressignificação dos saberes no mundo letrado in the series 2005/2006 Pedagogical Copybooks in RS in 2005. From a set of 124 textual productions by students attending the programme in 2005/2006, one examined 47 ones in a subject thread of ‘how important it is to go to school again’, producing three categories introduced in the analysis chapter. The distribution was the following: ‘the presence of myths shaping truths’, ‘references to reading and writing social uses’ and ‘writing about the self’. Counting upon theoretical and methodological contributions from Cultural Studies and Literacy Studies, this research looks at the subject constructed and identified as ‘illiterate’, seeking to escape from canonical narratives, by unnaturalizing his/her invention, searching his/her origins. The Cultural Studies provide an understanding of culture that makes no distinction between high and low culture treating all as cultural manifestations as meaning practices. Thus, they allow us to have a stranger look at discourses involving invention of terms like ‘literacy teaching’ and ‘illiteracy’, as well as to discuss by analyzing representations receiving equations literacy teaching/schooling and literacy/ schooling, and thus evincing continuities and displacing particular myths have undergone which effected upon the population schooling since the 19th century up to the 21st, rendered in economic, social and individual progress and its relation with skill for job. The work was performed with the contribution of theorists like Iole Maria Faviero Trindade, Rosa Hessel Silveira, Jorge Larrosa, Brian Street, Harvey Graff, Jenny Cook-Gumperz, Alfredo Veiga-Neto, and others. By looking at the students’ productions, through the textual analysis lens, this study examined some of the ‘myths’ in relation to expectations of literacy and schooling for these students, the social uses of reading and writing, as well as skills they showed of its use and to how the ‘experience of the self’, through writing, can put them closer to a conscience of the mastering of these skills. It has also pointed that reading and writing practices, once present in the everyday, could encourage them to look for more and more skills. In a way, such meaning ascribed to these practices seems to promote the ‘demythologizing’ of particular ‘saviour’ and ‘Redemptory’ beliefs involving literacy and literacy teaching.
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Parker, Emily G. "ASSESSING THE IMPACT OF THE READING INTERVENTION LANGUAGE! ON STATE READING PROFICIENCY SCORES FOR SECONDARY STUDENTS WITH DISABILITIES." Kent State University / OhioLINK, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=kent1248101265.

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Books on the topic "Illiteracy And Literacy Education"

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C, Cairns John. Adult illiteracy in Canada. Toronto, Ont: Council of Ministers of Education, 1988.

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Cairns, John C. Adult illiteracy in Canada. Toronto: Council of Ministers of Education, Canada, 1988.

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Goffinet, Sylvie-Anne. Functional illiteracy in Belgium. Brussels: King Baudouin Foundation, 1990.

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Kazemek, Francis E. Adult illiteracy: America's phoenix problem. Tucson, AZ: Program in Language and Literacy, Arizona Center for Research and Development, College of Education, University of Arizona, 1985.

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Baca, David R. Adult illiteracy: A selected bibliography. Monticello, Ill., USA: Vance Bibliographies, 1989.

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Dixon, Donald A. Illiteracy in California: Needs, services & prospects. Sacramento, Calif. (721 Capitol Mall, Sacramento 95814): The Department, 1987.

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Connor, Kim. Invisible citizenship: Adult illiteracy in California. Sacramento, CA: Senate Office of Research, 1986.

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Cora Wilson Stewart: Crusader against illiteracy. Jefferson, N.C: McFarland & Co., 1997.

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Illiteracy in America: Extent, causes, and suggested solutions. Washington, D.C: The Council, 1986.

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Hamminck, Kees. Functional illiteracy and adult basic education in the Netherlands. Hamburg: Unesco Institute for Education, 1990.

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Book chapters on the topic "Illiteracy And Literacy Education"

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Gunawardena, Chandra. "Problems of Illiteracy in a Literate Developing Society: Sri Lanka." In Tradition, Modernity and Post-modernity in Comparative Education, 595–609. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-5202-0_14.

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Kirby, Vicki, and Marc Higgins. "In Conversation with Vicki Kirby: Deconstruction, Critique, and Human Exceptionalism in the Anthropocene." In Palgrave Studies in Education and the Environment, 331–47. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79622-8_21.

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AbstractIn this interview Marc Higgins invites Vicki Kirby to dilate on the themes that have exercised her attention over the last thirty years. His questions address the received assumptions that shape political and ethical debate and the suggestion that their terms of reference require a radical shake-up. Kirby’s counter-intuitive treatment of familiar and accepted ways of thinking pays special attention to the nature/culture division and its myriad reconfigurations (body versus mind; primitive, or first, versus complex, or second; illiteracy versus literacy). She interrogates the routine and almost automatic logic that segregates what is deemed abstract and ideational from the pragmatic gravitas and political urgency that we tend to secure in empirical, “on the ground” evidence. For Kirby, this notion of material evidence and the weight of its truth claims, together with the corollary belief that the ideational and abstract are entirely other to physical and material reality, promote an insidious political agenda that sustains misogyny, racism, and ecological degradation as inevitable. By underlining the implicated ecologies of life whose dynamic cross-overs and impurities are also manifest in our thought structures, we are challenged to work with/in a sense of corruption that is irreducible and not simply negative.
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Nakashima, Takeshi. "Literacy and illiteracy." In Routledge Handbook of Japanese Sociolinguistics, 326–38. New York, NY : Routledge, [2019]: Routledge, 2019. http://dx.doi.org/10.4324/9781315213378-21.

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Cristani, Matteo, Serena Dal Maso, Sabrina Piccinin, Claudio Tomazzoli, Marco Vedovato, and Maria Vender. "A Technology for Assisting Literacy Development in Adults with Dyslexia and Illiterate Second Language Learners." In Smart Education and e-Learning 2021, 475–85. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-2834-4_40.

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Cristani, Matteo, Serena Dal Maso, Sabrina Piccinin, Claudio Tomazzoli, Marco Vedovato, and Maria Vender. "Correction to: A Technology for Assisting Literacy Development in Adults with Dyslexia and Illiterate Second Language Learners." In Smart Education and e-Learning 2021, C1. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-2834-4_42.

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García Portilla, Jason. "Education, Religion, and Corruption/Prosperity (A), (B), (C), (1), (2)." In “Ye Shall Know Them by Their Fruits”, 125–32. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-78498-0_9.

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AbstractThis chapter demonstrates the influential association of Protestantism and prosperity by explaining its historical focus on education and human capital building.Historically (and statistically), one key mechanism driving prosperity/transparency has been the Protestant emphasis on literacy so as to promote reading and understanding the Bible among wider circles (Becker & Woessmann, 2009). This contrasted starkly with the Roman Catholic practice of reciting parts of the Gospel in Latin scholarly language to mostly illiterate peasants (Androne, 2014). The teaching of God’s Word in vernacular languages created linguistic and methodical skills (i.e. exegetical understanding) that proved valuable beyond the religious realm. This practice also led to the accumulation of human capital, and thereby opened and perpetuated an important educational (and hence prosperity) gap between Protestants and Roman Catholics over time.As part of the Catholic Counter-Reformation, the Jesuits have competed with Protestant education but attaching less importance to the Scriptures in their schooling. Some South American areas influenced by Jesuit missions exhibit 10–15% higher human capital and income than the surrounding Catholic populations. Yet, Jesuit instruction has been largely elitist and far less encompassing than Protestant educational coverage and accomplishment.
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Moore, Diane L. "The Purpose of Education." In Overcoming Religious Illiteracy, 9–25. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_1.

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Tokić, Ksenija, and Ivo Tokić. "From Information Literacy Toward Information Illiteracy." In Communications in Computer and Information Science, 179–88. Cham: Springer International Publishing, 2015. http://dx.doi.org/10.1007/978-3-319-28197-1_19.

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Moore, Diane L. "Teacher Education: What Teachers Need to Know." In Overcoming Religious Illiteracy, 89–104. New York: Palgrave Macmillan US, 2007. http://dx.doi.org/10.1057/9780230607002_4.

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Tobin, Maighréad. "Power, Knowledge, Silence, and Literacy." In Constructions of Illiteracy in Twentieth-Century Ireland, 23–42. New York: Routledge, 2022. http://dx.doi.org/10.4324/9781003266693-2.

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Conference papers on the topic "Illiteracy And Literacy Education"

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Sutherland, Sinclair, Spencer Hedger, Mark Ireland, and Jim Ridgway. "Designing interactive displays to promote effective use of evidence." In Advances in Statistics Education: Developments, Experiences, and Assessments. International Association for Statistical Education, 2015. http://dx.doi.org/10.52041/srap.15106.

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Interactive displays are increasing being used to convey information, and are a significant factor in promoting statistical literacy (and illiteracy). Durham University and the House of Commons Library are collaborating to create data visualisations (DV) which will be accessible to politicians, researchers and journalists. The focus of this paper is a DV designed to be useful in the run-up to the 2015 general election. The aim was to assemble a rich resource from multiple sources, and to make it easy for target groups to manipulate data and draw conclusions. We identify important changes to the DV as it evolved over 13 iterations, and draw conclusions about appropriate design processes and validation.
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Castelao-Lawless, Teresa. "Epistemology of Science, Science Literacy, and the Demarcation Criterion: The Nature of Science (NOS) and Informing Science (IS) in Context." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2457.

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The result of misunderstanding science by students is their inability as future citizens to impact science public policies. The solution argued last year included creating courses in science studies serving two purposes: destroy students’ stereotypical certainties about science and help them become “historical realists” in regard to scientific practices. But we also speculated that dismissing the myth of scientific objectivity and teaching the historical and sociological underpinnings of science might lead to turning students into epistemological relativists. We now have a solution to the social-constructivist trap stemming from studies of science. This paper inquires into American contexts such as scientific illiteracy, post-modernism in high schools and colleges, and the media, all of which help produce a generalized inability to demarcate science from pseudoscience. Science studies courses guide students into both making epistemological distinctions and understanding the nature of science. Informing methodologies, course format, and bibliography follow.
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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Skyllstad, Kjell. "Giving People a Voice." In GLOCAL Conference on Asian Linguistic Anthropology 2019. The GLOCAL Unit, SOAS University of London, 2019. http://dx.doi.org/10.47298/cala2019.6-5.

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Scandinavian countries, in particular northern Scandinavia, have developed unique sociolinguistic frameworks which aim to preserve local indigenous languages. These models have acted to protect the cultural heritages of these ethnicities. As such, these models of preservation have offered a framework to be applied to other contexts, and hence in regions where language and cultural preservation and revitalization have become a salient factor. This current study presents an evaluation of the Norwegian State Action Plan for the preservation of indigenous languages in the region of tribal northern Scandinavia. The study produces the several recommendations as a comparative framework between northern Scandinavia and ASEAN countries. With respect to education, the study suggests establishing kindergartens for tribal children led by tribal communities, developing teacher training programs for indigenous instructors, developing educational materials and curricular guides in the local languages, establishing networks of distance learning, arranging language and cultural learning summer camps for tribal children and youth, and mapping mother tongue illiteracy among adults so as to assist in the action planning of these projects. With respect to the daily use of languages, the study suggests a development of interpreter training programs, the implementation procedures for translation of official documents, the development of minority language proficiency in the health services and judicial system, incorporating indigenous language in digital technologies and likewise promoting digital literacy, developing dictionaries for minority languages, and instigating the promotion of place names in local languages. The study employs a literature analysis, and a comparison of contexts, to determine the appropriation and effectiveness of the application of the Scandinavian preservation system to ASEAN. The study contributes to thought in Linguistic Anthropology, in that it suggests that, despite the uniqueness of sociolinguistic practices, preservation methods and government mandates may, at least in part, offer transferability.
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Kharbanda, Anshul. "Second Chance Schooling for Women: A Case Study of India." In Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.874.

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Low levels of literacy in India with over 200 million illiterate women creates a negative impact not only on women’s own lives, their families but also on country’s economic development. According to the National Commission for the Protection of Child Rights (NCPCR) report, around 40 percent of adolescent girls in the age group of 15-18 are not getting education. The National Education Policy 2020 (NEP 2020) recognises the role of education in women’s lives considering gender as a cross cutting theme across all its activities. The National Institute of Open Schooling (NIOS) is currently implementing a programme called Second Chance Education and Vocational Learning (SCE) with the active support of UN Women aimed at empowerment of the most marginalized women, using the pathways of learning, employment and entrepreneurship. SCE was implemented in 12 districts across 4 states of India– Bihar, Maharashtra, Odisha and Rajasthan, covering 200 villages. More than 2,500 rural girls have enrolled for the Programme. This is a qualitative study on 60 girls enrolled for the programme, based on focussed group discussions held telephonically with a group of five girls from each of the 12 districts. The findings of the study reveal several challenges faced by girls/women and different stakeholders in its implementation. The study suggests how this model may be up-scaled to other states of India as well.
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Alshaboul, Yousef Mohammad. "EFL Teachers’ Phonological Awareness Beliefs and Practices: Help or Prevent EFL Children Developing Reading." In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2020. http://dx.doi.org/10.29117/quarfe.2020.0262.

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Families, schools and stakeholders long for developing good readers (Ponitz & Rimm-Kaufman, 2011) and would do all it takes to save young children from becoming illiterate or low achievers (Anthony & Farncis, 2005; Share & Stanovich, 1995; Snowling, 1998). Since the landmark study of Moats (1994), a flow of research has targeted teacher education advocating for teachers being competent in PA (Carlisle, Kelcey, Rowan, & Phelps, 2011; Kennedy, 2013; Washburn et al., 2017). EFL teachers’ proficiency seems to contribute to the reading difficulties that early graders encounter. This paper investigates the knowledge, beliefs, practices and awareness in phonological awareness (PA) of twohundred and ten ramdonly selected EFL in-service teachers and then examines the impact of teachers’ experiences, qualifications, and gender on shaping teachers’ instruction. The researchers used a four-section survey to collect teachers’ demographic information, perceived and actual knowledge of phonological awareness and classroom practices related to PA, phonics, and syllabication. The results reported teachers as moderate level in the beliefs, practice and awareness of PA. In terms of teachers’ knowledge in PA, however, results showed teachers lacking the basics in teaching reading. This study adds to the body of literature and sheds light on the status quo of EFL in-service teachers’ competency and brings to the attention of every stakeholder the critical role EFL teachers play in helping EFL children become readers. Although the results point towards teachers as possible cause behind children’s low-literacy level, this study raises important questions for further investigations, and implications for EFL teacher education and preparation are highlighted.
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Barros Dias, Isabel, Maria Barbas, Ana Rita Padeira, and Pedro Matos. "UPTAKE ICT: A NETWORK OF STAKEHOLDERS AGAINST DIGITAL ILLITERACY." In 10th annual International Conference of Education, Research and Innovation. IATED, 2017. http://dx.doi.org/10.21125/iceri.2017.0095.

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Talasman-Chiorean, Claudia. "Functional Illiteracy With First-Year Students (18-25-Year-Old Adults), In Journalism." In ERD 2018 - Education, Reflection, Development, Sixth Edition. Cognitive-Crcs, 2019. http://dx.doi.org/10.15405/epsbs.2019.06.5.

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Fansuri, Eep Saeful Rojab, Dasim Budimansyah, and Isah Cahyani. "Literacy Movement - Character Education Strengthener Based on Literacy." In The 2nd International Conference on Sociology Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007098903870391.

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Martin, Jennifer. "Abolitionist Literacy in Urban Education: Resisting Scripted Literacy." In 2021 AERA Annual Meeting. Washington DC: AERA, 2021. http://dx.doi.org/10.3102/1682827.

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Reports on the topic "Illiteracy And Literacy Education"

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Tofaris, Elizabeth, and Rebecca Thornton. Mother Tongue Education Improves Literacy in Uganda. REAL Centre, University of Cambridge and The Impact Initiative, September 2018. http://dx.doi.org/10.35648/20.500.12413/11781/ii319.

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Hastings, Justine, Brigitte Madrian, and William Skimmyhorn. Financial Literacy, Financial Education and Economic Outcomes. Cambridge, MA: National Bureau of Economic Research, September 2012. http://dx.doi.org/10.3386/w18412.

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Osborne, Teresa. Politics and Education: The Nicaraguan Literacy Crusade. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.2037.

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Cascio, Elizabeth, Damon Clark, and Nora Gordon. Education and the Age Profile of Literacy into Adulthood. Cambridge, MA: National Bureau of Economic Research, June 2008. http://dx.doi.org/10.3386/w14073.

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Reia-Baptista, V., A. Burn, M. Reid, and M. Cannon. Screening Literacy: Reflecting on Models of Film Education in Europe. Revista Latina de Comunicación Social, RLCS, June 2014. http://dx.doi.org/10.4185/rlcs-2014-1015en.

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Kaffenberger, Michelle, and Lant Pritchett. Women’s Education May Be Even Better Than We Thought: Estimating the Gains from Education When Schooling Ain’t Learning. Research on Improving Systems of Education (RISE), September 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/049.

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Women’s schooling has long been regarded as one of the best investments in development. Using two different cross-nationally comparable data sets which both contain measures of schooling, assessments of literacy, and life outcomes for more than 50 countries, we show the association of women’s education (defined as schooling and the acquisition of literacy) with four life outcomes (fertility, child mortality, empowerment, and financial practices) is much larger than the standard estimates of the gains from schooling alone. First, estimates of the association of outcomes with schooling alone cannot distinguish between the association of outcomes with schooling that actually produces increased learning and schooling that does not. Second, typical estimates do not address attenuation bias from measurement error. Using the new data on literacy to partially address these deficiencies, we find that the associations of women’s basic education (completing primary schooling and attaining literacy) with child mortality, fertility, women’s empowerment and the associations of men’s and women’s basic education with positive financial practices are three to five times larger than standard estimates. For instance, our country aggregated OLS estimate of the association of women’s empowerment with primary schooling versus no schooling is 0.15 of a standard deviation of the index, but the estimated association for women with primary schooling and literacy, using IV to correct for attenuation bias, is 0.68, 4.6 times bigger. Our findings raise two conceptual points. First, if the causal pathway through which schooling affects life outcomes is, even partially, through learning then estimates of the impact of schooling will underestimate the impact of education. Second, decisions about how to invest to improve life outcomes necessarily depend on estimates of the relative impacts and relative costs of schooling (e.g., grade completion) versus learning (e.g., literacy) on life outcomes. Our results do share the limitation of all previous observational results that the associations cannot be given causal interpretation and much more work will be needed to be able to make reliable claims about causal pathways.
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Lusardi, Annamaria. Household Saving Behavior: The Role of Financial Literacy, Information, and Financial Education Programs. Cambridge, MA: National Bureau of Economic Research, February 2008. http://dx.doi.org/10.3386/w13824.

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Robin Aronow, Robin Aronow. Part II: Continuing linguistic research and developing materials for literacy education in Salasaka Kichwa. Experiment, April 2016. http://dx.doi.org/10.18258/6984.

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Carlson, Jake, and Marianne Bracke. Planting the Seeds for Data Literacy: Lessons Learned from a Student Centered Education Program. Purdue University, 2015. http://dx.doi.org/10.5703/1288284315518.

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Michaud, Meredith. Information Literacy in the First Year of Higher Education: Faculty Expectations and Student Practices. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.3074.

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