Dissertations / Theses: 'Illiterates'

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Fujie, Márcia Akemi. "Monitoramento metacognitivo em adultos analfabetos funcionais e absolutos." Universidade Federal de São Carlos, 2017. https://repositorio.ufscar.br/handle/ufscar/9113.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Self-regulation refers to thoughts, feelings and actions that are planned and cyclically adapted so as to make the individual reach their goals. Within the self-regulation is the metacognitive monitoring, the ability with which the individual follows and evaluates their own cognition. The present study was divided into two studies, both aimed to investigate the metacognitive monitoring of illiterate adults using the metacognitive judgement, a measure of the metacognitive monitoring, in cognitive tasks that evaluate the general factor of intelligence, processing speed and short-term memory. The relation between the real performance and the estimated performance was also investigated, including in which cognitive task the real performance related more to the estimated performance. In addition, we investigated which type of judgment model – the only difference between the two studies – was the most accurate. The participants of Study (1) included 34 functional or fully illiterate adults, from both genders, and age between 40 and 60 years old; and participants of Study (2) included 15 functional or fully illiterate adults, from both genders, and age between 20 and 74 years old. The instruments utilized were: Initial Interview, R-1 Test and subtests Digit Symbol-Coding, Symbol Search and Digit Span from the Wechsler Adult Intelligence Scale III (WAIS III), Judgment Register from 0 to 10, Judgement Register from 0 to 100 and Judgement Register with the use of a metric object. Results indicated that the real performance of the subjects, in both studies, were lower when compared to subjects with a greater level of education, and, according to the Pearson product-moment correlation coefficient, there was a significant correlation between the real performance and the estimated performance in the subtest Digit Symbol-Coding in Study 1, and significant correlation between real and estimated performance in the subtests Digit Symbol-Coding, Digit Span and Symbol Search in Study 2. In addition, results indicated that the judgment made with a metric object presented he most accurate measures.
A autorregulação refere-se aos pensamentos, sentimentos e ações que são planejados e ciclicamente adaptados para o alcance dos objetivos traçados pelo indivíduo. Dentro dessa totalidade, encontra-se o monitoramento metacognitivo, que é a habilidade pela qual o sujeito “acompanha” e avalia sua própria cognição. Foram realizados dois estudos, ambos com o objetivo investigar o monitoramento de adultos analfabetos, por meio do julgamento, entendido como uma medida do monitoramento metacognitivo, sobre o desempenho em tarefas cognitivas que avaliam o fator geral de inteligência, a velocidade de processamento e a memória de curto prazo. Também foi investigada a existência de diferenças nas relações entre desempenhos reais e estimados e em quais tarefas cognitivas o desempenho real mais se relaciona ao desempenho estimado. Além disso, investigou-se qual o modelo de registro de julgamento foi o mais acurado, sendo o tipo de modelo utilizado a única diferença entre os estudos. Participaram do Estudo (1) 34 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 40 e 60 anos, e, no Estudo (2), 15 analfabetos funcionais ou absolutos, de ambos os gêneros e com idade entre 20 e 74 anos. Os materiais utilizados para a coleta de dados foram: Entrevista Inicial (EI), Teste R-1 e os subtestes Código, Procurar Símbolos e Dígitos da Escala Wechsler de Inteligência para Adultos III (WAIS III), Registro de Julgamentos de 0 a 10, Registro de Julgamentos de 0 a 100 e Registro de Julgamentos a partir de um objeto de medida. Os resultados indicaram que, em ambos os estudos, os escores reais dos participantes foram mais baixos quando comparados com sujeitos de maior escolaridade das amostras normativas dos instrumentos. A partir das correlações de Pearson, observou-se no Estudo 1 uma correlação significativa entre o desempenho real e o julgamento do desempenho no subteste Códigos; e, no Estudo 2, correlações significativas entre o desempenho real e o julgamento de desempenho nos subtestes Códigos, Dígitos e Procurar Símbolos. Ainda, os resultados indicaram que o julgamento de desempenho a partir de um objeto de medida foi o que apresentou as medidas mais acuradas.

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Morlett, Paredes Alejandra. "NORMATIVE DATA FOR FOUR NEUROPSYCHOLOGICAL TESTS IN A SAMPLE OF ADULTS WHO ARE ILLITERATE AND FROM LATIN AMERICA." VCU Scholars Compass, 2018. https://scholarscompass.vcu.edu/etd/5452.

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Neuropsychological tests are standardized tasks used to measure psychological functioning that is associated with a particular brain structure. These tests often are used in diagnosing a cognitive deficiency resulting from brain injuries. Currently, there are a limited number of studies that have focused on standardization of neuropsychological tests in Latin America. Therefore, the vast majority of cognitive tests used in the evaluation of patients with brain damage have no normative parameters adjusted to the cultural characteristics of Latinos and Latinas. As a result, neuropsychological diagnoses among this population may be inadequate, and evaluation of rehabilitation program effectiveness limited. The importance of culturally appropriate indices of neurological tests cannot be overstated; of all the problems presented by individuals with brain injuries, cognitive disorders are the leading source of disability for adequate work, family, and social reintegration among this group. There is an urgent need to standardize neuropsychological tests in Latin America, among Latinos in the US and any other regions where neuropsychological test have not been standardized. An important population subgroup in Latin America severely lacking in norms for many neuropsychological tests are those deemed illiterate or unable to read or write. Developing normative data for individuals who are illiterate will allow neuropsychologists to have a more accurate comparison when attempting to diagnose cognitive deficits among this group in Latin America. This dissertation is unique, as no other studies have looked at the normative data and standardization of neuropsychological tests within this population in Latin America.

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Barros, Filho Delma. "Formação de conceitos em adultos iletrados: em busca de indícios de oralidade letrada." Instituto de Psicologia, 2012. http://repositorio.ufba.br/ri/handle/ri/18549.

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CNPq
Este trabalho tem o objetivo de compreender a maneira como adultos iletrados pertencentes a sociedades letradas manejam conceitos no que diz respeito a diferentes níveis de abstração. No campo de estudos sobre o desenvolvimento cognitivo de adultos, os autores que se dedicam a investigar o funcionamento cognitivo de pessoas em diferentes contextos têm concordado quanto à ideia de que o processo de escolarização promove o treinamento sistemático em operações teóricas, aspecto que envolve a aquisição de ferramentas culturais que subsidiam a organização do pensamento. O tema tem sido pesquisado através da comparação da cognição de iletrados com a de pessoas formalmente escolarizadas. O interesse tem sido investigar possíveis consequências cognitivas do uso da linguagem escrita e compreender as inter-relações entre as linguagens oral e escrita. Os estudos considerados apontam que a aquisição da escrita é avaliada, por um lado, como promovendo efeitos homogêneos; por outro, como sendo caracterizada pelas práticas sociais de uso desta habilidade, não devendo ser tomada por efeitos gerais. O presente trabalho é uma proposta de estudo sobre as relações entre o pensamento não escolarizado e o escolarizado tomando como base os desenvolvimentos teóricos de Vigotski, especificamente o tópico da formação de conceitos (cotidianos ou científicos). No pensamento orientado por conceito cotidiano, palavras codificam informações com base nos atributos perceptuais dos referentes. No pensamento orientado por conceito científico a estrutura do significado de palavra é abstrata, não dependendo do reflexo imediato da realidade. Para Vigotski o objetivo principal da escolarização seria a ascensão do pensamento empírico para o teórico. Este estudo propõe levar em conta uma rota alternativa de desenvolvimento, configurada para aqueles que não foram escolarizados, permanecendo iletrados. O conceito de oralidade letrada, considerado neste estudo, aponta para o fato de que, em sociedades letradas, a ascensão ao pensamento teórico pode acontecer fora da escola, através, por exemplo, de demandas sociais do trabalho. Foram examinadas as respostas de dois grupos de participantes (iletrados: adultos que nunca frequentaram a escola ou o fizeram rudimentarmente por poucos anos, permanecendo, portanto, não-alfabetizados ou semi-analfabetos; e letrados: estudantes universitários ou pessoas com nível superior concluído) a testes sobre formação de conceitos (com vistas a identificar a estrutura conceitual predominante) e a testes sobre medidas de habilidades cognitivas. A consideração da estrutura conceitual leva em conta a maneira como o participante organizou as respostas aos testes: os critérios subjacentes a essa organização e a forma de ligação das palavras, no conjunto formulado. Esta análise permite classificar a estrutura do seu pensamento como orientada predominantemente por conceito cotidiano ou científico. Entre os resultados da análise comparativa entre o padrão de respostas encontrado para os dois grupos de participantes, destacam-se, conforme esperado: a) o predomínio da utilização de conceitos cotidianos entre iletrados; b) o predomínio do uso de conceitos científicos entre letrados. No entanto, o fato de os participantes dos dois subgrupos terem formulado os dois tipos de conceitos permite discutir questões relacionadas com o desenvolvimento da oralidade letrada no subgrupo dos participantes iletrados. This study has the objective of understanding the way how illiterate adults belonging to literate societies handle concepts respecting to different levels of abstraction. In the field of studies about cognitive development, the authors dedicated to investigate the cognitive operation of people in different contexts have agreed on the idea that the schooling process promotes the systematic training in theoretical operations, aspect that encompass the acquisition of cultural tools that support the organization of thought. The subject has been investigated by comparison between the cognition of illiterates and of formally schooled persons. The objective has been the investigation possible cognitive consequences about the use of written language and understanding the inter-relations between oral and written languages. The studies here considered point that the acquisition of writing is evaluated, at one hand, as promoting homogeneous effects; and on the other hand, as being characterized by the social practices of this skill’s usage, should not be taken as general effects. This present work is a study proposal about the relationships between unschooled and schooled thought based on the Vygotsky’s theoretical developments, specifically the topic about word meaning structure (WMS) (the description of the system of relationships of words - the connections between symbols - that characterizes the semiotically mediated thought). There are hierarchical levels of language utilization, that is WMS. In this work we study two of these levels: everyday concept and scientific concept. In thought organized/ oriented by everyday concept, words code information based on the related sensitive’s attributes. In thought oriented by scientific concept the structure of word meaning is abstract, not depending on reality’s immediate reflex. To Vygotsky the main objective of schooling would be the ascension of empirical thought to theoretical thought. This study proposes to have in account an alternative route of development, configured the people who didn’t went through school, remaining illiterates. The concept of literate orality, considered in this study, points out to the fact that, in literate societies, the ascension to theoretical thought can happen outside the school, by means of, for example, working social demands. There have been examined the answers of two groups of participants (illiterates: adults which never attended to school or did it poorly in few years, remaining, thus, unlettered or semi-lettered; and literates: university students or persons which concluded the high school) to tests about word meaning structure (concepts formation) (intending to identify the predominant conceptual structure) and to tests about cognitive skills measurement. The consideration about the conceptual structure has in account the way how the participant organized the answers to the tests: the underlying criterions to this organization and the form of binding words, inside the formulated series. This analysis enables to classify the structure of the thought as predominantly oriented by everyday or scientific concept. Among the results of the comparative analysis between the patterns of answers found on the two groups of participants, excel out, as expected: a) the predominance of everyday concepts utilization among illiterates; b) the predominance of scientific concepts among literates. However, the fact that the participants of both subgroups formulated the two types of concepts allows the discussion of questions related with the development of literate orality inside the subgroup of illiterate participants.

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Hammarström, Ylva. "Illiterata invandrares informationspraktiker." Thesis, Uppsala universitet, Institutionen för ABM, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-253701.

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The subject of this two year Master's thesis in Library and Information Science is the information practices of illiterate immigrants in everyday life. The purpose is to examine how immigrants seek, identify, understand and value information sources and information, and how the practices have changed with their arrival in Sweden. It furthermore focuses on the barriers that illiterate immigrants meet in accessing and understanding information. It moreover investigates the strategies they use to overcome them. For this purpose twelve qualitative research interviews were carried out, with illiterate immigrants as well as with service providers. The theoretical concepts of the essay is information practices, which means that the information process is within a context, and information poverty, that people in different context do not have adequate and equal access to information and information sources. Using McKenzie's model of information practices, the essay concludes that illiterate immigrants are active in their information process, especially when they interact with information. The most commonly used information practice is to seek out and ask for help in their social network. They use service providers to explain written information. In addition to actively seeking out people to help them, they use a variety of information practices. They use Internet on their smartphones. Some of them use a translator app to translate letters and communicate with others. They use Facebook and watch TV. They also use other visual sources. Their information practices function as strategies to cope with barriers connected to illiteracy. They utilize their social network that possesses writing and reading skills to help them read and explain. Other strategies are to use numbers and to learn things by heart. Although the illiterate immigrants use a variety of practices and strategies, they still do not get adequate and equal access to information and therefore can be called information poor. Their social network is a resource, but it can also be a limitation. They risk lacking information about intangible things. But they do not, opposed to Chatman's theory, keep their needs concealed. One participant differed from the others in this aspect, since he expressed an unwillingness to ask. He was also troubled by his illiteracy. He perceived himself as being more limited because of it. The interpretation of this is that he lives in a more literate world than the other participants. Therefore is he able to realize what he lacks. It is important to give illiterate immigrants adequate and equal information. This essay thus suggests that institutions seek to adapt their information services to the practices and strategies that the group acquires and uses.

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Martin, Charles Leander. "Implementing an introductory course for biblically illiterate adults." Theological Research Exchange Network (TREN), 1995. http://www.tren.com.

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Morapane, Mondiya Nametso. "Functionally illiterate consumers’ food purchase behaviour in Botswana." Diss., University of Pretoria, 2012. http://hdl.handle.net/2263/41246.

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Illiteracy continues to be a major problem in developing countries. Botswana as an emerging economy with consumers of different literacy levels has no escape for this problem. This study puts the spotlight on consumer illiteracy in Botswana focusing specificallyon purchasing behaviour of functionally illiterate consumers; the problems encountered in the market place and coping strategies used when purchasing food. To elicit relevant information a quantitative research design and survey techniques using a structured questionnaire was used to gather information. Potential respondents were conveniently sampled in Gaborone and surrounding areas in Botswana (N=200) and women aged between 25 and 65 years formed the sample group. Data analysis involved descriptive statistics and inferential analysis. From the discussion and the interpretation of the results of the sample of the survey it became clear that certain elements of retailers‟ marketing mix product, price, place, promotion and processes were the most important factors that influenced younger women‟s‟food purchases. Salespeople are apparently of lesser importance to influence consumers. The results indicated that functionally illiterate consumers mainly purchased food products from supermarkets and informal traders but also patronised other retail outlets occasionally. The study further revealed that consumers are vulnerable in the market place as they encountered problems during market place navigation, specifically in terms of too much information; difficulties in computing prices reduced by percentages; crowded places, and advertisements tempting them to buy. These problems seemed to negate the use of coping strategies. The study has contributed to the limited literature on the food purchasing behaviour of functionally illiterate consumers. Retailers will gain insight on how to deal with functionally illiterate consumers in the market place and find ways of making the market place more consumer friendly.
Dissertation (MConsumer Science)--University of Pretoria, 2012.
gm2014
Consumer Science
unrestricted

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Ahmad, Nadeem. "People centered HMI’s for deaf and functionally illiterate users." Phd thesis, Universität Potsdam, 2014. http://opus.kobv.de/ubp/volltexte/2014/7039/.

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The objective and motivation behind this research is to provide applications with easy-to-use interfaces to communities of deaf and functionally illiterate users, which enables them to work without any human assistance. Although recent years have witnessed technological advancements, the availability of technology does not ensure accessibility to information and communication technologies (ICT). Extensive use of text from menus to document contents means that deaf or functionally illiterate can not access services implemented on most computer software. Consequently, most existing computer applications pose an accessibility barrier to those who are unable to read fluently. Online technologies intended for such groups should be developed in continuous partnership with primary users and include a thorough investigation into their limitations, requirements and usability barriers. In this research, I investigated existing tools in voice, web and other multimedia technologies to identify learning gaps and explored ways to enhance the information literacy for deaf and functionally illiterate users. I worked on the development of user-centered interfaces to increase the capabilities of deaf and low literacy users by enhancing lexical resources and by evaluating several multimedia interfaces for them. The interface of the platform-independent Italian Sign Language (LIS) Dictionary has been developed to enhance the lexical resources for deaf users. The Sign Language Dictionary accepts Italian lemmas as input and provides their representation in the Italian Sign Language as output. The Sign Language dictionary has 3082 signs as set of Avatar animations in which each sign is linked to a corresponding Italian lemma. I integrated the LIS lexical resources with MultiWordNet (MWN) database to form the first LIS MultiWordNet(LMWN). LMWN contains information about lexical relations between words, semantic relations between lexical concepts (synsets), correspondences between Italian and sign language lexical concepts and semantic fields (domains). The approach enhances the deaf users’ understanding of written Italian language and shows that a relatively small set of lexicon can cover a significant portion of MWN. Integration of LIS signs with MWN made it useful tool for computational linguistics and natural language processing. The rule-based translation process from written Italian text to LIS has been transformed into service-oriented system. The translation process is composed of various modules including parser, semantic interpreter, generator, and spatial allocation planner. This translation procedure has been implemented in the Java Application Building Center (jABC), which is a framework for extreme model driven design (XMDD). The XMDD approach focuses on bringing software development closer to conceptual design, so that the functionality of a software solution could be understood by someone who is unfamiliar with programming concepts. The transformation addresses the heterogeneity challenge and enhances the re-usability of the system. For enhancing the e-participation of functionally illiterate users, two detailed studies were conducted in the Republic of Rwanda. In the first study, the traditional (textual) interface was compared with the virtual character-based interactive interface. The study helped to identify usability barriers and users evaluated these interfaces according to three fundamental areas of usability, i.e. effectiveness, efficiency and satisfaction. In another study, we developed four different interfaces to analyze the usability and effects of online assistance (consistent help) for functionally illiterate users and compared different help modes including textual, vocal and virtual character on the performance of semi-literate users. In our newly designed interfaces the instructions were automatically translated in Swahili language. All the interfaces were evaluated on the basis of task accomplishment, time consumption, System Usability Scale (SUS) rating and number of times the help was acquired. The results show that the performance of semi-literate users improved significantly when using the online assistance. The dissertation thus introduces a new development approach in which virtual characters are used as additional support for barely literate or naturally challenged users. Such components enhanced the application utility by offering a variety of services like translating contents in local language, providing additional vocal information, and performing automatic translation from text to sign language. Obviously, there is no such thing as one design solution that fits for all in the underlying domain. Context sensitivity, literacy and mental abilities are key factors on which I concentrated and the results emphasize that computer interfaces must be based on a thoughtful definition of target groups, purposes and objectives.
Das Ziel und die Motivation hinter dieser Forschungsarbeit ist es, Anwendungen mit benutzerfreundlichen Schnittstellen für Gehörlose und Analphabeten bereitzustellen, welche es ihnen ermöglichen ohne jede menschliche Unterstützung zu arbeiten. Obwohl es in den letzten Jahren technologische Fortschritte gab, garantiert allein die Verfügbarkeit von Technik nicht automatisch die Zugänglichkeit zu Informations- und Kommunikationstechnologien (IKT). Umfangreiche Verwendung von Texten in Menüs bis hin zu Dokumenten führen dazu, dass Gehörlose und funktionale Analphabeten auf diese Dienste, die auf Computersystemen existieren, nicht zugreifen können. Folglich stellen die meisten bestehenden EDV-Anwendungen für diejenigen eine Hürde dar, die nicht fließend lesen können. Onlinetechnologien für solche Art von Gruppen sollten in kontinuierlichem Austausch mit den Hauptnutzern entwickelt werden und gründliche Untersuchung ihrer Einschränkungen, Anforderungen und Nutzungsbarrieren beinhalten. In dieser Forschungsarbeit untersuche ich vorhandene Tools im Bereich von Sprach-, Web- und anderen Multimedia-Technologien, um Lernlücken zu identifizieren und Wege zu erforschen, welche die Informationsalphabetisierung für Gehörlose und Analphabeten erweitert. Ich arbeitete an der Entwicklung einer nutzerzentrierten Schnittstelle, um die Fähigkeiten von Gehörlosen und Nutzern mit schlechter Alphabetisierung durch Verbesserung der lexikalischen Ressourcen und durch Auswertung mehrerer Multimediaschnittstellen zu erhöhen. Die Schnittstelle des plattformunabhängigen, italienischen Gebärdensprachen (LIS) Wörterbuches wurde entwickelt, um die lexikalischen Quellen für gehörlose Anwender zu verbessern. Ich integriere die LIS-lexikalischen Ressourcen mit der MultiWordNet (MWN)-Datenbank, um das erste LIS MultiWordNet (LMWN) zu bilden. LMWN enthält Informationen über lexikalische Beziehungen zwischen Wörtern, semantische Beziehungen zwischen lexikalischen Konzepten (Synsets), Gemeinsamkeiten zwischen italienischer und Gebärdensprache-lexikalischen Konzepten und semantischen Feldern (Domänen). Der Ansatz erhöht das Verständnis der tauben Nutzer geschriebene, italienischen Sprache zu verstehen und zeigt, dass ein relativ kleiner Satz an Lexika den wesentlichen Teil der MWN abdecken kann. Die Integration von LIS-Zeichen mit MWN machte es zu einem nützlichen Werkzeug für Linguistik und Sprachverarbeitung. Der regelbasierte Übersetzungsprozess von geschriebenem, italienischem Text zu LIS wurde in ein Service-orientiertes System überführt. Der Übersetzungsprozess besteht aus verschiedenen Modulen, einschließlich einem Parser, einem semantischen Interpreter, einem Generator und einem räumlichen Zuordnungs-Planer. Diese Übersetzungsprozedur wurde im Java Application Building Center (jABC) implementiert, welches ein Framework für das eXtrem Model Driven Design (XMDD) ist. Der XMDD-Ansatz konzentriert sich darauf die Softwareentwicklung näher zum konzeptionellen Design zu bringen, sodass die Funktionalität einer Softwarelösung von jemandem verstanden werden kann, der mit Programmierkonzepten unvertraut ist. Die Transformation richtet sich an die heterogene Herausforderung und verbessert die Wiederverwendbarkeit des Systems. Zur Verbesserung der E-Partizipation der funktionalen Analphabeten wurden zwei detaillierte Studien in der Republik Ruanda durchgeführt. In der ersten Studie wurde die traditionelle, textuelle Schnittstelle mit der virtuellen, charakterbasierten, interaktiven Schnittstelle verglichen. Diese Studie hat dazu beigetragen Barrieren der Benutzerfreundlichkeit zu identifizieren. Anwender evaluierten die Schnittstellen bezüglich drei grundlegender Bereiche der Benutzerfreundlichkeit: Effektivität, Effizienz und Zufriedenstellung bei der Problemlösung. In einer anderen Studie entwickelten wir vier verschiedene Schnittstellen, um die Benutzerfreundlichkeit und die Effekte der Online-Hilfe (konsequente Hilfe) für funktionale Analphabeten zu analysieren und verglichen verschiedene Hilfsmodi (einschließlich zusätzlicher Textinformationen, Audio-Unterstützung und mit Hilfe eines virtuellen Charakters) bezüglich der Verbesserung der Leistungsfähigkeit von teilweisen Analphabeten, um ihre Zielstellung zu erreichen. In unseren neu gestalteten Schnittstellen wurden Anweisungen automatisch in die Swahili Sprache übersetzt. Alle Schnittstellen wurden auf der Grundlage der Aufgabenbewältigung, des Zeitaufwands, der System Usability Scale (SUS) Rate und der Anzahl der Hilfegesuche bewertet. Die Ergebnisse zeigen, dass die Leistungsfähigkeit der teilweisen Analphabeten bei Nutzung der Online-Hilfe signifikant verbessert wurde. Diese Dissertation stellt somit einen neuen Entwicklungsansatz dar, bei welchem virtuelle Charaktere als zusätzliche Unterstützung genutzt werden, um Nutzer, die kaum lesen können oder sonstig eingeschränkt sind, zu unterstützen. Solche Komponenten erweitern die Anwendungsnutzbarkeit indem sie eine Vielzahl von Diensten wie das Übersetzen von Inhalten in eine Landessprache, das Bereitstellen von zusätzlichen akustisch, gesprochenen Informationen und die Durchführung einer automatischen Übersetzung von Text in Gebärdensprache bereitstellen. Offensichtlich gibt ist keine One Design-Lösung, die für alle zugrundeliegenden Domänen passt. Kontextsensitivität, Alphabetisierung und geistigen Fähigkeiten sind Schlüsselfaktoren, auf welche ich mich konzentriere. Die Ergebnisse unterstreichen, dass Computerschnittstellen auf einer exakten Definition der Zielgruppen, dem Zweck und den Zielen basieren müssen.

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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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Gavaza, Takayedzwa. "Culturally-relevant augmented user interfaces for illiterate and semi-literate users." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1006679.

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This thesis discusses guidelines for developers of Augmented User Interfaces that can be used by illiterate and semi-literate users. To discover how illiterate and semi-literate users intuitively understand interaction with a computer, a series of Wizard of Oz experiments were conducted. In the first Wizard of Oz study, users were presented with a standard desktop computer, fitted with a number of input devices to determine how they assume interaction should occur. This study found that the users preferred the use of speech and gestures which mirrored findings from other researchers. The study also found that users struggled to understand the tab metaphor which is used frequently in applications. From these findings, a localised culturally-relevant tab interface was developed to determine the feasibility of localised Graphical User Interface components. A second study was undertaken to compare the localised tab interface with the traditional tabbed interface. This study collected both quantitative and qualitative data from the participants. It found that users could interact with a localised tabbed interface faster and more accurately than with the traditional counterparts. More importantly, users stated that they intuitively understood the localised interface component, whereas they did not understand the traditional tab metaphor. These user studies have shown that the use of self-explanatory animations, video feedback, localised tabbed interface metaphors and voice output have a positive impact on enabling illiterate and semi-literate users to access information.
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Kusi-Mensah, Kwaku. "Challenges encountered by functionally illiterate consumers in the Kumasi metropolis, Ghana." Master's thesis, Vysoká škola ekonomická v Praze, 2017. http://www.nusl.cz/ntk/nusl-359229.

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This study is concerned with how illiteracy impact consumers when navigating through the market place to have their needs met.These effects are researched in the Kumasi metropolis in the Ashanti Region of Ghana. The overall goal of the thesis is to investigate the problems that functionally illiterate consumers encounter when navigating through the Marketplace.The results show that functionally illiterate consumers at the Kumasi metropolis do face problems when navigating through the market place and that these problems are related to the retail marketing mix such as product, price, place, people, promotion and process.

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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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Idrissi-Bouyahyaoui, B. "Metalinguistic awareness in literate and illiterate children and adults : A psycholinguistic study." Thesis, University of Edinburgh, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.379370.

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Hamdan, Taghreed Abu. "Promoting a mother school relationship programme in rural areas of Jordan : case studies of two girls schools." Thesis, University of Sussex, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.241685.

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Abdulai, Janet Mariama. "The Sierra Leonean rural illiterate mothers' perceptions of the factors related to Kwashiorkor." Virtual Press, 1986. http://liblink.bsu.edu/uhtbin/catkey/459906.

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Twenty Sierra Leonean rural illiterate mothers were querried about their perceptions of the factors related to Kwashiorkor. Demographic data was hand tabulated to determine the frequency of parents' occupations, pregnancies, live and stillbirths, living and dead children, and causes of children's deaths. Chi-square analyses were done to assess the distribution of responses to questions about 19 beliefs which the researcher thought were related to Kwashiorkor. Student t-test was used to determine the differences in the total number and outcome of pregnancies between women who agreed and disagreed about the role of four of the factors which tended to show or showed significance with chi-square analyses.The families were subsistence farmers. In addition, 65 percent or the husbands had other jobs. Combined, the 20 women had 191 pregnancies, 166 live births, (87 percent of pregnancies), 25 (13 percent) stillbirths, 82 living children (43 percent of pregnancies and 49 percent of live births). The women lost through death 84 (50.6 percent) of the 166 live born children.The average woman experienced 9.6 pregnancies, resulting in 8.3 live births, and 1.3 stillbirths, had an average of 4.1 living children and had lost an average of 4.2 live born children. The data indicated that the major problem with infant/child mortality occurred after birth. Protein-Energy Malnutrition accounted for 38.1 percent of the children's deaths.Of the 19 factors about which women were querried in relation to role in Kwashiorkor, to only 4, namely “Witchcraft,” “Religious beliefs,” “Grandmother's advice,” and “Mother-in-law's advice” did less than half of the women agree. The majority of women agreed that 15 of the factors were associated with Kwashiorkor.That indicated the women had supportable understanding of factors truly related to Kwashiorkor.Three constructs, beliefs about “Witchcraft,” “Introduction of other foods,” and “Immunizations,” differentiated incidence and outcome of pregnancy among women. However, belief about the importance of “Immunizations” differentiated infant/child mortality and will be most useful in future research to analyze differences and to identify groups at greatest risk of child mortality.Ball State UniversityMuncie, IN 47306

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Chopra, Priti. "Parody and power in the gaze : representations of the illiterate Indian village woman." Thesis, King's College London (University of London), 2008. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.549182.

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This thesis explores critiques of dominant research and policy discourses on 'illiterate' women. These critiques suggest a complex variety of agendas more pertinent to the lives of adult education learners. They offer policymakers and practitioners alternative perspectives on meaning making through researching learners' lives and adult education practices. My ethnographic research study, conducted over a period of three years and based in two districts of Bihar (Sitamarhi and Begusarai) and two districts of Uttaranchal (Pithoragarh and Almora), contributes to this exploration. My writing also explores the practice of ethnography as a means of 'listening' to learners' experiences and realities in order to 'speak back' to the policy and practice of adult education programmes. I examine the discursive practices which create symbolic boundaries between 'illiterate' and 'literate' women. I claim that ethnographic research may enable us to develop an analysis which recognises multiple contexts of representation engaging different women's voice, visibility and agency. Ethnographic 'accounts' do provide insights into 'other 96 realities which form a part of subjective processes through which women, as different, understand, use and create knowledge to write themselves into multi-layered representations. This, in turn, contributes to and suggests processes for rethinking constructs and relationships between gender, literacy and development.

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Jonasson, Agneta. "Motives for Literacy : an investigation of adult illiterate students' motives for becoming literate." Thesis, Högskolan i Halmstad, Sektionen för humaniora (HUM), 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-19319.

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The aim for this study was to investigate adult illiterate students’ motives for becoming literate. The study was conducted in an adult education institution in Sweden where I interviewed four participants learning how to read and write in a second language. All the informants were illiterate when they started school in Sweden and I wanted to investigate if there were differences in second language acquisition dependent on age, gender, motivation or motive. Individual qualitative interviews were used in the method, based on grounded theory. The result showed no motive differences and all informants had the same motive as a goal; to obtain a job. Motivation, however, varied depending on age, but no gender differences could be found. According to this study, high motivation and a positive attitude are the most important factors for succeeding in the literacy work.

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Berggren, Ingela. "IPad i sfi-klassrummet : Illiteratas tankar och upplevelser av iPad vid läs- och skrivinlärning." Thesis, Mälardalens högskola, Akademin för utbildning, kultur och kommunikation, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-27554.

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The study aims to investigate what the iPad in SFI education means for the individual when it comes to becoming literate from having been illiterate. The focus of the study is on reading and writing in combination with individual motivation and opinions on iPad as a teaching tool. The study is based on interviews of three illiterate participants of sfi. The interviews give an idea of the individuals´ attitudes to the iPad and whether they think they learn to read and write with the iPad. The study also discusses what the participants think they cannot learn with the iPad. The study also includes two interviews with teachers, which aims to broaden and nuance pictures of how the iPad works in the classroom. Even the teachers' perceptions of the iPad as a teaching tool are examined. In addition, classroom observations are made to further ensure the participants' opinions, thoughts and work with the iPad. The results show that all three participants believe that they learn to read and write more quickly with the iPad than without. All three have great motivation to use the iPad, but have different endurance of how long they can work with it. All three consider, however, iPad as only a tool and highlight communication with the teacher as more important, because then they can ask, be given explanations and know why they make certain errors. The teachers have different approaches and different perceptions of students' use, and also what they themselves use the iPad for. However, they believe the iPad to be a good teaching tool that allows for individualization. The observations confirmed what the participants expressed. The study gives reason to argue for many benefits in term of iPad in the classroom. A good app promotes learning and the special needs of an illiterate, both in terms of letters, words, pictures and symbols. Even good pronunciation is promoted by the use of iPad as critical information can be given repeatedly, an indefinite number of times any time during use.

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Ahmad, Nadeem [Verfasser], and Tiziana [Akademischer Betreuer] Margaria. "People centered HMI’s for deaf and functionally illiterate users / Nadeem Ahmad. Betreuer: Tiziana Margaria." Potsdam : Universitätsbibliothek der Universität Potsdam, 2014. http://d-nb.info/1051740924/34.

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Milligan, James N. "Second language learning needs of illiterate Italian adults, students of English as a Second Language." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq28716.pdf.

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Alaverdy, Heather Stevenson. "Diabetes education for the functionally illiterate adult population in central Newfoundland using a client-centered approach." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1994. http://www.collectionscanada.ca/obj/s4/f2/dsk2/ftp04/mq23744.pdf.

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Burgmann, Mark J. "Fearing an inhuman(e) future the unliterary or illiterate dystopia of Aldous Huxley's Brave new world /." Diss., Connect to the thesis, 2009. http://hdl.handle.net/10066/3612.

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Mhlanga, Sisa. "An exploration of the decision-making processes and coping mechanisms of functionally illiterate South African consumers." Diss., University of Pretoria, 2010. http://hdl.handle.net/2263/24504.

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Most research on the consumer decision-making process has been conducted on literate adults. More that 20% of the adult population in South Africa is classified as being functionally illiterate, lacking the numeric and language skills required to perform basic retail tasks. Research examining the challenges faced by functionally illiterate consumers is practically nonexistent. With the lack of research on the shopping behaviour of such consumers in grocery stores, retail marketing decisions are likely to be based on implicit assumptions about literate consumers. Furthermore, this leads to a lack of understanding of how functionally illiterate consumers can be empowered in the grocery store environment. The main purpose of this study was to examine how functionally illiterate consumers in South Africa make decisions to accomplish marketplace activities and also to investigate the coping mechanisms they used in the marketplace. The study specifically examined these issues in the context of grocery shopping. This study therefore aims to assist consumer behaviour researchers to compare the traditional consumer decision-making process with that of functionally illiterate consumers. At the same time, this study attempts to enlighten marketers about the characteristics of a significant proportion of the South African consumer market. A qualitative inquiry, specifically semi-structured interviews, was used to gather data amongst twelve adult literacy learners. The study reveals that functionally illiterate consumers are faced with difficulties in grocery stores. These difficulties are either related to the actual store environment or product choice. Functionally illiterate consumers make purchase decisions differently from commonly held perspectives. The major difference is the fact that functionally illiterate consumers make purchase decisions based on a single product attribute, disregarding other attributes. Functionally illiterate consumers employ coping mechanisms to complement their deficient literacy skills. In this study, a total of 18 coping mechanisms were identified. A number of these mechanisms are behavioural strategies that aid these consumers to solve the problems of satisfying their needs in the marketplace. The coping mechanisms reveal that these consumers have varying levels of literacy. In other words, functionally illiterate consumers are not a single homogeneous group of individuals. This further substantiates the notion that literacy is not static whereby an individual is either literate or not. Literacy implies a range of skills that demand competency in specific contexts. Some of these participants are ready to fight the shame of illiteracy by empowering themselves; this includes asking for help which improves their subsequent shopping experience. The participants that are free to talk to other people seem to have reasonably gained confidence. However, there are still some participants who prefer to hide their limited literacy skills and who tend to experience the same recurring problems. An implication for consumer behaviour research is that existing consumer decision models do not adequately reflect the decisions of functionally illiterate consumers.
Dissertation (MCom)--University of Pretoria, 2011.
Marketing Management
MCom
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Cannon, Bonnie McDaniel Randall Scot. "The development of a non-reading inventory the Cannon picture interest /." Auburn, Ala, 2009. http://hdl.handle.net/10415/1706.

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Lindgren, Chin Johanna. "Sfi-lärarens roll och specialpedagogiska kompetens : En intervjustudie med lärare som undervisar i svenska för invandrare." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-165003.

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Intervjustudien är kvalitativ och undersöker lärare som undervisar i svenska för invandrare (sfi) med erfarenhet från att undervisa kortutbildade elever. Intervjuerna har analyserats utifrån en hermeneutisk analys samt en tematisk analys. Syftet med studien har varit att undersöka lärares syn på specialpedagogik inom ramen för sfi-undervisningen för kortutbildade elever. Detta har undersökts genom intervjuer med sex sfi-lärare. I intervjuerna har fokus legat på lärarnas perspektiv när det gäller den egna yrkesrollen, behoven, och olika förhållningssätt. Även deras syn på den egna undervisningens potential och hinder för lärande har fokuserats. Studien har utgått från tre frågeställningar: 1) Hur förhåller sig sfi-lärarna till specialpedagogisk kompetens? 2) Hur ser sfi-lärarna till och på elevernas behov? Och slutligen 3) Hur är lärarnas syn på den egna yrkesrollen? Det är författarens tolkning i kombination med förförståelsen av kontexten, och av utsagorna, som utgjort den hermeneutiska analysen i studien. Det är en svår och utmanande roll att arbeta som sfi-lärare med kortutbildade elever. Samtidigt som lärarna i studien trivs i yrkesrollen och med eleverna är de medvetna om att det är en krävande uppgift. Eleverna som har kort eller ingen utbildningsbakgrund har behov av en extra anpassad undervisning. Det finns behov som lärarna ser men inte alltid har verktyg, strategier eller kompetens för att tillgodose i undervisningen. Sfi-lärarna ser på elevernas behov som något som är tillskrivet eleven, men inte det sociala sammanhanget. Utifrån sin kompetens och de resurser som finns gör lärarna sitt yttersta för att möta eleverna och individualisera undervisningen. Lärarna är medvetna om vilken central roll de har för eleverna. De är även oerhört engagerade i att det ska gå bra för eleverna.

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Elliott, Greg (Gregory Talcott). "Konbit : bridging social, cultural, and political worlds by accelerating job growth and creation for the illiterate, disconnected workers." Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/67764.

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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2011.
Cataloged from PDF version of thesis.
Includes bibliographical references (p. 75-77).
Current employment technology typically relies on the concept of a CV or resume -a highly precise and constructed document. The creation of this document requires intricate knowledge of a process that is often opaque to those living in developed nations, who rely on training and experience to write compelling CV's. For those living in developing countries, this process is more difficult, and for those that have no internet access or are illiterate, creating a first-world resume is nearly impossible. That said, when firstworld organizations in developing countries bring with them their expectations of hiring which may or may not fit with the natives of that country. We propose a system, "Konbit," that creates a cultural and technological bridge between those with skills in developing countries and those with first-world expectations of potential employees. This platform allows literate or illiterate workers to describe their skills and life experiences as story-like messages in their native language, requires no technological upgrades from these workers, and transforms and offers this data as deep, humanized characterizations of potential employees. Non-profit organizations (NGOs) and government organizations (GOs) can search this data in a technologically modern format, viewing an automatically constructed resume for each caller. While other systems attempt to create miniature CV's via SMS-based messaging, these systems are not accessible by the illiterate and impose western CV-based culture onto applicants, resulting in low-fidelity representations given that SMS text messages are by nature short and inappropriate for extensive data input. Given the focus on the most is connected workers, Konbit deployed and received data from over 10,000 people in Port-au-Prince, Haiti, where the literacy rate, at the time of writing, was around 50% and the unemployment rate was more than 80%. This system was also beta-tested with 30 Haitian-Americans in Miami, Florida. The implications of the thesis will be relevant to any area - developed or developing - that is affected by illiteracy, poor training, or cultural gaps between workers and employers, and may serve as a more effective tool for employee characterization and interviewing in all job sectors.
by Greg Elliott.
S.M.

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White, Robyn May. "Testifying in court as a victim of crime : vocabulary required by illiterate individuals with little or no functional speech." Diss., University of Pretoria, 2014. http://hdl.handle.net/2263/46222.

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People with disabilities are at high risk of becoming victims of crimes. Those individuals with little or no functional speech (LNFS) are even more at risk of being victims of crime. One way of reducing the risk of being a victim of crime is facing the alleged perpetrator in court as a witness; therefore it is important for people with LNFS who have been victims of crimes to have the relevant vocabulary needed to testify in court. The aim of this study was to identify and describe the legal core vocabulary required by illiterate victims of crime, who have little or no functional speech, to testify in court as witness/witnesses. A mixed method, exploratory sequential design consisting of two different phases was used to address the aim of the research. The first phase was qualitative and included two different data sources, namely in-depth semi-structured interviews (n=3) and focus groups (n=22). The overall aim of this phase was to develop a measurement instrument. Results from Phase 1 were used in Phase 2, the quantitative phase, in which the measurement instrument (a custom designed questionnaire) was socially validated by 31 participants. The results produced six distinct categories which represented the core legal vocabulary and 99 words that represented the fringe legal vocabulary. The findings suggested that each communication board should be individualized to the individual and the specific crime. Recommendations were made to develop an AAC Resource Tool Kit to assist professionals involved with a person with LNFS who had been a victim of crime.
Dissertation (MA)--University of Pretoria, 2014.
tm2015
Centre for Augmentative and Alternative Communication (CAAC)
MA
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Margat, Aurore. "L'éducation thérapeutique du patient : une opportunité pour répondre aux besoins en littératie en santé des patients illettrés. Proposition d'un modèle d'intervention pédagogique." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCD077.

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Introduction : En France, l’éducation thérapeutique du patient (ETP) est une contribution importante au développement de l’autonomie des personnes atteintes de maladies chroniques. Un faible niveau de littératie en santé (LS) constitue un obstacle majeur pour accéder à cette éducation, particulièrement chez les patients illettrés. Tout laisse à penser qu’il faudrait d’abord augmenter la LS de ces personnes pour qu’elles puissent suivre une ETP. Cependant, il semble possible d’inverser ce raisonnement en envisageant la LS non plus comme un obstacle aux éducations en santé mais en appréhendant l’ETP comme une opportunité́ pour répondre aux besoins propres en LS et plus largement en alphabétisation. Le but de ce travail est d’élaborer un modèle d’intervention pédagogique visant à adapter l’ETP aux besoins spécifiques des patients chroniques en situation d’illettrisme. Méthode : Cette recherche qualitative s’appuie sur trois méthodes séquentielles : deux revues de portée, un focus group auprès de 10 coordonnateurs de programmes d’ETP et des entretiens semi-dirigés auprès de 11 personnes en situation d’illettrisme et 9 experts du champ de l’illettrisme. Résultats : Selon des logiques systémiques et socioconstructivistes, les résultats montrent que la prise en compte de l’illettrisme en ETP est possible et pourrait concourir à l’augmentation des compétences en LS et plus largement des compétences en littératie. Dans une logique d’universalisme proportionné, le modèle propose deux approches éducatives différentes, fonction de l’opportunité éducative du moment. La première consiste en une adaptation des programmes d’ETP et des étapes qui les constituent. La seconde passe par la proposition d’actions d’éducation thérapeutique qui pourrait renforcer l’offre éducative actuelle et s’adapter à un public vulnérable. Discussion : Alors que l’ETP pourrait être considérée comme une première étape vers un retour à l’apprentissage des personnes illettrées, la prise en compte de la LS dans les soins devra passer par la mise en place de liens entre les milieux sanitaire et socio-éducatif afin de constituer une porte d’accès pour ces publics souvent éloignés du système de soins. La formation des soignants/éducateurs et la reconnaissance de différents formats d’éducation permettraient d’adapter l’offre éducative dans ses contenus et ses méthodes. Conclusion : Le modèle d’intervention pédagogique proposé apporte une réponse aux à l’inégalité d’accès à l’ETP des personnes illettrées. Il promeut une vision singulière et globale de la personne concourant à son autonomie en santé dans le cadre d’une médecine de la personne. De futurs recherches interventionnelles en collaboration avec l’ensemble des acteurs devraient permettre de tester la faisabilité puis l’efficacité de ce modèle pédagogique
Introduction : In France, therapeutic patient education (TPE) is an important contribution to the development of the autonomy of people with chronic diseases. Low health literacy (HL) is a major obstacle to accessing this education,particularly among illiterate patients. There is every indication that these individuals would first need to have their LS increased in order to be able to take a TPE. However, it seems possible to reverse this reasoning by considering LS no longeras an obstacle to health education but to think of TPE as an opportunity to meet the specific needs of LS and literacy more broadly. The aim of this work is to develop a pedagogical intervention model to adapt TPE to the specific needs of chronic patients with illiteracy. Methods : This qualitative research is based on three sequential methods : two scoping reviews, a focus group with 10 TPE programs coordinators and semi-structured interviews with 11 people experiencing illiteracy and 9 experts in the field ofilliteracy. Results : According to systemic and socioconstructivist logics, the results show that taking into account illiteracy in TPE is possible and could contribute to the increase in LS skills and more broadly in literacy skills. In a logic of proportionate universalism, the model proposes two different educational approaches, depending on the educational opportunity of the moment. The first is an adaptation of TPE programs and their constituant stages. The second involves proposing therapeutic education actions that could strengthen the current educational offer and adapt to a vulnerable public. Discussion : While TPE could be considered as a first step towards a return to learning for illiterate people, taking LS into account in care will require the establishment of links between the health and socio-educational sectors in order to provide a gateway for these groups, which are often far from the care system. The training of carers/educators and the recognition of different educational formats would make it possible to adapt the educational offer in its content and methods. Conclusion : The proposed pedagogical intervention model responds to inequalities in access to TPE of illiterate people. It promotes a singular and global vision of the person contributing to his or her autonomy in health within the framework of a personal medicine. Future intervention research in collaboration with all stakeholders should make it possible to test the feasibility and then the effectiveness of such a pedagogical model

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Tolley, Rebecca. "Review of Routledge Dictionary of Latin Quotations The Illiterati’s Guide to Latin Maxims, Mottoes, Proverbs, and Sayings." Digital Commons @ East Tennessee State University, 2005. https://dc.etsu.edu/etsu-works/5730.

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Spitz, Andrea. "Crossing over : interactive video as a tool to enable the increased participation of illiterate and semi-literate communities in environmental management." Master's thesis, University of Cape Town, 1995. http://hdl.handle.net/11427/15960.

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Bibliography: pages 53-57.
This dissertation has four main aims: 1. To assess whether multi-media (particularly interactive video) can be used in illiterate and semi-literate communities as a tool for both increased environmental awareness and increased participation in various stages of the development process. 2. To assess whether interactive video as an approach in itself facilitates empowerment of target communities. 3. To create a visual communication experience which combines the rigours of academic research with the practical application of academic theories in the field. 4. To foster a sensitivity in the "reader" towards access to information.

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Acquah, Shirley A. "Physician-Patient Communication in Ghana: Multilingualism, Interpreters, and Self-Disclosure." Ohio University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1305026002.

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Welch, Emily C. "Functionally illiterate adults resolve reading difficulties presented by lexically ambiguous words : an investigation of the ability of the lexical quality hypothesis to describe differential reading skill /." Connect to online version, 2005. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2005/122.pdf.

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Hellenberg, Johanna. "”Education is for life, not just for school” : En jämförande studie om läs- och skrivutveckling i Gambia och Sverige." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14510.

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This report describes a comparative study about reading- and writing development in “A-towns school” in The Gambia and in “Villaskolan” in Sweden. The purpose of this study is to compare two teachers in Sweden with two teachers and two volunteers from the school in Gambia, with focus on their thoughts and methods on teaching reading and writing at each school and in their social context. The aim is also to observe and describe how classroom environment at both schools can encourage students to read and write. The theoretical base of this study is rooted in a sociocultural perspective but I have also chosen to illuminate behaviorism and cognitivism. The study is qualitative and the main research methods are interviews and observations of the classrooms. My conclusions are, even though considerable differences in approach and conditions, teachers in both schools work hard and show dedication towards their students. Another finding is that teachers use different techniques and working methods to achieve the same goal -to teach their students to read and write based on what is required of them in their cultural and social context. The different ways of teaching have been caused by the existence of different perceived needs based on culture and tradition. One conclusion is also that read and write requirements for students in the Gambia and Sweden are different from each other. In Sweden there is clearly a higher demand for more advanced reading - and writing skills while one person in the Gambia is perceived to be able to read and write if he/she can handle basic administrative tasks.

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Dahlström, Malin. ""Nu glad lakiin bara ett ögon" : En studie av hur f.d. illitterata L2-inlärare uttrycker sig och kommunicerar tolkat utifrån teorin om basvarietet." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-8285.

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Detta arbete undersöker det muntliga interimspråket hos två f.d. illitterata L2-inlärare av svenska. Informanternas språksystem analyseras utifrån Klein och Perdues teori om basvarietet som slår fast att kortutbildade inlärare som tillägnar sig ett L2 informellt utvecklar ett språksystem som präglas av förenklade strukturer och ett begränsat ordförråd, men som fungerar väl i kommunikativa syften. Arbetet syftar till att pröva om teorin är tillämpbar även på f.d. illitterata inlärare som deltagit i formell undervisning och uppnått kursmålen för SFI 1A. Undersökningen, som fokuserar på lexikon och tempus, bygger på samtal som har spelats in och transkriberats. Resultatet visar att basvarietetens kännetecknande drag i hög grad kan appliceras även på de formella inlärarnas språksystem.

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Santos, Amaleide Lima dos. ""Tá vendo aquele edifício moço?": a especificidade da inclusão digital para trabalhadores da construção civil não alfabetizados." reponame:Repositório Institucional da UFBA, 2008. http://www.repositorio.ufba.br/ri/handle/ri/11901.

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O tema da “inclusão digital” vem sendo objeto de vários estudos no país, mas constata-se que pouca atenção ou pesquisas acadêmicas estão voltadas para a relação que jovens e adultos não alfabetizados estabelecem com as tecnologias digitais. A pesquisa busca responder a pergunta: Como pensa, interage e faz uso das TIC – Tecnologias da Informação e Comunicação o imenso contingente da população não alfabetizada? Para compreender as “agruras” vivenciadas pelos trabalhadores não alfabetizados, optou-se por uma metodologia que permitisse dar voz aos sujeitos da pesquisa. Os capítulos estão organizados em ordem do percurso de vida dos trabalhadores, sendo os discursos dos mesmos entremeados por reflexões de autores de diferentes áreas, o que possibilitou-nos conhecer e compreender os processos que os sujeitos que não dominam a leitura e a escrita desencadeiam em torno das tecnologias digitais, suas dificuldades, suas conquistas. A pesquisa faz emergir a realidade vivida, e sofrida, por jovens e adultos não alfabetizados, especialmente os profissionais da indústria da Construção Civil, por ser este o setor que emprega maior número de pessoas com baixa ou nenhuma escolaridade, trazendo à tona as lutas diárias que estas pessoas travam com os recursos digitais que estão a sua volta. A pesquisa identifica uma situação de “peleja digital” do não alfabetizado diante das TIC. Os resultados revelam que as salas de aula implantadas nos canteiros de obras, seguem uma proposta didática centrada no analógico e não alcançam a efetividade digital demandada pelos trabalhadoresalunos. Como conclusão, a pesquisa chama a atenção para o perigo das tecnologias serem utilizadas como argumento para uma possível “exclusão” ou incapacidade atribuída aos jovens e adultos não alfabetizados para lidar com os recursos da informação e da comunicação, da mesma forma que durante séculos de educação no Brasil não foram oportunizadas igualdades educacionais básicas que permitissem a universalização da “alfabetização analógica”.
Salvador

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Lucien, Caleb Edouard. "The relationship of illiteracy to spiritual maturity." Theological Research Exchange Network (TREN), 1989. http://www.tren.com.

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Khang, May Hang. "Displaced Workers With Low Academic Skills Retraining at a Community College." ScholarWorks, 2015. https://scholarworks.waldenu.edu/dissertations/185.

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Community colleges in Western North Carolina have enrolled many displaced workers who lack basic academic skills and are unable to find jobs. This study focused on the problem of displaced workers with low academic skills who rarely advance beyond Adult Basic Education (ABE) classes for retraining in high-tech job skills. The purpose of this single case study was to determine the barriers that prevent functionally illiterate displaced workers or nontraditional students enrolled in ABE programs from completing ABE classes and advancing to retraining programs. The adult learning styles and learning impediments framework were used to study what prevented student advancement beyond the ABE programs. Eight students were purposefully identified and agreed to participate in the study. The student participants completed open-ended questionnaires, participated in semi-structured individual interviews, and were observed in a classroom environment. The collected data were analyzed using descriptive coding and thematic analysis. The study produced 2 key themes that may help students succeed: (a) ABE instructors should adapt teaching methods to adult learning styles, and (b) the primary focus of ABE programs should be on the improvement of basic English language skills. The results of this study can be used by ABE directors, ABE instructors, and community college administrators as they seek to improve adult learning in ABE programs, increase students' technical skills, and get displaced workers back to work.

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Alencar, Maria Cristina Macedo 1984. "Práticas sociais de letramento no Acampamento Lourival da Costa Santana = representações e construção de identidades em discursos de adultos não alfabetizados = Literacy social practices of the Costa Santana Lourival village : representations and identity construction in discourses of illiterate adults." [s.n.], 2012. http://repositorio.unicamp.br/jspui/handle/REPOSIP/269654.

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Orientador: Roxane Helena Rodrigues Rojo
Dissertação (mestrado) - Universidade Estadual de Campinas, Instituto de Estudos da Linguagem
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Resumo: Neste estudo analisamos narrativas de trabalhadoras e trabalhadores rurais não alfabetizados, integrantes do Movimento dos Trabalhadores Rurais Sem-Terra (MST), a fim de apreender como estes sujeitos significam suas experiências com a escrita e a sua inserção em práticas de letramento, no cotidiano do acampamento Lourival Santana, no Sudeste Paraense. Esse objetivo se desdobrou nas perguntas sobre como um grupo de adultos não alfabetizados se representa em relação às demandas de leitura e escrita surgidas nas práticas de letramento do acampamento e como (re)constrói suas identidades e os sentidos da escrita. Na procura por respostas a esses questionamentos realizamos pesquisa de cunho etnográfico e interpretativista que se pautou no pressuposto de que se deve investigar a linguagem em uso, uma vez que o sujeito e seu contexto sociocultural constituem o fazer científico (MOITA-LOPES, 2006; SIGNORINI e CAVALCANTI,1998). A partir de tal perspectiva pudemos gerar dados que possibilitaram: a) descrever dois principais eventos de letramento observados no cotidiano do acampamento: assembleia geral ou reunião de coordenação do acampamento e reuniões de Núcleo de Família (NF) e de Setor; b) analisar discursos de um grupo de adultos não alfabetizados sobre suas histórias de letramento e inserção nas práticas de letramento no acampamento Lourival Santana. Na análise dos dados apoiamo-nos em discussões realizadas no âmbito dos estudos socioculturais de letramento (KLEIMAN,1995; ROJO,2009; BARTLETT, 2007; 2003; STREET, 2003; 1984; BARTON; HAMILTON, 1998; ), estudos enunciativos bakhtinianos (BAKHTIN, 2004[1929]; 2002), estudos sobre cultura (SOUSA-SANTOS, 2010; 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), representações sociais e construção de identidades (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). Os resultados nos mostram que há uma supervalorização do poder da escrita nas representações dos sujeitos da pesquisa, particularmente do modelo de escrita escolar que eles têm construído. Assim, se representam como sujeitos de falta e significam negativamente as práticas de letramento que vivenciam no cotidiano do acampamento, apesar de muitos terem se percebido capazes de aprender a ler e escrever a partir da inserção nessas práticas
Abstract: This study analyzes narratives of illiterate rural workers who are members of the Landless Rural Workers Movement (MST) in order to assimilate the strategies theses workers take to give sense to their experiences with writing as well as their insertion in literacy practices of the everyday life of Santana Lourival village, located in southeast of the state of Pará. This goal has given rise to some questions ont how a group of illiterate adults represent themselves in relation to the demands of written literacy practices which have been occurring in the village and who these workers (re) construct their identities and the meaning of writing. In searching for answers to these questions we made ethnographic and interpretative research based on the assumption that one should investigate language in its current use, since the speakers and their social and cultural environment comprise the scientific work (MOITA-LOPES, 2006 ; SIGNORINI; CAVALCANTI, 1998). From this view point our data allowed us a) to describe two leading literacy events observed in the daily life of the citizens of the village: the general assembly or village's coordination and Family Center (NF) and Sector b) analyzing the discourses a group of illiterate adults about their histories of literacy and inclusion in the literacy practices in Lourival Santana village. In order to develop our analysis of the data we took into account reliable discussions on sociocultural studies of literacy (KLEIMAN, 1995; ROJO, 2009; BARTLETT, 2007; 2003; STREET, 2003, 1984; BARTON; HAMILTON, 1998;), enunciative Bakhtinian studies ( BAKHTIN, 2004[1929], 2002), cultural studies (SOUSA-SANTOS, 2010, 2000; CANDAU, 2002; CUCHE, 1999; MAHER, 2007), social representations and identity construction (SILVA, 2010; HALL, 1998; 1997; BAUMAN, 2005). The results show that speakers overestimate the power of the written representation, specially the model of writing they have constructed. Thus, they represent themselves as speakers without literacy abilities and, thus, evaluate negatively the literacy practices they experience in daily life although many of the residents of the village have already noticed they are capable of learning to read and write from the insertion of these practices
Mestrado
Lingua Materna
Mestre em Linguística Aplicada

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Cunha, Yara Garcia Paoletti. "Representação social de analfabeto por alfabetizadores de adultos." Pontifícia Universidade Católica de São Paulo, 2005. https://tede2.pucsp.br/handle/handle/16561.

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This research has as main subject teachers who alphabetize youngsters and adults involved in a NGO located at the Cotia District and it is focused on representations that these teachers build regarding the illiterate, with whom they relate on a teaching-learning context. These teachers, to become instructors, complete a structured training program. The first part of this dissertation presents a historical development of adult education in Brazil, up to today. The understanding of the illiterate is remotely associated to a feeling of national shame (encompassing the periods of Colony, First and Second Republics), continuing to a more political conception up to the notion of oppressed with a vocation to Be More (movement for basic education / Paulo Freire), next being linked to a conception of literacy that is empty of critic sense (MOBRAL), reaching what is today viewed as the functional illiteracy. It is highlighted the value given to the quantitative aspects of the programs to eliminate illiteracy. The second part analyses the adopted theoretical and methodological approaches. They include the theory of social representations which, through a psychosociological approach, demonstrates how scientific theories are being incorporated in the intersubjectives relations comprised of social network. These in turn produce other types of theories, known as of common sense , used for communication and behavior construction. Aiming at opening and reviewing the concepts of the illiterate by the teachers alphabetizers of adults who are working at the same institutional premises, procedures to analyze contents were used, with pre established categories, together with the application of questionnaires and the use of words stemmed by the keyword illiterate adult . Data analysis demonstrated that an illiterate concept made up by central elements such as: the one who ignores, presents handicaps, and cannot read the world and by peripheral elements such as: by exclusion, lack of opportunity and initiative, possessing attributes and experience , indicated a background of conceptions of world and education, to a great extent, divergent from those which are the basis for the training of these educator
Tomando por sujeitos professores alfabetizadores de jovens e adultos de uma mesma ONG no município de Cotia, a presente pesquisa enfoca as representações que estes constroem a respeito do analfabeto, com quem se relacionam em situação de ensino-aprendizagem. Estes sujeitos passam, enquanto formadores, por processo formativo estruturado. Em sua primeira parte, o trabalho apresenta um encadeamento histórico da educação de adultos no Brasil até o presente momento, onde a concepção de analfabeto se constrói remotamente associada a um sentimento de vergonha nacional (período Colonial , Primeira e Segunda Repúblicas), passando para uma concepção mais politizada até a idéia de oprimido com vocação de Ser Mais ( movimentos de educação de base/ Paulo Freire), em seguida ligando-se a uma concepção de alfabetismo esvaziado de senso crítico (MOBRAL), estando hoje caracterizado sob a ótica do analfabetismo funcional. É ressaltada a valorização do aspecto quantitativo dos programas de erradicação do analfabetismo. Na segunda parte, apresenta a linha teórico-metodológica adotada, a teoria das representações sociais, que através da abordagem psicossociológica, demonstra como as teorias científicas vão sendo apropriadas nas relações intersubjetivas que compõe a rede social, produzindo outro tipo de teorias, as chamadas de senso comum , com fins de comunicação e de elaboração de comportamentos. Com vistas a desvelar as concepções de analfabeto dos alfabetizadores de adultos atuantes em um mesmo espaço institucional, é utilizado o procedimento de análise de conteúdo, com categorias pós definidas, mediante a aplicação de questionários e evocação de palavras a partir do termo indutor adulto analfabeto . A análise dos dados mostrou uma concepção de analfabeto composta pelos elementos centrais: aquele que ignora, apresenta incapacidades, e não consegue ler o mundo e pelos elementos periféricos: pela exclusão, falta de oportunidade e de iniciativa, possuindo bagagem e experiência , apontando uma ancoragem em concepções de mundo e educação, em sua maioria, divergentes daquelas em que se fundamenta a formação desses educadores

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Aferdita, Raçi. "Digitala verktyg i SFI-undervisningen i A-kurs : En studie om användningen och betydelsen av digitala verktyg i vuxna elevers språkinlärning." Thesis, Karlstads universitet, Fakulteten för humaniora och samhällsvetenskap (from 2013), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-78790.

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Syftet med denna studie är att undersöka vilka digitala verktyg som används i SFI-undervisningen av vuxna elever utan skolbakgrund och hur dessa verktyg används, vilka förmågor eleverna övar samt vilken betydelse digitala verktyg har i dessa elevers språkinlärning. För att undersöka det har jag använt mig av en metodkombination av strukturerade observationer i två A-grupper samt semistrukturerade intervjuer med två undervisande lärare i dessa grupper. Studiens resultat visar att de digitala verktyg som används i A-kurs är Ipad och appar, Smart Notebook/Smartboard, Dator, Lunis och Powerpoint. Dessa verktyg används mestadels för individuellt arbete men det finns tillfällen då vissa av dessa verktyg används i helklass. Eleverna övar med stöd av dessa verktyg förmågan att lyssna och förstå, tala (uttal), läsa och förstå, skriva och arbeta självständigt. Studiens resultat visar även en tämligen liten interaktion mellan elever under tiden de arbetar med digitala verktyg. Lärarnas uppfattningar är att digitala verktyg har en stor betydelse i språkinlärningen hos vuxna elever utan skolbakgrund. Enligt lärarna erbjuder digitala verktyg en mängd olika möjligheter för dessa elever att öva och utveckla samtliga språkfärdigheter. Studien visar även att det finns vissa områden som kan utvecklas.
The purpose of this study is to investigate which digital tools are used in SFI teaching of adult students without school background and how these tools are used, what abilities the students practice and what significance digital tools have in these students language learning. To investigate this, I have used a method combination of structured observations in two A-groups as well as semi-structured interviews with two teachers in these groups. The results show that the digital tools used in the A-course are Ipad and apps, Smart Notebook/Smartboard, Computer, Lunis and Powerpoint. These tools are mostly used for individual work, but there are times when some of these tools are used in full class. With the help of these tools, students practice the ability to listen and understand, speak (pronounce), read and understand, write and work independently. The results also show a fairly small interaction between students while working with digital tools. Teachers’ perceptions are that digital tools are of great importance in the language learning of adult learners without a school background. According to the teachers, digital tools offer a wide variety of opportunities for these students to practice and develop all language skills. The study also shows that there are certain areas that can be developed.

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Ojakangas, Margareta. "Vad krävs för att elever inom studieväg 1 ska ha goda förutsättningar att genomföra kurserna på Sfi? En kvalitativ intervjustudie av några rektorers uppfattningar om möjligheter och hinder för elever inom studieväg 1 att klara sina studier på Sfi." Thesis, Stockholms universitet, Specialpedagogiska institutionen, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-173988.

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Sfi är en skolform inom vuxenutbildningen där det bedrivs undervisning i svenska som andraspråk. Eleverna kan gå tre olika studievägar beroende på skolbakgrund från hemlandet där studieväg 1 är anpassad för elever med ingen eller maximalt fem års skolbakgrund från sitt hemland. Det innebär att i gruppen finns elever som lär sig läsa och skriva för första gången på ett nytt språk. Enlig Skollagen (SFS: 2010:800) har eleven som påbörjar studier på Sfi rätt att avsluta kursen med stöd men vuxenutbildningen där Sfi ingår är undantagna de delar i Skollagen (SFS: 2010:800) som anger särskilt stöd. Läs- och skrivinlärningen ska enligt Kursplanen för Sfi (2018) ske under hela studietiden parallellt med den kurs som eleven studerar. Syftet med studien är att undersöka rektorers uppfattning om vad de anser krävs för att elever med minder än fem års skolbakgrund från hemlandet ska kunna fullfölja sina studier på Sfi. Tidigare forskning har visat att framgångsrik läs- och skrivinlärning för analfabeter bygger på modersmålet, för eleven känt kulturellt och socialt kontexts som gör undervisningen förståelig, meningsfull och motiverande. Metoden som använts för insamling av data är semistrukturerade intervjuer med rektorer från sju olika kommunala Sfi. Intervjuerna har analyserats induktivt med stöd av innehållsanalys. Resultatet visar att rektorerna upplevde att samverkan mellan Sfi, Arbetsförmedling och socialtjänst störs av de olika uppdrag verksamheterna har gentemot individen som försvårar för eleverna att uppnå målen i kurserna. Rektorerna angav att specialpedagogiskt perspektiv och utvecklingsarbete var viktigt för att stödja elevens utveckling. Rektorerna tog även upp det formativa arbetssättet som ett medel att synliggöra elevens progression och kartläggning av behov. För att stödja elevers lärande behöver Sfi, Arbetsförmedlingen och socialtjänsten samverka för att eleven ska uppleva den röda tråden mellan studierna på Sfi och den aktivitet som sker övrig tid. En sådan aktivitet kan vara språkpraktik där eleven utvecklar språket samtidigt med förståelse för olika kulturella och sociala kontext som den möter. För att möta elever olika behov är det önskvärt att Sfi utvecklar inkluderande specialpedagogik enligt Hornbys (2015) teori där eleven får stöd både i grupp och enskilt utifrån elevens behov.
Swedish for immigrants (Sfi) is a school form in adult education where teaching is conducted in Swedish as a second language (L2). Students can take three different study paths depending on the school background from their home country where study path 1 is adapted for students with none or a maximum of five years of school background from their home country. This means that in the group there are students who learn to read and write for the first time in a new language. According to the Education Act (SFS: 2010: 800), the student who commences studies at Sfi has the right to terminate the course with support, but the adult education where Sfi is included is exempt from the parts in the School Act (SFS: 2010: 800) that state special support. Reading and writing learning, according to the syllabus for Sfi (2018), must take place during the entire study period in parallel with the course the student is studying. The purpose of the study is to investigate the principals' perception of what they consider necessary for students with less than five years of school background from their home country to be able to complete their studies at Sfi. Previous research has shown that successful learning of reading and writing for illiterates is based on their first language (L1), for the student a known cultural and social context, which makes the teaching understandable, meaningful and motivating. The method used for collecting data is semi-structured interviews with principals from seven different municipal Sfi. The interviews have been analyzed inductively with the help of content analysis. The results show that the principals felt that the collaboration between Sfi, the employment agency and social services is disrupted by the various assignments the different actors have towards the individual which makes it difficult for the pupils to achieve the goals in the courses. The principals stated that special educational perspective and development work were important to support the pupil's development. The principals also addressed the formative approach as a means of highlighting the student's progression and mapping of needs. In order to support pupils' learning, Sfi, the employment agency and the social services need to collaborate for the student to understand the relationships between the studies at Sfi and the activity that takes place at other times. Such activity can be language practice where the student develops the language at the same time as understanding of different cultural and social contexts. In order to meet students' different needs, it is desirable that Sfi develops inclusive special education according to Hornby's (2015) theory where the student receives support both in group and individually based on the student's needs.

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Pollatou, Efpraxia. "Sounds of satire, echoes of madness : performance and evaluation in Cefalonia, Greece." Thesis, University of St Andrews, 2009. http://hdl.handle.net/10023/1016.

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This thesis is about the construction of 'satire' as an exclusive practice among the Cefalonian and hence proposes the term satiricity (satirikotita). It explores the construction of the category of the Cefalonian "madman" by means of dialogics between performance and evaluation. It is observed that the relation depends on three principles that obtain among audience members and a performer: conditioning the performance, participation in and observation of the performance and evaluation of it. Being one of the few anthropological studies on the Ionian islands of Greece, this thesis aims to contribute to the anthropology of the Ionian islands and of Cefalonia in particular. It looks at the relation between a town and a village on the ground of teasing events and refutes the argument of satire as an urban phenomenon only. It sets the elementary principles towards anthropology of satire and emphasizes the importance of studying everyday teasing events. It also contributes to understanding a 'native' researcher's presence in different ways. Satiricity is seen as a 'par excellence' feature that Cefalonians have. No matter if Cefalonia is a part of the Greek nation-state and people follow 'modern Greek culture', they still employ satiricity as a way of distancing themselves from Greeks. 'Distance' is forged on the basis of absolute exclusion of Greeks from having, practising and understanding satiricity in the way that Cefalonians do. The Conclusions leave the ground open for more investigation on teasing events and application of such viewpoints around other areas of the island, and of the Ionian islands or other Greek islands. I also point to studies looking at island and mainland teasing events and potential differences. After all, we need to examine not only how people construct the claim on the exclusivity of 'satire'. We need to examine how such a claim is applied, supported or contrasted and possibly rejected when Cefalonians engage with other Greeks away from the island.

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Lott, Donalyn L. "Perceptions of College Readiness and Social Capital of GED completers in entry-level college courses." ScholarWorks@UNO, 2012. http://scholarworks.uno.edu/td/1460.

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Abstract Examining the efficacy of literacy improvement, general education development (GED) completion, and GED completers’ perceptions of college readiness and social capital was the purpose of this study. The participant sample (n=321), derived from the target population (N=1050), consisted of former participants of Adult Literacy Education (ALE)/GED programs in the Greater New Orleans area (GNO), who have earned the GED credential, and, are currently enrolled in entry-level courses at two community colleges in Southeast Louisiana; specifically, in Orleans and St. Bernard parishes. The study was framed by the social capital theoretical perspective. The study used quantitative methodology, with a descriptive, cross-sectional research design. Specific quantitative analyses were employed including; descriptive statistics which were used to characterize the sample and to describe the features of the data; preliminary analysis using principal axis factoring (PAF), to determine survey items that cluster together and to identify relevant factors that influence perceptions of college readiness and social capital; Cronbach’s alpha, to test internal consistency and reliability of the survey instrument; regression analysis, to investigate the relationships between GED completers’ perceptions of college readiness and social capital and their literacy level; and finally, a one-way ANOVA, to compare the means of groups within literacy levels. Using a researcher-created survey instrument with a Likert scale rating of 1-4, perceptions of college readiness and social capital of GED completers were assessed. A field test of 10 participants and an expert panel review ensured validity and reliability of the instrument. The results of this study could serve as a framework for strategic planning of ALE/GED programs, ALE/GED curriculum alignment with high school content and entry-level introductory or developmental college courses, and post-secondary (community college) recruitment endeavors.

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Chaudhury, Sahadat H. "Choices and voices of adult illiterates: Exploring their literacy needs in rural Bangladesh." 2008. https://scholarworks.umass.edu/dissertations/AAI3325143.

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Literacy researchers have sometimes been puzzled by the modest results of literacy programs in developing countries. One of the key areas identified as a possible cause for limited success of literacy programs is the inadequate understanding of the literacy needs and perspectives of beneficiaries. Unlike many studies that draw mostly on providers' accounts, this study explored the voices and choices of beneficiaries of literacy. In addition to using beneficiaries as primary research participants, the study also explored perspectives of selected provider representatives. One of the key objectives of this study was to generate a better understanding of the complex needs for adult literacy in the context of rural Bangladesh. Methodologically, this is a "qualitatively focused" hybrid study combining three major traditions - ethnography, case study and grounded theory. Four rural sites of Bangladesh with varying characteristics served as the locations for data collection. The study drew heavily on recent theories of the New Literacy Studies (NLS) School. Considering the evolutionary nature and limited field implementation of the NLS theories the researcher used a flexible theoretical framework so that findings could emerge from data. The findings of the study portray a substantial difference in perspective both among the beneficiaries as well as between the beneficiaries and the providers. Some of the key findings were—rural adults tended to identify themselves as educated or uneducated instead of as literate or illiterate; there was hardly any difference in perspective between neo-literates and illiterates; adults engaged in regular rural occupations like selling labor or farming are less likely to feel motivated to pursue literacy; older male adults preferred to spend their time on religious pursuits instead of on literacy; and older women attached higher priority to skills training as than did younger women. Based on the findings, the researcher argued in favor of developing some common ground to help reduce the perspective gap. Such middle ground could foster increased understanding and cooperation among all actors and contribute to the development of more useful literacy programs for rural adults.

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Kuiters, Brenda. "Geographical information systems (GIS) as a tool to provide information to disadvantaged communities." Diss., 2001. http://hdl.handle.net/2263/26250.

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Von, Beck M. K. E. L. B. (Margarethe Kunhild Ehrengard Luise Bodild). "The role of the South African public library in support of adult black illiterates in urban areas." Thesis, 1997. http://hdl.handle.net/10500/17831.

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This study investigates the history of the phenomenon illiteracy and the response of the public library in selected countries for about one hundred and fifty years with particular focus on the Republic of south Africa. The influence that this manifestation has on the individual Black urban adult, the society in which the illiterate adult lives and the economy of the country are sharply focused. The principal argument is that public libraries have historically adapted their services to meet new social challenges, and in South Africa illiteracy among Black urban adults constitutes such a challenge. As an extension of its traditional educational function, the public library is beginning to meet this challenge in the role of literacy support. The reasons for the high illiteracy rate among the Black adult urban population are discussed in their historical context. As far as the methodology is concerned, extensive literature studies were undertaken on international as well as local data bases. Correspondence was entered into with overseas research institutes, academics and consultants. Interviews were conducted to ascertain the most recent developments relating to the literacy problem in a well-defined geographical region. Conclusions are made to the effect that there is a historical imperative for the South African public library system to fully discharge its responsibility to Black South Africans. In order to achieve this the public library in South Africa should re-examine, re-interpret and extend its educational function to include the challenge of the role of literacy support. It is further reconunended that the Provincial Library services in south Africa should coordinate disparate efforts and activities in this regard. The marketing of the public library has become more important in the prevailing economic climate. If the public library wishes to remain an indispensable social institution in the lives of the citizens of South Africa and specifically if it takes the role of literacy support seriously, it will of necessity have to market its services. Other organizational implications for public libraries of this new challenge of literacy support are spelled out clearly and areas requiring further research are indicated.
Information Studies
D. Litt. et Phil.

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Clark, Roger A. "Successful illiterate men." Thesis, 1993. http://hdl.handle.net/2429/2104.

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Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills.

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Kaur, Manjeet. "Development of learning packages for illiterate adults of Punjab." Thesis, 1992. http://hdl.handle.net/2009/3916.

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Baldridge, Elizabeth. "Medicalized illiteracies : learning disabilities, contentious histories, and writing studies /." 2007. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3290172.

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Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007.
Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4694. Adviser: Peter Mortensen. Includes bibliographical references (leaves 130-135) Available on microfilm from Pro Quest Information and Learning.

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Mareli, Mahlaku. "Near field communication in smart phones using MIFARE standards for illiterate patients." Thesis, 2014. http://hdl.handle.net/10210/12115.

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M.Ing. (Electrical And Electronic Engineering)
Patient safety in healthcare is sometimes compromised due to medical and clerical errors. These errors can increase the operational cost of healthcare if not identified and rectified speedily. They can also result in misdiagnosis, wrong treatment options being provided to patients and in the worst case may result in fatalities. Healthcare errors in medication documentation, administration, and prescription can cause incorrect medicine administration and dosage instructions for patients. Sub-Saharan Africa has the lowest percentage (adults is 59% and youth is 70%) of literacy compared to other regions of the world sitting at (adults is 84% and youth is 89%). The challenge facing illiterate patients is that they can easily make the same mistakes and may not take their medication correctly. The application of Near Field Communication (NFC) technology in healthcare has demonstrated some advantages of security, accuracy and effectiveness over other technologies. The availability of NFC in some smartphones has also encouraged the development of more applications. The main objective of this thesis is to present a solution using an Android based NFC application that enables a NFC enabled smartphone to read NFC tags placed on medication containers and be able to play the audio instructions to illiterate patients. Based on a comprehensive review of the literature on NFC applications in healthcare, this solution is the first of its kind. A set of experiments were done in an effort to understand the operation of NFC phones under different environments. The proposed application reads the NFC tag placed on the medicine container. The data read from the NFC tag is used to identify the audio file corresponding to the particular patient’s medicine instructions. If the audio instructions are not available, on the phone, it is fetched from a remote server database using an Internet connection. The application automatically plays the audio file to the patient. Three research hypotheses were tested and it was confirmed that (H1), modified NFC antenna can reduce the level of induced power in it; (H2), the NFC technology is faster and more accurate in reading tag code that Barcode technology reading the barcode; (H3), the NFC reading process of NFC tag code is not negatively affected by the amount of light in the environment it is operated in. The Barcode reading accuracy was 10% errors when operating in the environment with light brightness of 128000 lumens. When the light brightness was reduced to 8900 lumens, the Barcode accuracy errors increased to 45%.

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Huang, Hsin-Man, and 黃心蔓. "The Use of Counting Backwards as a Rapid Screening Test for Dementia In Illiterate." Thesis, 2005. http://ndltd.ncl.edu.tw/handle/38534472386781672422.

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碩士
高雄醫學大學
行為科學研究所碩士班
93
Dementia is a progressive degenerative brain disorder that results in the deficits of memory and cognitive functions, such as language, judgment, visuospatial abilities. For illiteracy, using pen & paper tests to evaluate cognitive functions may have difficulty and stress in performing neuropsychological tests. The purpose of the present study was to find a rapid screening test for dementia in illiterate. The present study included study 1 and study 2. In study1, we wanted to understand the reliability and validity of Counting Forwards and Counting Backwards. In study 2, we would apply Counting Forwards and Counting Backwards to illiterate dementia patients. Tests of Counting Forwards, Counting Backwards, Cognitive Abilities Screening Instrument （CASI）, Neuropsychiatric Inventory（NPI）, and Clinical Dementia Rating（CDR） were administered. In study 1, there were twenty-seven participants in the analysis of reliability, and one hundred and eighty-two participants in the analysis of validity. In study 2, there were all one hundred and two participants, sixty Alzheimer’s disease patients, and forty-two illiterate controls. The results showed that Counting Backwards was superior Counting Forwards to screen dementia in illiterate. The test-retest and inter-rater reliabilities of Counting Backwards were .99 （p ＜0.01）and .98（p ＜0.01）, and the correlation with MMSE and CASI were -.74（p ＜0.01） and -.77（p ＜0.01）. The ROC curve showed 38.5 seconds as the optimal cutoff point for these illiterate, and having a sensitivity of 85.0％ and a specificity of 78.6％. Counting Backwards has good sensitivity and specificity for dementia screening in the illiterate, it just needs oral expression, and the time of administration is less than 100 seconds. Therefore, Counting Backwards can apply to communities or clinical as a rapid screening test for dementia in the illiterate, referring high of cutoff point subjects to receive intact neuropsychological examination to evaluate the impairments of cognitive functions.

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Dissertations / Theses on the topic 'Illiterates'

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