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Articles de revues sur le sujet « Foundational Literacy »

Auteur : Grafiati

Publié le 7 juin 2025

Mis à jour le 2 août 2025

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1

Luke, Allan. "Critical Literacy: Foundational Notes." Theory Into Practice 51, no. 1 (2012): 4–11. http://dx.doi.org/10.1080/00405841.2012.636324.

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D R,, Darshith. "Foundational Literacy and Numeracy Goals." International Scientific Journal of Engineering and Management 03, no. 05 (2024): 1–9. http://dx.doi.org/10.55041/isjem01645.

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The concept of a teacher-parent app designed to advance foundational literacy and numeracy goals represents a pivotal advancement in supporting early childhood education. This abstract delves into the importance of such an application in fostering collaboration between educators and families to bolster children's learning experiences. By harnessing technology to facilitate communication, share educational materials, and monitor progress, the app acts as a conduit between the school and home settings. Through tailored learning plans, engaging activities, and timely feedback, it enables parents

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DeMars, Christine, Lynn Cameron, and T. Dary Erwin. "Information Literacy as Foundational: Determining Competence." Journal of General Education 52, no. 4 (2003): 253–65. http://dx.doi.org/10.1353/jge.2004.0012.

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Setiawati, Indras Kurnia, and Senam Senam. "PENGEMBANGAN PERANGKAT PEMBELAJARAN IPA BERBASIS SETS UNTUK MENINGKATKAN SCIENTIFIC LITERACY DAN FOUNDATIONAL KNOWLEDGE." Jurnal Inovasi Pendidikan IPA 1, no. 2 (2015): 178. http://dx.doi.org/10.21831/jipi.v1i2.7503.

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Penelitian ini bertujuan untuk menghasilkan produk berupa perangkat pembelajaran IPA berbasis Science, Environment, Technology, and Society (SETS) dan mengetahui (1) kelayakan produk, (2) keefektifan produk untuk meningkatkan scientific literacy, serta (3) keefektifan produk untuk meningkatkan foundational knowledge peserta didik kelas VII SMP Muhammadiyah 8 Wedi Klaten. Penelitian ini merupakan penelitian dan pengembangan dengan 3 tahap prosedur pengembangan yaitu need assesment, development dan reasearch dengan desain nonequivalent control group. Perangkat pembelajaran IPA berbasis SETS terd

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Bagchi, Manjira. "Attainment of Foundational Literacy in Mother Tongue at Elementary Level." International Journal of All Research Education and Scientific Methods 966, no. 981 (2024): 1445–54. http://dx.doi.org/10.56025/ijaresm.2023.1201241445.

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Achievement of foundational literacy during the early years of formal education is always prioritized in India. Moreover, mother tongue as the medium of instruction has been emphasized over the past half-century in this country. With this backdrop, the article examines attainment of grade-two-specific learning competencies and accomplishment of foundational literacy in Bengali by eighth graders in Birbhum district in the state of West Bengal in India. Descriptive survey was employed across social categories and locales, based on the responses of 153 eighth grade students on a self-constructed

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Treiman, Rebecca. "The Foundations of Literacy." Current Directions in Psychological Science 9, no. 3 (2000): 89–92. http://dx.doi.org/10.1111/1467-8721.00067.

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Learning to read and write in English requires children to master the alphabetic principle, the idea that the letters in printed words represent the sounds in spoken words in a more or less regular manner. Children need at least two skills in order to grasp the alphabetic principle. The first is phonological awareness, or a sensitivity to the sound structure of spoken words. The second is knowledge about letters, including knowledge of letter names and knowledge of letter sounds. Recent research sheds light on these foundational skills, documenting the linguistic factors that affect children's

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Kilag, Osias Kit T., Julanie L. Abella, Rosita A. Lopez, Xela Marie B. Tangpus, Evangeline T. Boton, and Noreen M. Tango-an. "Enhancing Literacy Development in Elementary Education: A Comprehensive Approach." International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE) 1, no. 3 (2024): 199–205. https://doi.org/10.5281/zenodo.11075439.

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Abstract: This study explores the intricate interplay between foundational reading skills, academic language proficiency, and disciplinary literacy in fostering students' overall literacy development and academic success. Drawing upon a comprehensive review of the literature, the study underscores the critical importance of addressing these components holistically in literacy instruction. Foundational reading skills, including phonemic awareness, phonics, fluency, and comprehension, are identified as fundamental building blocks for proficient reading abilities among students. Additionally, exp

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Fielding, Jennifer, Julia Hans, Frank Mabee, Kisha Tracy, Annamary Consalvo, and Layne Craig. "Integrated Information Literacy and Student Outcomes in Foundational First-Year Writing." Journal of Assessment and Institutional Effectiveness 3, no. 2 (2013): 106–39. http://dx.doi.org/10.5325/jasseinsteffe.3.2.106.

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Abstract Information literacy is becoming widely established as an assessed and reportable student learning outcome in higher education, yet it is often poorly integrated into the undergraduate curriculum at points where applied knowledge in particular is measured. The current study discusses a collaboration between a librarian and several English Studies faculty to integrate information literacy content more thoroughly into an undergraduate foundational writing course and to assess information literacy outcomes in student artifacts from a pilot group versus a control group using an informatio

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Kennedy, Jamaul. "Literacy Matters." International Journal of Curriculum Development and Learning Measurement 1, no. 2 (2020): 10–30. http://dx.doi.org/10.4018/ijcdlm.2020070102.

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Societal expectations center upon the belief that children in grade four should be competent in terms of literacy skills and having acquired the necessary foundational skills to be successful in grade four. Instructional practices, reading programs, and resources are linked to reading achievement and literacy acquisition of students. In Southwest Georgia, teachers' instructional practices from 12 schools in urban Dougherty County were examined. The researcher examined the instructional practices of fourth grade reading teachers in the Dougherty County School System to determine the perceived i

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Shaxnoza, Farmonovna Davronova. "MECHANISMS OF IMPROVING MATHEMATICAL LITERACY IN PRIMARY EDUCATION." TECHNICAL SCIENCE RESEARCH IN UZBEKISTAN 2, no. 1 (2024): 160–65. https://doi.org/10.5281/zenodo.10553876.

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Mathematical literacy is a fundamental skill that lays the foundation for cognitive development and academic success. This article explores various mechanisms to enhance mathematical literacy in primary education. Drawing on a review of relevant literature, we discuss effective teaching methods, the role of technology, and the importance of fostering a positive attitude towards mathematics. The goal is to provide educators, policymakers, and parents with insights into practical strategies for improving mathematical literacy among primary school students. Mathematical literacy is a foundational

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Lal, Dr. Anubhav Samuel. "Reforms In School Education: Promoting Foundational Literacy And Numeracy." International Journal of Advance and Applied Research 11, no. 6 (2024): 472–75. https://doi.org/10.5281/zenodo.14627435.

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<strong>Abstract</strong> The foundation of a nation's educational system is its school education, where the basic pillars of literacy and numeracy are built. These fundamental skills are essential not only for academic success but also for lifelong learning and socio-economic development. In recent years, there has been a global push to improve foundational literacy and numeracy (FLN) as critical factors for development. This research paper examines the reforms in school education, focusing on promoting FLN. It discusses the importance of FLN, key global and national initiatives, the challeng

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Mallik, Partha Sarathi, and Pradeep Suna. "Development of Foundational Literacy and Numeracy Skill among Primary School Students: Theoretical Analysis of Gender and Parental Role." Asian Journal of Education and Social Studies 51, no. 6 (2025): 830–38. https://doi.org/10.9734/ajess/2025/v51i62039.

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Lower-level Foundational literacy and numeracy skills among primary students is a global concern of educational policy framers, researchers and teachers due to their positive implication for individual student’s academic progression, employment opportunity and national progress. Although research literature is enriched with findings of cognitive and institutional perspective of FLN skill of student but influence of child’s gender and parental role is less focused, more specifically how these social demographical factors affect development of foundational literacy and numeracy skills among stud

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Casido, Wilma. "Cultivating Early Literacy: Impact on Grade One Academic Achievement." Journal of Interdisciplinary Perspectives 2, no. 6 (2024): 218–25. https://doi.org/10.5281/zenodo.11120803.

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<strong>Abstract. </strong>Teaching pupils to read requires patience, creativity, and a deep understanding of their learning styles. By fostering a supportive and engaging environment, educators can instill a lifelong love for reading in young learners. This study aimed to assess the Grade 1 pupils’ foundational literacy skills with their academic performance. It was conducted among the Grade 1 pupils of Zamboanguita District 2, Division of Negros Oriental, for the school year 2021–2022. The study utilized the descriptive-correlational research design and employed a standardized qu

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Gustiana, Asep Deni, Heny Djoehaeny, and Mubiar Agustin. "Enhancing Early Literacy: The Effectiveness of the Picture Word Inductive Model with Smartphone Assistance in the Early Childhood to Elementary Transition." AL-ISHLAH: Jurnal Pendidikan 17, no. 1 (2025): 319–30. https://doi.org/10.35445/alishlah.v17i1.6017.

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Bridging the learning gap between Early Childhood Education (ECE) and Elementary School (ES) requires an effective transition program. An adaptive learning strategy is crucial to accommodate diverse student profiles and preparation levels. This study examines the effectiveness of the Picture Word Inductive Model with Smartphone Assistance (PWIMSA) in enhancing literacy skills during the ECE-ES transition. A quasi-experimental pretest-posttest control-group design was employed without randomization. The study involved 203 first-grade students from five elementary schools in Bandung, selected th

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Murnan, Reagan, and Sandra Bequette. "Sound Foundations." Kansas English 106 (July 15, 2025): 9–18. https://doi.org/10.62704/ke25s.

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Phonological awareness and phonics are critical components of early literacy development, serving as foundational skills that support decoding and reading comprehension. This manuscript explores the integration of phonological awareness and phonics through explicit, systematic instruction. It highlights the importance of transitioning students from recognizing and manipulating sounds to connecting these sounds with written symbols. Using evidence-based practices, educators can effectively address diverse student needs, ensuring all learners build a strong foundation for reading. Practical appl

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Kim, Kyoung-hwa, Hye-eun Seok, and Eunyoung Han. "Exploration of Research Trends in Digital Literacy for the Elderly using Topic Modeling." Korean Association for Literacy 15, no. 5 (2024): 127–57. http://dx.doi.org/10.37736/kjlr.2024.10.15.5.04.

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This study aims to investigate trends in research pertaining to digital literacy among the elderly using topic modeling, thereby providing foundational data for discussions on digital literacy research and policy. A total of 927 academic papers and theses related to digital topics for the elderly were collected, resulting in a corpus of 7,595 words. The research materials were categorized into four distinct periods based on the trends in publication frequency concerning elderly digital topics. To gain deeper insights into the research trends during periods of significant increases in studies o

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Flierl, Michael, and Clarence Maybee. "Refining information literacy practice:: Examining the foundations of information literacy theory." IFLA Journal 46, no. 2 (2020): 124–32. http://dx.doi.org/10.1177/0340035219886615.

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There are many ways for an academic librarian to contribute to the teaching and learning mission of an institution ranging from direct instruction to assignment design. Given this plethora of information literacy educational practices, what should academic librarians and educators focus time, labor, and resources on, and why should they do so? With an eye towards improving information literacy educational practice and addressing these fundamental questions, we examine the foundational philosophical commitments of two information literacy theories, Critical Information Literacy and Informed Lea

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Kinzer, Kirsten. "Integrating professional sustainability literacy into the master of public administration curriculum." International Journal of Sustainability in Higher Education 22, no. 5 (2021): 982–1001. http://dx.doi.org/10.1108/ijshe-07-2020-0266.

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Purpose Public administration, or the implementation of public policies by civil servants, will be central to implementing the Agenda 2030 Sustainable Development Goals. And yet, few American master of public administration (MPA) programs explicitly focus on sustainable development or sustainability literacy. This study asks whether it is possible to build professional sustainability literacy within a general MPA course, specifically in a course on quantitative methods. Design/methodology/approach Through a natural experiment conducted in three sections of the graduate course Quantitative Meth

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Manten, Aileen, Mia le Roux, Salomé Geertsema, and Marien Graham. "An investigation into the early literacy skills of English second language learners in South Africa." Australasian Journal of Early Childhood 45, no. 2 (2020): 142–54. http://dx.doi.org/10.1177/1836939120918504.

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This study employs the Comprehensive Emergent Literacy Model (CELM) theoretical framework, as it refers to the impact of context on learning early literacy skills. It is relevant to this study as the participants were English second language learners from cultures, communities, and demographics different from those of English first language speakers in South Africa. Early literacy skills, specifically phonological awareness (PA), are predictive of later literacy success. Many English second language (EL2) learners are unable to develop language and early literacy skills. Foundational skills su

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Behler, Anne C. "Setting up for Success: Implementing a Learning outcomes-based Pre-class Communication Process." Pennsylvania Libraries: Research & Practice 7, no. 2 (2019): 81–90. http://dx.doi.org/10.5195/palrap.2019.207.

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Librarians in a teaching and learning department at a large research institution linked their pre-class communications process to learning outcomes for foundational information literacy. Doing so enabled clearer messaging, collaborative goal setting, and more focused information literacy classes.

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Sri, Widaningsih, and Deliyana Firmialy Sita. "Determinants of Digital Financial Literacy for Young Adult Generation in Indonesia." Journal of Economics, Finance And Management Studies 07, no. 06 (2024): 3137–44. https://doi.org/10.5281/zenodo.11524724.

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Industry 4.0 has greatly facilitated the adoption of Digital Finance Inclusion (DFI) in Indonesia. Consequently, DFI providers need to investigate the many variables influencing DFI users to understand their consumers better. The primary step in comprehending the initial hurdles for DFI is through DFL (Digital Financial Literacy). This study aims to identify, quantify, and authenticate the factors that influence Digital Financial Literacy (DFL) among Indonesian people who engage in fintech services. In 2023, 225 adult fintech users in Indonesia were polled via a self-administered survey. The f

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Kumar, Mukesh, and Biswajit Behera. "Influence of home environment on children's foundational literacy and numeracy skills: A systematic synthesis with India in focus." Asian Journal for Mathematics Education 1, no. 3 (2022): 359–80. http://dx.doi.org/10.1177/27527263221129366.

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India has the mission to ensure that every child attains foundational literacy and numeracy (FLN) skills by the end of grade three. The National Initiatives for Proficiency in Reading with Understanding and Numeracy (NIPUN Bharat) is entrusted to monitor this target. However, the specific factors of the home environment, which vary among Indian children, can explain the low performance in literacy and numeracy. Therefore, this systematic review aimed to comprehensively identify the home environment factors that affect literacy and numeracy learning. Studies published between 2013 and 2022 were

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Laxman, Rajesh. "Promoting Early Childhood Literacy and Numeracy: Effective Strategies for Foundational Learning." Xpertno International Journal of Interdisciplinary Research 1, no. 2 (2024): 13–22. https://doi.org/10.5281/zenodo.10700680.

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Improving educational outcomes requires a focus on enhancing clarity, structure, and depth. Many young learners face difficulties in acquiring basic literacy and numeracy skills in their early education, which can significantly affect their long-term academic performance. This research paper synthesizes findings from a broad spectrum of academic literature to highlight effective methods for nurturing these critical skills. The methodology section details the rigorous process of literature review, including the search strategies employed, the databases consulted, and the criteria for including

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Rahmah Agustiani, Patma Tuasikal, and Jelita Purnamasari. "ENHANCING FOUNDATIONAL LITERACY SKILLS THROUGH DIGITAL MEDIA: A CASE STUDY OF CANVA INTEGRATION AT ELEMENTARY SCHOOLS IN BIAK PAPUA." AL-MUADDIB: Jurnal Kajian Ilmu Kependidikan 7, no. 2 (2025): 407–19. https://doi.org/10.46773/muaddib.v7i2.1699.

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This study examines the potential of the Canva application to enhance foundational literacy skills, specifically reading and writing, among elementary students in the East Biak District. The research was motivated by the lack of formal digital literacy training and limited digital resources, which hinder effective learning. The objective was to explore how active teacher facilitation and systematic training in Canva-based media can improve student engagement, collaborative interaction, and overall literacy outcomes. A qualitative descriptive methods approach was employed, involving direct clas

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Wan, Amy J. "Making Sense of Researcher Positionality in Foundational Literacy Studies Research." Literacy in Composition Studies 8, no. 2 (2021): 109–22. http://dx.doi.org/10.21623/1.8.2.6.

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Cheong, Io Hong, Jacky Ho, Jasper Hoi Chun Luong, and Si Man Lei. "Digital Literacy as a Foundational Element in Public Health Innovation." Innovations in Digital Health, Diagnostics, and Biomarkers 5, no. 2025 (2025): 24–26. https://doi.org/10.36401/iddb-25-x2.

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Wealer, Cyril, Silke Fricke, Ariana Loff, and Pascale M. J. Engel de Abreu. "Preschool predictors of learning to read and spell in an additional language: a two-wave longitudinal study in a multilingual context." Reading and Writing 35, no. 5 (2022): 1265–88. http://dx.doi.org/10.1007/s11145-021-10239-1.

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AbstractThe study explores whether foundational skills of reading and spelling in preschool (age 5–6) predict literacy skills cross-linguistically in an additional language in Grade 1 (age 6–7). A sample of linguistically diverse preschool children completed tasks of phonological awareness, letter-sound knowledge, verbal-short term memory, rapid automatized naming, and lexical knowledge in the language of preschool instruction Luxembourgish. The children were followed-up in Grade 1 where literacy skills were assessed in the language of schooling, i.e., German, after five months of literacy ins

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Helaluddin, Helaluddin. "Desain Literasi Budaya dalam Pembelajaran Bahasa Indonesia di Perguruan Tinggi." ESTETIK : Jurnal Bahasa Indonesia 1, no. 2 (2018): 101. http://dx.doi.org/10.29240/estetik.v1i2.582.

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The cultural literacy program is one of the six basic literacies proclaimed by the World Economic Forum in 2015. Foundational literacies are literacy, numeracy, scientific literacy, ICT literacy, financial literacy, and cultural and civic literacy. Cultural literacy is someone’s ability in understanding his culture and how to behave towards his culture as his nation’s identity. In other words, cultural literacy is the knowledge, perspectives, and contributions of a set of cultures that will be used by the learners in the process of reading and writing. This paper highlights the advantages of c

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Rochaendi, Endi, Saepul Ma’mun, Asim Supriadi, and Deni Hardianto. "Inisiasi Penguatan Kemampuan Literasi dan Numerasi Siswa Sekolah Dasar melalui Program Literasi Berbasis Rumah." Indonesian Journal of Elementary Education and Teaching Innovation 4, no. 2 (2025): 120. https://doi.org/10.21927/ijeeti.2025.4(2).120-140.

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<em>The decline in literacy and numeracy achievement among primary school students across various regions, including Majalengka Regency, underscores the urgent need for educational interventions that transcend conventional institutional approaches and emphasize cross-contextual learning collaboration. This article critically examines the potential of the Home-Based Literacy Program as an alternative strategy to not only strengthen students’ foundational competencies but also accelerate the realization of the six dimensions of the Pancasila Student Profile. Employing a literature review m

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Wolter, Julie A., and Laura Green. "Supporting Content and Disciplinary Literacy Success for Adolescents With LLD: A Blended and Contextualized Morphological Awareness Strategy Approach." Perspectives of the ASHA Special Interest Groups 6, no. 6 (2021): 1384–97. http://dx.doi.org/10.1044/2021_persp-21-00097.

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Purpose: As adolescents progress through the upper grades, reading and writing demands become increasingly challenging for students with and without a language and literacy deficit (LLD). The literacy education community recommends that reading and writing instruction be infused in the academic curriculum and emphasizes disciplinary literacy practices. Disciplinary literacy may be too advanced for adolescents with LLD who have not yet mastered foundational written language skills. Method: A discussion is provided for how general strategy instruction, also referred to as a content area or a con

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Consalvo, Annamary, Gina Doepker, Vandy Dubre, and Joanna Neel. "Librarian-Faculty Collaboration for Literacy Courses: Promoting Better Learning for Preservice Teachers." Language and Literacy 24, no. 3 (2022): 107–30. http://dx.doi.org/10.20360/langandlit29605.

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This narrative describes a collaboration between three university literacy faculty and a subject librarian undertaken to embed library instruction across the semester in three required courses--children’s literature, early literacy, and disciplinary literacy--in order to help undergraduate preservice teachers better understand and incorporate children’s literature and high interest literature into their teaching. Concrete, scaffolded, hands-on experiences for preservice teachers with teaching materials helped to build awareness of foundational concepts in literacy instruction. Librarian/facult

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Satapathy, Dinesh, V. Sri Divya, and Deepak Kumar Pradhan. "A Study on Effectiveness of FLN Workbooks Developed by SCERT, Odisha, India." Asian Journal of Education and Social Studies 51, no. 7 (2025): 842–54. https://doi.org/10.9734/ajess/2025/v51i72173.

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Foundational literacy and numeracy (FLN) in early primary years are globally recognized as prerequisites for lifelong learning, and are a central priority of India’s NEP 2020 and the NIPUN Bharat Mission. This study assesses teachers’ perceptions of the effectiveness of SCERT Odisha’s FLN workbooks and examines whether these perceptions vary by gender and years of teaching experience. A descriptive survey design was used with 60 teachers selected through multi-stage sampling. Data were collected via bilingual printed questionnaires and analysed using descriptive and non-parametric statistical

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Jennifer Fielding, Julia Hans, Frank Mabee, Kisha Tracy, Annamary Consalvo, and Layne Craig. "Integrated Information Literacy and Student Outcomes in Foundational First-Year Writing." Journal of Assessment and Institutional Effectiveness 3, no. 2 (2013): 106. http://dx.doi.org/10.5325/jasseinsteffe.3.2.0106.

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Tichnor-Wagner, Ariel, Justin D. Garwood, Mary Bratsch-Hines, and Lynne Vernon-Feagans. "Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools." Learning Disabilities Research & Practice 31, no. 1 (2015): 6–21. http://dx.doi.org/10.1111/ldrp.12090.

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Beckendorf, Andrea, and Sara J. Beutter Manus. "Weaving A Rich Tapestry: Information Literacy Presentations and Posters at the MLA Annual Meeting, 2000–2024." Notes 81, no. 2 (2024): 267–85. http://dx.doi.org/10.1353/not.2024.a944636.

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ABSTRACT: While other publications provide insight into the overall trajectory of the published literature on music information literacy, instruction-related presentations and poster sessions at MLA meetings are a key part of the scholarly record that have been overlooked. As information literacy has expanded to occupy a prominent role in the broader practice of librarianship, the consistent increase in the numbers of MLA posters and presentations on this topic reflects the growth of a community of music information literacy practitioners. This article will demonstrate the ways that presentati

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Park, Hyu-Yong. "Development of a Teacher's AI Literacy Scale Based on Meta-Analysis." Korea University Institute of Educational Research 94 (February 28, 2025): 41–76. https://doi.org/10.24299/kier.2025.381.41.

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With the recent advancements in generative artificial intelligence (AI) technology, the need for AI utilization in school education has increased, leading to active research on teacher AI literacy (competency). This study aims to develop self-assessment items for teacher AI literacy, recognizing the importance of developing and evaluating teachers' AI literacy in the context of school education where AI-integrated education is expected to become widespread. Using a research methodology that involved a meta-analysis of domestic and international literature on teacher digital literacy and digita

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Todd, Ross J. "Information Literacy: Agendas for a Sustainable Future." Journal of Information Literacy 11, no. 1 (2017): 120. http://dx.doi.org/10.11645/11.1.2233.

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This paper, somewhat an incomplete historical overview and personal perspective, outlines a number of key challenges and opportunities in relation to future directions and developments in information literacy as a field of research and professional practice. It gives attention to significant foundational (selective) scholarship in the field, identifies a number of challenges in relation to theoretical frameworks, research needs, determining outcomes and impacts, and pedagogical frameworks for information literacy instruction. It is posited that addressing these challenges can play a role in su

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Devendra, Anantramji Maski, and Sanjay Devidas Bhaise Dr. "Decadal Changes in Literacy Rate of Jalgaon District of Maharashtra." International Journal of Advance and Applied Research 4, no. 1 (2023): 123–28. https://doi.org/10.5281/zenodo.7546471.

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Literacy rate defines the percentage of the population of a given age group that can read and write. Literacy is the ability to read, write, speak and listen in a way that allows us to communicate effectively and understand the world. Higher literacy rates are associated with healthier populations, lower crime, greater economic growth, and higher employment rates. For an individual, literacy is the foundational skill needed to acquire advanced skills. These in turn provide higher wages and more employment in labor markets.            &nbsp

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Choi, Jongyoon. "Developmental Research on a News Literacy Lesson Program for Elementary Students." Korean Journal of Teacher Education 40, no. 2 (2024): 195–214. http://dx.doi.org/10.14333/kjte.2024.40.2.10.

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Purpose: This study aimed to develop a program for news literacy classes for elementary school students. Methods: In this research, we examined theories related to news literacy before analyzing curriculum, textbooks, and students' comprehension patterns to develop a program for news literacy classes. Results: The objectives of the news literacy class were presented by dividing them into the areas of knowledge, skills, and attitudes. The instructional stages were proposed as five steps: access, analyze, evaluate, produce, and reflect. Conclusion: News literacy classes should

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Kumar Samarjeet Mahanta. "Challenges in Implementing the FLN Mission in Mathematics at the Elementary Level: A Study on Teacher Preparedness, Training, Workload, and Infrastructure." International Journal of Scientific Research in Modern Science and Technology 4, no. 4 (2025): 32–37. https://doi.org/10.59828/ijsrmst.v4i4.320.

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The Foundational Literacy and Numeracy (FLN) Mission, introduced under the National Education Policy (NEP) 2020, aims to ensure that all children acquire basic literacy and numeracy skills by the end of Grade 3. Assam’s adaptation of this initiative—NIPUN Axom—targets localized implementation across the state. This study investigates the major challenges encountered in implementing the FLN Mission in Mathematics at the elementary level in Kamrup district, Assam, focusing on teacher preparedness, training adequacy, workload, and infrastructural limitations. Data were collected from 62 teachers

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Mishra, Biswo Ranjan, and Sunil Kumar Malik. "Financial Literacy: A Global Perspective." International Journal of Management and Development Studies 14, no. 4 (2025): 18–24. https://doi.org/10.53983/ijmds.v14n4.003.

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This paper explores the concept of financial literacy from a global standpoint, emphasizing its critical role in personal empowerment, economic stability, and societal development. Financial literacy encompasses the knowledge and skills required to make informed and effective financial decisions, including budgeting, saving, investing, credit management, and risk mitigation. The study highlights global trends, illustrating disparities in financial literacy across developed, emerging, and low-income regions. It identifies key components essential for financial competence and examines the challe

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Chambers, Joan M., and Christy L. Radbourne. "Developing critical literacy skills through using the environment as text." Language and Literacy 17, no. 1 (2015): 1. http://dx.doi.org/10.20360/g2fk58.

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Through a provincially funded project, teachers in a Grade 2 and a Grade 6 class were able to develop best practices as they incorporated the environment as the teaching text for developing critical literacy skills with their students. The findings showed significant improvement in literacy abilities and foundational skills, particularly for Aboriginal students and marginalized learners. Additionally, the children in the study developed an attitude of respect and caring for their place, the environment, and for one another. Framed by ecosocial theory, this research demonstrated the children’s

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Vasoya, Nimish, and Rajesh Vansdadiya. "Effective Strategies for Promoting Foundational Literacy and Numeracy in Early Childhood Education." Journal of Social Sciences 19, no. 1 (2023): 92–95. http://dx.doi.org/10.3844/jssp.2023.92.95.

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Roul, Kartikeswar, Kalyani Majhi, and Truptimayee Mishra. "A Study of Effectiveness of E-Learning Strategy on Achievement of Early Grade Learners in Foundational Literacy." JOURNAL OF TEACHER EDUCATION AND RESEARCH 18, no. 02 (2023): 17–20. http://dx.doi.org/10.36268/jter/18205.

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The present experimental research study was undertaken in Prayogosala School, District Institute of Education and Training (DIET) and thegeneral school of Bhadrak district of Odisha. This research study was based on to find out the effectiveness of e-learning strategy on learners’achievement in experimental and normal classroom processes. Most of the students were slow learners in Proyogasala and normal schools.The experiment was conducted a period of two months at two periods per day. The control group and normal group students were taught inthe traditional method but the experimental group s

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Bano, Ela Budiati, Kartin Lihawa, and Suleman Bouti. "The Effectiveness of Dictation-Based Supplementary Materials for Improving English Orthography Skill in Junior High School EFL Learners." International Journal of Research and Review 12, no. 5 (2025): 48–53. https://doi.org/10.52403/ijrr.20250506.

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This study investigated the effectiveness of dictation-based supplementary materials in improving the English orthographic skills, specifically listening and rewriting, of seventh-grade students at SMP Negeri 1 Telaga Biru, Indonesia. Utilizing the ADDIE instructional design framework, materials were tailored to meet the unique needs of EFL learners with limited English exposure. A mixed-methods approach was employed: a pre-test and post-test measured quantitative improvements in students’ orthographic performance, while questionnaires provided qualitative insight into students’ engagement and

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Ryandini, Elda Yulia, Rini Novianti, Sultan Rasya Naga Gibran, and Anindhita Abidah Riyadi. "IMPROVING BASIC ENGLISH LANGUAGE IN ENTREPRENEURSHIP AND LITERACY PRACTICES USING LITERACY CLOUD." Darmabakti Cendekia: Journal of Community Service and Engagements 7, no. 1 (2025): 81–88. https://doi.org/10.20473/dc.v7.i1.2025.81-88.

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Background: In education, it is vital for teachers to motivate students to engage their English skills through interactive speaking activities. Market day events, where students sell products using English, alongside digital platforms like literacy cloud, can significantly enhance interest in literacy. Objective: This initiative aims to equip first-grade students with foundational English language skills in entrepreneurship and literacy practices through the innovative literacy cloud platform. Method: Hosted at MI Wachid Hasjim in Surabaya, this activity involved 72 enthusiastic first-graders.

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Muhammad Iqroq Kabari, Reka Miftahul Hayati, Sri Wahyu Ningsih, Zidan Dika Dafara, and Febrina Dafit. "Pengembangan Literasi Budaya Dan Kewarganegaraan Di Sekolah Dasar: Studi Kasus Di Pekanbaru." Bhinneka: Jurnal Bintang Pendidikan dan Bahasa 1, no. 2 (2023): 73–82. http://dx.doi.org/10.59024/bhinneka.v1i2.196.

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The development of cultural literacy and citizenship is an important aspect of primary education. This study aims to analyze different approaches to developing cultural literacy and citizenship in four elementary schools located in Pekanbaru. The four schools included in this research are SDN 182, SDN 195, SDN 21, and SDN 180. This research utilizes a qualitative descriptive approach by analyzing data from field observations, interviews with teachers and students, and documentary studies. The findings of the study indicate that these four schools have different approaches to developing cultura

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Iwin Ardyawin and Habiburrahman. "The role of Information Literacy in Enhancing Students' Critical Thinking Skills." Jurnal Literasi Perpustakaan dan Informasi UHO: Jurnal Penelitian Kajian Perpustakaan dan Informasi 4, no. 3 (2024): 129–39. https://doi.org/10.52423/jlpi.v4i3.15.

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This systematic literature review investigates "The Role of Information Literacy in Enhancing Students' Critical Thinking Skills" utilizing sources indexed in Scopus, DOAJ, and Google Scholar, focusing on publications from the last 10 years. The findings underscore the foundational role of information literacy in developing students' critical thinking capabilities. The study suggests that the success of integrating information literacy into higher education curricula is highly dependent on the approaches employed. Effective integration of information literacy requires careful consideration of

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Yu, Jiawen, Yidan Hu, Min Li, Baoyu Qiu, Xi Shen, and Xianyan Da. "Modeling the Integration of Educational Technology in Vocational Colleges: Influencing Factors Among In-Service Teachers." Environment-Behaviour Proceedings Journal 9, no. 30 (2024): 197–204. http://dx.doi.org/10.21834/e-bpj.v9i30.6236.

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This investigation examined the integration of digital technology by 681 vocational teachers in Guangzhou, focusing on Attitudes Towards Technology, Self-Efficacy in Digital Realms, Digital Literacy, and Technology Utilization. Employing Partial Least Squares Structural EquationModeling, the study revealed how these key factors profoundly influence and enhance digital technology strategies among occupational teachers. It identified attitudes, digital literacy, and technology applications as crucial intermediaries facilitating integration, providing a foundational model for improving educationa

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Depper, Melissa. "Every Child Ready to Read: Ringing Out for Early Literacy Using the Bell Awards to Support ECRR at Your Library." Children and Libraries 14, no. 4 (2016): 36. http://dx.doi.org/10.5860/cal.14n4.36.

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One of the strengths of the Every Child Ready to Read five practices—read, write, sing, talk, and play—is that they are foundational components of early childhood library programs and services, and provide ready-made opportunities for engaging parents and caregivers in conversation about their children’s learning.The five practices also served as inspiration for the Bell Picture Book Awards for Early Literacy, a project of Colorado Libraries for Early Literacy, an advisory group to the Colorado State Library.

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