Journal articles: 'Illiteracy'

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Watine, Joseph, and Johannes Borgstein. "Evidence-based illiteracy or illiterate evidence." Lancet 356, no. 9230 (August 2000): 684. http://dx.doi.org/10.1016/s0140-6736(05)73834-4.

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O'Donnell, Michael. "Evidence-based illiteracy or illiterate evidence." Lancet 356, no. 9230 (August 2000): 684. http://dx.doi.org/10.1016/s0140-6736(05)73835-6.

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Kim, Byung-Soo, Dong-Woo Lee, Jae Nam Bae, Sung Man Chang, Shinkyum Kim, Ki Woong Kim, Hyo-Deog Rim, Jee Eun Park, and Maeng Je Cho. "Impact of illiteracy on depression symptomatology in community-dwelling older adults." International Psychogeriatrics 26, no. 10 (June 19, 2014): 1669–78. http://dx.doi.org/10.1017/s1041610214001094.

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AbstractBackground:In many countries, illiteracy rates among aged people are quite high. However, only few studies have specifically investigated the impact of illiteracy on depression.Methods:Data for 1,890 elderly individuals (aged ≥65 years) were obtained from a nationwide dementia epidemiological study conducted in South Korea. Based on their reading ability, the participants were divided into three groups: totally illiterate, partially illiterate, and literate. The Korean version of the Geriatric Depression Scale – Short Form (SGDS-K) was used to detect depression (cut-off score = 8). Multivariate logistic regression analyses were used to assess the association between illiteracy and depression. To explore clinical features of depression in illiterate people, we performed logistic regression to calculate odds ratios of positive responses (or negative responses to reverse-coded items) for each SGDS-K item using literate individuals as the reference group.Results:Totally illiterate participants had 2.41 times the odds and partially illiterate individuals had 1.59 times the odds of being depressed compared with literate participants after controlling for other variables. Compared with literate individuals, illiterate elderly persons were at increased odds for responding negatively to the majority of SGDS-K items, including “having memory problems,” “others are better off than me,” and “feeling worthless” even after controlling for various demographic and clinical factors.Conclusions:Illiteracy in elderly individuals was associated with a higher rate and increased severity of depression. Illiteracy negatively affected depression symptomatology, especially factors associated with self-esteem. Therefore, clinicians should carefully monitor for the presence of depression in illiterate elderly adults.

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Seyyed Khorasani, Raziyeh Sadat, and Seyyed Majid Nabavi. "Reviewing the Viewpoint of Régis Blachère about the Term "Ommi" (The Illiteracy of Prophet Muhammad PBUH)." International Journal of Multicultural and Multireligious Understanding 6, no. 4 (August 12, 2019): 76. http://dx.doi.org/10.18415/ijmmu.v6i4.948.

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The subject of Prophet's illiteracy and being uneducated is one of the important challenging issues of Quranic sciences in the field of Quranic Miracle, which is almost discussed by orientalists and scholars of Islamic sciences; the concept of illiteracy is the subject of their dispute, some scholars say illiteracy means not being educated but other scholars say illiteracy means someone who is literate but is attributed to Mecca, which is the main pivot of their opposite ideas. Meanwhile, some orientalists like Will Durant agreed on the illiteracy of holy Prophet; but some like Blachère disagreed the illiteracy of holy Prophet (PBUH). The famous French Orientalist, Régis Blachère, in the preface to his translation of the Quran in French, has presented his views on several issues like Quranic sciences and history. The illiteracy of the Prophet is one of the points that the scholars of Quranic sciences have discussed in the Qur'an's miracle debate. But some orientalists like Blachère have not accepted the illiteracy of holy Prophet and have criticized the viewpoint of Muslims. He considers the origin of the Muslim's viewpoint about the Prophet's illiteracy as the wrong interpretation of the term "Ommi". He has defined the phrase "Al-Nabi Al-Ommi" as the Prophet of idol worshipers. In this article, by descriptive-analytic method, the writers first examine the literal meaning of the word “Ommi” and then by citing related verses, and expressing the commentators' viewpoint, have proved that Ommi means the Prophet's illiteracy. In addition to literal and interpretative documents and Quran, other strong proofs and documents have been presented that the Prophet was illiterate and he could not read and write.

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Holden, Constance. "Scientific Illiteracy." Science 246, no. 4927 (October 13, 1989): 214. http://dx.doi.org/10.1126/science.246.4927.214.b.

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WIDOME, MARK D. "Injury Illiteracy." Pediatrics 89, no. 6 (June 1, 1992): 1091–93. http://dx.doi.org/10.1542/peds.89.6.1091.

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If you already find talking with parents about injury prevention a frustrating exercise, you may not want to read the article on bucket-related drowning published in this issues of Pediatrics.1 However, for readers, the article will strike a familiar chord. Bucket drownings are reminiscent of other serious or fatal injuries occurring in superficially benign circumstances: children becoming entrapped in household appliances and picnic coolers,2 children and adults suffering serious and fatal injuries from toothpicks,3 and teenagers being crushed to death beneath commercial soda-vending machines.4 Now, add to this list reports of injury associated with more hostile-appearing fixtures and products: entrapment by electrically operated garage doors,5 piercing skull injuries due to law darts,6 and esophageal burns caused by caustic pipeline cleaner used on dairy farms.7

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HOLDEN, C. "Scientific Illiteracy." Science 246, no. 4927 (October 13, 1989): 214. http://dx.doi.org/10.1126/science.246.4927.214-a.

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Buchan, M. F. "Computer illiteracy?" IEE Review 38, no. 4 (1992): 138. http://dx.doi.org/10.1049/ir:19920056.

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McMullen, Zelma. "Health Illiteracy." NASNewsletter 16, no. 4 (July 2001): 23. http://dx.doi.org/10.1177/104747570101600415.

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Davidson, S. "Design illiteracy." IEEE Design & Test of Computers 21, no. 6 (November 2004): 608. http://dx.doi.org/10.1109/mdt.2004.84.

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McGregor, George N. "Visual illiteracy." ACM SIGGRAPH Computer Graphics 29, no. 4 (November 1995): 32–34. http://dx.doi.org/10.1145/216876.216885.

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WOOLF, GREG. "ANCIENT ILLITERACY?" Bulletin of the Institute of Classical Studies 58, no. 2 (December 1, 2015): 31–42. http://dx.doi.org/10.1111/j.2041-5370.2015.12010.x.

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Abstract Ancient writing is conventionally approached as a counterpart of speech, as in the dyad orality/literacy. Alphabetical writing systems are often regarded as superior precisely because they are better able to record speech. This paper takes inspiration from the work on ancient Near Eastern writing systems and considers ancient literacy as a general competence in handling sign systems that are often as much about numbers and quantities as about phonetic transcription. Means of recording proper names assume a special importance in transactions between strangers, and in documents that circulate without much context. But judged in terms of a capacity to handle numbers, signs, diagrams, and other symbols the debate over ancient literacy, and illiteracy, looks rather different. The paper argues that relative to their need to handle sign systems of this kind, very few members of the ancient world can be considered as functionally illiterate. Moving away from orality/literacy also raises questions about the widespread (but incomplete) spread of alphabets and abjads in the last and first millennia.

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Chudinova, V. P. "Functional Illiteracy." Russian Education & Society 36, no. 12 (December 1994): 22–31. http://dx.doi.org/10.2753/res1060-9393361222.

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Huddart, David, and Gayatri Chakravorty Spivak. "Transnational Illiteracy." Contemporary Literature 41, no. 2 (2000): 382. http://dx.doi.org/10.2307/1208767.

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Jones, Jackie H. "Patient illiteracy." AORN Journal 85, no. 5 (May 2007): 951–55. http://dx.doi.org/10.1016/j.aorn.2007.04.012.

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Ningsih, Sri Rahayu, Irfan Sudahri Damanik, Agus Perdana Windarto, Heru Satria Tambunan, Jalaluddin Jalaluddin, and Anjar Wanto. "Analisis K-Medoids Dalam Pengelompokkan Penduduk Buta Huruf Menurut Provinsi." Prosiding Seminar Nasional Riset Information Science (SENARIS) 1 (September 30, 2019): 721. http://dx.doi.org/10.30645/senaris.v1i0.78.

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Illiteracy is the state of being unable to read and to write for communication. A large number of people still experiencing illiteracy in a country is one indicator showing that the country is still not developed. As many as 3.4 million people or around 2.07% of the population in Indonesia are still illiterate. This study aims to create a grouping model using the k-medoids algorithm. The k-medoids method is a clustering method that serves to break down datasets into groups. The data used is sourced from the Central Statistics Agency. Entered data are percentage of illiterate population in 2009-2017. The number of records used is 34 provinces which are divided into 3 clusters namely high cluser, medium cluster and low cluster. From the results of k-medoids calculation, one (1) province was categorited as a high cluster, twelve (12) provinces as a medium cluster and twenty-one (21) provinces as a low cluster. The implementation process using the RapidMiner 5.3 application is used to help find accurate values. It is hoped that this research can be used as one of the bases for decision making for the government in an effort to equalize the level of illiteracy according to the province which has an impact on reducing of illiteracy rates in Indonesia.

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Afilal, S., H. Rkain, B. Berchane, J. Moulay Berkchi, S. Fellous, T. Fatima Zahrae, A. Ilham, et al. "THU0641-HPR ILLITERACY IS NOT AN OBSTACLE FOR ASSIMILATION OF A PATIENT EDUCATION SESSION ON METHOTREXATE SELF-INJECTION IN RA PATIENTS A PROSPECTIVE PILOT STUDY." Annals of the Rheumatic Diseases 79, Suppl 1 (June 2020): 565.1–566. http://dx.doi.org/10.1136/annrheumdis-2020-eular.5560.

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Background:Patient education for RA patients has been shown to improve adherence and self-management of this chronic disease.Objectives:To assess the impact of illiteracy on assimilation of a patient education session on methotrexate self-injection in RA patients.Methods:Prospective pilot study that included 27 consecutive patients (81.5% female, mean age 44.4 years, illiteracy rate 40.7%) with RA (median duration of progression of 4 years, mean delay in referral for specialist of 6 months, median duration of methotrexate use of 1 year). The patients benefited from an individual patient education session to learn how to self-inject with methotrexate subcutaneously. The patient education session was supervised by a nurse and a rheumatologist. A 10-question dichotomous questionnaire was then administered to patients to assess the level of uptake of messages passed during the patient education session. The prevalence of correct answers was compared between illiterate and non-illiterate patients.Results:The mean duration of patient education session is 13 min.Table I illustrates the results of the correct responses prevalence and the comparison of correct response rates between illiterate and non-illiterate patients.Table 1.Prevalence of correct responses and comparison of correct response rates between illiterate and non-illiterate patients.QuestionsN=27IlliteratePYes (N=11)No (N=16)1.Do I always have to self-inject on the same day of the week? (%)96,390,9100NS2.Should Methotrexate be protected from light and away from children? (%)96,310093,7NS3.Can I self-inject anywhere on my thigh and belly 5 cm from the navel? (%)85,210075NS4.Is it important to change the injection sites? (%)70,472,768,75NS5.Do I need to pinch the skin before self-injection? (%)92,610087,5NS6.Can I always use the same needle for each injection? (%)81,590,975NS7.Do I have to wear gloves to inject Methotrexate? (%)81,590,975NS8.Do I have to apply an antiseptic product (alcohol, Betadine) to the injection site before self-injecting? (%)88,990,987,5NS9.Can I use the rest of the MTX ampoule for the next injection? (%)74,181,868,7NS10.Do I tell my doctor if I have side effects? (%)100100100NSConclusion:This study suggests that illiteracy does not affect the assimilation of information given during a patient education session. These preliminary results should encourage the development of patient education programs in our context where illiteracy rate is high.Disclosure of Interests:None declared

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Zebua, Lisye Iriana, Wigati Yektiningtyas, and Rosye Hefmi R. Tanjung. "PEMBERDAYAAN MASYARAKAT MELALUI RUMAH BELAJAR KOMUNITAS (RBK) BAGI MASYARAKAT BUTA AKSARA DI DESA YABEMA DISTRIK ELELIM KABUPATEN YALIMO." JURNAL PENGABDIAN PAPUA 4, no. 3 (November 14, 2020): 90–95. http://dx.doi.org/10.31957/.v4i3.1372.

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Illiteracy is the basis of human knowledge. By reading humans can improve their quality. The purpose of this community service activity is to establish a Community Learning House (RBK) to the illiterate community in Yabema village, Elelim District, Yalimo Regency, so that the community is able to read, write and count. The activity method consists of six stages, namely problem identification, planning process, projection, assessment, evaluation, and monitoring. The results achieved from the community empowerment program through Community Learning Centers (RBK) for the illiterate community in Yabema Village have a significant influence in motivating participants, increasing readiness for learning, increasing the ability of calistung (reading, writing and arithmetic) and communication and enhancing functional skills (for example, can read identity card, write names, and make simple sentences). Keywords: Illiteracy, Community Learning Centers, Yabema, Yalimo

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Wessel, Rhea. "Solving Financial Illiteracy." CFA Institute Magazine 24, no. 3 (May 2013): 30–35. http://dx.doi.org/10.2469/cfm.v24.n3.13.

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Brucki, Sonia Maria Dozzi. "Illiteracy and dementia." Dementia & Neuropsychologia 4, no. 3 (September 2010): 153–57. http://dx.doi.org/10.1590/s1980-57642010dn40300002.

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Abstract There is a current concept that illiteracy and lower educational levels are risk factors for cognitive decline and dementia. Our aims were to review the association between illiteracy and dementia; and to describe some results on neuropsychological findings in illiteracy. A literature search of the PubMed database was performed. The search terms were "dementia", "illiteracy", "neuropsychological evaluation", "educational levels", and "education". Only papers published in Portuguese, English, and Spanish were reviewed. Illiteracy is an incontestable risk factor for dementia. It influences performance on almost cognitive tests. Many other factors could be connected to the high prevalence of dementia among illiterates: low cognitive reserve, poor control of cerebrovascular disease risk factors, difficulties in cognitive evaluation, and poor adaptation of neuropsychological tests for this specific population. Functional tests must be coupled with cognitive tests to ameliorate diagnostic accuracy.

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Ladson-Billings, Gloria. "Beyond Multicultural Illiteracy." Journal of Negro Education 60, no. 2 (1991): 147. http://dx.doi.org/10.2307/2295606.

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Doyle, Rodger. "Female Illiteracy Worldwide." Scientific American 276, no. 5 (May 1997): 20. http://dx.doi.org/10.1038/scientificamerican0597-20.

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Gregory, Eve. "Myths of Illiteracy." Written Language and Literacy 2, no. 1 (July 23, 1999): 89–111. http://dx.doi.org/10.1075/wll.2.1.06gre.

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In late 20th century Britain, a paradigm of early literacy prevails within which the home "story-reading" experience — providing "enjoyment", "pleasure, " or "fun" to parent and child — is seen as an essential prerequisite for later school success. When children's reading expeňences do not fall within this paradigm, their knowledge about literacy remains invisible in the classroom. However, the findings in this paper belie the popular image that equates economic poverty with low literacy interests and achievement. The paper shows that, throughout the 20th century, the East London neighbourhood of Spitalfields has maintained a rich literacy on family and community levels. It argues that these literacy activities, although unrecognised by the school, act as important supports for the achievement of school literacy. The paper thus contributes to the theoretical debate on the role played by "unofficial" home and community literacy practices on children's reading development in school.

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McLean, Gary N. "Illiteracy in Bangladesh." Advances in Developing Human Resources 3, no. 1 (February 2001): 47–48. http://dx.doi.org/10.1177/15234220122237950.

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Osborne, Helen. "Dealing With Illiteracy." Psychiatric Services 49, no. 6 (June 1998): 835. http://dx.doi.org/10.1176/ps.49.6.835.

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Grace, Glenn D., and Richard C. Christensen. "Dealing With Illiteracy." Psychiatric Services 49, no. 6 (June 1998): 835—a—835. http://dx.doi.org/10.1176/ps.49.6.835-a.

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Kohlhepp, Bill, and Julie A. Theriault. "Health care illiteracy." Journal of the American Academy of Physician Assistants 18, no. 5 (May 2005): 13–14. http://dx.doi.org/10.1097/01720610-200505000-00002.

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Beach, John E. "Ending Scientific Illiteracy." Physics Today 38, no. 5 (May 1985): 11. http://dx.doi.org/10.1063/1.2814550.

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Meade, Cathy D., and Darlene G. Thornhill. "Illiteracy in Healthcare." Nursing Management (Springhouse) 20, no. 10 (October 1989): 14???16. http://dx.doi.org/10.1097/00006247-198910000-00002.

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Fang, J. "Illiteracy, Innumeracy, … Idiocy?!" Philosophia Mathematica s2-4, no. 1 (1989): 86–100. http://dx.doi.org/10.1093/philmat/s2-4.1.86.

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Erlen, Judith A. "Functional Health Illiteracy." Orthopaedic Nursing 23, no. 2 (March 2004): 150–53. http://dx.doi.org/10.1097/00006416-200403000-00015.

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Rosselli, M. "Neuropsychology of Illiteracy." Behavioural Neurology 6, no. 2 (1993): 107–12. http://dx.doi.org/10.1155/1993/714540.

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It is proposed that analysis of illiteracy can not only discern the influence of schooling background on neuropsychological test performance, but also contributes to obtaining a better understanding about the cerebral organization of cognitive activity. Brain organization of cognition, and cognitive sequelae of brain pathology in illiterates are reviewed. It is concluded that: (1) cognitive abilities, as measured by standard neuropsychological tests, are significantly influenced by schooling background; and (2) educational and cultural variables may affect the degree (albeit, not the direction) of hemispheric dominance for language, and other cognitive abilities. A more bilateral representation of cognitive abilities in illiterates is hypothesized.

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Ball, Terence. "The Higher Illiteracy." Academic Questions 29, no. 1 (February 10, 2016): 68–76. http://dx.doi.org/10.1007/s12129-016-9538-z.

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Levine, Kenneth. "Dealing with illiteracy." Book Research Quarterly 2, no. 1 (March 1986): 28–52. http://dx.doi.org/10.1007/bf02683600.

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Nielsen, T. Rune. "Effects of Illiteracy on the European Cross-Cultural Neuropsychological Test Battery (CNTB)." Archives of Clinical Neuropsychology 34, no. 5 (October 1, 2018): 713–20. http://dx.doi.org/10.1093/arclin/acy076.

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Abstract Objectives Test performances of illiterate and literate immigrants were compared to investigate the effects of illiteracy on the European Cross-cultural Neuropsychological Test Battery (CNTB), and associations between test performance and participant characteristics were examined. Method Participants were 20 illiterate and 21 literate middle-aged and older Turkish immigrants (50–85 years) matched by age and gender that completed the CNTB as well as a number of demographic and medical questionnaires. Results No significant group differences or correlations between education, acculturation or health characteristics and test performances were found on 10 of 16 measures. Illiteracy status and participant characteristics affected measures of mental processing speed, executive function, and visuoconstruction. Conclusions The preliminary findings suggest that several of the measures in the CNTB may be valid for assessment of cognitive functioning in people who are illiterate when applied using available normative data. However, these findings need to be replicated in larger samples.

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Suleic, Marijana. "Gender implications of illiteracy: Dimension of illiteracy and it’s victims." Temida 16, no. 3-4 (2013): 149–60. http://dx.doi.org/10.2298/tem1304149s.

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In the society we live in today, when human rights are spoken about, the notions of female identity and of female human rights often occupy a large space in the various theoretical debates. One of the reasons for the continued prevalence of such notions is the unequal position of women in the context of gender politics. When we take into account the different contexts in which women live, such as distance from the center, a marginalized position in some cases and a very bad image of education, taking responsibility for building a stable identity becomes one of the most important questions. According to UNESCO reports in 2007, every fourth woman suffers from the consequences of illiteracy, which are more significant in rural areas (UNESCO, 2007). Education still does not have an important place in debates in political circles in spite of efforts invested. The situation becomes more complicated when the lack of gender senstivity in educational policy and stereotypes about female roles in society are added to the existing state of inequality of availability of education, particularly the differences between rural and urban areas. In such circumstances, literacy and education are the most important components of building a stable identity, which includes willingness of women to accept responsibility for different roles that society imposes.

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Khan, Alamgeer, Mushtaq Ahmad Jadoon, Intikhab Alam, and Muhammad Jawad. "Illiteracy: A Threat to Peace in Federally Administrated Tribal Areas (FATA) of Pakistan." Peshawar Journal of Psychology and Behavioral Sciences (PJPBS) 1, no. 1 (July 14, 2015): 61–71. http://dx.doi.org/10.32879/pjpbs.2015.1.1.61-71.

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Pakistan’s decision of participating in the war on terror has put the entire country especially FATA on the mercy of extremist and terrorists. The current layer of terrorism and extremism has destroyed the peaceful traditional tribal society. The present study was conducted during 2013 to probe the effect of illiteracy on peace in the war-affected zone FATA. The major findings of the study reveal that illiteracy ratio was high at FATA, making FATA safe haven for militants and it was one of the main cases of terrorism, leading to violence, making the illiterate youth and madrasa students more vulnerable to militancy. Furthermore lacks of interest in education, dysfunctional education institution, and preference to madrasa education were also the variables, which were affecting peace in FATA. The study also reveals that in the presence of illiteracy sustainable peace is not possible in FATA.

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Vágvölgyi, Réka, Kirstin Bergström, Aleksandar Bulajić, Maria Klatte, Tânia Fernandes, Michael Grosche, Falk Huettig, Jascha Rüsseler, and Thomas Lachmann. "Functional illiteracy and developmental dyslexia: looking for common roots. A systematic review." Journal of Cultural Cognitive Science 5, no. 2 (February 19, 2021): 159–79. http://dx.doi.org/10.1007/s41809-021-00074-9.

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AbstractA considerable amount of the population in more economically developed countries are functionally illiterate (i.e., low literate). Despite some years of schooling and basic reading skills, these individuals cannot properly read and write and, as a consequence have problems to understand even short texts. An often-discussed approach (Greenberg et al. 1997) assumes weak phonological processing skills coupled with untreated developmental dyslexia as possible causes of functional illiteracy. Although there is some data suggesting commonalities between low literacy and developmental dyslexia, it is still not clear, whether these reflect shared consequences (i.e., cognitive and behavioral profile) or shared causes. The present systematic review aims at exploring the similarities and differences identified in empirical studies investigating both functional illiterate and developmental dyslexic samples. Nine electronic databases were searched in order to identify all quantitative studies published in English or German. Although a broad search strategy and few limitations were applied, only 5 studies have been identified adequate from the resulting 9269 references. The results point to the lack of studies directly comparing functional illiterate with developmental dyslexic samples. Moreover, a huge variance has been identified between the studies in how they approached the concept of functional illiteracy, particularly when it came to critical categories such the applied definition, terminology, criteria for inclusion in the sample, research focus, and outcome measures. The available data highlight the need for more direct comparisons in order to understand what extent functional illiteracy and dyslexia share common characteristics.

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Wulandari, Fani, Muhammad Safar, Andi Muhammad Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Asfar, Hasbi Hasbi, and Karmila Karmila. "Reduksi Buta Aksara melalui aplikasi Magguru Mabbaca pada kelompok remaja masjid di Desa Pationgi." ABSYARA: Jurnal Pengabdian Pada Masyarakat 3, no. 2 (December 30, 2022): 197–206. http://dx.doi.org/10.29408/ab.v3i2.6603.

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Illiteracy is a crucial issue today, especially in Indonesia. The high illiteracy rate in Indonesia reaches 3.56% of the population. One of the most significant illiteracy issues is in Pationgi Village, Patimpeng District. Illiteracy is experienced by many teenagers, especially those who are not in school. The culture of the community also contributes to the high illiteracy rate in Pationgi Village. Most parents have never been to school or tried to get an education, which makes kids reluctant to go to school, leading many people who cannot read or write. The purpose of this community service is to reduce illiteracy through community service activities and the assistance of the Magguru Mabbaca application. Magguru Mabbaca is a mix of data, video, audio, text, and sounds that can be seen and heard on a smartphone. Magguru Mabbaca was developed to allow partners to understand and recognize letters and numbers quickly. Integrating the Bugis language with Magguru Mabbaca will assist the Pationgi Village community, which is still illiterate. Counseling at partner locations, training with two stages of training beginning with the introduction and operation of applications, and assistance to see an increase in partners' knowledge and understanding of reading and arithmetic are all part of the implementation methods. The result of this community service is that partners experience a significant increase in the knowledge component and application of technology, with an increase of 85% and 100%, respectively. This shows that the Magguru Mabbaca application helped partners improve their reading and math skills in a big way. Therefore, Magguru Mabbaca can be a solution for people in South Sulawesi who still have a high quantity of illiterates, which can be reduced by introducing holistic applications.

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Carrets, Fernanda Dachi, Felipe Garcia Ribeiro, and Gibran da Silva Teixeira. "Isolated illiteracy and access to social programs: evidence from Brazil." International Journal of Social Economics 46, no. 5 (May 13, 2019): 669–85. http://dx.doi.org/10.1108/ijse-03-2018-0132.

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Purpose The purpose of this paper is to investigate whether isolated illiteracy generates a barrier to knowledge about the Brazilian Federal Government’s Single Registry for social programs. Design/methodology/approach Based on information contained in the Brazilian National Household Sample Survey (Pesquisa Nacional por Amostra de Domicilios – PNAD) 2014, the propensity score matching method was combined with the algorithm proposed by Imbens (2015). The analyzed sample consists of two groups of illiterate individuals: isolated illiterates (IILs) (treatment group), which consists of only illiterate individuals who live with other illiterates; and proximate illiterates (PILs) (control group), which consists of illiterates who live with someone who is literate in the household. Findings Evidence indicates that IIL individuals are, on average, less likely to know about the single registry than PIL people. Research limitations/implications The main limitation relates to the database since the only information available in the PNAD on the access to the single registry is for the year 2014. Practical implications The evidence found in the study reinforces the need to invest in the fight against illiteracy in Brazil. Social implications Results show that a portion of the possible beneficiaries of social programs are still “invisible” to the government’s social protection networks, and this highlights the existence of possible errors of exclusion. Originality/value The paper compares two groups of illiterate people, a group that lives in an isolated illiteracy situation and the other that does not. It also assesses the effect of literacy externalities on the access to the Brazilian Single Registry.

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Syed Razi Haider Zaidi, JAVED IQBAL, TAHIR MAHMUD, NEELAM RAHEEL, and AROOJ FATIMA. "Maternal literacy and malnutrition in children: A comparative study." Pakistan Postgraduate Medical Journal 31, no. 01 (March 17, 2021): 29–31. http://dx.doi.org/10.51642/ppmj.v31i01.128.

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Abstract: Nutritional status is an important aspect of child’s health profile and affects child’s development and growth. This study aimed at exploring relationship between maternal literacy and malnutrition in children under-five years old. Methodology: Two groups were made comprising of mothers, according to the nutritional status of their under-five children presenting in free clinic in Ali Raza Abad Lahore with URTI. Results: Significant difference was found in literacy level in two groups; with 38% illiteracy amongst mothers with malnourished children as compared to 14% amongst women with children not suffering from malnutrition and p value at 0.0062. More mothers of children suffering from malnutrition were found illiterate as compared to mother of well-nourished children. Conclusion: As illiteracy affected children nutrition it is recommended that illiterate women may be targeted for health education on short term basis and education be made mandatory for long term solution to this problem.

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Tao, Lin, Tianao Cao, Qisong Wang, Dan Liu, and Jinwei Sun. "Distribution Adaptation and Classification Framework Based on Multiple Kernel Learning for Motor Imagery BCI Illiteracy." Sensors 22, no. 17 (August 31, 2022): 6572. http://dx.doi.org/10.3390/s22176572.

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A brain-computer interface (BCI) translates a user’s thoughts such as motor imagery (MI) into the control of external devices. However, some people, who are defined as BCI illiteracy, cannot control BCI effectively. The main characteristics of BCI illiterate subjects are low classification rates and poor repeatability. To address the problem of MI-BCI illiteracy, we propose a distribution adaptation method based on multi-kernel learning to make the distribution of features between the source domain and target domain become even closer to each other, while the divisibility of categories is maximized. Inspired by the kernel trick, we adopted a multiple-kernel-based extreme learning machine to train the labeled source-domain data to find a new high-dimensional subspace that maximizes data divisibility, and then use multiple-kernel-based maximum mean discrepancy to conduct distribution adaptation to eliminate the difference in feature distribution between domains in the new subspace. In light of the high dimension of features of MI-BCI illiteracy, random forest, which can effectively handle high-dimensional features without additional cross-validation, was employed as a classifier. The proposed method was validated on an open dataset. The experimental results show that that the method we proposed suits MI-BCI illiteracy and can reduce the inter-domain differences, resulting in a reduction in the performance degradation of both cross-subjects and cross-sessions.

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Abikey, A. M., A. T. Kaipbaeva, and R. R. Ospanova. "IMPLEMENTATION OF THE LITERACY CAMPAIGN IN KAZAKHSTAN." History of the Homeland 98, no. 2 (June 29, 2022): 169–80. http://dx.doi.org/10.51943/1814-6961_2022_2_169.

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The article discusses the campaign to eliminate illiteracy in Kazakhstan 20-30 years of the twentieth century. Since the beginning of the XX century, the problem of illiteracy in the Kazakh region began to rise as an important problem of society. One of the most important directions inthe work of the Soviet government was the organization of adult literacy training after the Bolsheviks adopted the decree on the elimination of illiteracy. The economic difficulties that persisted throughout the campaign were associated with the severe consequences of the Civil War –ruin, famine of the 20-30s, lack of financial resources. Socio-psychological difficulties were associated with the unwillingness of the main group of students to study in difficult living conditions. Organizational and personnel difficulties were caused by the social unevenness of the illiterate population, the shortage of teachers, the need to develop textbooks for the adult population studying. In addition, it is noted that hunger and repeated reforms of the Kazakh alphabet are at the heart of socio-economic, socio-political difficulties.

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Boltzmann, Melanie, Jascha Rüsseler, Zheng Ye, and Thomas F. Münte. "LEARNING TO READ IN ADULTHOOD: AN EVALUATION OF A LITERACY PROGRAM FOR FUNCTIONALLY ILLITERATE ADULTS IN GERMANY." Problems of Education in the 21st Century 51, no. 1 (March 15, 2013): 33–46. http://dx.doi.org/10.33225/pec/13.51.33.

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It is estimated that 759 million individuals worldwide are illiterate, i.e. they cannot read or write properly. With 95%, the majority of the illiterate population lives in developing countries. In most cases, these individuals did not attend school and, therefore, did not have the chance to acquire any skills in reading and writing. They are referred to as primary illiterates. However, illiteracy is not restricted to developing countries: In developed countries there are individuals who have great difficulties with reading and writing despite attending school for several years; they are termed as functional illiterates. For most individuals, the ability to read and write is crucial for being employed and socially accepted. Thus, education is an essential prerequisite for personal growth and satisfaction with life. The present research presents an innovative approach to overcome deficits in reading and writing in adults. The effectiveness of the program was investigated in two courses, each comprising 18 German functionally illiterate adults. Results show that participation in the program was accompanied by improved literacy skills and neuronal changes measured with fMRI. Key words: adulthood, fMRI, evaluation, functional illiteracy, reading and writing, training program.

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Arce Rentería, Miguel, Jet M. J. Vonk, Gloria Felix, Justina F. Avila, Laura B. Zahodne, Elizabeth Dalchand, Kirsten M. Frazer, Michelle N. Martinez, Heather L. Shouel, and Jennifer J. Manly. "Illiteracy, dementia risk, and cognitive trajectories among older adults with low education." Neurology 93, no. 24 (November 13, 2019): e2247-e2256. http://dx.doi.org/10.1212/wnl.0000000000008587.

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ObjectiveTo investigate whether illiteracy was associated with greater risk of prevalent and incident dementia and more rapid cognitive decline among older adults with low education.MethodsAnalyses included 983 adults (≥65 years old, ≤4 years of schooling) who participated in a longitudinal community aging study. Literacy was self-reported (“Did you ever learn to read or write?”). Neuropsychological measures of memory, language, and visuospatial abilities were administered at baseline and at follow-ups (median [range] 3.49 years [0–23]). At each visit, functional, cognitive, and medical data were reviewed and a dementia diagnosis was made using standard criteria. Logistic regression and Cox proportional hazards models evaluated the association of literacy with prevalent and incident dementia, respectively, while latent growth curve models evaluated the effect of literacy on cognitive trajectories, adjusting for relevant demographic and medical covariates.ResultsIlliterate participants were almost 3 times as likely to have dementia at baseline compared to literate participants. Among those who did not have dementia at baseline, illiterate participants were twice as likely to develop dementia. While illiterate participants showed worse memory, language, and visuospatial functioning at baseline than literate participants, literacy was not associated with rate of cognitive decline.ConclusionWe found that illiteracy was independently associated with higher risk of prevalent and incident dementia, but not with a more rapid rate of cognitive decline. The independent effect of illiteracy on dementia risk may be through a lower range of cognitive function, which is closer to diagnostic thresholds for dementia than the range of literate participants.

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Dewing, Jan. "Avoiding practice development illiteracy." International Practice Development Journal 6, no. 2 (November 16, 2016): 1–2. http://dx.doi.org/10.19043/ipdj.62.001.

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Enzensberger, Hans Magnus, and Michael Lipson. "In Praise of Illiteracy." Grand Street 5, no. 4 (1986): 88. http://dx.doi.org/10.2307/25006902.

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Castro-Caldas, A., A. Reis, and M. Guerreiro. "Neuropsychological Aspects of Illiteracy." Neuropsychological Rehabilitation 7, no. 4 (October 1997): 327–38. http://dx.doi.org/10.1080/713755546.

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Tonekaboni, Fereydoun, Mas'ud Zavarzadeh, and Teresa L. Ebert. "The Anti-Illiteracy Machine." Rethinking Marxism 2, no. 4 (December 1989): 141–45. http://dx.doi.org/10.1080/08935698908657893.

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Castro-Caldas, Alexandre, and Alexandra Reis. "Neurobiological Substrates of Illiteracy." Neuroscientist 6, no. 6 (December 2000): 475–82. http://dx.doi.org/10.1177/107385840000600610.

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Journal articles on the topic 'Illiteracy'

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