Relevant bibliographies by topics / Literacy support program

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

Academic literature on the topic 'Literacy support program'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Literacy support program"

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Besseah, Bernard, Daisy Achiro, Joseph Mhando, and Sadiat Adetoro Salau. "Embedding digital and research-literacy support program into postgraduate studies curriculum." Library Review 66, no. 8/9 (November 7, 2017): 586–94. http://dx.doi.org/10.1108/lr-02-2017-0012.

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Purpose This viewpoint paper aims to propose a digital and research literacy support program for postgraduate schools in sub-Saharan Africa institutions. Design/methodology/approach The paper reviewed literature on postgraduate students’ skills and postgraduate information literacy programs and proposed one for postgraduate schools in sub-Saharan Africa institutions. Findings Information literacy programs are not implemented at the postgraduate level in sub-Saharan Africa possibly because of lack of contents for these programs. Research limitations/implications The course is only a proposed course that can be embedded into the postgraduate curriculum in sub-Saharan African universities. The effectiveness of the course has not been evaluated in this study. Originality/value The proposed information literacy program focused on digital and research literacy, which is still relatively new in sub-Saharan Africa.
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Waldbart, Adria, Barbara Meyers, and Joel Meyers. "Invitations to Families in an Early Literacy Support Program." Reading Teacher 59, no. 8 (May 2006): 774–85. http://dx.doi.org/10.1598/rt.59.8.5.

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Fitriah, Nurlaeli. "Manajemen Pengembangan Kultur Literasi di MTs Negeri Kota Batu." J-MPI (Jurnal Manajemen Pendidikan Islam) 3, no. 2 (December 28, 2018): 63. http://dx.doi.org/10.18860/jmpi.v3i2.6454.

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<em>Literacy is identified with reading and writing activities. With the passage of time literacy activities not only read and write. Literacy is defined as the ability to support, challenge, create, communicate and count using printed material and writing related to various contexts. Literacy that supports learning is literacy that allows individuals to achieve what they want to know, develop their knowledge and talents and support their participation in the community. This study aims to describe the management of the development of literacy culture, the implementation of the development of a culture of literacy and the evaluation of literacy culture development programs in MTs Negeri Kota Batu. This research uses qualitative with descriptive research types. The data sources used are primary and secondary. Data analysis used the Miles and Huberman analysis models. The results show the management carried out by the MTs Negeri Kota Batu under the coordination of the kepala madrasah and supported by the deputy of kepala madrasah in the fields of curriculum, infrastructure, public relations and financing. Not only that, for the success of the school management program, it also involves the madrasah committee. The implementation of the program in the form of habituating the dhuha prayer and reading Al-Qur’an, the habit of silent reading before learning, holding reading corners, programming the language of the month, and scientific writing training for teacher in collaboration with universities in Malang. Program evaluation carried out by the madrasah management is still anticipatory action. Its consideration is that the program is just implemented.</em>
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Samson, Sue, and Kimberly Swanson. "Support your staff employees: they support the academy." Reference Services Review 42, no. 1 (February 4, 2014): 165–80. http://dx.doi.org/10.1108/rsr-03-2013-0017.

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Purpose – The aim of this paper was to serve both as an informational tool identifying library services and resources and as a mechanism to gather input from campus staff to inform outreach services. Design/methodology/approach – Surveys were distributed to all non-faculty and non-administrative support staff. Questions included direct choice and open-ended responses in four categories: demographics; general library use; information needs; and student interactions. Findings – The results confirm that knowledge and awareness of the library can empower staff employees and that support staff are eager to learn about and use library resources and services. The results give guidance to liaison librarians to facilitate an effective outreach program to improve the ability of support staff to do their work and to share information with the students and faculty with whom they come into contact. Research limitations/implications – While these survey findings cannot be extrapolated to all academic settings, they build on similar research and authenticate the significance of library outreach to academic support staff. Practical implications – Enormous potential exists in adapting these survey findings to expand information literacy programs across the academy. Originality/value – Academic support staff are a frequently untapped user group whose information needs are essential to the academy. This case study highlights the value of staff outreach within the context of extending the Library Instruction Program by enhancing the information literacy skills of personnel who are in frequent contact with students and faculty across the campus.
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Wulandari, Patricia. "Guidance on Writing Literary Works for Students as Support for The School Literacy Movement." Indonesian Community Empowerment Journal 1, no. 1 (March 19, 2021): 18–22. http://dx.doi.org/10.37275/icejournal.v1i1.5.

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Community empowerment program in literacy aims to provide training and coachingin writing literary works for students. This activity is an effort to foster students'critical literacy skills, primarily through writing skills. Also, this activity is a way tobring schools and students closer to literature. The implementation method,Community Service, is carried out by providing training and mentoring on an ongoingbasis. The training is conducted for three days for students. This training is carriedout in two ways, namely in-class and outclass. In-class training is conducted toprovide students with the same understanding of writing literary works.Simultaneously, outclass training is conducted to hone students' sensitivity, criticalpower, and intuition to capture any existing problems around them to be used as amaterial in writing literary works. Likewise, with students' writing skills increasingand better, This is evidenced by the results of literary works that they make in theform of an anthology of poetry. The poems they made was varied in typography, theme,and contents. The students were enthusiastic and enthusiastic in participating in theactivity. The activities of fostering literary writing in schools can help students andschool parties better recognize literacy, especially in literary works' authorship. Onthe other hand, fostering the writing of literary works in schools can help teachersform the School Literacy Programme in their respective schools, bearing in mind isstill very important in the school environment, so there is a need for sweet activitiesto increase student competency and love in reading and writing.
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Moffatt, Lyndsay. "Start with a Seedling: Uncovering the Kindergarten Language and Literacy Curriculum One Leaf at a Time." Language and Literacy 18, no. 3 (July 26, 2017): 89. http://dx.doi.org/10.20360/g2rc84.

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While recent research has documented a myriad of benefits to school gardening and food programs, many educators and administrators voice concerns that such programs detract from the provincially mandated curriculum and few researchers have investigated how school gardening and food programs may support language and literacy curriculum expectations. Using a content analysis of transcripts of audio data from a school gardening and food program that matched 24 kindergarten children with 17 adult and young adult volunteers, this study illustrates how such a program may help support mandated language and literacy curriculum. Analysis suggests the children involved in the program practiced important oral language skills, such as asking questions and expressing experiences with their garden buddies at a high frequency.
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Erdamar, Fatih Selim, and Burhan Akpunar. "Analysis of Classroom Teachers' Perceptions of Curriculum Literacy." Journal of Education and Training Studies 8, no. 3 (January 2, 2020): 21. http://dx.doi.org/10.11114/jets.v8i3.4619.

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The aim of this study is to analyze classroom teachers' perceptions of curriculum literacy according to various variables. The research based on screening model was conducted with 416 classroom teachers. The data were collected with the curriculum literary scale, which was valid and reliable. Data collected with four-dimensional scale were analyzed with descriptive statistical techniques. As a result of analyses, it was determined that literacy perceptions of the classroom teachers participating in the research were medium level in terms of sub-dimension of program elements. In this dimension, the highest perception is about measurement-evaluation and the lowest perception level is about the program perspective. In-service and post-graduate teachers have higher perceptions of literacy in the sub-dimension of curriculum elements. In the research, classroom teachers' perception of curriculum literacy is quite high in the sub-dimension of program implementation. Classroom teachers totally agree that parents, the internet, auxiliary resources, colleagues, textbook and school management support are respectively important in order to implement the curriculum; While female teachers find parental support more important in the implementation of the curriculum; the perceptions of teachers who are classroom teachers on internet support are more positive. In the sub-dimension of the program development and philosophy in the research, classroom teachers' perceptions of program philosophy in general are at medium level. Teachers receiving in-service training and those who are classroom teachers have higher perceptions of program philosophy. In this dimension, classroom teachers' perception of having knowledge about the epistemological bases of the program and the development stages of the program is low. Male teachers and teachers receiving in-service training have a higher perception of the development stages of the program. In this study, the perceptions of classroom teachers were moderate in the scale of program literacy training need. Perceptions of classroom teachers about their expectation from MoNE and their obligation to develop themselves are moderate.
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Laksono, Bayu Adi, Supriyono ., and Sri Wahyuni. "AN INVESTIGATION OF LOCAL WISDOM TO SUPPORT ADULT LITERACY PROGRAM." PEOPLE: International Journal of Social Sciences 4, no. 2 (September 18, 2018): 1320–36. http://dx.doi.org/10.20319/pijss.2018.42.13201336.

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Englert, Carol Sue, Art Garmon, Troy Mariage, Mary Rozendal, Kathi Tarrant, and Joyce Urba. "The Early Literacy Project: Connecting across the Literacy Curriculum." Learning Disability Quarterly 18, no. 4 (November 1995): 253–75. http://dx.doi.org/10.2307/1511233.

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Research was conducted on the efficacy of an integrated reading-writing program for primary-grade students with mild disabilities. The literacy program was designed to incorporate five principles of teaching and learning: the involvement of students in contextualized literacy activities, the development of learning-to-learn strategies, the construction of classroom dialogues about literacy, the enactment of responsive instruction designed to support learners in their zones of proximal development, and the creation of literacy communities. Furthermore, the study involved three different groups of learners: students of control teachers, students of first-year teachers, and students of second-year teachers. The results clearly indicated the effects of the integrated literacy program on students' reading and writing performance, especially the students of the most experienced teachers. Possible explanations for these findings are discussed.
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Struminger, Rhonda, Rachel A. Short, Jill Zarestky, Lauren Vilen, and A. Michelle Lawing. "Biological Field Stations Promote Science Literacy through Outreach." BioScience 71, no. 9 (May 26, 2021): 953–63. http://dx.doi.org/10.1093/biosci/biab057.

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Abstract Biological field stations (BFSs) are well positioned through their informal STEM (science, technology, engineering, and mathematics) education programs to improve levels of science literacy and support environmental sustainability. A survey of 223 US BFSs revealed that their outreach programs strive to promote conservation and environmental stewardship in addition to disseminating place-based knowledge and/or skills. In this article, we unpack the educational approaches that BFSs use to engage learners, the aspects of science literacy most often addressed, and the perceived learning outcomes. Most notably, the BFSs reported that their participants develop an interest in and excitement for science, increase or change their knowledge of program topics, identify more with the scientific enterprise, and engage in scientific practices. The results indicate opportunities for BFSs to conduct more rigorous assessments of participant learning and program impact. By focusing on learner engagement, science learning, and participant outcomes, BFSs and other place-based informal education venues can expand their efforts and better support conservation and science learning.
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Dissertations / Theses on the topic "Literacy support program"

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Yilmaz, Arif. "Facilitating literacy support partnership for literacy curriculum improvement in a Head Start program." [Bloomington, Ind.] : Indiana University, 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:3297943.

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Thesis (Ph.D.)--Indiana University, School of Education, 2008.
Title from dissertation home page (viewed Sept. 30, 2008). Source: Dissertation Abstracts International, Volume: 69-03, Section: A, page: 0870. Adviser: Mary B. McMullen.
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Shakeel, Hani Umar 1973. "Community knowledge sharing : an Internet application to support communications across literacy levels." Thesis, Massachusetts Institute of Technology, 2001. http://hdl.handle.net/1721.1/8677.

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Thesis (S.M.)--Massachusetts Institute of Technology, Technology and Policy Program, 2001.
Includes bibliographical references (p. 94-98).
This thesis presents Community Knowledge Sharing (CKS), an Internet-enabled asynchronous messaging system designed for use in the developing world. The system is motivated by a desire to expand the benefits of network connectivity deeply into rural areas, breaking down barriers within and between communities. Recognizing that large segments of the population in rural communities have low levels of literacy, CKS implements a multi-literate design in which the system can be customized based on the abilities and preferences of the user. Three research areas are explored. The primary research area is to understand whether multi-literate interfaces can expand access to technology. Second, the study explores concerns that users of the system hire around security and trust. Third, the study identifies the types of information used and demanded by a sample user group. An evaluation of CKS has been conducted in Bohechio, an agricultural town in the Dominican Republic. Participants were drawn to cover a range of ages, educational backgrounds and literacy skill levels. With regards to multi-literacy and access, it is found that low literate users prefer iconic interfaces, speech synthesis is not effective, and literate users are willing to create text and audio content. On security and trust, the study finds that in the context of networked message systems rural people have different security requirements, and need to trust both the communications channel and content. Lastly, in discussions on information it is found that health, news, commercial and family information is in the greatest use and greatest demand in the community. CKS is a modest first step at developing an appropriate messaging environment for the developing world. Policy recommendations are drawn to inform future technology design and evaluation efforts. Developers of information technologies for use in the developing world should design iconic interfaces for low literate users, not rely on speech synthesis technologies, collaborate with communities, and balance cost, security and accessibility in their technology design. Evaluation of these technologies should take a longer-term approach in order to ensure that participants understand the application being tested.
by Hani Umar Shakeel.
S.M.
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Mapes, Aimee Cheree. "Sponsoring literacy: borderland communities and student identities in an academic support program." Diss., University of Iowa, 2009. https://ir.uiowa.edu/etd/250.

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While much has been written about the efficacy of academic support programs for increasing the retention rates of university students deemed academically underprepared, few studies examine how students engage the support classroom with an emphasis on expressions of literacy. This qualitative study responds to recent calls in student development literature for more studies into particular practices of university support programs. Focused on an exemplar support program at a larger, public university in the American Midwest, the study gathered perspectives about the support of academically underprepared students, teasing out the differences in administrators', instructors', and students' voices. Insights from the perspectives revealed that explicit metaphors of support in the programmatic discourse emphasized a skills model for academic development and a utopian model of student safe houses. In the classroom, however, five focal students suggested that literacy learning was far more complex. In particular, students' data revealed the generative potential of sociocultural literacy theory for conceptualizing praxis in an academic support program. Examining how five focal students responded to the complex programmatic perspectives of support showed that student engagement was far more intricate than strong retention rates. First, a close analysis of five focal students revealed that learning academic discourses was more than appropriation of skills; it was ways of discerning which practices to use for different communities and learning to signal one's role in these communities. Second, students revealed that student community in the support program was a borderland of difference rather than a safe house. Finally, students illustrated that opportunities for creative improvisation in literacy performances was integral to student engagement. The findings have insights for how to conceptualize pedagogy in support programs related to emergent sociocultural theories of Third Space. Specifically, imagining the support classroom as borderland play suggests that the how of student engagement was often how the five focal students proactively co-constructed the learning.
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Ryan, Jackson Kathleen. "Program Evaluation: Effective Behavioral and Instructional Support Systems and Student Reading Outcomes." Thesis, University of Oregon, 2014. http://hdl.handle.net/1794/17927.

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This program evaluation studied Effective Behavioral and Instructional Support Systems (EBISS), a Response to Intervention (RTI) initiative focused at changing district leadership behaviors to close the policy-research-practice gap and improve students' reading outcomes at third grade. A pre/post quasi-experimental comparison using a matched group design evaluated the four-year initiative. EBISS districts (n = 25) were matched to non-EBISS districts n = 25) by important district variables of: (a) size (small, medium, and large) and (b) region (coast, central, east, south, and valley), (c) students receiving Free and Reduced Meals (FARM), (d) students who were white and non-white, (e) students who were male and female, (f) years of teacher's experience, and (g) third grade Oregon Assessment of Knowledge and Skills (OAKS) scores. The aim of this research was to answer two questions. The first asked whether the performance of students in non-EBISS and EBISS districts were significantly different when measured by their percent of students passing the third grade reading OAKS in 2006-07 (EBISS pre-treatment year) and 2010-11 (EBISS post-treatment year). The second question analyzed whether EBISS districts with high implementation scores made statistically significantly different gains from EBISS districts with low implementation scores on their percent of students who passed the third grade OAKS reading assessment from 2006-07 to 2012-11. The results of the first research question indicated no significant differences for group (p = .312) or time (p = .488) between EBISS and non-EBISS districts scores on the OAKS reading test at third grade. Similarly, the second research question results indicated no significant differences (p = .452) between EBISS districts with high and low implementation scores on the OAKS reading scores at third grade. Findings are discussed in relation to: (a) the challenge when measuring administrator effectiveness based on distal outcomes, (b) confounding variables that affected internal and external validity, and (c) how this study informs the future design of evaluation research, in the pre-implementation year of an initiative, so variables that are know to be effective in improving student outcomes can be replicated.
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Wildschut, Zelda. "The use of the Grade one literacy baseline assessment programme of the Western Cape Education Department." Thesis, Cape Peninsula University of Technology, 2015. http://hdl.handle.net/20.500.11838/1958.

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This thesis is presented for the degree of Master of Education at the Cape Peninsula University of Technology.
Research has revealed that the academic performances of learners in South Africa are below the required level. The Western Cape Education Department (WCED) launched the literacy and numeracy strategy 2006 – 2016, in response to the low literacy and numeracy levels. In addition, the WCED introduced the Grade one baseline assessment in 2006, as part of the literacy and numeracy strategy. The purpose of this study was to observe the implementation of the Grade one literacy baseline assessment programme of the WCED. This study aimed to determine what literacy barriers, if any, the learners were experiencing and to recommend literacy support strategies, in order to inform teaching practices. The learning theories of the two key Constructivist theorists, Jean Piaget and Lev Vygotsky have therefore been explored. Purposive sampling was used for the selection of the participants for this study. The Grade one class, with English as the language of learning and teaching (LOLT), was selected due to the diverse nature of the learners, in terms of their different home languages. Thirty-seven Grade one learners participated in the study. I used a mixed methods research design in order to collect both quantitative and qualitative data. Multi-method data collection strategies were employed to collect data for this study. The multi-method approach involved: document collection, observation of learners as well as an interview with the Grade one class teacher who conducted the research. The document collection included the learners’ admission forms as well as the written baseline assessment scripts of the learners. The admission forms provided biographical information of the learners in terms of gender, home languages, Grade R attendance and their ages. The collection of data assisted in identifying the literacy barriers that the Grade one learners were experiencing. An interpretivist data analysis style was employed for the qualitative data analyses and the quantitative data analysis was statistical. The results of the quantitative and qualitative data were interpreted together. The triangulation of the data enhanced the reliability of the research findings. The findings suggest that some of the learners experienced literacy barriers in terms of: receptive- and expressive language, perceptual skills and fine motor development. The educator’s perceptions in terms of the administration and usefulness of the baseline assessment have also been included. The data was summarised and the information was used to describe the literacy barriers in terms of the biographical variables and to recommend learning support strategies for literacy development.
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Hailstones, Milson Donald. "The effectiveness of the "Hiway" literacy programme for learner support in the foundation and intermediate phase / Milson Donald Hailstones." Thesis, North-West University, 2007. http://hdl.handle.net/10394/1584.

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Musthafa, Bachrudin. "Literacy activities in a fifth-grade informal, project-based literature program : a qualitative case study of instructional supports and children's learning engagement /." The Ohio State University, 1997. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487948440826119.

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Zoetmulder, Amy. "A study of the collaborative process of volunteers in a literacy intervention programme in support of vulnerable children in South Africa." Master's thesis, Faculty of Health Sciences, 2019. http://hdl.handle.net/11427/31001.

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The development of early literacy skills is critical for all children in South Africa. Children receive language and literacy development support in the home, school, and community environments. Vulnerable children, such as orphans, may receive this support from volunteers in their home environments. Additional language development support systems in the form of programmes run by volunteers are important. This study describes and analyses the process of collaboration between six volunteers who are involved in languageliteracy programmes by examining how volunteers negotiate collaboration in promoting literacy development. This qualitative research study used a participatory action cycle design to investigate collaboration. A range of research methods such as focus groups, interviews, reflections and observations were used. Findings from this study provided insight into the identity of volunteers. They were people who had strong values in respect of literacy, a positive experience of volunteering, a sense of civic responsibility and an empathetic personality. The collaborative process was established through the presence of a strong common cause, vulnerability and trust among volunteers, a structured and well-led action cycle process, the development of self-reflection, and a passion to be change agents. Volunteers were able to problem solve and act to make changes to the intervention programme which included actions at a programme and volunteer level. The speechlanguage therapist (SLT’s) role was critical in a literacy-related intervention as a support for volunteers. The expertise of SLTs, namely knowledge in language and literacy development, was valued in streamlining the process of taking appropriate actions to enrich the literacy programme.
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Van, Schalkwyk Susan C. "Acquiring academic literacy : a case of first-year extended degree programme students at Stellenbosch University." Thesis, Link to the online version, 2008. http://hdl.handle.net/10019/920.

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Manness, Darcy. "The role of parent-child storybook reading in a sampling of preschool family literacy programs supported by school divisions within a greater metropolitan area." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2000. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape3/PQDD_0017/MQ56138.pdf.

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Books on the topic "Literacy support program"

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Ives, Suzanne. Group support for learners in transition: The development of "support networks". Victoria, BC: Province of British Columbia, Ministry of Education, Skills and Training, 1996.

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Schwartz, Wendy. Family literacy strategies to support children's learning. [New York, N.Y.]: ERIC Clearinghouse on Urban Education, 1999.

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Toronto Catholic District School Board. Continuing Education Dept. Adult E.S.L. literacy resource guide: Curriculum support document. Toronto: Toronto Catholic District School Board, 1999.

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Moskal, Mary Kay. Literacy leadership to support reading improvement: Intervention programs and balanced instruction. New York: Guilford Press, 2011.

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Rosow, Jerome M. Job-linked literacy: Innovative strategies at work. Scarsdale, N.Y: Work in America Institute, 1991.

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Proper, Len. Models of excellence: A review of Ohio's award-winning workplace literacy programs. Columbus: Alliance for Workforce Excellence, Ohio Bureau of Employment Services, 1994.

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Phillips, Kathleen J. Affective aspects of adult literacy programs: A look at the types of support systems, teacher behavior and materials that characterize effective literacy programs. Edited by Bellorado Donna, Margold Jane A, National Adult Literacy Project (U.S.), National Institute of Education (U.S.), and United States. Office of Educational Research and Improvement. [San Francisco, Calif.]: Far West Laboratory, 1985.

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Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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Gray-Schlegel, Mary Ann. Read! Write! Discuss! Learn!: A workbook of interactive handouts to support the college literacy course. Dubuque, Iowa: Kendall Hunt Pub. Co., 2008.

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Book chapters on the topic "Literacy support program"

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Durband, Dorothy B., and A. William Gustafson. "Obtaining Financial Education Program Support." In Student Financial Literacy, 57–64. Boston, MA: Springer US, 2012. http://dx.doi.org/10.1007/978-1-4614-3505-1_5.

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Mikkelsen, Bent Egberg, and Collins Momanyi Bosire. "Food, Sustainability, and Science Literacy in One Package? Opportunities and Challenges in Using Aquaponics Among Young People at School, a Danish Perspective." In Aquaponics Food Production Systems, 597–606. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-15943-6_23.

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AbstractThe call for sustainable food production and consumption has led to an increased interest and new policy measures to support the circular economy and climate-smart farming practices. The merits of aquaponics and closed-loop nutrient cycling systems are increasingly being examined in terms of sustainable productivity in various settings including urban environments. Aquaponics also has the potential to be applied as a learning tool for people of all ages but especially for young people at school. This chapter studies the potential of aquaponics to teach food and science literacy and the use of the technology as an educational tool in primary school. The chapter draws on data from the Growing Blue & Green (GBG) program carried out in cooperation among Aalborg University, Copenhagen, municipal schools and their teachers and a private aquaponic enterprise. The chapter draws on three empirical studies including an exploratory study on the educational opportunities at school, a feasibility study carried out among teachers, as well as the educational Growing Blue & Green (eGBG) study, in which a digital-based regulation component was added. The conclusion is that low-cost versions of aquaponics have considerable potential for supportive learning in elementary school. Preliminary findings furthermore suggest that fitting the setup with easy-to-install intelligent sensors and devices offers the opportunity to provide learning about food, sustainability, and a basic understanding of the control and management of biological systems in one package.
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Chapman, James W., Keith T. Greaney, and William E. Tunmer. "Is Reading Recovery an Effective Early Literacy Intervention Programme for Children Who Most Need Literacy Supports?" In Excellence and Equity in Literacy Education, 41–70. London: Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1057/9781137415578_3.

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Kumar, Swapna, and Kristin Heathcock. "Information Literacy Support for Online Students in Higher Education." In Professional Development and Workplace Learning, 1380–96. IGI Global, 2016. http://dx.doi.org/10.4018/978-1-4666-8632-8.ch075.

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As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students' information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.
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Kumar, Swapna, and Kristin Heathcock. "Information Literacy Support for Online Students in Higher Education." In Handbook of Research on Transnational Higher Education, 624–40. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4458-8.ch031.

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As online education grows, so does the need for institutional support for online students. Information literacy support is one support that is infrequently addressed. Though students are familiar with the Internet, they often do not have the information literacy skills necessary for research. A collaborative effort involving program faculty and librarians was undertaken to address the information literacy needs of students in an online doctoral program. This chapter provides an overview of the first step of this project – an assessment of incoming students’ information literacy skills. The results of the assessment indicate a need for comprehensive instruction to familiarize students with online library resources at the university, access to relevant scholarly databases, quality assessment of such resources, and the use of bibliographic management software. Recommendations are made for higher education institutions and online programs wishing to integrate information literacy support for incoming students.
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Burgio, Louis D., and Matthew J. Wynn. "Filling in the Gaps." In The REACH OUT Caregiver Support Program, 53–56. Oxford University Press, 2021. http://dx.doi.org/10.1093/med-psych/9780190855949.003.0008.

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This chapter highlights and reiterates important clinical issues, REACH OUT materials, and roadblocks to success. It begins with a few clinical suggestions and a list of materials to bring to each session in order to help clinicians fill in the gaps and increase the likelihood of a successful REACH OUT intervention. This chapter also discusses common barriers faced over the course of the intervention as well as possible solutions. Clinicians will find this chapter helpful when faced with issues that commonly arise, such as dealing with off-topic discussions, caregiver limitations in hearing or vision, or low literacy levels.
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Passerini, Katia, and Kemal Cakici. "Achieving University-Wide Instructional Technology Literacy." In Technology Literacy Applications in Learning Environments, 130–45. IGI Global, 2005. http://dx.doi.org/10.4018/978-1-59140-479-8.ch010.

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This chapter reviews the efforts of a large university located in the East Coast of the United States to support faculty technology literacy through participation in development programs featuring a mix of technology skills and instructional design seminars. The success of these programs is evaluated on a series of criteria: faculty needs and satisfaction, ability to meet faculty learning objectives, and short-term and long-term benefits in terms of new initiatives implementation. Survey protocols and instruments used to evaluate program effectiveness are included to support future implementations by other institutions. The authors intend to encourage the development of similar programs, and the understanding of current obstacles that hinder a full deployment of technology in the classroom.
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Hobbs, Renee, and Jonelle Rowe. "Creative Remixing and Digital Learning." In Digital Literacy, 230–40. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-798-0.ch013.

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This chapter explores how media literacy education may continue to be responsive and relevant to the continually changing nature of popular culture through the development of innovative online multimedia educational programs. Because preadolescent and adolescent girls are actively involved in the consumption of popular music, competitive performance television programs like American Idol as well as online social networks, it is important to examine the constructed nature of these new types of messages and experiences. My Pop Studio (www.mypopstudio.com), a creative play experience for girls ages 9 to 14, was developed by the authors to address the need for media literacy skills among this group. We present a model for assessing the impact of the program on learning that incorporates the dimensions of pleasure, a sense of mastery, participation in an online community, media literacy skills, and other outcomes. Online games that use creative remixing techniques may promote metacognition, reflection, and critical analysis skills. Girls need opportunities to strengthen critical thinking skills about mass media and popular culture and the use of online learning environments may support the development of adolescents’ media literacy skills.
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Farmer, Lesley S. J. "ICT Literacy Integration." In Handbook of Research on Transformative Digital Content and Learning Technologies, 59–80. IGI Global, 2017. http://dx.doi.org/10.4018/978-1-5225-2000-9.ch004.

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In order to be prepared for today's knowledge society, students need to be ICT literate. To ensure that all students become ICT literate requires systematic integration of ICT literacy into the curriculum at the general education level and within each academic discipline. Such integration requires faculty ICT literacy as it applies to their academic content area and instructional practice. Collaboration within academic domains, with expert partnerships of librarians and instructional designers, can boost ICT literacy and facilitate its effective integration for student learning. Therefore, such faculty competency also requires systematic coordination, training, support, and accountability. Efforts need to occur at the course, program, college, campus, and system level in order to ensure that all students learn, practice and apply ICT effectively and responsibly. The California State University Long Beach ICT Literacy Project exemplifies the process of developing a systematic and coordinated approach to ICT literacy into the curriculum.
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Boyle, Christina, Maria Wills, Lauren E. Jackson, Nicole Kammer, and Tracy Mulvaney. "How School Leaders Can Support Teachers With Program Implementation." In Redesigning Teaching, Leadership, and Indigenous Education in the 21st Century, 172–95. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-5557-6.ch009.

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Continuous reflective practices are a driving agent in allowing educational stakeholders to understand the consistent need for recurring change in P-12 learning settings. In this chapter, school leaders describe how they are supporting teachers and ancillary instructional staff with implementing transformative action-based programs. Four transformative leadership initiative case studies will be described. The authors bring various perspectives of supporting program implementation due to their roles in school districts as an elementary ELL teacher, a teacher coach and math teacher, and a district supervisor of Early Childhood education. The first case study will walk readers through how the infusion of a literacy program was conducted using transformational read-alouds to boost reading engagement and motivation amongst English language learners. Next, a teacher coach and math teacher will share how professional learning communities (PLCs) were utilized to promote collaboration amongst K-5 teachers throughout the implementation of a new core mathematics program. The third case study examines a doctoral student project that provided evidence based professional development on early science inquiry. Finally, a Supervisor of Early Childhood details how teachers were supported with the implementation of a three-tiered instructional intervention designed to aid preschool students with developing kindergarten readiness skills to close an identified transitionary achievement gap between preschool and kindergarten classrooms in the participating school district.
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Conference papers on the topic "Literacy support program"

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Trihantoyo, Syunu, and Patrisia Windawati. "Literacy Culture to Support Eco-School Program." In 1st International Conference on Education Innovation (ICEI 2017). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/icei-17.2018.86.

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Arroio, Agnaldo. "MEDIA LITERACY SUPPORTING TEACHER´S EMPOWER DEVELOPMENT BY VIDEO PRODUCTION IN THE REPUBLIC OF MOZAMBIQUE." In 1st International Baltic Symposium on Science and Technology Education. Scientia Socialis Ltd., 2015. http://dx.doi.org/10.33225/balticste/2015.11.

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Media Literacy is recognized as an essential area to promote critical view for citizens, to promote a democratic society in which citizens are able to consume critically the mass media but also to express themselves by this media as producers. An educational program was designed to support teachers’ empowerment in using different media into the classroom in The Republic of Mozambique. To collect data, a pre and post questionnaire were applied, interviews and the videos produced during the course. According to the results showed, the decentralization of pedagogical tools production was really important achievement from this educational program. Key words: media literacy, ICT, teacher education.
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"Implications of Updating Digital Literacy – A Case Study in an Optometric Curriculum." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4192.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/Purpose: The aim of this project was to explore a method to enable an updated under-standing of digital literacy to be implemented in curricula in an environment of an existing, but outdated, understanding of digital literacy. . Background: The changing healthcare environment increasingly emphasizes the importance of digital literacy skills; therefore academics in the optometry discipline at Deakin University sought to better understand where digital literacy skills were taught in their program, and whether delivery was implicit or explicit. Methodology: This case study describes a systematic review of the optometric curriculum to first identify where and what digital literacy skills are currently being addressed in the curriculum, identify the gaps, and develop a strategy to address the gaps. Contribution: The main outcome of this work is the development of a spiraling curriculum to support the development of digital literacy skills required in later units of the program and for clinical practice post-graduation. Findings: Although the definition of digital literacy may be outdated, the digital literacy capabilities being addressed in the curriculum had grown as digital technology use by staff and students had expanded. This, together with the realization that students were not as digitally capable as expected, indicated that teaching digital literacy skills needed to be made overt throughout the curriculum. Recommendations for Practitioners: The process developed through this case study provides a strong foundation for course teams, curriculum developers and educational designers to efficiently analyze digital literacy expectations in existing, accredited health-related curricula and improve the curricula by more overtly embedding digital literacy teaching into it. Impact on Society: Graduates of the amended program of study are expected to be better prepared to undertake their future careers in a digitally enhanced and disrupted environment. Future Research: The framework will be used to explore digital literacy teaching practices in other disciplines. A systematic evaluation will be undertaken to identify the benefits and short comings of using the framework. The elements that make up the new definition of digital literacy need to be better articulated to allow curriculum developers to be better informed as to how to interpret the framework in their context.
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Rahmawati, Tina. "The Ability to Manage Information among Librarians of Senior High Schools in Bantul Regency to Support Information Literacy Program." In 2nd Yogyakarta International Conference on Educational Management/Administration and Pedagogy (YICEMAP 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.201221.049.

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Skerlos, Steven J., Kim F. Hayes, Julie B. Zimmerman, and W. Ross Morrow. "Diffusion of Sustainable Systems Engineering Through Interdisciplinary Graduate and Undergraduate Education at the University of Michigan." In ASME 2003 International Mechanical Engineering Congress and Exposition. ASMEDC, 2003. http://dx.doi.org/10.1115/imece2003-42356.

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This paper provides specific examples of sustainability education programs within the engineering curriculum at The University of Michigan at Ann Arbor (UM). These programs exist at the undergraduate, Masters, and Ph.D. levels of education. At the undergraduate level, a basic literacy program has been initiated to give each graduating mechanical engineer from UM the understanding required to make design decisions less impacting on the environment. The program is designed as an educational thread consisting of three (3) course modules corresponding to each of three required courses in the Design and Manufacturing sequence in the mechanical engineering department. To compliment the thread, a new joint course between mechanical and environmental engineering in Environmentally Sustainable Engineering is under development to serve as the cornerstone undergraduate course in environmental education for the UM College of Engineering (CoE). At the Masters level, the ConsEnSus (Concentrations in Environmental Sustainability) Program is described. This program has been introduced to enhance general environmental literacy and to prepare students to integrate environmental principles into professional practice. Similarly, a joint Ph.D. program has also been developed between CoE and the School of Natural Resources and the Environment to prepare students for a career in research and education related to sustainable engineering. Both ConsEnSus and the Ph.D. program are supported by a course entitled Principles of Eco-Design and Manufacturing. This course, and the graduate and undergraduate programs it supports, is part of a college-wide effort to make Sustainable Systems Engineering a reality in practice by disseminating operational definitions of sustainability targeted to specific engineering disciplines.
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Soudy, Nada, Silvia Pessoa, M. Bernardine Dias, Swapnil Joshi, Haya Thowfeek, and Ermine Teves. "Brain Race - An Educational Mobile Game for an Adult English Literacy Program." In 7th International Conference on Computer Supported Education. SCITEPRESS - Science and and Technology Publications, 2015. http://dx.doi.org/10.5220/0005410400340045.

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de Brito, Walderes Lima, Newton Camelo de Castro, and Carlos Roberto Bortolon. "Young Readers Transpetro Program: The Sustainable Development of Community Close to a Pipeline in Goia´s, Brazil." In 2008 7th International Pipeline Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/ipc2008-64584.

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A person reading an average of sixteen books per year is considered high even in so-called First World countries. This achievement is even more remarkable if it is performed by children of low-income families. An example is the participants of PETI, Child Labor Eradication Program of Jardim Canedo, a neighborhood located over part of the Sa˜o Paulo - Brasi´lia Pipeline, situated in Senador Canedo, Goia´s, Brazil. In 2007 this community experienced the Striving Readers Transpetro Program, which aims to develop a taste for reading among children. Transpetro expects to be helping to overcome the low-quality Brazilian education, reflected in the 72% rate of functional illiteracy. The chief objective of the Program is the development of art education workshops and the creation of the “Readers Group - What story is that?”. The workshops are meant for the educators, with the purpose of offering tools form them to spur the children into reading through techniques such as story-telling, theater, singing, puppet shows, set constructions and other audio visual resources. The Readers Group is intended for children. Participation is voluntary and offers literary books according to the childs’ taste and literacy. In the first year of operation, Striving Readers Transpetro Program relied on the participation of 100% of the educators in the Art Education Workshops and a commitment of 93% of the Readers Group members. It also played a part in the improvement of the childrens performance in formal school. Furthermore, the Program contributed to the mapping of libraries available for PETI members, supported the assembly of a catalogue of institutes that sponsor striving readers programs and performed workshops with the technical staff at selected institutes to educate them on how to conduct fund raising. Such actions, as a whole, ensured sustainability to the program and promoted a company relationship with the community and with the Regulatory Authority. This is a socially responsible approach to ensuring childrens’ rights are met.
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Cloney, Dan, and Kellie Picker. "Developing an assessment of oral language and literacy: Measuring growth in the early years." In Research Conference 2021: Excellent progress for every student. Australian Council for Educational Research, 2021. http://dx.doi.org/10.37517/978-1-74286-638-3_2.

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Children develop rapidly in their early years. A crucial component of this development is a child’s ability to learn and use language. Even before they enter formal education, children have learned much about oral language and literacy through meaningful interactions with others, and from their life experiences. Children, however, do not develop at the same pace – some children arrive in early childhood education and care (ECEC) programs more advanced while others require additional support. Recent reviews of the assessment tools available to ECEC educators show a lack of good quality measurement and a reliance on checklist style inventories or narrative approaches. This paper presents a new measure of oral language and pre-literacy specifically designed to be accurate enough to reliably measure an individual child’s growth. Results from a combined calibration of children’s responses using a many-facets item response model show the measure to be reliable, valid and sensitive enough to measure growth within children and between groups of children over time. Implications for future assessment development and for educators’ practice are discussed, including how such measures can provide insight into what children know, understand, and can do (Reynolds, 2020) and what educators can do to support future learning experiences targeted at children’s specific language and literacy needs.
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Hall, Sarah. "Practise makes perfect: developing critical thinking and writing skills in undergraduate science students." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5512.

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Successful undergraduate students are required to demonstrate critical thinking and writing skills in their final year dissertation, but the early years of some science degrees may not fully prepare them for this challenge. This study investigated the value of earlier engagement with scientific literacy skills by assessing the impact of rehersing critical thinking and extended writing skills earlier in the degree programme. This paper reports a small-scale study of a single cohort of students on BSc (Hons.) Biomedical Sciences degree schemes at a research-intensive university and describes quantitative analysis of students' performance in two research-driven writing tasks at different stages of the degree: a literature review in Year 2 and a research dissertation in the final year. The results of this study support the comcept that earlier exposure to extended writing tasks requiring scientific literacy skills is beneficial to students whose final year project has similar literature-based format; the experience of completing the literature review appears particularly valuable in improving the academic performance of weaker students.
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Irina, Elena-Roxana. "How Can We Form the self-image of Students from Primary School by Receiving the Literary Text." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/13.

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One of the premises that determines the research topic is that the methodologies for forming the self-image of the students of the primary classes in the process of receiving the literary text are not sufficiently known, systematized, valorized, applied. In addition, the literary text with its dual function of psychological and pedagogical resource is used in the educational approach more as a moral value. The emotional aspect, probed in the theories of art or more specifically of artistic literary education, which contributes to the development of the respective intelligence is less valued by teachers. The "poor" emotional intelligence developed at the students, the problems of the self-image made us preoccupied about this problem. The purpose of the research aims to reveal some methods corresponding to the literary-artistic education for the formation of the self-image of the students of the primary school in the process of receiving the literary text. The research aims to establish the psycho-pedagogical and literary-artistic landmarks for the formation of the self-image of the students of the primary school in the process of receiving the literary text; studying the practical situation regarding the formation of the student's self-image; applying questionnaires to investigate the student's self-image; highlighting, in the process of the pedagogical experiment, the tendencies and the particularities of forming the self-image of the student, as well as the validation of the formative approach within the control phase; creating opportunities to introduce didactic technologies specific to the system of literary-artistic activities for the formation of the student's self-image. Expected results: a comparative analysis of the curriculum and book of Romanian language and literature, 3rd / 4th grades in Romania and in the Republic of Moldova, regarding the existence of the competences / contents that lead to the formation of the self-image of the students, two lots (one experimental and one control) of 100 students from the 3rd / 4th grades from Romania and from the Republic of Moldova, on which questionnaires on the self-image will be applied, an optional curriculum Read and get to know yourself! for the 3rd / 4th grades, which aims at forming the self-image of the primary students in the process of receiving the literary text, an auxiliary for the 3rd / 4th graders and a guide for the teaching staff the optional class, with different contents aimed at forming the self-image of the students of the primary classes in the process of receiving the literary text, a training program and the course support, approved by the Ministry of National Education of Romania, 25 trained teachers. The research runs from November 2020 to June 2021.
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Reports on the topic "Literacy support program"

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Komba, Aneth, and Richard Shukia. Accountability Relationships in 3Rs Curriculum Reform Implementation: Implication for Pupils’ Acquisition of Literacy and Numeracy Skills in Tanzania’s Primary Schools. Research on Improving Systems of Education (RISE), March 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/065.

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This study responded to one key research question: What are the accountability relationships between the actors in implementing the 3Rs curriculum reform? A qualitative research approach informed the study, using key informant interviews, focus group discussion and document review. The data were analysed using thematic and content analysis. The study established that the key actors in implementing the 3Rs curriculum are the government institutions and the development partners. These actors provide teaching, learning materials and support in the provision of in-service teacher training. Yet, the pupils’ and teachers’ materials prepared by the donor programmes were never authorised by the Commissioner for Education. The study also found that the implementation of the 3Rs was very uneven across the country, with some regions receiving support from both the government and donors, and others receiving support from the government only. Consequently, schools in areas that were exposed to more than one type of support benefited from various teaching and learning materials, which led to confusion regarding when to use them. Moreover, the initiatives by several donors exclusively focus on public schools, which use Kiswahili as the medium of instruction and hence, there existed inequality across the various types of schools. Furthermore, the funds for implementing the reform were provided by both the development partners and the government. The Global Partnership for Education (GPE)—Literacy and Numeracy Education Support (LANES) Program— provided a large proportion of the funds. However, the funds remained insufficient to meet the training needs. As a result, the training was provided for only few days and to a few teachers. Consequently, the sustainability of the reform, in the absence of donor funding, remains largely questionable.
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Lavadenz, Magaly, Elvira Armas, and Rosalinda Barajas. Preventing Long-Term English Learners: Results from a Project-Based Differentiated ELD Intervention Program. CEEL, 2012. http://dx.doi.org/10.15365/ceel.article.2012.1.

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<p>In this article the authors describe efforts taken by a small southern California school district to develop and implement an innovative, research-based English Language Development program to address a growing concern over long-term English Learners (LTELs) in their district. With support from the Weingart Foundation this afterschool program served 3<sup>rd</sup> and 7<sup>th</sup> grade LTELs between 2008–2011 to accelerate language and literacy acquisition and prevent prolonged EL status. Program evaluation results indicated that the intervention was associated with improved English language proficiency as measured by the California English Language Development Test. Results also showed a heightened awareness of effective practices for LTELs among the district’s teachers and high levels of satisfaction among the participants’ parents. This intervention program has implications for classroom-based intervention including project-based learning for LTELs, for targeted professional development, and for further research for the prevention of LTEL status.</p>
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Kibler, Amanda, René Pyatt, Jason Greenberg Motamedi, and Ozen Guven. Key Competencies in Linguistically and Culturally Sustaining Mentoring and Instruction for Clinically-based Grow-Your-Own Teacher Education Programs. Oregon State University, May 2021. http://dx.doi.org/10.5399/osu/1147.

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Grow-Your-Own (GYO) Teacher Education programs that aim to diversify and strengthen the teacher workforce must provide high-quality learning experiences that support the success and retention of Black, Indigenous, and people of color (BIPOC) teacher candidates and bilingual teacher candidates. Such work requires a holistic and systematic approach to conceptualizing instruction and mentoring that is both linguistically and culturally sustaining. To guide this work in the Master of Arts in Teaching in Clinically Based Elementary program at Oregon State University’s College of Education, we conducted a review of relevant literature and frameworks related to linguistically responsive and/or sustaining teaching or mentoring practices. We developed a set of ten mentoring competencies for school-based cooperating/clinical teachers and university supervisors. They are grouped into the domains of: Facilitating Linguistically and Culturally Sustaining Instruction, Engaging with Mentees, Recognizing and Interrupting Inequitable Practices and Policies, and Advocating for Equity. We also developed a set of twelve instructional competencies for teacher candidates as well as the university instructors who teach them. The instructional competencies are grouped into the domains of: Engaging in Self-reflection and Taking Action, Learning About Students and Re-visioning Instruction, Creating Community, and Facilitating Language and Literacy Development in Context. We are currently operationalizing these competencies to develop and conduct surveys and focus groups with various GYO stakeholders for the purposes of ongoing program evaluation and improvement, as well as further refinement of these competencies.
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Beuermann, Diether, Nicolas L. Bottan, Bridget Hoffmann, Jeetendra Khadan, and Diego A. Vera-Cossio. Suriname COVID-19 Survey. Inter-American Development Bank, May 2021. http://dx.doi.org/10.18235/0003266.

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This dataset constitutes a panel follow-up to the 2016/2017 Suriname Survey of Living Conditions. It measures welfare related variables before and after the onset of the COVID-19 pandemic including labor market outcomes, financial literacy, and food security. The survey was executed in August 2020. The Suriname COVID-19 Survey is a project of the Inter-American Development Bank (IDB). It collected data on critical socioeconomic topics in the context of the COVID-19 pandemic to support policymaking and help mitigate the crisis impacts on the populations welfare. The survey recontacted households interviewed in 2016/2017 by the Suriname Survey of Living Conditions (SSLC) and was conducted by phone due to the mobility restrictions and social distancing measures in place. It interviewed 1,016 households during August 2020 and gathered information about disease transmission, household finances, labor, income, remittances, spending, and social protection programs. Data and documentation of the 2016/2017 Suriname Survey of Living Conditions can be found at: https://publications.iadb.org/en/suriname-survey-living-conditions-2016-2017 The survey was designed and implemented by Sistemas Integrales. This publication describes the main methodological aspects, such as sample design, estimation procedures, topics covered by the questionnaire, field organization and quality control. It also presents the structure and codebook for the two resulting publicly available datasets.
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Lavadenz, Magaly, Sheila Cassidy, Elvira G. Armas, Rachel Salivar, Grecya V. Lopez, and Amanda A. Ross. Sobrato Early Academic Language (SEAL) Model: Final Report of Findings from a Four-Year Study. Center for Equity for English Learners, Loyola Marymount University, 2020. http://dx.doi.org/10.15365/ceel.seal2020.

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The Sobrato Early Academic Language (SEAL) Model Research and Evaluation Final Report is comprised of three sets of studies that took place between 2015 and 2019 to examine the effectiveness of the SEAL Model in 67 schools within 12 districts across the state of California. Over a decade ago, the Sobrato Family Foundation responded to the enduring opportunity gaps and low academic outcomes for the state’s 1.2 million English Learners by investing in the design of the SEAL Model. The SEAL PreK–Grade 3 Model was created as a whole-school initiative to develop students’ language, literacy, and academic skills. The pilot study revealed promising findings, and the large-scale implementation of SEAL was launched in 2013. This report addresses a set of research questions and corresponding studies focused on: 1) the perceptions of school and district-level leaders regarding district and school site implementation of the SEAL Model, 2) teachers’ development and practices, and 3) student outcomes. The report is organized in five sections, within which are twelve research briefs that address the three areas of study. Technical appendices are included in each major section. A developmental evaluation process with mixed methods research design was used to answer the research questions. Key findings indicate that the implementation of the SEAL Model has taken root in many schools and districts where there is evidence of systemic efforts or instructional improvement for the English Learners they serve. In regards to teachers’ development and practices, there were statistically significant increases in the use of research-based practices for English Learners. Teachers indicated a greater sense of efficacy in addressing the needs of this population and believe the model has had a positive impact on their knowledge and skills to support the language and literacy development of PreK- Grade 3 English Learners. Student outcome data reveal that despite SEAL schools averaging higher rates of poverty compared to the statewide rate, SEAL English Learners in grades 2–4 performed comparably or better than California English Learners in developing their English proficiency; additional findings show that an overwhelming majority of SEAL students are rapidly progressing towards proficiency thus preventing them from becoming long-term English Learners. English Learners in bilingual programs advanced in their development of Spanish, while other English Learners suffered from language loss in Spanish. The final section of the report provides considerations and implications for further SEAL replication, sustainability, additional research and policy.
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Lessons on literacy training for adolescent girls: Considerations for SWEDD safe spaces. Population Council, 2021. http://dx.doi.org/10.31899/sbsr2021.1001.

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Literacy training for girls and young women can bridge the gap between girls’ low rates of schooling in the Sahel region and their desire for lifelong knowledge and skills. Literacy programs may also help promote community behavioral and attitudinal change by making the benefits of girls’ education visible. Sahel Women’s Empowerment and Demographic Dividend (SWEDD) has increased literacy training for adolescent girls (AGs) to add to the assets they need to improve health outcomes. As a response to the need to strengthen literacy training components in Safe Spaces, practical lessons from evidence-based programming were compiled. These lessons center the learning experience on AGs and emphasize the need for materials that actively engage participants and thus increase the likelihood of their retaining information. As noted in this brief, within Safe Spaces, literacy training curriculum content should be informed by AG subject matter suggestions to increase relevance to the girls’ lives, regardless of the setting (community spaces or schools). Additionally, instructors need dedicated training using simple instructions and evidence-based curricula. Community involvement may help ensure longterm community support for girls’ education.
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