Gotowe bibliografie tematyczne / Adult literacy

Gotowa bibliografia na temat „Adult literacy”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 20 lutego 2023

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Artykuły w czasopismach na temat "Adult literacy"

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Kitz, William R. "Adult Literacy". Remedial and Special Education 9, nr 4 (lipiec 1988): 44–50. http://dx.doi.org/10.1177/074193258800900408.

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Nolen, Patricia. "Adult Literacy:". Computers in the Schools 6, nr 1-2 (14.12.1989): 179–95. http://dx.doi.org/10.1300/j025v06n01_15.

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Varik, Ene. "Literacy of Young Adults Learning at Adult Gymnasiums: Literacy or Illiteracy?" Studies for the Learning Society 3, nr 1-2 (5.02.2015): 13–19. http://dx.doi.org/10.2478/sls-2013-0002.

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Abstract The article based on the sociocultural approach to literacy (Barton & Hamilton 1998, Barton 2007, Eames 2006, Gee 2012). The literacy has to do with reading, whereas multiple abilities to “read” certain types of texts in certain ways or at certain levels are used. This allows to claim that in that area various types of abilities are needed depending on the type of literacy and there is a set of literacy practices (Gee 2012, 40). Based on sociocultural approach conducted in 2007 the survey Literacy level of students of adult gymnasiums. The survey focuses on the analysis of literacy of young adults learning at adult gymnasiums in Estonia. The main research question was: how do young adults who learn at adult gymnasiums assess their coping with literacy-related activities and what are their skills in reading texts with different degrees of difficulty? The survey revealed that the majority of young adults who had had reading difficulties during childhood also experienced reading difficulties as adults. Significant proportion of young adults learning at adult gymnasiums had difficulties with finding necessary information in written texts and using this information.
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Sticht, Thomas G. "Adult Literacy Education". Review of Research in Education 15 (1988): 59. http://dx.doi.org/10.2307/1167361.

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Nwakeze, Peter C., i Lauren H. Seiler. "Adult Literacy Programs". Adult Learning 5, nr 1 (wrzesień 1993): 17–24. http://dx.doi.org/10.1177/104515959300500109.

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Akello, Judith Abal, Evelyn Lutwama-Rukundo i Peace Musiimenta. "Functional Adult Literacy". Adult Education Quarterly 67, nr 2 (11.01.2017): 79–96. http://dx.doi.org/10.1177/0741713616685143.

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This article presents findings of study on women’s experiences of Functional Adult Literacy (FAL) as a gateway to their financial progress and welfare in Lango region, Northern Uganda. The qualitative study of 45 participants aimed at examining women’s live changes resulting from using their acquired FAL knowledge and skills to participate in Income Generating Activities. The study demonstrates that FAL brings out women’s individual and collective agency through “conscientization” concept and dialogue as tools for marginalized people in the act of social and economic change agents. This argument is grounded within agency concept that portray the power of the oppressed individual as well as collective agency. Findings revealed that FAL training improves women’s livelihood. The article concludes that Government, international development partners, NGOs, and civil society should ensure strong support and implementation of FAL program because it can help women succeed in the contemporary world.
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Crandall, JoAnn (Jodi). "Adult Literacy Development". Annual Review of Applied Linguistics 12 (marzec 1991): 86–104. http://dx.doi.org/10.1017/s0267190500002166.

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The 1980s experienced a worldwide increase in interest in adult literacy, culminating in the designation of 1990 as International Literacy Year by the United Nations, and the setting of a variety of international and national goals for the reduction or eradication of adult illiteracy by the year 2000. While attention to adult illiteracy resembles a pendulum, a number of factors have contributed to the current heightened awareness of this problem as well as interest in working toward its solution.
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Purcell-Gates, Victoria, Sophie C. Degener, Erik Jacobson i Marta Soler. "Impact of Authentic Adult Literacy Instruction on Adult Literacy Practices". Reading Research Quarterly 37, nr 1 (3.01.2002): 70–92. http://dx.doi.org/10.1598/rrq.37.1.3.

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Burnaby, Barbara. "Adult Literacy Issues in Canada". Annual Review of Applied Linguistics 12 (marzec 1991): 156–71. http://dx.doi.org/10.1017/s0267190500002208.

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This chapter concerns adult literacy issues in Canada—adults being defined as people fifteen years or older and out of school—and focuses primarily on adults who are not (or are barely) literate in any language. Until the mid-1980s, educational support for adults who wished to develop or improve their literacy skills up to about the grade eight level was almost entirely a charitable endeavor. People with low literacy skills were perceived to be a marginal group consisting of elderly people who had not had the chance to go to school, people with disabilities who were considered to be untrainable, certain immigrant populations, and people who had failed in the school system through some individual weakness. In 1985, in the midst of national concerns about the productivity of the country's labor force, the government of Ontario launched a program of funding for three explicit purposes: 1) to assist literacy programs for adult learners, 2) to support literacy organizations, and 3) to fund a small amount of community based research on adult literacy. The federal government followed suit in 1986, establishing the National Literacy Secretariat in the Department of the Secretary of State for Canada.
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Paltridge, Brian. "Teaching ESL literacy to adults: A guide for adult literacy teachers". English for Specific Purposes 14, nr 3 (1995): 260–63. http://dx.doi.org/10.1016/0889-4906(95)90025-x.

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Rozprawy doktorskie na temat "Adult literacy"

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Soleil, Naome. "Image and voice in adult literacy". Thesis, University of British Columbia, 2002. http://hdl.handle.net/2429/42516.

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This qualitative research study explores the use of television as text in adult literacy as a means of bridging orality and literacy. The reason for selecting television as an educational tool was to provide equal access to stories for both non-readers and readers of print, and the 22 research participants were required to complete a survey and participate in four 2-hour workshops, and a taped interview. During the workshops, participants learned to actively engage with the texts that were edited stories from the Canadian television series North of 60. The researcher included reading strategies to encourage the participants' interaction with the texts as active "readers" (see Fiske, 1987; Buckingham, 1993; Bianculli, 1992) and brainstorming to increase their vocabulary prior to writing reflective responses. First, how television as text influences an adult literacy student's ability to transfer information from oral texts into print texts is analyzed. The findings indicate that television allows non-readers, reluctant readers, and delayed readers of English to learn literary terms and conventions that apply to print stories and practise four domains of language acquisition - listening, speaking, reading, and writing. A selection of each participant's written responses to the stories and interview fragments have been analyzed. Whenever possible, the selection is based on a participant's favorite story or personal connection to a character. Second, the effect of brainstorming on written responses has been examined. This technique is a pre-writing strategy the researcher used not only to assist the participants in recording vocabulary relevant to the story, but also to provide opportunities for sharing ideas in the construction of meaning. Based on data collected during the interviews, individuals with short-term memory problems indicate that repetition of vocabulary through brainstorming, note-taking, and discussion reinforces memory retention, and second language learners gain knowledge of pronunciation by hearing and rehearsing vocabulary from the stories. Third, factors contributing to the participants' reflective oral and written responses to the television stories have been analyzed. The main factors contributing to reflective thinking and writing involve the research pedagogy and the development of reflective skills through practice. The researcher's reflective methodology combines phenomenology, critical ethnography, and emancipatory practice from the diverse perspectives of van Manen (1990), Haig- Brown and Archibald (1996), and Freire (1974,1994,1997,1998) who have informed this study together with other researchers in the respective fields. This method situates the research participants and the researcher in a partnership in which everyone contributes through dialogue to the learning process.
Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
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Katz, Charles H. "Portrait of an adult literacy learner". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp04/nq23003.pdf.

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Branch, Kirk. "Telling stories : language and lives in adult literacy narratives /". Thesis, Connect to this title online; UW restricted, 1997. http://hdl.handle.net/1773/9462.

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Kennedy, Rosary-Joyce Melonie. "How Ohio Adult Literacy Instructors View Themselves as Adult Learners Within Professional Development: Learning Style and Motivation Assessment in the Negotiation for Activity Selection". Cleveland State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=csu1422363423.

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Subasat, Jasmine Yoko. "Salvadoran women's empowerment : adult literacy as development". Thesis, SOAS, University of London, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.443824.

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Pitt, Kathy. "The discourse of family literacy". Thesis, Lancaster University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.274213.

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Todd, Mary K. "Adult literacy/adult basic education provision in Northern Ireland - ten years ago". Thesis, University of Ulster, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.292476.

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Killian, Melissa R. "The Mediated Relationship Between Everyday Literacy Skills and Adult Literacy Scores by Vocabulary Proficiency". Thesis, Tennessee Technological University, 2019. http://pqdtopen.proquest.com/#viewpdf?dispub=10979453.

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This study is an ex post facto correlational study that analyzed the mediated relationship between everyday adult literacy practices (directions or instructions; letters, memos, or mail; newspapers or magazines; professional journals or publications; books, manuals or reference materials; financial statements; diagrams, maps, or schematics) and literacy scores, using vocabulary scores as the mediator while controlling for educational attainment, current educational practices, age, and number of books at home. This study used the Program of International Assessment of Adult Competency (PIAAC) 2012/2014 public use household dataset which includes data from over 8,000 participants. This dataset contains information about participants’ background, daily lives, and reading practices as well as literacy, numeracy, and informational technology skills. Analyses were completed using the IDB analyzer to complete regression analyses on the final sample which included 1,599 participants who had taken both the literacy and print vocabulary assessment. The Sobel process was used to determine mediation. According to the Sobel test, the vocabulary score mediated the relationship between reading letters, memos, or mail (b = 4.18, SE = 0.23, p < .001) and newspapers or magazines (b = 2.55, SE = 0.29, p < .05) and the combined plausible literacy score. This showed that a portion of the ability to predict adult literacy scores from the frequency of reading letters, memos, or mail and newspapers or magazines could be due to vocabulary proficiency.

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

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The aim for this study was to investigate adult illiterate students’ motives for becoming literate. The study was conducted in an adult education institution in Sweden where I interviewed four participants learning how to read and write in a second language. All the informants were illiterate when they started school in Sweden and I wanted to investigate if there were differences in second language acquisition dependent on age, gender, motivation or motive. Individual qualitative interviews were used in the method, based on grounded theory. The result showed no motive differences and all informants had the same motive as a goal; to obtain a job. Motivation, however, varied depending on age, but no gender differences could be found. According to this study, high motivation and a positive attitude are the most important factors for succeeding in the literacy work.
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Farrington-Lynch, Valisa. "Learning Strategies and Coping Mechanisms of Older Adults with Low-Level Literacy Skills". Diss., Virginia Tech, 2016. http://hdl.handle.net/10919/89430.

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Limited literacy remains a prevailing issue among older adult populations. This qualitative study sought to answer the following research questions: How do older adults with limited literacy skills navigate and learn to navigate their daily lives in an advanced literate community such as the United States? What types of informal learning strategies and coping mechanisms have been used by these adults, and what perceived barriers and hindrances have participants faced and are facing in their lives? The study included the interviews, data collection and analysis of five women and two men, ages 67-87, two of whose activities also were observed by the researcher. The objective was to investigate their informal learning strategies and coping mechanisms within their current living environment. A thematic analysis of the seven narrative 'life stories' resulted in the emergence of four themes, which represented how these adults with limited literacy skills learned to navigate their daily lives and use informal learning strategies and coping mechanisms to survive in a changing environment: (a) Family support (or lack thereof), (b) social networks, (c) desired GED Program engagement, (d) self-directed gained knowledge. The study concluded that although none of the participants received a high school diploma, all successfully obtained employment and navigated their daily lives by incorporating various strategies. Likewise, given their implementation of self-directed learning strategies (Ausubel, 2000; Knowles, 1990; McClusky, 1974; Tough, 1982), participants viewed some of the dispositional, institutional, and situational obstacles (Cross, 1982), not as barriers, but as navigable and surmountable challenges. Implications of the study suggested limited literacy adults relied upon family support, social networks and self-direction to pursue knowledge and conceal limited literacy. They gained confidence and developed coping mechanisms to navigate daily activities, circumvent barriers and function in an advanced literate society. Future professional practice recommendations included incorporating ABE/GED programs at adult living facilities/community centers; invalidating false assumptions regarding limited literacy older adults; volunteering time and building trust with these adults; and validating their current and desired needs. Research recommendations included investigating limited literacy adult capabilities; shadowing their navigation; conducting similar studies in other U.S. regions; and investigating comparative life-span research.
Ph.D.
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Książki na temat "Adult literacy"

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Farris, Pamela J. Achieving adult literacy. Bloomington, Ind: Phi Delta Kappa Educational Foundation, 1992.

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1952-, Taylor Maurice C., i Draper James A. 1930-, red. Adult literacy perspectives. Malabar, Fla: Krieger Pub. Co., 1994.

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1952-, Taylor Maurice Charles, i Draper James A. 1930-, red. Adult literacy perspectives. Toronto: Culture Concepts, 1989.

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Washington State Institute for Public Policy. Adult literacy education study. [Olympia, Wash.]: Washington State Institute for Public Policy, 2008.

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Sharma, Sita Ram. Adult literacy in India. New Delhi: Omson Publications, 1998.

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Draper, James A. Re-thinking adult literacy. Toronto, Ont: World Literacy of Canada, 1986.

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Newman, Anabel P. Adult literacy: Contexts & challenges. Newark, Del: International Reading Association, 1990.

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Council of Ministers of Education (Canada). Adult literacy: Canada : 1990. Toronto: The Council, 1990.

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Draper, James A. Re-thinking adult literacy. Toronto, Ont: World Literacy of Canada, 1986.

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Ghafoor, Abdul. Quest for adult literacy. Islamabad: National Education & Training Commission, Ministry of Education, 1994.

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Części książek na temat "Adult literacy"

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Rogers, Alan. "Adult Literacy". W Encyclopedia of Language and Education, 163–71. Dordrecht: Springer Netherlands, 1997. http://dx.doi.org/10.1007/978-94-011-4540-4_18.

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Fordham, Paul, Deryn Holland i Juliet Millican. "Prelims - Adult Literacy". W Adult Literacy, i—x. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.000.

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Fordham, Paul, Deryn Holland i Juliet Millican. "1. The case for literacy". W Adult Literacy, 1–14. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.001.

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Fordham, Paul, Deryn Holland i Juliet Millican. "2. Recognising and assessing needs". W Adult Literacy, 15–32. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.002.

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Fordham, Paul, Deryn Holland i Juliet Millican. "3. Looking at literacies and establishing aims; Getting organised: some practical issues". W Adult Literacy, 33–50. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.003.

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Fordham, Paul, Deryn Holland i Juliet Millican. "4. Some methods for teaching literacy". W Adult Literacy, 51–72. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.004.

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Fordham, Paul, Deryn Holland i Juliet Millican. "5. Learning numbers and reading images". W Adult Literacy, 73–84. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.005.

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Fordham, Paul, Deryn Holland i Juliet Millican. "6. Planning session". W Adult Literacy, 85–96. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.006.

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Fordham, Paul, Deryn Holland i Juliet Millican. "7. Selecting and training literacy workers". W Adult Literacy, 97–105. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.007.

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Fordham, Paul, Deryn Holland i Juliet Millican. "8. Assessing progress and evaluationg impact". W Adult Literacy, 106–24. UK and Ireland: Oxfam Publishing, 1995. http://dx.doi.org/10.3362/9780855986506.008.

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Streszczenia konferencji na temat "Adult literacy"

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Hilmi, Muhammad Irfan, Dadang Yunus Lutfiansyach, Achmad Hufad, Mustofa Kamil i Uyu Wahyudin. "Eco-Literacy". W First Transnational Webinar on Adult and Continuing Education (TRACED 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210508.022.

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Ali, Mir Azmath. "Towards humanizing technology for adult literacy". W 2011 Annual IEEE India Conference (INDICON). IEEE, 2011. http://dx.doi.org/10.1109/indcon.2011.6139607.

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Opletalová, Alena, i Zdenka Nováková. "A PERSPECTIVE ON ADULT FINANCIAL LITERACY". W 13th annual International Conference of Education, Research and Innovation. IATED, 2020. http://dx.doi.org/10.21125/iceri.2020.1071.

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kohlmeier, paul. "Graphic Novels and Adult Literacy (Poster 23)". W AERA 2022. USA: AERA, 2022. http://dx.doi.org/10.3102/ip.22.1886038.

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González, José Antonio Canchola, i Leonardo David Glasserman Morales. "Digital adult literacy in virtual learning environments". W TEEM'19: Technological Ecosystems for Enhancing Multiculturality. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3362789.3362901.

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Schwab, Emily. "Narrative as Inquiry in the Adult Literacy Classroom". W 2020 AERA Annual Meeting. Washington DC: AERA, 2020. http://dx.doi.org/10.3102/1587192.

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Palalas, Agnieszka, i Norine Wark. "Design Principles for an Adult Literacy Mobile Learning Solution". W mLearn 2017: 16th World Conference on Mobile and Contextual Learning. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3136907.3136934.

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Hill, Jennifer, i Rahul Simha. "Designing a Literacy-Based Mobile Application for Adult Learners". W CHI'16: CHI Conference on Human Factors in Computing Systems. New York, NY, USA: ACM, 2016. http://dx.doi.org/10.1145/2851581.2892397.

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Ojedeji, Solomon, i Omobola Adelore. "Maximising Mobile Applications for Cost-effective Training in Africa: Evidence from an Empirical Investigation". W Tenth Pan-Commonwealth Forum on Open Learning. Commonwealth of Learning, 2022. http://dx.doi.org/10.56059/pcf10.6581.

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This study examined the use of a mobile application to train facilitators of adult literacy with a view to exploring the possibility of providing cost-effective facilitator training, as against regular training programmes which incur several additional costs for venue, feeding, production of training manuals, honorarium, accommodation, subsistence allowance, among others. This has been a reason for which facilitator training has become a neglected field in most African countries, especially Nigeria. The study adopted the pretest-posttest control group, quasi-experimental design, and selected 66 adult literacy facilitators using a multi-stage sampling procedure. Two research questions were raised and analysed using frequency count, mean and standard deviation. Results revealed that it is cheaper to train using the mobile application compared to conventional face-to-face training method; and that participants in the experimental group who used the Mobile Training Application performed better than participants in the control group who went through the conventional training. Recommendations were made based on these findings that awareness could be created among adult literacy facilitators about this innovation of the mobile application for training. Also, the government, as well as other organisations interested in the training of facilitators, such as UNESCO, could be encouraged to adopt this cost-effective means to train facilitators of adult literacy in Nigeria and other African countries.
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Pickard, Amy. "Showing Progress: Adult Literacy Students' Experiences of Accountability-Driven Practice". W 2019 AERA Annual Meeting. Washington DC: AERA, 2019. http://dx.doi.org/10.3102/1439184.

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Raporty organizacyjne na temat "Adult literacy"

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Benson, Vivienne, i Jenny C. Aker. Improving Adult Literacy in Niger Through Mobile Calls to Teachers. Institute of Development Studies and The Impact Initiative, luty 2021. http://dx.doi.org/10.35648/20.500.12413/11781/ii368.

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In Niger, one of the poorest countries in the world, 85 per cent of adults are unable to read or write, even in local languages. Adult education programmes can be a route to improving adult literacy rates, but non-governmental organisation (NGO) and government schemes are characterised with low enrolment, high dropout, and poor teacher attendance. In partnership with the Ministry of Education, Catholic Relief Services, the Sahel Group, and Tufts University, regular phone calls and motivational support were given to teachers to encourage and monitor attendance of adult education programmes between 2018 and 2019. The impact of this project directly led to improved reading and maths scores. Based on this evidence, the approach has been tested by the Ministry of Education in primary schools.
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Collins, Rita. People, Programs, and Politics: Two Case Studies of Adult Literacy Classes. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.1393.

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Binford, Susan. Adult English as A Second Language Literacy Programs in the Non-profit Sector of Multnomah County, Oregon. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.6588.

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Tomaskova, Hana, Matej Kucera, Marek Stodola i Anna Kagstrom. Systematic review of tools available to measure mental health literacy in children and adolescents. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, wrzesień 2022. http://dx.doi.org/10.37766/inplasy2022.9.0054.

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Review question / Objective: The aim of the present study was to conduct a systematic search in order to find available tools for monitoring and evaluating the mental health literacy of children and adolescents under the age of 19 years. Condition being studied: Mental health literacy is an essential part of mental illness prevention and early-identification. Number of tools exist to assess mental health literacy in the adult population. However, very few studies focus on tools that are aimed at assessing mental health literacy of children and adolescents, and evaluate quality of these tools.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, maj 2014. http://dx.doi.org/10.34074/ocds.003.

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Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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Danaher, Katherine. Meeting the Learning Needs of Refugees and Migrants in Tertiary Blended ESOL Courses. Unitec ePress, maj 2014. http://dx.doi.org/10.34074/ocds.003.

Pełny tekst źródła
Streszczenie:
Technology use in higher education is becoming ubiquitous. However, the particular needs of adult migrant and refugees studying English for Speakers of Other Languages (ESOL) necessitate careful course design and teaching practice if technology is not to present an insuperable barrier. This article surveys the literature to identify barriers to technology use by these learners, of which literacy and lack of prior experience stand out. Critical success factors in meeting their learning needs are categorized under self-regulated learning skills (as defined by (Zimmerman, 2002)), teacher support and course design. Recommendations include explicit teaching of self-regulated learning skills, using the embedded phases of forethought, performance and reflection. Also, intensive teacher support should be provided and a flexible design model used, with authentic tasks and clear interfaces. These recommendations provide research-informed guidelines for teachers and course designers looking to support the learning needs of adult tertiary refugee and migrant ESOL learners.
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McSpadden, James. Medication Literacy: A Helpful Concept for Understanding Medication Decision Making Among Older Adults. AARP Public Policy Institute, styczeń 2022. http://dx.doi.org/10.26419/ppi.00156.001.

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Kongsbak, Ute. Reading comprehension of literal, translational, and high inference level questions in aphasic and right hemisphere damaged adults. Portland State University Library, styczeń 2000. http://dx.doi.org/10.15760/etd.5977.

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Literacy Performance on 2003 Adult Literacy Skills Survey: Population Aged 16 and Over (by census division). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301441.

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Literacy Performance on 2003 Adult Literacy Skills Survey: Population Aged 16 and Over (by census subdivision). Natural Resources Canada/ESS/Scientific and Technical Publishing Services, 2010. http://dx.doi.org/10.4095/301442.

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