Gotowe bibliografie tematyczne / Literacy development

Gotowa bibliografia na temat „Literacy development”

Autor: Grafiati
Data publikacji: 4 czerwca 2021
Data aktualizacji: 18 maja 2024

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Artykuły w czasopismach na temat "Literacy development"

1

Wedasuwari, Ida Ayu Made, Ida Bagus Putrayasa, Gede Artawan i Wayan Artika. "Literary Literacy Development Patterns in the Lentera Community". International Journal of Early Childhood Special Education 14, nr 1 (17.03.2022): 432–39. http://dx.doi.org/10.9756/int-jecse/v14i1.221054.

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This study aims to determine the pattern of literary literacy development carried out by the Lentera community. This study used a qualitative research design with grounded theory. This study used three data collection techniques, namely, observation, interviews, and documentation. Data analysis was performed using open coding, axial coding, and selective coding. The results of this study indicated that the modeling pattern is an effort made by the supervisor to guide and improve the literary literacy skills of members through the examples provided. The pattern of modeling development can be done by reading literature, preparing to model, observing models, basic exercises, and evaluation. The pattern of fostering creative works is a pattern of coaching to train members' writing skills with the support of good coaching, ability, and fondness for reading so that members will be able to create a new literary work. Coaching in the pattern of fostering creative works includes: reading literary works, writing literary works, relaxation, and reflection, and evaluation.
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2

M.Prabhavathi, M. Prabhavathi, K. Priyadarsini K.Priyadarsini i B. Kalpana B.Kalpana. "Literacy and Women Development". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/133.

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Prof. P.Koteswararao, Prof P. Koteswararao, B. Kalpana B.Kalpana i M. Prabhavathi M.Prabhavathi. "Literacy and Women Development". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/160.

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Latha, P. Suma. "Women Literacy and Development". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–3. http://dx.doi.org/10.15373/22778160/august2014/170.

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V.GEETHA, V. GEETHA. "Literacy and Women Development". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–7. http://dx.doi.org/10.15373/22778160/august2014/203.

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D.Rathnamani, D. Rathnamani, Doradla Vijaya Raja kumar i Katikala Florence Hemalatha. "Women Development through Literacy". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–2. http://dx.doi.org/10.15373/22778160/august2014/98.

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Indrisano, Roselmina, i Jeanne S. Chall. "Literacy Development". Journal of Education 177, nr 1 (styczeń 1995): 63–83. http://dx.doi.org/10.1177/002205749517700104.

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Newman, Sue. "Supporting literacy development". Early Years Educator 19, nr 6 (2.10.2017): 19. http://dx.doi.org/10.12968/eyed.2017.19.6.19.

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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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Fisher, Douglas, Nan McDonald i Jean Strickland. "Early Literacy Development". General Music Today 14, nr 3 (kwiecień 2001): 15–20. http://dx.doi.org/10.1177/104837130101400305.

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Rozprawy doktorskie na temat "Literacy development"

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Broce, Iris J. "Brain Networks Supporting Literacy Development". FIU Digital Commons, 2016. http://digitalcommons.fiu.edu/etd/3040.

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The development of fluent reading requires coordinated development of key fiber pathways. While several fiber pathways have been implicated in reading, including the recently re-identified vertical occipital fasciculus (VOF), inferior longitudinal fasciculus (ILF), arcuate fasciculus and its 3 components, and inferior fronto-occipital fasciculus (IFOF), whether these fiber pathways support reading in young children with little to no exposure to print remains poorly understood. Consequently, over the course of three studies, the current dissertation aimed to narrow this research gap by addressing the following research questions: 1) Which fiber pathways support early literacy skill in young children 5-10 years old? 2) Are microstructural properties of these tracts predictive of age-related changes in reading across an interval of two years? 3) Do different components of the recently identified VOF differentially support reading? To answer these questions, we used diffusion-weighted imaging to measure white-matter development and to relate the microstructural properties of each fiber pathway to early literacy and literacy development. We report several novel findings that contribute to our growing understanding of the white matter connections supporting early literacy and literacy. For the first time, these studies revealed that the re-identified VOF can be reliably tracked in young children, bilaterally and is composed of three main components, which project from occipital temporal sulcus to angular, and middle and superior occipital gyri. We also found that the left AF, bilateral ILF, and particular components of the VOF play a role in early literacy and literacy development. Implications for contemporary models of reading development are discussed.
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2

O'Grady, Barbara Verna. "Literacy development in foster placement : taking care with literacy". Thesis, Swansea University, 2006. https://cronfa.swan.ac.uk/Record/cronfa42748.

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This research is concerned with investigating literacy development in the foster placement and the role and contribution of the foster carer in that development. Historical research shows the family (and that includes the foster family), as providing the literacy foundations for future academic success in school. Many studies have shown that Looked After children fare poorly in mainstream education, so our understanding of the literacy practices within the foster placement needs now to be advanced. This investigation presents the findings of a survey and structured and unstructured interviews, which were identified as the most appropriate methodologies to fulfil the research objectives. The questionnaire design elicited the degree of literacy awareness and activity in the foster placement, followed by interview schedules that allowed deeper meanings to be assigned to the more measured survey results. As the research area is a newly developing field a grounded theory approach was employed. The results of this research offer indications that literacy development within the foster placement is taking place, and explanations are offered about the way foster carers are instrumental in equipping Looked After children with 'literacy life skills'. Foster carers do feel a responsibility towards developing literacy in the home and provide a range of literacy-based opportunities, yet a more thorough, appropriate training would raise a heightened awareness in foster carers of what more they could do to utilise more flilly the materials they provide, and at the same time, develop their own literacy needs and confidence in supporting literacy development in the foster placement. Institutional weaknesses also prevent fiarther development in this area. The implications of this research mean that developing literacy in foster placement will only become common practice when the pivotal role of the foster carers in raising educational achievement (both for themselves and their Looked After children) is acknowledged by all, when resources to make it possible are in place, and when foster carers are suitably trained.
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Wilczek-Schroetter, Nancy. "Parent involvement in literacy development". Online version, 2008. http://www.uwstout.edu/lib/thesis/2008/2008wilczekschroettern.pdf.

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Norman, Rebecca C. "Do Parents' Literacy Beliefs and Home Literacy Experiences Relate to Children's Literacy Skills?" Diss., CLICK HERE for online access, 2007. http://contentdm.lib.byu.edu/ETD/image/etd2244.pdf.

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Nutbrown, Cathy. "The assessment of early literacy development". Thesis, University of Sheffield, 1997. http://etheses.whiterose.ac.uk/14743/.

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The study concerns on the assessment of early literacy development of children aged three to five years. A review of research into the assessment of early literacy, a consideration of purposes of literacy assessment and a survey of practice in schools revealed the need for new measures of literacy development that are in step with current research into literacy development in the preschool years. The study addressed six questions: 1. How is early literacy development currently assessed by teachers? 2. What is the focus of teachers' early literacy assessment? 3. What are teachers' purposes for assessing early literacy development? 4. What are teachers' needs in terms of assessment of early literacy development? 5. How can researchers better assess early literacy development? 6. Can early literacy development assessment instruments developed for researchers also be useful to teachers? Questions 1-4 were investigated through an interview survey of 30 schools. Question 5, the major research question of the thesis, was researched through the development and trialling of a new measure, the Early Literacy Development Profile. Teachers' views gathered during the trial were used to answer question 6. The major outcome of the study is a new measure, the Early Literacy Development Profile. This is intended for those research studies which require a measure which results in a statistical outcome (specifically, experimental studies involving comparison of groups of children, comparison of methods and comparison between age spans). Other outcomes include: a basis for the development of a new measure~ a review of the literature on early literacy assessment and a delineation of the purposes of assessment in this area. Three lines of future research emerge: further development and evaluation of the Profile~ comparisons with other measures; use of the Profile in studies involving comparisons between groups, methods and age spans.
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Ocampo, Dina. "Effects of bilingualism on literacy development". Thesis, University of Surrey, 2002. http://epubs.surrey.ac.uk/2817/.

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This thesis comprised an investigation of literacy development and literacy difficulties in the context of bilingualism involving 479s ix to thirteen year old children bilingual in two languages The children in this study were required to learn literacy in two writing systems namely Filipino and English.' Me context of concurrent earning and a bilingual background provided a unique context for studying biliteracy development and difficulties. Additionally variations in the orthographio complexity between e two scripts( Filipino is transparent, whilst English is complex) allowed an assessment of current cross-language perspective ins literacy difficulties. The main aim of the research was to investigate cognitive and linguistic factors that are related to literacy difficulties in a bilingual population. This was achieved via two additional ims:i e, to understand the development of, and the skills involved in , literacy acquisition. This required assessment of the impact of processes within and between the languages of literacy. 'Me results in dicate that the predominant theories on literacy developmengte nerated on the basiso f monolingual English-speaking cohortd o not explain literacyp rocesses amongt he bilingual-biliterate children in this study. Although predictions base do n these theories found some support in the English based data, the were inconsistent with the data produced by the same children in Filipino. The second main conclusion asserttsh at the central processing hypothesis and the script dependent hypothesis are complementary explanations of bilingual reading. Although development seems to progressa t different rates underlyings kills in literacys how a high degree of crosslanguage interdependence Finally, in examining literacy difficulties a mongth e children in this study, it was found that group c omparisondsi d not provides ufficientb asisto characterise ingle word literacy difficulties Howevert he analysiys of single cases indicated different manifestations of literacy difficulties across the two languages These findings1 )indicate that illiteracy resents a fundamentally different context in which to investigate and assess literacy difficulties2, ) highlight the importance of assessments in all languages of literacy and3 ) demonstrate the need to assesm sore than single word processing deficits, particularly when dealing with a highly transparent writing system.
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Dawda, Darek. "The literacy hypothesis and cognitive development /". Burnaby B.C. : Simon Fraser University, 2006. http://ir.lib.sfu.ca/handle/1892/2635.

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Gonzalez, Lauren. "Home Literacy Practices in Diverse Families: Parental Involvement in Kindergarten Children's Literacy Development". Thesis, University of North Texas, 2013. https://digital.library.unt.edu/ark:/67531/metadc271820/.

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Although prior research has shown that parental involvement positively affects a child's literacy development, attention should also be directed to the factors that keep parents from being involved in their children's education. The study reported in this dissertation examined five factors: socioeconomic status, level of education, employment, culture, and language that may be influential in parental assistance of their children's literacy development in the home. The data sources for this investigation included interview responses and a demographic survey. Data from 17 parents, each from a different household, and each with a child in kindergarten were obtained and used for the study. For analyses of these data, content analysis was used to identify similar themes among the interview responses and the demographic survey. Results indicated the following: (1) the time parents spent assisting their child with literacy activities was affected by long work hours, (2) parents with a yearly income of $25,000 or less were unable to provide additional literacy materials for their children, (3) lack of multicultural literature caused culturally diverse parents to feel devalued, and (4) parents who did not speak English fluently lacked the strategies to assist their children in completing English literacy homework. The findings suggest there are significant factors in the home environment that impact the quality and amount of literacy activities that parents provide for their children. In order for teachers to support parents in providing for their children's literacy development, they need to be aware of these factors. In addition, teachers should be culturally sensitive by including multicultural literature in the curriculum.
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9

Murcia, Karen. "Scientific literacy for sustainability". Thesis, Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/216/.

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We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate? It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society. This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years. The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news. The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background. Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant. The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs. Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy. In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.
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10

Murcia, Karen. "Scientific literacy for sustainability". Murcia, Karen (2006) Scientific literacy for sustainability. PhD thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/216/.

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We only need to consider public media reports to appreciate that there is growing concern amongst citizens for sustainability. This concern arises from increasing appreciation that the current direction and rate of exploitation of resources is not sustainable and humanity's actions today are arguably compromising future generations' ability to meet their living needs. By drawing on the research of scientists, ranging from their evidence of the problems of sustainability to those promising solutions, the same press reports show strong links between sustainability and science. The appearance of such reports in the public media implies that citizens understand the interaction of science and sustainability and that they can engage critically with scientific research, including its applications and implications for sustainability. In this dissertation this understanding and capacity to engage critically is termed scientific literacy. The general question governing the research reported in this dissertation arose from this context and is: What does it mean for citizens to be scientifically literate within the context of sustainability? More specifically, because it is expected that university graduates are well educated in a socially relevant manner, with commensurate responsibilities and influence, the focus question studied in this dissertation is: What does it mean for university graduates to be scientifically literate? It became apparent from the review of the literature, that the concept of scientific literacy was multidimensional. The three key dimensions that emerged were (i) the fundamental and enduring ideas and concepts of science, (ii) the nature of science and (iii) the interaction of science with society. These dimensions provided the framework for the research reported in this dissertation. Within this framework and based on the literature, two relationships amongst these dimensions were proposed. The first relationship was that the dimensions were in a conceptual hierarchal order, with successive dimensions including the previous dimensions and expanding upon them. The second relationship was that students' scientific literacy developed sequentially along the same hierarchy. It was proposed that development occurred sequentially, with development of concepts of science first, nature of science second and interaction with society last. It was proposed that a scientifically literate person would have reached the level of understanding that includes the interaction of science with society. Specific indicators of the successive dimensions were functional, conceptual/procedural and multidimensional, which at this highest level, includes the relationship between the first two dimensions and society. This framework and the associated indicators were used as a structure and lens for interrogating the development of scientific literacy of 244 first year university students enrolled in Australia's Murdoch University's foundation unit, Life and the Universe. This is one of five units from which first year students are required to select one. The units are interdisciplinary in nature with Life and the Universe being a unit that covers generic issues in science. In part because of its content and in part because it allows students from all backgrounds to enrol, it was considered suitable for studying, illustratively, the development of scientific literacy of potential university graduates. The development of scientific literacy was studied in three ways. First, participants responded to open questions about a newspaper report of science, before and after their studying in Life and the Universe, second, they responded to a Likert style questionnaire regarding the nature of science, again before and after studying the unit, and third, a subset of participants were involved in a focus group run over two years. The participants' responses to the open questions on the questionnaire were analysed for their critical engagement with the news brief, in terms of their ability to give reasons why the text should be accepted or rejected. The nature of requests for extra information about the news brief's content was also analysed. Analysis of the initial responses to the open questions showed that more than fifty percent of the participants in this study did not demonstrate the ability to critically engage with science reported in the news. The Likert style questionnaire assessed participants' conception of the nature of science, with one end of the continuum reflecting a traditional view that science was a body of unchanging facts, derived from objective and value free observations, and the other reflecting a more contemporary view, that scientific knowledge was dynamic, open to change, had subjective components, and had scientists socially located so that their work was not free of values. Analysis of the initial responses to the Nature of Science questionnaire showed that more than fifty percent of the participants were located on the continuum towards the contemporary, socially located end. However, it also showed that the majority were still not sufficiently located towards the contemporary end of the continuum to view science as dynamic, with a changing body of knowledge. There was no statistically significant difference in these analyses in relation to participants' gender, time out of school, course of enrolment or science background. Unexpectedly, the comparison in the analysis of the news brief pre and post Life and the Universe showed that the number of participants engaging critically did not increase. More expectedly, the comparison of the pre and post Life and the Universe responses to the Likert scale showed that there was overall a statistically significant increase in the group's contemporary, socially located, perspective of the nature of science during their participation in the foundation unit. Specifically, the participants demonstrated raised awareness of the tentative and subjective nature of science and that scientists study a world in which they are a part and, as such, their work is not objective or value free. Nevertheless, there was substantial possibility of higher locations on the scale which the majority of participants did not reach. This statistically significant increase, but possibility for further improvement, is compatible with the lack of increase in critical engagement with the news brief and suggests that the statistical increase was not educationally significant. The focus group data contributed greater depth of understanding to the researcher about the range in participants' conceptions of the nature of science. The conceptions evident were consistent with the conclusions from the open questions and Likert style questionnaire and also highlighted limited understandings of scientific processes or scientific methods. It was evident that misconceptions and naive understandings of the contemporary nature of science were present at the beginning and retained throughout the foundation unit learning experience. These limitations helped explain participants' inability to engage meaningfully and to question critically the science news briefs contained in the questionnaires. Data from the focus group also suggested that a limited understanding of science terms prevented critical engagement with the content of the news briefs. Following closely the focus group participants' development of scientific literacy over a two year period, allowed the researcher to gain a greater depth of understanding of the participants' development of scientific literacy than that which could be gained alone from the large scale administrations of the questionnaire. This experience highlighted that the development of scientific literacy was far more complex than the originally proposed sequential development across the three dimensions. The analysis of converging sources of data challenged this proposition and resulted in a reconstruction of understanding about the development of scientific literacy. It was evident that the ability and disposition to critically question and act scientifically required parallel development of science content, socially located conceptions of the nature of science and understanding of its interaction with society. It was the blended and parallel development of these knowledge dimensions, at any level, that demonstrated scientific literacy. In order to characterise the more complex structure amongst the dimensions in which parallel development occurred, a rope metaphor was used. This metaphor effectively represented the observed development of scientific literacy, as it made concrete the interwoven threads of multidimensional knowledge. It represented more realistically the complex, intertwining and multidimensional aspects of participants' development of scientific literacy. Re-thinking the development of scientific literacy and representing the construct with the rope metaphor offered possibilities for effective pedagogy in higher education. The interaction of multidimensional threads of knowledge seems an integral part of the development of scientific literacy and suggests the need for teaching and learning experiences that are holistic in nature and driven by socially relevant contexts.
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Książki na temat "Literacy development"

1

Muresan, Laura-Mihaela, i Concepción Orna-Montesinos, red. Academic Literacy Development. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2.

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de, Oliveira Marta Kohl, i Valsiner Jaan, red. Literacy in human development. Stamford, Conn: Ablex Pub., 1998.

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Deafness, development and literacy. London: Methuen, 1986.

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Lalage, Bown, i University of Warwick. Department of Continuing Education., red. Women's literacy for development. Coventry: University of Warwick, Department of Continuing Education, 1992.

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Webster, Alec. Deafness, development, and literacy. London: Methuen, 1986.

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Cole, Ken. Economic literacy and development education. Norwich: School of Development Studies, University of East Anglia, 1986.

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V, Street Brian, red. Literacy and development: Ethnographic perspectives. London: Routledge, 2001.

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Mpogolo, J. L. Post literacy in Tanazia. Dar es Salaam: Africana Publishers, 1985.

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Team, Ohio Literacy Initiative, i Ohio. Dept. of Education, red. The Ohio literacy initiative: A basic framework for literacy development. [Columbus]: Ohio Dept. of Education, 1999.

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Reitsma, Pieter, i Ludo Verhoeven, red. Problems and Interventions in Literacy Development. Dordrecht: Springer Netherlands, 1998. http://dx.doi.org/10.1007/978-94-017-2772-3.

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Części książek na temat "Literacy development"

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Pate, Roberta Simnacher, i Stephanie A. Grote-Garcia. "Literacy Development". W Encyclopedia of Child Behavior and Development, 892–93. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1668.

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Hay, Ian. "Literacy Development". W The Future of Educational Research, 281–90. Rotterdam: SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-512-0_23.

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Williams, Stacy A. S. "Literacy". W Encyclopedia of Child Behavior and Development, 890–92. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_1667.

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Fang, Wei-Ta, Arba’at Hassan i Ben A. LePage. "Environmental Literacy". W Sustainable Development Goals Series, 93–126. Singapore: Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4234-1_4.

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AbstractEnvironmental literacy is an abstract concept and a subjective imagination. We see that this chapter discusses environmental educationlearningmotivations, awareness and sensitivity, values and attitudes, mobilization skills, mobilization experience, environmental behavior, and aesthetic literacy in the cultivation of literacy. The above connotations of environmental literacy all need to construct the inherent goodness of human beings. We particularly hope that environmental literacy can be externalized to achieve changes in human-friendly environmental behavior. In other words, if the environmental literacy of the entire population can be strengthened, we can work together to form environmental cohesion, cultivate modern socialcitizens, generate environmental collectiveconsciousness and awareness, and then based on the eternalbelief in naturaldecision-making and environmental protection. This could promote a comfortable space and a clean home for sustainable development. Therefore, from the process that human beings can perceive and understand the environment, we have experienced the awareness of environmental changes. We need to improve environmental literacy to form the transformation of the collectivehumanconsciousnessstructure, so as to be aware of the externalenvironment, that is the learning process. If, literacy is the overall effect of a learning process, then our final collectiveenvironmental consciousness will change from thought to proper behavior. These changes will affect the stage tasks of sustainable development. Then, based on empathy and awareness of all things, we should realize the sense of responsibility and eternal value as human beings, protect nature, and accept the challenges of future environmental changes.
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Lynch, Jacqueline, i Esther Prins. "Early Literacy Development". W Teaching and Learning about Family Literacy and Family Literacy Programs, 29–42. New York: Routledge, 2021. http://dx.doi.org/10.4324/9780429352805-5.

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Walsh, Vincent. "Development of the Microprocessor". W Computer Literacy, 107–12. London: Macmillan Education UK, 1985. http://dx.doi.org/10.1007/978-1-349-07674-1_19.

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Benseman, John. "Literacy in the Workplace". W Workforce Development, 233–50. Singapore: Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4560-58-0_13.

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Ball, Carrie R. "Emergent Literacy". W Encyclopedia of Child Behavior and Development, 565–66. Boston, MA: Springer US, 2011. http://dx.doi.org/10.1007/978-0-387-79061-9_982.

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Hoover, Wesley A., i William E. Tunmer. "Understanding Reading Development and Difficulty". W Literacy Studies, 89–115. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-44195-1_6.

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Prinz, Patricia, i Birna Arnbjörnsdóttir. "Developing Writer Autonomy in an Intensive EMI Program: Learners’ Perceptions". W Academic Literacy Development, 123–42. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-62877-2_7.

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Streszczenia konferencji na temat "Literacy development"

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Schield, Milo. "Statistical Literacy Curriculum Design". W Curricular Development in Statistics Education. International Association for Statistical Education, 2004. http://dx.doi.org/10.52041/srap.04104.

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College-level students pursuing majors that don’t require a quantitative course still need a statistical literacy course that helps them develop the skills to evaluate arguments that use statistics as evidence. Such a course should entail utility in everyday use such that statistical literacy results in a lasting appreciation of the value of statistics as needed in everyday life, civic life, and professional life as a data consumer. A course designed to promote statistical literasy should help students understand and analyze various influences on the size and direction of a statistical association and should include key topics in conditional probability, confounding, and the vulnerability of statistical significance to confounding. This paper describes some new ways of presenting these ideas that are based on the results of field trials conducted in connection with the W. M. Keck Statistical Literacy project at Augsburg College. After studying statistical literacy, 43 percent of Augsburg students strongly agreed that the course helped them develop critical thinking skills and 18 percent strongly agreed that successful completion of the course should become requirement for graduation.
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Nascimento, Maria M., José Alexandre Martins, Assumpta Estrada i Eva Morais. "Sustainable development goals: A statistical literacy journey". W IASE 2021 Satellite Conference: Statistics Education in the Era of Data Science. International Association for Statistical Education, 2022. http://dx.doi.org/10.52041/iase.pmhjt.

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This work appears to contribute to statistical literacy using a very important theme for the planet and humanity at present, the Sustainable Development Goals for 2030 defined by the United Nations. These goals require action on a global scale by governments, companies, and civil society to eradicate poverty and create a life with dignity and opportunities for all within the limits of the planet. The works developed by several teachers over several years and which meet these objectives in one way or another are presented. Having literate citizens in statistical terms meets the goals for 2030. Also, it involves the whole of society, as it includes the necessary skills to understand the statistical information that we face every day.
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Kozubíková, Zuzana, i Aleš Kozubík. "Level of Knowledge in Personal Finance by University Freshmen Management Students". W 7th International Scientific Conference ERAZ - Knowledge Based Sustainable Development. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eraz.s.p.2021.137.

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Financial literacy becomes one of the key competencies for life in modern society, and its importance grew significantly in the last decade. The study aims to determine how well newly coming university management stu­dents understand basic consumer financial concepts. The research is based on primary data by questionnaires and a sample of 342 students from the target population within Slovakia and the Czech Republic. The question­naire contained in its first part some questions covering the individual per­sonal socio-economic characteristics. In the second part, the respondents solved thirteen problems submitted as multiple-choice questions that tested their knowledge about personal finance. Authors examine the relationships among the personality characteristics of the students and their financial liter­acy. This leads to several remarkable findings. Due to the specialization of the study, the difference between the genders is blurred. As a significant source of the differences in financial literacy, the authors detect the previous education of the respondents and the forms of education in financial literacy.
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Ermakov, D. S., L. I. Sokolova i A. S. Ermakov. "NEW LITERACY FOR SUSTAINABLE DEVELOPMENT". W SAKHAROV READINGS 2021: ENVIRONMENTAL PROBLEMS OF THE XXI CENTURY. International Sakharov Environmental Institute, 2021. http://dx.doi.org/10.46646/sakh-2021-1-117-120.

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Among “new literacies” that are necessary for the modern person to be preadopted to life in a rapidly changing world, the authors propose “sustainable development literacy”. The article presents data of empirical studies on the assessment of the degree of study of the main problems of sustainable development in educational organizations of various types and levels, as well as the application of appropriate pedagogical technologies (both in the Russian Federation and in foreign countries).
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Pantiwati, Yuni. "The Development of Literacy Achievement Evaluation in School Literacy Movement". W 2018 3rd International Conference on Education, Sports, Arts and Management Engineering (ICESAME 2018). Paris, France: Atlantis Press, 2018. http://dx.doi.org/10.2991/amca-18.2018.48.

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Knieova, Veronika, Jan Janovec, Roman Kroufek i Vlastimil Chytrý. "AFFECTIVE DIMENSION OF TECHNOLOGICAL LITERACY". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.1146.

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Lawrence, Maria, i Jill Harrison. "GROWING ENVIRONMENTAL EDUCATION AND LITERACY". W International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0501.

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Paches, Maria, Inmaculada Romero i Remedios Martinez-Guijarro. "INFORMATION LITERACY APPLIED TO ENGINEERING". W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0512.

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Genis, Marta. "IS ASSESSMENT LITERACY A PRIORITY?" W International Technology, Education and Development Conference. IATED, 2017. http://dx.doi.org/10.21125/inted.2017.0847.

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van Staden, Annalene. "Exploring the Quality and Inequality in the Literacy Development Opportunities of South African Preschoolers". W International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2016. http://dx.doi.org/10.4087/vyft6521.

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According to the South African Constitution and Bill of Rights, with their emphasis on a culture of civil liberties and the democratic values of liberty, equality and human rights, the country’s education system should be inherently capable of meeting the diverse needs of every child and preventing the breakdown and exclusion of any learner. In reality, however, the South African education system fails to address the literacy needs of many South African children. National literacy surveys suggest that the country is ‘headed for a national education crisis’ (Bloch, 2009:12), because we ‘barely produce literate and numerate children’. Against this disturbing background, we need to gain an understanding of teachers’ practices and the quality of language and literacy input currently being offered in early childhood education in South Africa. While remaining constantly aware of the interplay of various intrinsic and extrinsic factors that affect literacy development, two main objectives guided this research. Firstly, we aimed to investigate the quality of language and literacy stimulation programmes currently being offered at 195 randomly selected urban and rural preschool classes in the Free State province, South Africa (via the administration of the ECERS-R). Secondly, we conducted focus groups with 50 preschool teachers to explore the challenges they experience in creating classroom environments that are responsive to the literacy needs of South African preschoolers. Moreover, we attempted to identify and address the inequalities that still exist with regard to the literacy development of the vast number of South African learners who are still at risk of developing literacy and academic problems and consequently even now experience exclusion daily. Results from the literacy project have already made a significant contribution to the meagre corpus of empirically validated research in the literacy challenges facing South African children. With this article, we intend to stimulate debate on a topic of critical importance to the country’s education system.
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Raporty organizacyjne na temat "Literacy development"

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Hassan, Mansour, Macharia Grace i Björn Haßler. Digital Literacy Assessment Tool. Open Development & Education, styczeń 2023. http://dx.doi.org/10.53832/opendeved.1018.

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Macharia, Grace, Hannah Walker, Nafisa Waziri, Anna Martin i Bjoern Haßler. Digital Literacy Assessment Tool Report. Open Development & Education, grudzień 2023. http://dx.doi.org/10.53832/opendeved.1062.

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Macharia, G., Macharia, G., Haßler, B. Haßler, B., Martin, A. Martin, A. i Omboto, C. Omboto, C. Inception Report - Digital Literacy (Smart Africa). Open Development & Education, styczeń 2023. http://dx.doi.org/10.53832/opendeved.1015.

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Álvarez Marinelli, Horacio, Samuel Berlinski, Matías Busso i Julián Martínez Correa. Improving Early Literacy through Teacher Professional Development: Experimental Evidence from Colombia. Inter-American Development Bank, październik 2022. http://dx.doi.org/10.18235/0004514.

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Teachers are the most fundamental input of students' learning. For this reason, developing teaching skills is a policy priority for most governments around the world. We experimentally evaluate the effectiveness of "Let's All Learn to Read," a one-year professional development program that trained and coached teachers throughout the school year and provided them and their students with structured materials. Following a year of instruction by the trained teachers, students' literacy scores in treated schools grew by 0.386 of a standard deviation compared to students in the control group. These gains persisted through the second and third grades. We also show that an early intervention in rst grade is more cost-effective at improving literacy skills than implementing remediation strategies in third grade.
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Cloney, Dan, Kellie Picker, David Jeffries i Prue Anderson. The Overcoming Disadvantage in Early Childhood Study. Summary report. Australian Council for Educational Research, listopad 2023. http://dx.doi.org/10.37517/978-1-74286-730-4.

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This report provides a summary of the completed Overcoming Disadvantage in Early Childhood (ODEC) longitudinal research study. The study was designed to evaluate the Australian Literacy and Numeracy Foundation’s (ALNF) Early Language and Literacy (EL&L) program by answering the research question: What is the effect of the EL&L program on the development of language and literacy skills in preschool aged children? An integral component of this study was the development of the Early Language and Literacy Developmental Index (ELLDI), a new tool to measure oral language and literacy learning. The development of the ELLDI was based on the recognised need for a fit for purpose early childhood best practice measure of oral language and literacy. This summary report highlights the demonstrated capacity of the EL&L program to close the language and literacy achievement gap for children who participate in the program, particularly those from disadvantaged backgrounds. It also encapsulates the successful development of the ELLDI and the ELLDI scale to accurately measure and map children’s language and literacy development, to inform teaching and learning.
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Rasnača, Līga, Kristīne Vībane, Jurijs Ņikišins, Vladimirs Meņšikovs, Līva Jankaite, Viola Korpa, Ilze Mileiko i in. Latvia. Human Development Report 2015/2016. Mastery of Life and Information Literacy. Redaktorzy Baiba Holma i Andra Damberga. University of Latvia Advanced Social and Political Research Institute, 2017. http://dx.doi.org/10.22364/lvhdr.2015.2016.

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Walker, Hannah, i Grace Macharia. Methodology for the Curation of Digital Literacy Courses. Open Development & Education, listopad 2023. http://dx.doi.org/10.53832/opendeved.1063.

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Macharia, G., Macharia, G., Martin, A. Martin, A., Omboto, C. Omboto, C., Waziri, N. Waziri, N., Walker, H. Walker, H. i Haßler, B. Haßler, B. Comparative Summary Report of Digital Literacy Skills Frameworks. Open Development & Education, listopad 2023. http://dx.doi.org/10.53832/opendeved.1027.

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Martin, Anna, Grace Macharia, Hannah Walker, Nafisa Waziri, Charles Omboto i Björn Haßler. Digital Literacy For Citizens Policy Framework for Africa. Open Development & Education, listopad 2023. http://dx.doi.org/10.53832/opendeved.1057.

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Calderon, Gabriela, Jesse Cunha i Giacomo De Giorgi. Business Literacy and Development: Evidence from a Randomized Controlled Trial in Rural Mexico. Cambridge, MA: National Bureau of Economic Research, grudzień 2013. http://dx.doi.org/10.3386/w19740.

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