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Artykuły w czasopismach na temat „Literacy development”

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Autor: Grafiati

Data publikacji: 4 czerwca 2021

Data aktualizacji: 18 maja 2024

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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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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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7

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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8

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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9

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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10

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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11

Mićić, Višnja. "Stimulation of early literacy development". Metodicka praksa 19, nr 2 (2019): 171–94. http://dx.doi.org/10.5937/metpra1901171m.

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In this paper we will discuss the possibilities for the systematic stimulation of early literacy development. Listening to adult reading and make-believe reading are the children's first pre-reading activities, and these activities influence the actualization of other people's speech in children's minds. The first global reading, observation, and creation of rhymes, as well as intuitive comprehension of the syllable in a song or a counting rhyme are the outset of the children's ability to manipulate linguistic units and principles of the symbolic representation. The aspirations towards the mental and visual manipulation of linguistic units help them form the appropriate pre-literary predispositions. The next level of encouragement will imply the introduction of the following terms: sentence, word, sound and letter. With such bases, it will be possible to train children to perform word analysis and synthesis, the symbolic representations of linguistic units, until the final introduction into the world of literacy.

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12

Ju, Bora. "Critical Multimodal Literacy and Oral Proficiency Development". Korean Society for Teaching English Literature 27, nr 2 (30.09.2023): 303–35. http://dx.doi.org/10.19068/jtel.2023.27.2.13.

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This descriptive case study aimed to investigate the impact of critical multimodal literacy in English classes, which included the use of parody films and metaverse-based User-Created Content (UCC) related to disability, on Korean university EFL learners’ conventional literacy and awareness of disability. Data were collected from three participants with varying English proficiency and educational backgrounds over a two-month period, with weekly sessions lasting two and a half hours. A combination of qualitative and quantitative methods, such as questionnaires, interviews, group discussions, reflective papers, and metaverse-based UCC productions, was employed to assess the effectiveness of critical multimodal literacy in English speaking and disability education. Korean EFL students, influenced by Confucian culture, tend to hesitate when expressing their opinions publicly. In response, this research proposes using avatars to create alternative textual representations of their viewpoints instead of recording personal video presentations. This innovative approach aims to evaluate changes in students’ attitudes towards disabilities and improvements in their oral communication abilities. The overall findings indicated that (1) The critical multimodal literacy practice, employing parody films based on fairy tales in the classroom, plays a significant role in the development of conventional literacy among Korean adult EFL learners. (2) The practice of critical multimodal literacy, which involves using parody films of fairy tales that address disabilities, helps EFL learners broaden their perspectives on disabilities and modify their social behaviors. (3) Attitudes and reactions toward disabilities varied according to the individual experiences of EFL learners.

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13

Saracho, Olivia N. "Home Literacy Program and Children's Development of Literacy". Perceptual and Motor Skills 85, nr 1 (sierpień 1997): 185–86. http://dx.doi.org/10.2466/pms.1997.85.1.185.

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This study assessed the relation between family's involvement in a home literacy program and children's development of literacy. Differences in outcomes between 48 children whose parents participated in a parent program and 54 whose parents did not were examined by multivariate analysis of variance which indicated significantly higher scores for the former children.

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14

Doniyarov, Mavlonbek Arabovich. "DEVELOPMENT OF READING LITERACY IN PRIMARY SCHOOL STUDENTS". CURRENT RESEARCH JOURNAL OF PEDAGOGICS 03, nr 09 (1.09.2022): 36–41. http://dx.doi.org/10.37547/pedagogics-crjp-03-09-07.

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The article discusses the ways of developing the reading literacy of primary school students. Each student begins literacy lessons with simple reading, that is, adding letters into syllables and syllables into words. Usually, this process does not continue uninterruptedly, and it should be understood that it cannot give a sufficient result in achieving the goal by itself. Reading literacy can be understood as the basis for climbing the life ladder of knowledge, and entering the global knowledge system of mankind.

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15

Garov, Svetoslav. "Development of health literacy". Varna Medical Forum 7, nr 1 (30.05.2018): 187. http://dx.doi.org/10.14748/vmf.v7i1.4927.

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16

Desrochers, Alain, i Sonya Major. "Literacy development in Canada." Canadian Psychology/Psychologie canadienne 49, nr 2 (2008): 79–81. http://dx.doi.org/10.1037/0708-5591.49.2.79.

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17

Vogt, Keith, i Michael L. Kamil. "Technologies for Literacy Development". Computers in the Schools 15, nr 1 (31.08.1999): 89–92. http://dx.doi.org/10.1300/j025v15n01_13.

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18

Golden, Joanne M. "Perspectives on Literacy Development". Contemporary Psychology: A Journal of Reviews 37, nr 7 (lipiec 1992): 706. http://dx.doi.org/10.1037/032375.

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19

Agee, Jim. "Literacy project development resources". New Library World 104, nr 9 (październik 2003): 344–53. http://dx.doi.org/10.1108/03074800310493161.

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20

D. RAJESH, D. RAJESH. "Development of Women in The World through Literacy". Global Journal For Research Analysis 3, nr 8 (15.06.2012): 1–3. http://dx.doi.org/10.15373/22778160/august2014/131.

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21

Kazakhbaeva, D., Sh Karbaeva i Ali Choruk. "Methodological principles for the development of scientific literacy". Bulletin of the Karaganda University. Pedagogy series 109, nr 1 (29.03.2023): 14–23. http://dx.doi.org/10.31489/2023ped1/14-23.

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Nowadays, the international research is being conducted in different countries for the determination of the quality of education, indicators of which help to define the leading countries and their competitiveness. To achieve the high results of participation in such international research, it is necessary to correspond the level of tasks offered to Kazakh students with the level of international research tasks. In that way, the article aims to identify the methodological principles for the development of natural literacy, which is one of the components of the implementation of national education. The development of students’ knowledge and skills in a modern school and their education as a creative, ingenious personality responding to a query of the information society reveals the main directions and ideas of the research. The research methodology is based on competence, personal-oriented, and activity approaches. The implementation of the competency-based approach means the readiness of students to apply the acquired theoretical knowledge, skills, and abilities in real-life situations and practical activities. In addition, the personal-oriented approach provides the access to modern teaching, which includes the goals, content of education, and the forms of organization of students’ educational activities. Therefore, the definition of methodological principles for the development of scientific literacy will improve the functional literacy of students. The completeness of the creation of the school education’s national system and, accordingly, the methodological system of education increases the actuality of this considered issue. The development of practical tasks taking into account the objectives of PISA (Program for International Student Assessment) and other international research is the basis for the updating content of knowledge in each subject

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22

Lee, Seung-Hyun. "Digital Literacy Education for the Development of Digital Literacy". International Journal of Digital Literacy and Digital Competence 5, nr 3 (lipiec 2014): 29–43. http://dx.doi.org/10.4018/ijdldc.2014070103.

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The primary purpose of this study is to examine the effect of digital literacy education (DLE) on the development of digital literacy through a local digital technology community center, particularly for those with a lack of digital literacy. This study focuses on measuring significant differences between before and after digital literacy education through pre- and post-performance tests and surveys. This study also measures the relationships between the DLE and computer and Internet use. The mean comparison of the paired-samples t test results of this study shows an increase in the mean from pretest to posttest, implying the enhancement of digital literacy as a result of the education. The ultimate goal of the digital literacy education in this study is to provide people, who are the digitally illiterate, with learning and digital opportunities to improve their digital literacy through education in an informal setting and to facilitate digital connection and inclusion.

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23

Deetsch, Mike, Rachel Glass, Regina Jankowski, Evelyn Mylander, Peggy Roth i Elisabeth Wharton. "Visual Literacy and Its Impact on Pre-literacy Development". Journal of Museum Education 43, nr 2 (3.04.2018): 148–58. http://dx.doi.org/10.1080/10598650.2018.1426332.

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24

Setyorini, Legian, Sri Haryani i Endang Susilaningsih. "Development of e-module based on local wisdom to improve science literacy and reading literacy". Jurnal Pendidikan Kimia 14, nr 1 (30.04.2022): 28–38. http://dx.doi.org/10.24114/jpkim.v14i1.32948.

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This research is motivated by (1) the results of reading literacy and science literacy in PISA, which is still low, and (2) technology and cultural-based learning media have not been developed by private high school chemistry teachers in Semarang. This research aims to develop a feasible E-module based on the local wisdom of spice drinks that can improve reading literacy and learners' science literacy. This research is a research and development with a 3-D model, which includes defining, designing, and developing. This study collects data through observation, questionnaires, and testing. The research instruments used are material expert validation sheets, multimedia expert validation, observation sheets, and instruments about reasoned multiple choice. The study subject was eight students of XI MIPA Kebon Dalem high school. Expert validation results of the material showed 92.85% (very valid). The validation results of media experts showed 85.71% (valid). E-modules are declared effective because there is an increase in the completion of learners' learning outcomes after using E-modules. E-Module based on local wisdom of spice drinks can visualize the factors that affect the rate of reaction material. So, it can be concluded that E-modules based on local wisdom spice drinks developed are worth using to improve learners' reading and science literacy.

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25

Kim, Young-Suk, i Yaacov Petscher. "Relations of emergent literacy skill development with conventional literacy skill development in Korean". Reading and Writing 24, nr 6 (20.05.2010): 635–56. http://dx.doi.org/10.1007/s11145-010-9240-4.

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26

Saputra, Ardi Wina. "PERKEMBANGAN DAN EKSISTENSI KOMUNITAS SASTRA DI KOTA MADIUN". BEBASAN Jurnal Ilmiah Kebahasaan dan Kesastraan 6, nr 2 (9.03.2020): 125. http://dx.doi.org/10.26499/bebasan.v6i2.117.

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Each city has its own literacy and literacy track record, as well as Madiun. Literature is a means to encourage people to think creatively creatively, therefore society needs to be brought closer to literature. This study aims to see the development and existence of the literary community in Madiun. This is also a manifestation of the contribution of researchers to the development of literary learning in Madiun. The method used by the researcher is qualitative descriptive. Data retrieval techniques are carried out by means of literature studies, interviews, and observations. The results of this study are the development of the literary community in Madiun and the existence of the literary community in Madiun.

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Guven, Bulent. "An Alternative Source of Development for Local Governments: Local Literacy". International Journal of Education and Literacy Studies 9, nr 1 (31.01.2021): 105. http://dx.doi.org/10.7575/aiac.ijels.v.9n.1p.105.

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Local literacy could be defined as a process of gaining skills for the recognition of local assets, historical sites, places and literary works, which are important for countries in a national and spiritual sense (historical, cultural, touristic, economic, etc.) in the areas where citizens live, being aware of the basic characteristics of the local habitat, and when necessary, reporting the gained knowledge and skills to other people through presentations appropriately prepared (Güven, 2019). This conceptual article discusses opinions and suggestions about the introduction of local literacy skills, which are considered very necessary and profitable for local governments, education and training institutions. It also discusses the contributions provided with the gain of local literacy skills to local governments. The article presents ways in which students can be supported to learn about and adopt the material and spiritual items with a certain value, the individuals and institutions that provide community benefits, sites, natural resources, and the richness around them. Local governments are also provided with some considerations and suggestions about local literacy, which is considered necessary for local governments, and their contributions to local governments as an incentive to invest.

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Reddy, Pritika, Bibhya Sharma i Kaylash Chaudhary. "Digital Literacy". International Journal of Technoethics 11, nr 2 (lipiec 2020): 65–94. http://dx.doi.org/10.4018/ijt.20200701.oa1.

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Information and communication technologies (ICT) along with the internet have fueled advancements and growth in banking, transportation, economics, and most of all in education in the 21st century. The 21st century citizens are provided with new opportunities that have been created with the advancement of ICT. Hence, individuals need a wide range of abilities, competencies, and skills to adapt to the technological era. This paper provides a literature review of the growing importance of ICT, its wide array of usage, and its influence on various facets of people's daily lives. In addition, the emerging concept of digital literacy through ICT developments, contribution of digital literacy towards the achievement of sustainable development goals, contribution of ICT towards the development of various sectors particularly the education sector, and the work done in this area of digital literacy are summarised. The paper concludes with three new models of digital literacy: four gear model, model for flexible learning, and a model showing the impact of ICT on the learning process.

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OLUFUNKE, MARY. "Information Literacy and Sustainable Development". International Review of Management and Business Research 7, nr 2 (1.06.2018): 460–66. http://dx.doi.org/10.30543/7-2(2018)-14.

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Um, Hoon, i Jongseong Jeong. "Development of Early Literacy Assessment". Journal of reading research 40 (30.08.2016): 259–77. http://dx.doi.org/10.17095/jrr.2016.40.8.

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Mohd Noor, Norhayati. "Humanizing Students’ Information Literacy Development". global journal al thaqafah 10, nr 2 (31.12.2020): 28–37. http://dx.doi.org/10.7187/gjat122020-4.

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Students’ ability to search, analyse, synthesise and use information often associated with students’ cognitive ability. Such a perspective has limited the knowledge on affective domain of students’ information literacy development. The study examined the interplay of affective domain in students’ information literacy development in higher learning. The study employed a qualitative research design and involved 31 lecturers, librarians and students in a public research university. Data was collected using semi-structured interviews and analysed using qualitative data analysis approach. The study found that respect, appreciation and trust among lecturers, librarians, students, experts, and practitioners have led to collective and organised efforts of students’ information literacy development at classroom, department and university levels. The study also found that personal passion, irritation, self-esteem, patience, boredom, frustration, difficulty, and preference have somewhat influenced lecturers’, librarians’, and students’ participation and non-participation in students’ information literacy development. The study further implicated that the integration of affective domain in the planning and implementation of the learning process, outcomes and assessment of students’ information literacy development is a way forward to humanise and thus sustain the development and application of information literacy in higher learning.

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Massa, Janis, i Limor Pinhasi-Vittorio. "Critical Literacy Development In Action!" Theory In Action 2, nr 2 (30.04.2009): 45–60. http://dx.doi.org/10.3798/tia.1937-0237.09004.

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Murthy, Padmini. "Health literacy and sustainable development". UN Chronicle 46, nr 2 (17.04.2012): 19–22. http://dx.doi.org/10.18356/87dd7bc2-en.

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Stainthorp, Rhona. "Book Review: Children's literacy development". Journal of Research in Reading 28, nr 2 (maj 2005): 202–4. http://dx.doi.org/10.1111/j.1467-9817.2005.00263.x.

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Dale, Ann, i Lenore Newman. "Sustainable development, education and literacy". International Journal of Sustainability in Higher Education 6, nr 4 (grudzień 2005): 351–62. http://dx.doi.org/10.1108/14676370510623847.

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Sinikara, Kaisa, i Leena Järveläinen. "Information literacy development in Finland". Library Review 52, nr 7 (październik 2003): 333–39. http://dx.doi.org/10.1108/00242530310487434.

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Halliday, Simon D. "Data literacy in economic development". Journal of Economic Education 50, nr 3 (14.06.2019): 284–98. http://dx.doi.org/10.1080/00220485.2019.1618762.

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Panchal, Avani P., i Demetrios J. Moschandreas. "Public literacy on sustainable development". International Journal of Environment and Sustainable Development 14, nr 1 (2015): 71. http://dx.doi.org/10.1504/ijesd.2015.066906.

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Manson, Mara, i Alisa R. James. "Supporting Literacy Development through Movement". Journal of Physical Education, Recreation & Dance 90, nr 8 (2.10.2019): 6–7. http://dx.doi.org/10.1080/07303084.2019.1649560.

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Ghosh, Arun Kumar. "Female literacy and social development". Social Change 33, nr 4 (grudzień 2003): 65–72. http://dx.doi.org/10.1177/004908570303300405.

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Whitehurst, Graver J., i Christopher J. Lonigan. "Child Development and Emergent Literacy". Child Development 69, nr 3 (czerwiec 1998): 848–72. http://dx.doi.org/10.1111/j.1467-8624.1998.tb06247.x.

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Compaine, Benjamin M. "Development of a new literacy". Book Research Quarterly 1, nr 1 (marzec 1985): 36–48. http://dx.doi.org/10.1007/bf02683558.

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Nielsen, Diane Corcoran, i Dianne L. Monson. "Effects of Literacy Environment on Literacy Development of Kindergarten Children". Journal of Educational Research 89, nr 5 (1.05.1996): 259–71. http://dx.doi.org/10.1080/00220671.1996.9941327.

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Gutiérrez-Fresneda, Raúl. "Longitudinal Study on the Development of Literacy Skills During Literacy". Revista de Psicodidáctica (English ed.) 23, nr 2 (lipiec 2018): 137–43. http://dx.doi.org/10.1016/j.psicoe.2017.09.002.

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Kim, So Jung. "Critical Literacy in East Asian Literacy Classrooms". Perspectives on Global Development and Technology 11, nr 1 (2012): 131–44. http://dx.doi.org/10.1163/156914912x620789.

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AbstractIn this non-empirical study I examine the significance of implementing a critical literacy curriculum into East Asia literacy classrooms, focusing on the Korean and the Vietnamese context. Although critical literacy is not a new issue in most countries, no study has been published about critical literacy in East Asia countries. The fundamental goal of this study is to provide a more democratic vision for literacy teaching and learning to teachers, educators and policymakers, especially in East Asia countries. This study will be beneficial not only for teachers in East Asia, but also for Western countries that still need more knowledge to develop appropriate usage of critical literacy throughout the world.

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Halimatussakdiah, Halimatussakdiah. "CHILDREN'S FOLKLOR LITERATURE IN ELEMENTARY SCHOOL CHILDREN". Jurnal Guru Kita PGSD 7, nr 4 (30.09.2023): 760. http://dx.doi.org/10.24114/jgk.v7i4.50795.

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Children's literature studies need to be developed in schools. This is reasonable because literature has an important role in building children's character. Literary literacy has the scope of empowering elementary school children to love literature, one of which is folklore. Folklore is a vehicle for achieving goals in understanding various aspects of life, acting as a step in preserving existing local culture. This is felt to be necessary at this time because many of the younger generation have forgotten the culture which is the heritage of their ancestors and the pride of their identity. Children prefer to watch television or play games on cell phones. Teachers' knowledge of literature is very low, literature is taught by unprofessional teachers, teachers do not understand how to teach literature well, teachers have not taught with appropriate strategies in literary literacy. Elementary school is the main means for developing literary literacy. Elementary school is an important means of balancing the development of character education while continuing to teach everything related to good values. One of the processes that includes learning is literary literacy. Teacher creativity in literary literacy learning needs to be increased because with creative literature teachers it is hoped that the literary learning that occurs will really be liked by children. Likewise, the local government's political attention must be to appreciate and accommodate literary literacy in schools, study groups, libraries and reading houses.

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Bahri, Syamsul, i Iyehezkiel Parudani. "Literacy Education". LADU: Journal of Languages and Education 2, nr 2 (31.01.2022): 59–66. http://dx.doi.org/10.56724/ladu.v2i2.99.

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Background: The development of technology has led to an increase in the interest of teenagers and students towards modern literary works so that literary works based on local wisdom are starting to be neglected. Purpose: This is the basis of this study developed to improve student literacy competence through the making of It-Based Bilingual Book of Folklore Drama Script which also aims to foster students’ interest in local culture. Design and methods: Classroom Action Research Method is used in this study. Results: The improving literacy competence experienced by students can be seen from the evaluation of the performance of the assignments they do. In Routine Task, students have an average score of 86.54. In Critical Journal Review task, the students' average has a literacy competence score of 87.90. In the Critical Book Review task, students have an average score of 89.33. Through the Mini Research task, the average score was 91.90. In the Idea Engineering tasks, the average score of students reached 90.27. In project assignments, it can be seen that the students' literacy competence increases in the aspects of reading, understanding and speaking with an average score of 94.09.

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I. O, Mkpa, Erim C. M i Anam E. "Women participation in adult literacy programs for sustainable development in Nigeria: implication for national development". Kampala International University Journal of Education 3, nr 2 (14.12.2023): 156–65. http://dx.doi.org/10.59568/kjed-2023-3-2-16.

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This paper examined women participation in adult literacy programmes for sustainable development as it affects national development in Nigeria. Further discussed in the paper are the concepts of women participation, adult literacy programmes and sustainable development, adult literacy programmes and national development, equality of educational opportunity, accessibility and Education for All (EFA). Learning environment, manpower requirement, family responsibility and economic background were some of the factors discussed by the authors as factors militating against women participation in adult literacy progammes. The paper also highlighted some solutions to challenges militating against women participation in adult literacy programmes in Nigeria. Solutions to the challenges were also proffered. Also, x-rayed in the paper is the modernization theory and its implication to women's participation in adult literacy programme for sustainable development. It was concluded among other things, that it is imperative for women to participate in adult literacy programmes because they occupy a sizeable number in the population of the country; as their involvement will result in reasonable sustained national development. Recommendations were finally made for further improvement in women participation in adult literacy programmes in Nigeria

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Nurhayati, Nurhayati, Agus Herwanto i Marwan Marwan. "Literacy Alley: Efforts to Enhance Literacy Passion Among Students at Kanisius Demangan Baru Yogyakarta Elementary School". Jurnal Indonesia Sosial Sains 5, nr 03 (31.03.2024): 608–515. http://dx.doi.org/10.59141/jiss.v5i03.1052.

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This study aims to explore and evaluate the efforts made in increasing literacy love in students of Kanisius Demangan Baru Elementary School (SD) in Yogyakarta. Literacy plays a crucial role in students' intellectual and social development, and an understanding and appreciation of literacy can enrich their educational experience. This research method involves collecting qualitative data through classroom observation, interviews with teachers and students, as well as analyzing documents related to literacy programs that have been implemented, and finally drawing conclusions. The results showed that efforts to increase love for literacy involve innovative teaching strategies and integrating literacy into the curriculum. Teachers actively promote students' interest in reading through activities such as book discussion groups, story and storytelling performances, library visits, promoting literacy corner projects in classrooms, and enlivening school walls and hallways with student literacy works. In addition, science literacy programs can also improve students' knowledge of nature, and storytelling teacher programs can improve teachers' and students' abilities with literary appreciation. The evaluation results showed a positive increase in students' reading interest and literacy understanding. The findings may provide insight for other schools looking to increase the love of literacy at the primary level, emphasizing the importance of collaboration between teachers, students, and parents in creating an educational environment that supports children's literacy development.

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SNOW, CATHERINE, TWAKIA MARTIN i ILENE BERMAN. "State Literacy Plans: Incorporating Adolescent Literacy". Harvard Educational Review 78, nr 1 (1.04.2008): 211–30. http://dx.doi.org/10.17763/haer.78.1.m96u215h587348hn.

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In this article, Catherine Snow, Twakia Martin, and Ilene Berman describe professional development institutes offered in 2001 and 2002 by the Harvard Graduate School of Education and the National Governors Association Center for Best Practices to familiarize state-level policymakers with research on adolescent literacy and to guide states' development of effective literacy plans. The authors then review the literacy plans that four of the participating states developed in the years following their institute involvement and discuss ways in which the content of the literacy institutes is reflected in these states' plans. In conclusion, the authors call on higher education institutions to help state policymakers develop and evaluate initiatives intended to increase adolescents' reading skills. They also call for broader cross-state comparisons of states' strategies for improving adolescent literacy.

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