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Статті в журналах з теми "Literacy ability testing; literacy study and teaching; language and education"
THOYYIBAH, SITI, ARWENDIS WIJAYANTI, and NUR DWI SUKMONO. "PENGEMBANGAN BUKU BBB UNTUK MENSTIMULUS KEMAMPUAN LITERASI KELOMPOK TK B USIA 5-6 TAHUN." Al-Hikmah : Indonesian Journal of Early Childhood Islamic Education 6, no. 1 (June 13, 2022): 93–112. http://dx.doi.org/10.35896/ijecie.v6i1.295.
Повний текст джерелаDenisenko, Anastasia V., Marina A. Bereznyatskaya, and Julia M. Kalinina. "“Flipped class” technology in teaching foreign non-philological students." Russian Language Studies 20, no. 1 (March 30, 2022): 115–26. http://dx.doi.org/10.22363/2618-8163-2022-20-1-115-126.
Повний текст джерелаGuffey, Sarah Katie, Timothy F. Slater, and Stephanie J. Slater. "Development Of The EGGS Exam Of GeoloGy Standards To Measure Students’ Understanding Of Common Geology Concepts." Journal of Astronomy & Earth Sciences Education (JAESE) 4, no. 1 (June 6, 2017): 25. http://dx.doi.org/10.19030/jaese.v4i1.9973.
Повний текст джерелаBüyükkarcı, Kağan. "Identifying The Areas For English Language Teacher Development: A Study Of Assessment literacy." Pegem Eğitim ve Öğretim Dergisi 6, no. 3 (May 21, 2016): 333–46. http://dx.doi.org/10.14527/pegegog.2016.017.
Повний текст джерелаAbdulghafoor, Maath S., Azlina Ahmad, and Jiung-Yao Huang. "Literacy Sign Language Application Using Visual Phonics." International Journal of Web-Based Learning and Teaching Technologies 10, no. 4 (October 2015): 1–18. http://dx.doi.org/10.4018/ijwltt.2015100101.
Повний текст джерелаThwaite, Anne, Helen Adam, Yvonne Urquhart, and Susan Hill. "Introduction of Phonological Concepts in an Initial Teacher Education Literacy Unit." Australian Journal of Teacher Education 47, no. 1 (January 2022): 30–48. http://dx.doi.org/10.14221/ajte.2022v47n1.3.
Повний текст джерелаAstuti, Wili. "TEACHING LITERACY THROUGH PLAY: INDONESIAN EARLY CHILDHOOD TEACHERS PRESPECTIVE." Cakrawala Dini: Jurnal Pendidikan Anak Usia Dini 12, no. 2 (November 22, 2021): 176–84. http://dx.doi.org/10.17509/cd.v12i2.37575.
Повний текст джерелаHungerford-Kresser, Holly, and Amy Vetter. "Political tensions: English teaching, standards, and postsecondary readiness." English Teaching: Practice & Critique 16, no. 3 (December 4, 2017): 407–22. http://dx.doi.org/10.1108/etpc-05-2017-0061.
Повний текст джерелаYin, Xunfeng. "A Study on the Improvement of College Students’ English Cultural Accomplishment under the Concept of General Education." Theory and Practice in Language Studies 9, no. 9 (September 1, 2019): 1215. http://dx.doi.org/10.17507/tpls.0909.19.
Повний текст джерелаLi, Xingyuan. "The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory." Region - Educational Research and Reviews 2, no. 3 (July 31, 2020): 1. http://dx.doi.org/10.32629/rerr.v2i3.137.
Повний текст джерелаДисертації з теми "Literacy ability testing; literacy study and teaching; language and education"
Olivier, Johanna M. "Investigating literacy development among learners with a second language as medium of education : the effects of an emergent literacy stimulation program in Grade R." Thesis, Stellenbosch : University of Stellenbosch, 2009. http://hdl.handle.net/10019.1/1238.
Повний текст джерелаENGLISH ABSTRACT: Addressing the low literacy rates in South Africa poses a mountainous challenge. However, identifying children at risk for reading difficulties and providing timely and preventative intervention might be a good starting point to addressing this challenge. This study aimed at making a contribution to the existing body of literature on emergent literacy skills of learners who are educated in a second or additional language. The study investigated English Language Learners’ (ELLs) emergent literacy skills prior to entering Grade 1 and evaluated the effectiveness of an evidence-based stimulation program in the South African context. The main research question this study attempted to answer was: “What is the effect of a stimulation program for emergent literacy skills in Grade R on the development of literacy of English Language Learners in Grade 1?” In a quasiexperimental design, ELLs’ emergent literacy skills were assessed with an adapted version of the Emergent Literacy Assessment battery (Willenberg 2004) and were compared to those of English first language (L1) and of ELL control groups, both prior to and after an 8-week purpose-designed stimulation program. Results indicated that while learners showed significant improvement on six out of the eight subtests, the particular intervention program did not significantly improve ELLs’ emergent literacy skills (those pertaining to alphabet knowledge, phoneme awareness, print awareness and oral language skills, amongst others) when compared to learners in the respective control groups. When controlling for receptive language abilities, English L1 learners did not perform any better than their L2 peers on any of the eight measures of emergent literacy prior to intervention. Furthermore, upon entering Grade 1, there was no statistical significant difference in the performance of the English L1 learners and ELLs on any of the eight subtests after intervention. Possible independent variables contributing to the dearth of intervention effect included socio-economic status, learners’ L1, and teacher and classroom specific characteristics. These variables were addressed, and clinical implications for speech-language therapists with regards to assessment, intervention, service delivery and outcome measures were highlighted.
AFRIKAANS OPSOMMING: Die aanspreek van Suid-Afrika se geletterdheidsvraagstuk is ‘n reuse uitdaging. Die vroeë identifisering van kinders met ‘n hoë risiko vir leesprobleme en die verskaffing van tydige en voorkomende intervensie mag egter ‘n goeie beginpunt wees in die aanspreek van hierdie uitdaging. Hierdie studie het gepoog om ‘n bydrae te lewer tot die bestaande literatuur oor ontluikende geletterdheidsvaardighede van kinders wat in ‘n tweede of addisionele taal onderrig word. Die studie het die ontluikende geletterheidsvaardighede ondersoek van Graad R-leerders wat in Engels onderrig word, maar vir wie Engels nie hul eerste taal is nie, asook die effektiwiteit van ‘n navorsingsgebaseerde stimulasieprogram binne die Suid-Afrikaanse konteks. Die hoof navorsingsvraag van die studie was: “Wat is die effek van ‘n stimulasieprogram vir ontluikende geletterheidsvaardighede in Graad R op die ontwikkeling van geletterdheid van Engels tweede taal (T2)-leerders in Graad 1?” In ‘n kwasieksperimentele ontwerp is Engels T2-leerders se ontluikende geletterheidsvaardighede met ‘n aangepaste weergawe van die Emergent Literacy Assessment Battery (Willenberg 2004) geëvalueer, en voor en na ‘n 8-week doelgerigte stimulasieprogram vergelyk met die vaardighede van kontrolegroepe wat bestaan het uit Engels eerste taal (T1)-leerders en Engels T2-leerders onderskeidelik. Alhoewel leerders ‘n beduidende verbetering in ses van die agt subtoetse getoon het, het die spesifieke intervensieprogram nie T2-leerders in die eksperimentele groepe se ontluikende geletterdheidsvaardighede beduidend verbeter in vergelyking met leerders in die twee kontrole groepe nie (dit sluit in onder andere alfabetkennis, foneembewustheid, drukbewustheid en orale taalvaardighede). Wanneer daar vir reseptiewe taalvaardighede gekontroleer is, het die T1-leerders nie beduidend beter gevaar as hul T2-portuurgroep op enige van die agt subtoetse van ontluikende geletterdheid nie, en met toetrede tot Graad 1 was daar gevolglik geen statisties beduidende verskil tussen die T1- en T2-groepe ten opsigte van enige van die agt subtoetse nie. Moontlike onafhanklike veranderlikes wat tot hierdie gebrek aan intervensie-effek kon bydra, sluit sosio-ekonomiese status, leerders se T1 en onderwyseren klaskamer-spesifieke eienskappe in. Hierdie veranderlikes is aangespreek, en die kliniese implikasies vir spraak-taalterapeute met betrekking tot evaluasie, intervensie, dienslewering en die noukeurige meting van uitkomste is toegelig.
Marks, Erelyne Lewis, Barbara Mabey Oliver, and Maureen Sugar Wolter. "A writing improvement and authentic assessment plan." CSUSB ScholarWorks, 1998. https://scholarworks.lib.csusb.edu/etd-project/1442.
Повний текст джерелаYoung, Whitney J. "Multimodal Literacy Portfolios: Expressive and Receptive Opportunities for Children Labeled "At-Risk"." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984127/.
Повний текст джерелаWilson, Ann K. "The writing behaviors of selected fifth-grade students considered at-risk for failing the Literacy Passport Test." Diss., Virginia Tech, 1990. http://hdl.handle.net/10919/39903.
Повний текст джерелаFourie, Stefan Steyn. "The outcomes of a literacy training intervention on the empowerment of farm workers." Thesis, Stellenbosch : Stellenbosch University, 2005. http://hdl.handle.net/10019.1/50507.
Повний текст джерелаENGLISH ABSTRACT: Within the context of development, skills development is one of the central components in the drive to bring about the reconstruction, development and transformation of the South African society. Investment in people is a key strategy in our economic renewal. With estimations of a third of the South African population not having effective basic skills, education is not merely limited to reading and writing, but developing human capacity to playa more active role individually, within communities and within the larger South Africa. Literacy and numeracy are seen as fundamental skills, and without these skills, other skills may not be learned or acquired. Illiteracy rates within rural areas in South Africa are unacceptably high and people deemed "illiterate" within these areas are at risk in that provision of literacy programmes is not readily available. Within this context, a literacy programme was implemented at a farm school outside Durbanville (situated in the Western Cape). The Fundani literacy programme was implemented over a period of 16 months. The participants comprised of farm workers (most of whom were parents of children attending the Attie van Wyk Primary School). Literacy is also said to empower people. Programme evaluation was chosen as research design. The findings of the research are discussed to place it within the context of the research questions, namely whether the intervention (the Fundani literacy programme) would change/influence the literacy ability and empowerment status of the participants. The participants' empowerment status was measured with a standardised questionnaire using a pre-test, post-test and post-past-test design. The participants were also evaluated at the end of the literacy programme as to their literacy and numeracy gains. The research took place in three phases. Both qualitative and quantitative methods were used during the research. The first phase consisted of a pre-test on empowerment (this was done by means of a standardised questionnaire during semi-structured interviews). The second phase involved exposure to the Fundani literacy programme, followed by a formal test to measure literacy and numeracy gains as well as a post-test measuring changes in empowerment status. Finally a post-post-test was applied to measure changes in empowerment status three months after the programme had been completed. Although only four participants out of 13 completed the Fundani literacy programme, statistical analysis showed statistically significant improvements in empowerment from pre-test to post-test of the total group. The four participants that completed the programme also showed literacy and numeracy gains. The findings of the study suggest that although there is a high drop-out rate in adult literacy programmes, the longer participants participate in a literacy programme, the greater the improvement in their empowerment status will be. It also became evident throughout the research that women find it difficult to attend literacy programmes as common constraints (such as domestic duties and male resistance) are not easily overcome. As this research used a very small sample size, future studies need to be conducted over longer periods of time, using a much bigger sample. Such programmes/interventions also need to be more functional, which could lead to a greater sense of motivation and empowerment.
AFRIKAANSE OPSOMMING: Binne die konteks van ontwikkeling is vaardigheidsontwikkeling 'n kritieke dryfveer in die transformasie van Suid-Afrika. Die ontwikkeling van menslike hulpbronne is een van die strategieë om die ekonomie te versterk. Met sowat 'n derde van die Suid-Afrikaanse bevolking wat nie oor basiese vaardighede beskik nie, is opvoeding nie beperk tot lees en skryf nie, maar omvat die ontwikkeling van die mens in sy geheel om 'n meer aktiewe rol binne homself, die gemeenskap, en Suid-Afrika te speel. Lees-, skryf- en rekenvaardighede is fundamentele vaardighede waarsonder ander tegniese vaardighede nie maklik aangeleer kan word nie. Ongeletterdheidsvlakke in Suid-Afrika, en veral in die landelike gedeeltes van Suid-Afrika, is baie hoog. 'n Verdere punt van kommer is die onbeskikbaarheid en aanbieding van geletterdheidsprogramme binne die landelike gebiede van Suid-Afrika. Dit is binne hierdie konteks dat 'n geletterdheidsprogram vir plaaswerkers by 'n plaasskool buite Durbanville (in die Wes-Kaap) aangebied is. Die Fundani geletterdheidsprogram is by die Attie van Wyk primêre skool geïmplementeer. Die Fundani program is oor 'n periode van 16 maande gevolg. Die teikengroep was ouers van leerders (van wie die meeste plaaswerkers is) van die Attie van Wyk primêre skool. Die doel van die geletterdheidsprogram was nie net om lees- en skryfvaardighede aan te leer nie, maar om die deelnemers te bemagtig om meer beheer oor hul lewens toe te pas. Programevaluering is gebruik as navorsingsontwerp. Die twee navorsingsvrae verwys na die aard van intervensie en is daarop gemik om te bepaal of die Fundani geletterdheidsprogram wel 'n effek op die geletterdheid sowel as bemagtigingsvlakke van die deelnemers gehad het. Die deelnemers se bemagtigingstatus is gemeet met 'n gestandardiseerde vraelys terwyl 'n voor-en-na toets en 'n verdere toets (post-past-toets) ontwerp gevolg is. Die deelnemers is ook aan die einde geëvalueer ten opsigte van verbetering in hul lees-, skryf- en rekenvaardighede. Die navorsing is in drie fases geïmplementeer. Kwalitatiewe asook kwantitatiewe metodes is gebruik om data in te win. Die eerste fase het uit 'n voor-toets bestaan wat die deelnemers se bemagtigingstatus gemeet het. Dit is met 'n gestandardiseerde vraelys tydens semi-gestruktureerde onderhoude gemeet. Gedurende die tweede fase is deelnemers aan die Fundani geletterdheidsprogram blootgestel. Aan die einde van die program is die deelnemers se bemagtigingstatus weer gemeet deur 'n na-toets om verandering in bemagtiging te meet. 'n Formele geletterdheidstoets is ook gedurende fase twee geskryf om verandering in lees-, skryf- en rekenvaardighede waar te neem. Fase drie het uit 'n verdere toets bestaan om die deelnemers se bemagtigingstatus drie maande ná die Fundani geletterdheidsprogram te meet. Alhoewel slegs vier uit die 13 deelnemers die Fundani geletterdheidsprogram voltooi het, was daar wel statisties betekenisvolle verbeteringe van die voor-toets na die na-toets. Die vier deelnemers wat wel die Fundani geletterheidsprogram voltooi het, het aan die einde van die program getoon dat hulle baat gevind het by die program ten opsigte van hullees-, skryf- en rekenvaardige verwerkings. Die navorsing se bevindinge dui daarop dat hoe langer deelnemers aan sulke geletterdheidsprogramme blootgestel word, hoe groter sal die verbetering in hulle bemagtigingstatus wees. Vroue vind dit moeilik om sulke programme te voltooi as gevolg van familie- en gesinsverpligtinge asook vanweë teenkanting van mans binne die gemeenskap. Alhoewel die navorsing van 'n baie klein steekproef gebruik gemaak het, word daar voorgestel dat soortgelyke studies van dieselfde aard oor langer tye met 'n groter steekproef geëvalueer word. Die aard van sulke tipe programme/intervensies behoort meer funksioneel te wees om deelnemers verder te motiveer en te bemagtig.
Stofberg, Elmarie. "The influence a reading intervention programme for grade 8 learners in their first language (Afrikaans) has on their first and second language (English) reading skills." Thesis, Stellenbosch : Stellenbosch University, 2011. http://hdl.handle.net/10019.1/18016.
Повний текст джерелаENGLISH ABSTRACT: An increasing number of studies indicate that South African learners' literacy levels are deplorably low. According to one international study, the Progress in International Literacy Study (PIRLS), conducted in 2006, South African grade 4 learners' literacy levels are the lowest of the 40 countries that participated in the study. The results of the first Annual National Assessment (ANA), conducted in 2011, show that the average literacy performance of grade 3 learners in South Africa lies at 35%. Even though numerous reasons can be presented for these low literacy levels - amongst others, large classes, insufficient teacher training, insufficient educational practices (especially the fact that so little time is spent on reading instruction), and a lack of teaching material - the blame is often cast on the insufficient language proficiency of South African learners. South African learners often receive education in a language which is not their first language. A large number of learners only receive education in their first language for the first three years of their school career and thereafter English usually becomes the language of learning and teaching. It is, however, not only those learners who receive education in their second language who have low literacy skills. Learners who receive education in their first language also encounter problems. The aim of this study was to determine whether a reading intervention programme, designed on the basis of the most recent research on reading, could improve the reading comprehension skills of grade 8 learners in their first language Afrikaans and whether these skills could be transferred to their second language English. The study showed that there was a significant improvement in the participating learners' reading comprehension skills in their first language Afrikaans, as well as in their second language English, even though the reading intervention was only offered in Afrikaans. According to the results of this study, it seems that reading comprehension skills which are acquired in the first language can indeed be transferred to a second language. The implications of these findings for first and second language literacy development are discussed in the final chapter of the thesis.
AFRIKAANSE OPSOMMING: 'n Toenemende aantal studies dui daarop dat Suid-Afrikaanse leerders se geletterdheidsvlakke kommerwekkend laag is. Volgens een internasionale studie, die Progress in International Literacy Study (PIRLS), wat in 2006 gedoen is, is Suid-Afrikaanse graad 4-leerders se geletterdheidsvlakke die laagste van die 40 lande wat deelgeneem het. Die resultate van die eerste Annual National Assessment (ANA) wat in 2011 gedoen is, wys dat graad 3-leerders in Suid-Afrika se gemiddelde prestasie vir geletterdheid slegs 35% is. Hoewel talle redes vir hierdie lae geletterdheidsvlakke aangebied kan word - waaronder groot klasse, onvoldoende onderwyseropleiding, onvoldoende onderrigpraktyke (veral dat daar te min tyd aan leesonderrig bestee word) en 'n gebrek aan onderrigmateriaal - word die blaam dikwels geplaas op die onvoldoende taalvaardighede van Suid-Afrikaanse leerders. Suid-Afrikaanse leerders gaan dikwels skool in 'n taal wat nie hul eerste taal is nie. Talle leerders ontvang slegs vir die eerste drie jaar van hul skoolloopbaan onderrig in hul eerste taal en daarna word Engels gewoonlik die taal van leer en onderrig. Dit is egter nie net die leerders wat in hul tweede taal onderrig ontvang, wat lae geletterdheidsvlakke het nie. Leerders wat in hul eerste taal onderrig ontvang, ondervind ook probleme. Die doel van hierdie studie was om vas te stel of 'n leesintervensieprogram, wat geskoei is op die nuutste navorsing oor lees, die leesbegripsvaardighede van graad 8-leerders in hul eerste taal Afrikaans kan verbeter en of hierdie vaardighede oorgedra kan word op hul tweede taal Engels. Die studie het aangedui dat daar 'n beduidende verbetering in die leerders se leesbegripsvaardighede in hul eerste taal Afrikaans sowel as hul tweede taal Engels was, alhoewel die leesintervensie slegs in Afrikaans aangebied is. Volgens die resultate van die studie wil dit voorkom asof leesbegripsvaardighede wat in die eerste taal verwerf word, oorgedra kan word na 'n tweede taal. Die implikasies van hierdie bevindinge vir die ontwikkeling van geletterdheid in 'n eerste en tweede taal, word in die finale hoofstuk van die tesis bespreek.
O'Donoghue, Elizabeth Lindsay. "An exploration into self-extending systems in early literacy in English of Grade One isiXhosa speaking learners." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1003414.
Повний текст джерелаYeary, David Lee. "A Case Study of Middle School Teachers' Preparations for High-Stakes Assessments." ScholarWorks, 2017. https://scholarworks.waldenu.edu/dissertations/4263.
Повний текст джерелаWilliams, Anna J. M. "Die rol van leerstyle in aanvangsleesontwikkeling by graad 2-leerders: 'n gevallestudie." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/20315.
Повний текст джерелаENGLISH ABSTRACT: The main objective of this study was to determine the effects of an intervention programme on the reading levels of ten grade two learners. A case study was used as research method. The research group of five boys and five girls between the ages of 7 and 8 years were Grade 2 learners at a Boland primary school. These learners did not meet the Assessment Standards for reading and looking (LO3: 3, 4) The research process consisted of a pre evaluation phase, the intervention and a post evaluation phase. The learner’s reading levels were determined during the evaluation phases. The observation during the intervention was coded and recorded. The group was taught during a period of 10 weeks, 3 times a week for 30 minutes at a time. Ananlysis of data showed improvement of reading levels with regards to fluency, speed, accuracy analysis and self correction. The study thus shows that the intervention was effective for improving reading levels.
AFRIKAANSE OPSOMMING: Die hoofdoel van die studie was om die invloed van ‘n intervensie op tien graad 2- leerders se leespeil te bepaal. ‘n Gevallestudie is as navorsingsmetode gebruik. Die navorsingsgroep, bestaande uit vyf seuns en vyf dogters tussen sewe en agt jaar oud, was almal in graad 2 aan ‘n Bolandse laerskool. Die leerders het nie voldoen aan die Nasionale Assesseringstandaarde vir lees en kyk (LU3: 3.4) nie. Die navorsing het uit twee evalueringsfases en ‘n intervensieprogram bestaan. Tydens die evalueringsfases is die leespeil van die leerders voor en na die intervensie bepaal. Tydens die intervensie is waarneming gedoen en met behulp van ‘n koderingstelsel aangeteken. Die navorsingsgroep is oor ‘n periode van tien weke drie keer per week vir 30 minute aan ‘n program blootgestel. Die data-analise het ‘n verbetering getoon ten opsigte van vlotheid, spoed, akkuraatheid, analise en selfkorrigering. Die studie het dus aangetoon dat die intervensie die leespeil van die tien leerders verbeter het.
Mackey, Dorothy Faye. ""I never used to read" : patterns of talk in regulative and instructional discourse : a systemic functional approach to analysing a literacy difficulty: a case study with S." Thesis, 2006. http://hdl.handle.net/2440/69440.
Повний текст джерелаКниги з теми "Literacy ability testing; literacy study and teaching; language and education"
M, O'Callaghan Catherine, ed. A handbook for literacy instructional and assessment strategies, K-8. Boston: Pearson/Allyn & Bacon, 2006.
Знайти повний текст джерелаAn observation survey of early literacy achievement. 2nd ed. Auckland, N.Z: Heinemann, 2002.
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Знайти повний текст джерелаAn observation survey of early literacy achievement. 2nd ed. Portsmouth, NH: Heinemann, 2005.
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Знайти повний текст джерелаDavidson, Fred. Testcraft: A teacher's guide to writing and using language test specifications. New Haven: Yale University Press, 2002.
Знайти повний текст джерелаAssociation of Language Teachers in Europe. and University of Cambridge. Local Examinations Syndicate., eds. Multilingual glossary of language testing terms. Cambridge: Cambridge University Press, 1998.
Знайти повний текст джерелаThom, Hudson, ed. Criterion-referenced language testing. Cambridge, UK: Cambridge University Press, 2002.
Знайти повний текст джерелаAngela, Creese, Martin Peter W, and Hornberger Nancy H, eds. Ecology of language. New York: Springer, 2008.
Знайти повний текст джерелаЧастини книг з теми "Literacy ability testing; literacy study and teaching; language and education"
Nkomo, Sibhekinkosi Anna, and Erasmos Charamba. "Inclusive Formative Assessment for Diverse Pre-Service Foundation Phase Literacy Teachers." In Handbook of Research on Policies and Practices for Assessing Inclusive Teaching and Learning, 96–116. IGI Global, 2022. http://dx.doi.org/10.4018/978-1-7998-8579-5.ch005.
Повний текст джерелаBarkasi, Victoria, and Tetiana Filippyeva. "THE ROLE OF MEDIA EDUCATION IN THE TRAINING OF FUTURE FOREIGN LANGUAGE TEACHERS." In Trends of philological education development in the context of European integration. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-069-8-2.
Повний текст джерелаТези доповідей конференцій з теми "Literacy ability testing; literacy study and teaching; language and education"
Eskazinova, Zhanar, and Aliya Arystanbekova. "FORMATION OF FUNCTIONAL LITERACY OF STUDENTS." In Modern pedagogical technologies in foreign language education: trends, transformations, vectors of development. ACCESS Press, 2021. http://dx.doi.org/10.46656/proceeding.2021.foreign.language(8).
Повний текст джерелаZeljić, Mariana, та Milana Dabić Boričić. "STUDENT – FUTURE TEACHERSʼ ATTITUDE ON THE DEVELOPMENT OF MATHEMATICAL LITERACY IN PRIMARY EDUCATION". У SCIENCE AND TEACHING IN EDUCATIONAL CONTEXT. FACULTY OF EDUCATION IN UŽICE, UNIVERSITY OF KRAGUJEVAC, 2020. http://dx.doi.org/10.46793/stec20.347z.
Повний текст джерела