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Sample records for academic literacy skills

  1. Academic Skills Rovers: A Just in Time Peer Support Initiative for Academic Skills and Literacy Development

    ERIC Educational Resources Information Center

    Copeman, Peter; Keightley, Polly

    2014-01-01

    In 2013 the University of Canberra (UC) initiated a program of peer-assisted academic skills help, the Academic Skills Rovers program, with the goal of providing drop-in peer learning support to students at campus locations where they congregate to study. The Academic Skills Rovers were initially recruited from the teacher education discipline,…

  2. Profiles of Emergent Literacy Skills among Preschool Children Who Are at Risk for Academic Difficulties

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Konold, Timothy R.; McGinty, Anita S.

    2011-01-01

    The purpose of this study was to explore patterns of within-group variability in the emergent literacy skills of preschoolers who are at risk for academic difficulties. We used the person-centered approach of cluster analysis to identify profiles of emergent literacy skills, taking into account both oral language and code-related skills.…

  3. Embedding Academic Literacy Skills: Towards a Best Practice Model

    ERIC Educational Resources Information Center

    McWilliams, Robyn; Allan, Quentin

    2014-01-01

    Learning advisors provide academic literacy development support in a variety of configurations, ranging from one-on-one consultations through to large-scale lectures. Such lectures can be generic, stand-alone modules or embedded within a discipline-specific course. Pragmatic and institutional considerations suggest that a generic model of delivery…

  4. Right from the Start: A Rationale for Embedding Academic Literacy Skills in University Courses

    ERIC Educational Resources Information Center

    Gunn, Cathy; Hearne, Shari; Sibthorpe, Julie

    2011-01-01

    This paper summarizes relevant research concepts, and then describes a case where online tutorials were used to integrate one generic academic skill--information literacy--into first year business courses. Tutorials covering the skills and information required to complete course assignments were designed so the content can be easily modified for…

  5. REACH--Richmond Enhanced Academics for Change. Nabisco Richmond Model. Skills Effectiveness Training for Workplace Literacy: The Non-Intrusive Determination of Workplace Literacy Skills Requirements in a Union Environment. Final Reports.

    ERIC Educational Resources Information Center

    Nabisco, Richmond, VA.

    A workplace literacy project was conducted at the Nabisco Richmond Facility for the following purposes: to determine what academic skills are necessary to perform 10 selected jobs, to develop a validated assessment to evaluate an employee's literacy skills, to develop a job-specific curriculum to improve skill deficits, and to provide an…

  6. Promoting Digital Literacy Skills: Examples from the Literature and Implications for Academic Librarians

    ERIC Educational Resources Information Center

    Kenton, Jeffrey; Blummer, Barbara

    2010-01-01

    This paper explores the numerous definitions of digital literacy, discusses its relationship to information literacy, and describes applications of digital literacy instruction in institutions of higher education. It also offers opportunities for academic librarians, and especially those in junior and community colleges, to enhance students'…

  7. Quality of Social and Physical Environments in Preschools and Children's Development of Academic, Language, and Literacy Skills

    ERIC Educational Resources Information Center

    Mashburn, Andrew J.

    2008-01-01

    This study examined associations between quality of social and physical environments in preschools and children's development of academic, language, and literacy skills, and the extent to which preschool quality moderated the associations between child risk and development. Participants were a diverse sample of 540 four-year-old children in…

  8. Assessment of Academic Literacy Skills: Preparing Minority and LEP (Limited English Proficient) Students for Postsecondary Education.

    ERIC Educational Resources Information Center

    Kuehn, Phyllis

    Addressing the problem of the language-related barriers to successful postsecondary education for underprepared college students, an assessment of academic language proficiency and a curriculum to help students improve their academic language skills were developed. The nature of the language tasks required in the undergraduate curriculum was…

  9. Developing Multimodal Academic Literacies among College Freshmen

    ERIC Educational Resources Information Center

    Jacobs, Gloria E.

    2012-01-01

    In this article, the author draws on a semester long freshmen learning community in which multimodal texts were used as primary texts along with traditional texts to support students' academic literacy skills. Analysis shows that a multimodal text created by students contain elements of academic literacies and qualities of multimodal texts. An…

  10. Literacy Growth in the Academic Year versus Summer from Preschool through Second Grade: Differential Effects of Schooling across Four Skills

    ERIC Educational Resources Information Center

    Skibbe, Lori E.; Grimm, Kevin J.; Bowles, Ryan P.; Morrison, Frederick J.

    2012-01-01

    Differences in literacy growth over the summer versus the school year were examined to isolate how schooling affects children's literacy development from preschool through second grade across four literacy skills. Children (n = 383) were tested individually twice each year for up to 4 years on measures of phonological awareness, decoding, reading…

  11. Enhancing Literacy Skills through Technology.

    ERIC Educational Resources Information Center

    Sistek-Chandler, Cynthia

    2003-01-01

    Discusses how to use technology to enhance literacy skills. Highlights include defining literacy, including information literacy; research to support reading and writing instruction; literacy software; thinking skills; organizational strategies for writing and reading; how technology can individualize literacy instruction; and a new genre of…

  12. Using Physical Education to Improve Literacy Skills in Struggling Students

    ERIC Educational Resources Information Center

    Wachob, David A.

    2014-01-01

    Literacy skills are an essential part of academic performance. When physical educators collaborate with classroom teachers to address these skills, student engagement in the learning process can greatly improve. This article begins by reviewing the growing issues surrounding student literacy and its impact on academic performance. The discussion…

  13. Public Hearing on Language and Literacy: Skills for Academic Learning (Houston, Texas, April 16, 1982).

    ERIC Educational Resources Information Center

    National Commission on Excellence in Education (ED), Washington, DC.

    At a public hearing on language and literacy, held in Houston, Texas, April 16, 1982, testimony was presented on: (1) need for emphasis on language arts in elementary secondary schools and for students with bilingual capabilities; (2) benefits accruing to students and educational institutions through developmental education programs; (3) guiding…

  14. Explaining the Academic Achievement at School Leaving for Pupils with a History of Language Impairment: Previous Academic Achievement and Literacy Skills

    ERIC Educational Resources Information Center

    Dockrell, Julie E.; Lindsay, Geoff; Palikara, Olympia

    2011-01-01

    The relationships are explored between language and literacy and academic success at 16 years in an English sample of 62 young people with a history of specific language impairment identified at 8 years. Data were available from national assessments at 16 and 14; in addition the pupils had completed a range of standardized tests to examine…

  15. Abilities, skills and knowledge in measures of health literacy

    PubMed Central

    Ownby, Raymond L.; Acevedo, Amarilis; Waldrop-Valverde, Drenna; Jacobs, Robin J.; Caballero, Joshua

    2014-01-01

    Objective Health literacy has been recognized as an important factor in patients' health status and outcomes, but the relative contribution of demographic variables, cognitive abilities, academic skills, and health knowledge to performance on tests of health literacy has not been as extensively explored. The purpose of this paper is to propose a model of health literacy as a composite of cognitive abilities, academic skills, and health knowledge (ASK model) and test its relation to measures of health literacy in a model that first takes demographic variables into account. Methods A battery of cognitive, academic achievement, health knowledge and health literacy measures was administered to 359 Spanish- and English-speaking community-dwelling volunteers. The relations of health literacy tests to the model were evaluated using regression models. Results Each health literacy test was related to elements of the model but variability existed across measures. Conclusion Analyses partially support the ASK model defining health literacy as a composite of abilities, skills, and knowledge, although the relations of commonly used health literacy measures to each element of the model varied widely. Practice implications Results suggest that clinicians and researchers should be aware of the abilities and skills assessed by health literacy measures when choosing a measure. PMID:24637163

  16. Generalization of Literacy Skills through Portable Technology for Students with Severe Disabilities

    ERIC Educational Resources Information Center

    Spooner, Fred; Kemp-Inman, Amy; Ahlgrim-Delzell, Lynn; Wood, Leah; Ley Davis, Luann

    2015-01-01

    Literacy is an important skill for accessing all academic content areas, and there has been an increased focus on using a variety of assistive technology (AT) to support the acquisition of literacy skills for students with severe disabilities. Literacy also provides these students with skills to increase community participation, with independence,…

  17. Workplace Literacy: Critical Perspectives on Learning Basic Skills at Work.

    ERIC Educational Resources Information Center

    Graham, Tom

    Material from academic journals, the ERIC database, and the mass media regarding workplace literacy was reviewed. Among the review's major conclusions were the following: (1) the growing complexities of the workplace and society have contributed to evolving definitions of workplace literacy that include development skills generally associated with…

  18. Re-Crafting an Academic Literacies Approach to Pedagogic Communication in Higher Education

    ERIC Educational Resources Information Center

    Sutton, Paul

    2011-01-01

    The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and…

  19. Creating Trails: Tool for Real-Time Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Schloman, Barbara F.; Gedeon, Julie A.

    2007-01-01

    This article describes Tool for Real-time Assessment of Information Literacy Skills (TRAILS), a freely available, online tool designed to measure the information literacy skills of high school students. It is based on information literacy competencies for ninth-graders found in the "Ohio Academic Content Standards" (Ohio Department of Education…

  20. Increasing Literacy Skills in Kindergarten Students.

    ERIC Educational Resources Information Center

    Dawson, Michelle; Schnulle, Carol

    This report describes a program for increasing literacy skills in kindergarten students. The targeted population consisted of kindergarten students from two schools in a growing unit district located in a northwest suburb of Chicago, Illinois. The lack of literacy skills was documented through student assessment and teacher observation. Analysis…

  1. Using Film to Increase Literacy Skills

    ERIC Educational Resources Information Center

    Vetrie, Michael

    2004-01-01

    An attempt is made to show how at-risk students can increase their literacy skills through reading film as text by connecting classical Greek and Elizabethan theater to contemporary film. Films that feature violence are utilized by students to increase their literacy skills and also reach a critical awareness of the impact of violence in our…

  2. Use of Digital Resources in an Academic Environment: A Qualitative Study of Students' Perceptions, Experiences, and Digital Literacy Skills

    ERIC Educational Resources Information Center

    Matusiak, Krystyna K.

    2010-01-01

    The use of information resources for teaching and learning in an academic environment is undergoing a dramatic transformation. The development of digital technologies and the growth of the Internet have changed the format as well as the dissemination methods of scholarly resources. Digital libraries have been created as part of the transition from…

  3. Secondary English Learners: Strengthening Their Literacy Skills through Culturally Responsive Teaching

    ERIC Educational Resources Information Center

    Ramirez, Pablo C.; Jimenez-Silva, Margarita

    2014-01-01

    In high school English classrooms where English language learners may be at risk of academic failure, Culturally Responsive Teaching can help educators build an inclusive community in which all students can improve their literacy skills.

  4. Robotics and Science Literacy: Thinking Skills, Science Process Skills and Systems Understanding

    ERIC Educational Resources Information Center

    Sullivan, Florence R.

    2008-01-01

    This paper reports the results of a study of the relationship of robotics activity to the use of science literacy skills and the development of systems understanding in middle school students. Twenty-six 11-12-year-olds (22 males and 4 females) attending an intensive robotics course offered at a summer camp for academically advanced students…

  5. Literacy and Numeracy among Job Corps Students: Opportunities for Targeted Academic Infusion in CTE

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Woods, Kari L.; Desa, Deana Md.

    2012-01-01

    High literacy and numeracy demands in career and technical education (CTE) compared to low skill levels among many students prompted calls for academic infusion into training curricula. Research on CTE academic curriculum integration implicitly assumes that students' reading and math skills are like those described by models of typical academic…

  6. Emergent Literacy and Early Writing Skills

    ERIC Educational Resources Information Center

    Pinto, Giuliana; Bigozzi, Lucia; Accorti Gamannossi, Beatrice; Vezzani, Claudio

    2012-01-01

    In the present study, the authors aimed to assess the short- and long-term predictive power of the various components of an emergent literacy model on early writing abilities in a language with a mainly transparent orthography (Italian). Emergent literacy skills were assessed in 72 children (M age = 5.05 years, SD = plus or minus 0.03) who were…

  7. Health Literacy beyond Basic Skills. ERIC Digest.

    ERIC Educational Resources Information Center

    Kerka, Sandra

    Research documenting links between levels of education and health outcomes suggests people with higher educational attainment may have a health advantage. Health literacy issues that go beyond basic skills include health information communication; literacy and health as cultural and social practices; a relationship among health information,…

  8. Information Literacy Skills: Teacher Understandings and Practice

    ERIC Educational Resources Information Center

    Probert, Elizabeth

    2009-01-01

    This article reports on a project, involving three New Zealand schools, which investigated teachers' understanding of information literacy and their associated classroom practices. Recently published work, while lamenting school students' lack of information literacy skills, including working with online resources, provides little research…

  9. A Date With Academic Literacies: Using Brief Conversation to Facilitate Student Engagement With Academic Literacies

    ERIC Educational Resources Information Center

    Dunham, Nicola

    2012-01-01

    The argument that de-contextualized deficit approaches to academic literacies were ineffective (Lea, 2004; Northedge, 2003), has led to expectations that New Zealand Higher Education institutions embed academic literacies within programmes and courses (Tertiary Education Commission, 2010). This paper reports on the use of a teaching and learning…

  10. Family Structure and Academic Skills among Finnish Adolescents

    ERIC Educational Resources Information Center

    Bjorn, Piia Maria; Kyttala, Minna

    2011-01-01

    This study investigated whether family structure accounts for adolescent academic performance in Finland in the analysis. The thirteen- to fourteen-year-old (grade 8) students' (N = 171) literacy skills were measured and their mathematical performance was tested. Information about family structure was gathered via a questionnaire sent to their…

  11. Relations of Emergent Literacy Skill Development with Conventional Literacy Skill Development in Korean

    ERIC Educational Resources Information Center

    Kim, Young-Suk; Petscher, Yaacov

    2011-01-01

    The present study investigated relative contributions of initial status and growth rates of emergent literacy skills (i.e., phonological awareness, letter-name knowledge, vocabulary, and rapid serial naming) to initial status and growth rates of conventional literacy skills (i.e., word reading, pseudoword reading, and spelling) for young Korean…

  12. Information Literacy Skills: Comparing and Evaluating Databases

    ERIC Educational Resources Information Center

    Grismore, Brian A.

    2012-01-01

    The purpose of this database comparison is to express the importance of teaching information literacy skills and to apply those skills to commonly used Internet-based research tools. This paper includes a comparison and evaluation of three databases (ProQuest, ERIC, and Google Scholar). It includes strengths and weaknesses of each database based…

  13. Progress in Language and Literacy Skills among Children with Disabilities in Inclusive Early Reading First Classrooms

    ERIC Educational Resources Information Center

    Green, Katherine B.; Terry, Nicole Patton; Gallagher, Peggy A.

    2014-01-01

    Quality literacy instruction in preschool can be critical to the future academic success for all children, but may be even more so for children with disabilities. The purpose of this study was to examine progress in emergent literacy skills of young children with disabilities, compared with their typical peers, in an inclusive preschool setting.…

  14. Contributions of Study Skills to Academic Competence.

    ERIC Educational Resources Information Center

    Gettinger, Maribeth; Seibert, Jill K.

    2002-01-01

    Study skills are fundamental to academic competence. Effective study skills are associated with positive outcomes across multiple academic content areas and for diverse learners. The purpose of this article is to describe an information-processing perspective on the contribution of study skills to academic competence, and to identify…

  15. Using Picturebooks to Promote Academic Literacy

    ERIC Educational Resources Information Center

    Ranck-Buhr, Wendy, Ed.

    2013-01-01

    The development of academic literacy requires students to think critically about multiple text types. Picturebooks can be rich and varied resources on which to base well-designed instruction that will facilitate thinking, discussions, connections, and problem solving in multiple content areas. From the Holocaust to ecology to grammar, picturebooks…

  16. Increasing the Literacy Skills of Students Who Require AAC through Modified Direct Instruction and Specific Instructional Feedback

    ERIC Educational Resources Information Center

    Westover, Jennifer M.

    2010-01-01

    Literacy skills are fundamental for all learners. For students who require augmentative and alternative communication (AAC), strong literacy skills provide a gateway to generative communication, genuine social networking, improved access to academic opportunities, access to information technology and future employment opportunities. However, many…

  17. Investigating the relationship between information literacy and academic performance among students

    PubMed Central

    Soleymani, Mohammad Reza

    2014-01-01

    Background: Nowadays, no student can ever pursue the ends of his studies unless he makes use of his information literacy skills. To become lifelong learners, they do need these skills. Information literacy is a set of information needed for searching, retrieval, evaluating, and making best use of information. This study uncovers the relationship between information literacy and academic performance among students at Isfahan University of Medical Sciences. Materials and Methods: This is a practical study using a survey method. All MA students in Isfahan University of Medical Sciences make the statistical population for this study, according to the sample size determined by using Cochran formula 265 samples that were selected by stratified random sampling. Data collection was through information literacy questionnaires designed by Davarpanah and Siamak, verified by Library and Information Sciences experts; and finally, gave a Cronbach's alpha of 0.83. To determine academic performance, the average scores of the students in previous semesters were considered. Results: The information literacy of all other students was significantly higher than medium except for students at Nursing and Nutrition faculties. The students of Management and Information Sciences faculty had the highest level of information literacy and students of nutrition faculty were attributed with the least level. There was no significant difference between male and female students’ information literacy. We also found out that there was a significant positive relationship between information literacy and students’ academic performance in Isfahan University of Medical Sciences. Conclusion: Information literacy is one of the most important factors that leads to educational success. As there is a significant positive relationship between information literacy and students’ academic performance, we should necessarily provide them with relative skills dealing with information literacy to improve their

  18. Literacy Skills of Children Born Preterm

    ERIC Educational Resources Information Center

    Holm, Alison; Crosbie, Sharon

    2010-01-01

    Most children born preterm are considered neurologically normal and free of disability. However in follow-up studies at school age, preterm children, born without major impairment, have been shown to have lower cognitive abilities and associated academic, social and behavioural difficulties. This study investigated the literacy, phonological…

  19. REACH--Richmond Enhanced Academics for Change. Nabisco Richmond Model. Skills Effectiveness Training for Workplace Literacy: The Non-Intrusive Determination of Workplace Literacy Skills Requirements in a Union Environment. Facilitator Copy [and] Participant Copy.

    ERIC Educational Resources Information Center

    Nabisco, Richmond, VA.

    This document contains the learning modules developed during the Nabisco Richmond Facility's workplace literacy project. The first section is the facilitator's guide and the second is the participants' copy. Modules are included on the following topics: listening, problem solving, applied math (including calculator usage and military time), graph…

  20. Training Literacy Skills through Sign Language

    ERIC Educational Resources Information Center

    Rudner, Mary; Andin, Josefine; Rönnberg, Jerker; Heimann, Mikael; Hermansson, Anders; Nelson, Keith; Tjus, Tomas

    2015-01-01

    The literacy skills of deaf children generally lag behind those of their hearing peers. The mechanisms of reading in deaf individuals are only just beginning to be unraveled but it seems that native language skills play an important role. In this study 12 deaf pupils (six in grades 1-2 and six in grades 4-6) at a Swedish state primary school for…

  1. "We Could Do That!" Improving Literacy Skills through Arts-Based Interdisciplinary Teaching

    ERIC Educational Resources Information Center

    Suarino, Mary Ann

    2004-01-01

    A visit to the Walker Art Center in Minneapolis provided one teacher with a vehicle for improving the language and literacy skills of a group of students from varied backgrounds. Using art as a basis for lessons that used academic language, cultural expertise, and writing, Saurino links creative expression with a host of skills and perspectives to…

  2. Academic Literacy and Cultural Familiarity: Developing and Assessing Academic Literacy Resources for Chinese Students

    ERIC Educational Resources Information Center

    Henderson, Fiona; Whitelaw, Paul A.

    2013-01-01

    Academic dishonesty, including plagiarism, is a chronic problem. This paper reports the results of a project undertaken at a public funded university in Melbourne, Australia, in partnership with colleagues from a public funded university in Beijing, China, to combat this and other problems associated with academic literacy. The prime focus of the…

  3. Student Voice as a Methodological Issue in Academic Literacies Research

    ERIC Educational Resources Information Center

    Paxton, Moragh

    2012-01-01

    Academic literacies research has been identified as an emerging but significant field in higher education. This article extends the discussions around methodology in academic literacies research by drawing on the current text and context debates in sociolinguistics and linguistic ethnography. It uses illustrations from a recent academic literacies…

  4. EFL Writers' Social Networks: Impact on Advanced Academic Literacy Development

    ERIC Educational Resources Information Center

    Ferenz, Orna

    2005-01-01

    For non-native English writers, second language (L2) advanced academic literacy encompasses knowledge of the rhetorical, linguistic, social and cultural features of academic discourse as well as knowledge of English as used by their academic disciplines. Literacy is acquired through a socialization process embedded in social practice, patterned by…

  5. State of the Literacy and Essential Skills Field

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    The purpose of the "State of the Literacy and Essential Skills Field" report is to provide an environmental scan showing the state of Literacy and Essential Skills (L/ES) across the country, from the perspective of the Canadian Literacy and Learning Network (CLLN) and its national network of partners, both within and outside the Literacy…

  6. Emergent literacy and early writing skills.

    PubMed

    Pinto, Giuliana; Bigozzi, Lucia; Gamannossi, Beatrice Accorti; Vezzani, Claudio

    2012-01-01

    In the present study, the authors aimed to assess the short- and long-term predictive power of the various components of an emergent literacy model on early writing abilities in a language with a mainly transparent orthography (Italian). Emergent literacy skills were assessed in 72 children (M age = 5.05 years, SD = +/- .03) who were followed longitudinally from preschool to the end of the first grade of primary school. Their early writing abilities (orthographic correctness in writing individual words) and their advanced writing abilities (orthographic correctness in text writing) were tested at the beginning and at the end of the school year. Multiple stepwise and logistic regression analyses were conducted to evaluate the predictive capacities of emergent literacy abilities on early and advanced writing competences. Results show that notational competence is a strong predictor of early writing skills and that phonological competence only has an effect insofar as it is integrated with notational competence. Emergent literacy competences do not significantly predict orthographic errors in advanced text writing. This research allows for reconsideration of the importance of phonological awareness and gives a central role to notational competence in predicting early writing competence. PMID:22919895

  7. Understanding the Relations between Dimensions of Literacy Teaching and Preschool Children's Literacy Skills

    ERIC Educational Resources Information Center

    Zhang, Chenyi

    2013-01-01

    Preschool teachers' literacy instruction during classroom activity is important to young children's early development of literacy skills. The present study employed repeated measure ANOVAs to examine the dimensions of 42 Head Start teachers' literacy instruction (i.e., literacy content, teaching process, and lexical characteristics) during large…

  8. Literacy for Life: Further Results from the Adult Literacy and Life Skills Survey

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2011

    2011-01-01

    Literacy for Life is the second report from the Adult Literacy and Life Skills Survey. It presents additional results on the nature and magnitude of the literacy gaps faced by OECD countries and how these gaps have evolved over the medium term. It offers new insights into the factors that influence the formation of adult skills in various…

  9. The Relationship between Home Literacy Practices and Developmental Trajectories of Emergent Literacy and Conventional Literacy Skills for Korean Children

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2009-01-01

    Previous studies with English-speaking families in the North American context demonstrated that home literacy practices have positive influences on children's literacy acquisition. The present study expands previous studies by examining how home literacy practices are related to "growth trajectories" of emergent literacy skills (i.e., vocabulary,…

  10. Patients’ Literacy Skills: More than just reading ability

    PubMed Central

    Schonlau, Matthias; Martin, Laurie; Haas, Ann; Derose, Kathryn Pitkin; Rudd, Rima

    2010-01-01

    Limited literacy contributes to suboptimal care and outcomes for patients. The Institute of Medicine noted that future work in health literacy should consider multiple literacy skills. However, lacking empirical evidence of the relationship between different literacy skills, reading skills are often used as proxies of literacy in research and practice. Using a community-based sample of 618 individuals residing in Boston, MA and Providence, RI, we conducted a principal component analysis on measures of four literacy skills: reading, numeracy, oral (speaking) and aural (listening) to examine whether and to what extent literacy can, or should, be represented by a single measure. The first principal component represented overall literacy and could only explain 60% of the total variation in literacy skills within individuals. The second principal component differentiated between numeracy/reading and the oral/aural exchange. While reading and numeracy best represent overall literacy, patients’ relative strengths may vary. Those with moderate reading ability may have high oral and aural language skills. Conversely, people who have difficulties speaking with or understanding a provider may read well. Effective communication with patients should rely on both the oral exchange and written health information, and not rely on a single literacy skill. PMID:21916699

  11. Using Physical Activity to Teach Academic Content: A Study of the Effects on Literacy in Head Start Preschoolers

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Vizcarra, Coleman R.; Looney, Erin C.; Kirk, Erik P.

    2014-01-01

    The potential impact of increased physical activity on early literacy skills in preschool children has not been sufficiently explored. Therefore, the purpose of this study was to determine the effects of a 6 month, low cost, teacher-directed, academic program that delivered existing literacy lessons using physical activity in Head Start…

  12. Construct and Predictive Validity Evidence for Curriculum-Based Measures of Early Literacy and Numeracy Skills in Kindergarten

    ERIC Educational Resources Information Center

    Betts, Joseph; Pickart, Mary; Heistad, Dave

    2009-01-01

    The assessment of early literacy and numeracy skills can provide useful and important information in pursuance of the goal to increase student academic achievement. At present, there have been promising results using curriculum-based measurement (CBM) for evaluating early literacy and early numeracy. There has been little research investigating…

  13. Cross-Cultural Findings of Computer Literacy Among the Academic Olympians.

    ERIC Educational Resources Information Center

    Nokelainen, Petri; Tirri, Kirsi; Campbell, James R.

    This paper investigates computer literacy related cross-cultural factors that predict academic ability among mathematically gifted Olympians in Finland (N=72, 68 males and 4 females) and the United States (N=80, all males). The following research questions were formulated: (1) What is the nature of the connection between computer skills and…

  14. Academic Literacy: The Importance and Impact of Writing across the Curriculum--A Case Study

    ERIC Educational Resources Information Center

    Defazio, Joseph; Jones, Josette; Tennant, Felisa; Hook, Sara Anne

    2010-01-01

    The paper provides case studies of how four faculty members who teach in undergraduate and graduate programs at the Indiana University School of Informatics promote academic literacy throughout the curriculum. The paper describes the writing assignments in several courses, the objectives of these assignments in enhancing the writing skills of…

  15. Effects of Targeted Intervention on Early Literacy Skills of At-Risk Students

    ERIC Educational Resources Information Center

    Wang, Chuang; Algozzine, Bob

    2008-01-01

    Reading problems are among the most prevalent concerns in schools; poor readers in elementary school who do not receive special assistance are particularly at risk for dismal academic careers. In a large-scale project, children with serious reading problems received targeted intervention to address critical early literacy skills. The assistance…

  16. Using Mobile Technology to Enhance Undergraduate Student Digital Information Literacy Skills: A Canadian Case Study

    ERIC Educational Resources Information Center

    Hanbidge, Alice Schmidt; Sanderson, Nicole; Tin, Tony

    2015-01-01

    Learning essential information literacy skills through the use of mobile phones is an innovative m-learning pilot project that was collaboratively undertaken in a Canadian university college over the course of two academic terms by faculty and the library staff. The research pilot project involved ninety one undergraduate students in five…

  17. Developing Academic Skills through Multigenre Autobiography

    ERIC Educational Resources Information Center

    Bickens, Sarah; Bittman, Franny; Connor, David J.

    2013-01-01

    This article provides an overview of the Autobiography Project, listing the topics of the ten chapters and the targeted skills that accompany them. The authors discuss the purposes of each chapter and describe the methods incorporated to promote the four broad components of literacy. This unit also addresses almost all components of the Common…

  18. Attitudes, Application, Action: Employability Skills for the Adult Literacy Student.

    ERIC Educational Resources Information Center

    Darling, Sharon; And Others

    This instructor's guide, one in a series of works dealing with adult literacy education, consists of materials for use in helping adult literacy students to develop employability skills. Addressed in the individual sections of the guide are assessing job skills, attitudes, resumes and job applications; job interviews; keeping a job; and…

  19. Employer Perceptions of Critical Information Literacy Skills and Digital Badges

    ERIC Educational Resources Information Center

    Raish, Victoria; Rimland, Emily

    2016-01-01

    Digital badges are an educational innovation used to measure learning of specific skills, such as information literacy. However, few studies have quantitatively surveyed employers for their perceptions about information literacy skills or digital badges. An online survey was developed and sent to employers to gauge perceptions of information…

  20. Young People's Views on Literacy Skills and Employment

    ERIC Educational Resources Information Center

    Clark, Christina; Formby, Susie

    2013-01-01

    Using secondary sources as well as National Literacy Trust survey data, this short report outlines how important young people think literacy skills are to their employment prospects and what skills they believe are particularly important. It also briefly outlines the important role that technology plays in the lives of young people and the degree…

  1. A Study of Undergraduate Information Literacy and Skills: The Inclusion of Information Literacy and Skills in the Undergraduate Curriculum.

    ERIC Educational Resources Information Center

    Hepworth, Mark

    This paper concerns the inclusion of information literacy and skills training in the undergraduate curriculum. Students were studied to determine their strengths and weaknesses in terms of their information literacy and skills. The methods used to study the students included a number of qualitative techniques applied while students conducted a…

  2. Maternal Involvement in the Home Literacy Environment: Supporting Literacy Skills in Children with Cochlear Implants

    ERIC Educational Resources Information Center

    DesJardin, Jean L.; Ambrose, Sophie E.; Eisenberg, Laurie S.

    2011-01-01

    This study examines the home literacy environment in a group of mothers and their early-school-age children with cochlear implants (N = 16). The goals of this investigation are to (a) describe the characteristics of the home literacy environment and (b) study the relationships between home literacy factors and children's reading skills. Mothers…

  3. Kindergarten Readiness Skills: Predictors of Academic Potential

    ERIC Educational Resources Information Center

    Rawlings, Jennifer

    2011-01-01

    The purpose of this study was to determine the relationship between school readiness skills as measured by the Missouri KIDS and academic potential in reading and math as measured by the scores on the CTP4 in grades 2-4 in a private, independent school. This study identified which school readiness skills most accurately predict the need for…

  4. Relationships between study skills and academic performance

    NASA Astrophysics Data System (ADS)

    Md Rahim, Nasrudin; Meon, Hasni

    2013-04-01

    Study skills play an important role in influencing academic performance of university students. These skills, which can be modified, can be used as an indicator on how a student would perform academically in his course of study. The purpose of the study is to determine the study skills profile among Universiti Selangor's (Unisel) students and to find the relationships of these skills with student's academic performance. A sample of seventy-eight (78) foundation studies and diploma students of Unisel were selected to participate in this study. Using Study Skills Inventory instrument, eight skills were measured. They are note taking; test taking; textbook study; concentration and memory; time management; analytical thinking and problem solving; nutrition; and vocabulary. Meanwhile, student's academic performance was measured through their current Grade Point Average (GPA). The result showed that vocabulary skill scored the highest mean with 3.01/4.00, followed by test taking (2.88), analytical thinking and problem solving (2.80), note taking (2.79), textbook study (2.58), concentration and memory (2.54), time management (2.25) and nutrition (2.21). Correlation analysis showed that test taking (r=0.286, p=0.011), note taking (r=0.224, p=0.048), and analytical thinking and problem solving (r=0.362, p=0.001) skills were positively correlated with GPA achievement.

  5. The Home Literacy Environment and Latino Head Start Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Farver, Jo Ann M.; Xu, Yiyuan; Lonigan, Christopher J.; Eppe, Stefanie

    2013-01-01

    This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about…

  6. Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills.

    PubMed

    McClelland, Megan M; Cameron, Claire E; Connor, Carol McDonald; Farris, Carrie L; Jewkes, Abigail M; Morrison, Frederick J

    2007-07-01

    This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps<.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps<.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten. PMID:17605527

  7. "Doing School" Right: How University Students from Diverse Backgrounds Construct Their Academic Literacies and Academic Identities

    ERIC Educational Resources Information Center

    Tudor Sarver, Whitney Ann

    2012-01-01

    This study explores the academic lives of three multilingual undergraduate student writers in order to better understand how they have constructed their academic literacies and academic identities since taking the required English courses at a mid-sized state university. Within the overarching discussions of academic discourse and the idea of…

  8. Sense of Belonging and First-Year Academic Literacy

    ERIC Educational Resources Information Center

    Marshall, Steve; Zhou, Mingming; Gervan, Ted; Wiebe, Sunita

    2012-01-01

    In this article, we analyze a broad range of factors that affect the sense of belonging of undergraduate students taking a first-year academic literacy course (ALC) at a multicultural, multilingual university in Vancouver, Canada. Students who fail to meet the university's language and literacy requirements are required to pass ALC before they can…

  9. Linking Our Worlds: A Collaborative Academic Literacy Project.

    ERIC Educational Resources Information Center

    Vann, Roberta J.; Fairbairn, Shelley B.

    2003-01-01

    Describes a project that a middle school ESOL teacher and a university professor designed to challenge middle school ESOL students--immigrants from Bosnia and Mexico--to enhance their academic literacy through social interaction by sharing their own expertise as ESOL learners with a group of future ESOL teachers enrolled in a TESL literacy methods…

  10. The home literacy environment and Latino head start children's emergent literacy skills.

    PubMed

    Farver, Jo Ann M; Xu, Yiyuan; Lonigan, Christopher J; Eppe, Stefanie

    2013-04-01

    This study examined children's early literacy skills in both English and Spanish at entry to preschool to investigate the pattern of association among these skills and their families' home language and literacy practices. The participants were 392 primarily Latino immigrant (85%) families and their children. Mothers completed questionnaires about their families and their home literacy environment (HLE), and children's emergent literacy skills were measured in English and Spanish at the outset of the preschool year. Project assistants interviewed mothers in their homes and tallied the presence of literacy-related materials. Results of structural equation modeling showed that the 3 preliteracy skills were significantly associated within and across English and Spanish, suggesting the possible transfer of these early preliteracy skills across languages. For the English language HLE, parents' literacy-related behaviors, sibling-child reading, and families' literacy resources were all associated with children's English oral language skills, and their English print knowledge was associated with their home resources. For the Spanish language HLE, only parents' literacy-related behaviors were related to children's Spanish oral language and print knowledge skills. There were no significant cross-linguistic relations between any aspect of the English HLE and children's Spanish preliteracy skills, whereas parents' literacy-related behaviors in Spanish were negatively associated with children's English oral language and phonological awareness skills. Given the importance of oral language and vocabulary in promoting children's literacy, these results indicate that parents can support this skill in both languages, but their relative impact seems to be within rather across language. PMID:22662767

  11. Is Non-Subject Based Research Training a "Waste of Time," Good Only for the Development of Professional Skills? An Academic Literacies Perspective

    ERIC Educational Resources Information Center

    Bastalich, Wendy; Behrend, Monica; Bloomfield, Robert

    2014-01-01

    In recent years, contentiously for some, universities have developed generalist skills lists and associated curricula in response to government demand for more "employment-ready" graduates. Such training usually includes writing and communication. In Australia and the UK, guidelines designed to support the development of skills…

  12. Comparing Emergent-Literacy Skills and Home-Literacy Environment of Children with Autism and Their Peers

    ERIC Educational Resources Information Center

    Dynia, Jaclyn M.; Lawton, Kathy; Logan, Jessica A. R.; Justice, Laura M.

    2014-01-01

    The purpose of the current study was to characterize and compare the emergent-literacy skills, print interest, and home-literacy environment of children with autism spectrum disorder (ASD) to their peers, as well as to examine the association between children's emergent-literacy skills and their home-literacy environment. Results indicated…

  13. Multiple Dimensions of Academic Language and Literacy Development

    ERIC Educational Resources Information Center

    Cumming, Alister

    2013-01-01

    Language, literacy, and culture intersect almost everywhere, of course. I analyze three phenomena where intersections occur between cognitive skills, personal attitudes, social practices, and macro-societal structures in ways that are salient, puzzling, and also illuminating about the multiple dimensions of learning literacy in situations of…

  14. Assessing Library Skills: A First Step to Information Literacy

    ERIC Educational Resources Information Center

    Burkhardt, Joanna M.

    2007-01-01

    As part of the University of Rhode Island Libraries' "Comprehensive Plan for Information Literacy," a three-credit class in the skills and concepts of information literacy was first offered in the fall of 1999. More than 1,000 undergraduate students have taken the class since that time. A pre-test was given at the beginning of each semester,…

  15. Computer Literacy Skills among School Students and Employees in Industry.

    ERIC Educational Resources Information Center

    Harrison, C.; And Others

    1992-01-01

    Describes the Technical Literacy Project which was developed at the University of Nottingham to examine and compare the computer literacy skills of graduating secondary school students and industry workers. The use of Macintosh computers and HyperCard software is explained; gender differences are examined; and results showing better performances…

  16. Facilitating Emergent Literacy Skills in Children with Hearing Loss

    ERIC Educational Resources Information Center

    Zupan, Barbra; Dempsey, Lynn

    2013-01-01

    Purpose: To (a) familiarize readers with the components of emergent literacy and the impact hearing loss may have on the development of these skills; (b) demonstrate the importance of parent-professional collaboration and show how specific literacy-based activities can be integrated into existing daily routines and intervention programming; and…

  17. The Economic Benefits of Improving Literacy Skills in the Workplace.

    ERIC Educational Resources Information Center

    Bloom, Michael; Burrows, Marie; Lafleur, Brenda; Squires, Robert

    A Canadian study explored the economic benefits of improving literacy skills in the workplace from the perspective of both employers and employees. The Conference Board identified and measured these benefits by conducting a survey of 40 employers, as well as by analyzing data gathered in the International Adult Literacy Survey. The study found…

  18. Adolescents' Web-Based Literacies, Identity Construction, and Skill Development

    ERIC Educational Resources Information Center

    Alvermann, Donna E.; Marshall, James D.; McLean, Cheryl A.; Huddleston, Andrew P.; Joaquin, Jairus; Bishop, John

    2012-01-01

    Five qualitative multiple-case studies document adolescents' uses of Web-based resources and digital literacy skills to construct their online identities. Working from a perspective that integrates new literacies with multimodality, the researchers enlisted the help of five high school students who kept daily logs of the websites they visited for…

  19. Adult Literacy & Basic Skills Unit Newsletter. Nos. 32-35.

    ERIC Educational Resources Information Center

    Adult Literacy & Basic Skills Unit Newsletter, 1989

    1989-01-01

    This packet contains the four issues of a newsletter published in 1989 by the Adult Literacy & Basic Skills Unit in England. The Winter issue contains the following articles: "After the Act"; "An Evening at the Theatre"; "Horticulture: A Practical Project with Autistic Adults"; "Shared Reading"; and "Literacy and Adult Basic Education in…

  20. Incorporating Information Literacy Skills into Analytical Chemistry: An Evolutionary Step

    ERIC Educational Resources Information Center

    Walczak, Mary M.; Jackson, Paul T.

    2007-01-01

    The American Chemical Society (ACS) has recently decided to incorporate various information literacy skills for teaching analytical chemistry to the students. The methodology has been found to be extremely effective, as it provides better understanding to the students.

  1. Workplace Safety: Minimum Print and Nonprint Literacy Skills.

    ERIC Educational Resources Information Center

    Maxcy, Doreen O.; And Others

    1995-01-01

    Introduces the standardized safety sign system being established in the United States. Argues that these safety signs, symbols, and warnings may be a good place to begin a workplace literacy project for workers with limited reading skills. (SR)

  2. Assessing Change in High School Student Information Literacy Using the Tool for Real-Time Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Kovalik, Cindy L.; Yutzey, Susan D.; Piazza, Laura M.

    2012-01-01

    Change in high school student information literacy (IL) knowledge and skills, from freshman year to senior year in high school was the focus of this quasi-experimental research project. Researchers used a free information literacy skills assessment tool entitled TRAILS (Tool for Real-time Assessment of Information Literacy Skills) to measure…

  3. Kansas Academic Librarian Perceptions of Information Literacy Professional Development Needs

    ERIC Educational Resources Information Center

    Starkey, Alysia

    2010-01-01

    The purpose of this study was to assess the professional development needs of academic instruction librarians required to improve information literacy instructional effectiveness in higher education institutions within the state of Kansas. The population in this correlational study was the 84 academic librarians with instruction duties at Kansas's…

  4. Academic Literacies and Systemic Functional Linguistics: How Do They Relate?

    ERIC Educational Resources Information Center

    Coffin, Caroline; Donohue, James P.

    2012-01-01

    Two approaches to English for Academic Purposes (EAP) research and teaching which have arisen in recent years are systemic functional linguistics (SFL) approaches in Australia and elsewhere (e.g. Hood, 2006; Lee, 2010; Woodward-Kron, 2009) and Academic Literacies approaches in the UK and elsewhere (e.g. Lillis & Scott, 2008; Thesen & Pletzen,…

  5. Entering the Conversation: Reaction Papers in Advanced Academic Literacy

    ERIC Educational Resources Information Center

    Stacey, Jennifer Davida; Granville, S.

    2009-01-01

    Amongst academics working with postgraduate students, there has recently been increasing interest in ways of supporting advanced academic literacy (AAL). This is a concern for us at the University of Witwatersrand in Johannesburg, South Africa, where we teach a diverse group of postgraduate students, most of whom are subject practitioners in…

  6. Promoting the Development of Preschool Children's Emergent Literacy Skills: A Randomized Evaluation of a Literacy-Focused Curriculum and Two Professional Development Models

    ERIC Educational Resources Information Center

    Lonigan, Christopher J.; Farver, JoAnn M.; Phillips, Beth M.; Clancy-Menchetti, Jeanine

    2011-01-01

    To date, there have been few causally interpretable evaluations of the impacts of preschool curricula on the skills of children at-risk for academic difficulties, and even fewer studies have demonstrated statistically significant or educationally meaningful effects. In this cluster-randomized study, we evaluated the impacts of a literacy-focused…

  7. Academic Skills Problems Workbook. Revised Edition

    ERIC Educational Resources Information Center

    Shapiro, Edward S.

    2004-01-01

    An ideal companion to "Academic Skills Problems, Third Edition," this user-friendly workbook offers numerous opportunities for practicing and mastering direct assessment and intervention procedures. Practice exercises and forms--some of which are reprinted from the text--are presented in a convenient 8 1/2" x 11" format with permission to…

  8. Maternal Literacy Practices and Toddlers' Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Edwards, Claire Maples

    2014-01-01

    Maternal emergent literacy practices during shared-reading interactions with 18-36-month-old toddlers were examined. The investigation of emergent literacy behaviours of both mothers and toddlers investigated included the examination of phonological awareness and written language awareness. Participants included 15 mother-toddler dyads from middle…

  9. Relations among Maternal Literacy Beliefs, Home Literacy Practices, and the Emergent Literacy Skills of Preschoolers with Specific Language Impairment

    ERIC Educational Resources Information Center

    Skibbe, Lori E.; Justice, Laura M.; Zucker, Tricia A.; McGinty, Anita S.

    2008-01-01

    Self-reported maternal literacy beliefs and home literacy practices were compared for families of children with typicially developing language skills (TL, n = 52) and specific language impairment (SLI, n = 56). Additionally, the present work examined whether maternal beliefs and practices predicted children's print-related knowledge. Mothers…

  10. Using the Academic Skills Inventory to Assess the Biology Major

    ERIC Educational Resources Information Center

    Seifert, Kyle; Hurney, Carol A.; Wigtil, Clifton J.; Sundre, Donna L.

    2009-01-01

    The Academic Skills Inventory (Kruger and Zechmeister, 2001) was developed at Loyola University of Chicago and originally designed for use with psychology majors. It was later extended for use in a variety of academic programs. The Academic Skills Inventory (ASI) assesses student self-reports of behaviors in 10 skill areas: (1) written and oral…

  11. Improving Emergent Literacy Skills: Web Destinations for Young Children

    ERIC Educational Resources Information Center

    Thurlow, Richard

    2009-01-01

    Teaching pre-literacy skills to young children is an important educational goal that potentially can be assisted through the use of computer technologies. Preschool teachers and parents also want to help foster independent work on technological skills. Educational Web sites are being developed that might be useful in meeting both goals; however,…

  12. Patient activation and advocacy: which literacy skills matter most?

    PubMed

    Martin, Laurie T; Schonlau, Matthias; Haas, Ann; Derose, Kathryn Pitkin; Rosenfeld, Lindsay; Buka, Stephen L; Rudd, Rima

    2011-01-01

    Attention to the effect of a patient's literacy skills on health care interactions is relatively new. So, too, are studies of either structural or personal factors that inhibit or support a patient's ability to navigate health services and systems and to advocate for their own needs within a service delivery system. Contributions of the structural environment, of interpersonal dynamics, and of a variety of psychological and sociological factors in the relationship between patients and providers have long been under study. Less frequently examined is the advocacy role expected of patients. However, the complex nature of health care in the United States increasingly requires a proactive stance. This study examined whether four literacy skills (reading, numeracy, speaking, and listening) were associated with patient self-advocacy--a component of health literacy itself--when faced with a hypothetical barrier to scheduling a medical appointment. Although all literacy skills were significantly associated with advocacy when examined in isolation, greater speaking and listening skills remained significantly associated with better patient advocacy when all four skills were examined simultaneously. These findings suggest that speaking and listening skills and support for such skills may be important factors to consider when developing patient activation and advocacy skills. PMID:21951251

  13. Life Skills Literacy: An Intervention Model to Alleviate Family Poverty

    ERIC Educational Resources Information Center

    Johnson, Lee N.; Carswell, Andrew T.; Palmer, Lance; Sweaney, Annie L.; Mullis, Rebecca M.; Leonas, Karen K.; Moss, Joan Koonce; Mauldin, Teresa

    2005-01-01

    Life Skills Literacy (LSL) is a multidisciplinary intervention model that helps families living with limited resources (including poverty) achieve sustainable well-being. This model, based on ecological theory and a readiness for change framework, prepares people to learn from the program and teaches necessary life skills. The LSL project…

  14. Early Literacy and Early Numeracy: The Value of Including Early Literacy Skills in the Prediction of Numeracy Development

    ERIC Educational Resources Information Center

    Purpura, David J.; Hume, Laura E.; Sims, Darcey M.; Lonigan, Cristopher J.

    2011-01-01

    The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a…

  15. Home Literacy Environments and Foundational Literacy Skills for Struggling and Nonstruggling Readers in Rural Early Elementary Schools

    ERIC Educational Resources Information Center

    Tichnor-Wagner, Ariel; Garwood, Justin D.; Bratsch-Hines, Mary; Vernon-Feagans, Lynne

    2016-01-01

    Factors such as weak early literacy skills and living in poverty may put young students at risk for reading disabilities. While home literacy activities and access to literacy materials have been associated with positive reading outcomes for urban and suburban students, little is known about home literacy environments of rural early elementary…

  16. Individual Differences in Fifth Graders' Literacy and Academic Language Predict Comprehension Monitoring Development: An Eye-Movement Study

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Radach, Ralph; Vorstius, Christian; Day, Stephanie L.; McLean, Leigh; Morrison, Frederick J.

    2015-01-01

    In this study, we investigated fifth graders' (n = 52) fall literacy, academic language, and motivation and how these skills predicted fall and spring comprehension monitoring on an eye movement task. Comprehension monitoring was defined as the identification and repair of misunderstandings when reading text. In the eye movement task,…

  17. Socioeconomic and Gender Group Differences in Early Literacy Skills: A Multiple-Group Confirmatory Factor Analysis Approach

    ERIC Educational Resources Information Center

    Lee, Julia Ai Cheng; Al Otaiba, Stephanie

    2015-01-01

    Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL.…

  18. Literacy as a Pathway between Schooling and Health-Related Communication Skills: A Study of Venezuelan Mothers

    ERIC Educational Resources Information Center

    Schnell-Anzola, Beatrice; Rowe, Meredith L.; LeVine, Robert A.

    2005-01-01

    This article addresses the mechanisms by which women's schooling might affect the survival and health of their children. A theoretical model is proposed in which academic literacy skills serve as a pathway between formal schooling and maternal health-related behaviors. The model is tested through multivariate analyses of interview and literacy…

  19. The Effects of a Comprehensive Early Literacy Project on Preschoolers' Language and Literacy Skills

    ERIC Educational Resources Information Center

    Xu, Yaoying; Chin, Christopher; Reed, Evelyn; Hutchinson, Cynthia

    2014-01-01

    The purpose of this study was to examine the effects of a federally funded early literacy project that aimed to promote the school readiness skills of preschool-age children from low income families. Through daily, explicit, and systematic instruction, the project targeted to improve preschoolers' oral language skills, phonological awareness,…

  20. Empirically Based Profiles of the Early Literacy Skills of Children With Language Impairment in Early Childhood Special Education.

    PubMed

    Justice, Laura; Logan, Jessica; Kaderavek, Joan; Schmitt, Mary Beth; Tompkins, Virginia; Bartlett, Christopher

    2015-01-01

    The purpose of this study was to empirically determine whether specific profiles characterize preschool-aged children with language impairment (LI) with respect to their early literacy skills (print awareness, name-writing ability, phonological awareness, alphabet knowledge); the primary interest was to determine if one or more profiles suggested vulnerability for future reading problems. Participants were 218 children enrolled in early childhood special education classrooms, 95% of whom received speech-language services. Children were administered an assessment of early literacy skills in the fall of the academic year. Based on results of latent profile analysis, four distinct literacy profiles were identified, with the single largest profile (55% of children) representing children with generally poor literacy skills across all areas examined. Children in the two low-risk categories had higher oral language skills than those in the high-risk and moderate-risk profiles. Across three of the four early literacy measures, children with language as their primary disability had higher scores than those with LI concomitant with other disabilities. These findings indicate that there are specific profiles of early literacy skills among children with LI, with about one half of children exhibiting a profile indicating potential susceptibility for future reading problems. PMID:24232733

  1. More than Just Storybooks: Promoting Emergent Literacy Skills in the Home

    ERIC Educational Resources Information Center

    Neumann, Michelle M.; Neumann, David L.

    2009-01-01

    The home environment provides children with their first literacy experiences. Parents are thus well-placed to facilitate the development of emergent literacy skills in their children before formal reading and writing begins at school. These emergent literacy skills include print awareness, motivation to explore print, shaping and writing skills,…

  2. Adult Language, Literacy, Numeracy and Problem-Solving Skills in the Workplace

    ERIC Educational Resources Information Center

    Athanasou, James A.

    2012-01-01

    This paper examines the performance of the eight major occupational categories across the four skill areas of the Adult Literacy and Life Skills Survey. The results indicated that some 38-64% of employed Australians were below minimal competence (at Level 1 or Level 2) in one of the four skill areas of prose literacy, document literacy, numeracy…

  3. Developing Academic and Content Area Literacy: The Thai EFL Context

    ERIC Educational Resources Information Center

    Charubusp, Sasima; Chinwonno, Apasara

    2014-01-01

    This study investigated the effects of Academic Literacy-Based Intervention (ALI) on 30 undergraduate Thai university students' English reading proficiency. Based on the English reading proficiency test, these students were sub-classified into 2 groups, 15 in the high English reading proficiency group and 15 in the low English reading…

  4. Research on Academic Literacy Development in Sheltered Instruction Classrooms

    ERIC Educational Resources Information Center

    Short, Deborah J.; Echevarria, Jana; Richards-Tutor, Catherine

    2011-01-01

    This article describes an extended program of research in sheltered instruction and the effects on the academic literacy development of English language learners. It also highlights the challenges of scaling up an instructional intervention. The intervention was the Sheltered Instruction Observation Protocol (SIOP) Model, an approach that teaches…

  5. The Academe in the Promotion of Adult Literacy.

    ERIC Educational Resources Information Center

    Legaspi, Perla E.

    The delivery of literacy services by state universities in the Philippines is embedded in their academic functions of instruction/teaching, research and development, consultancy, and extension services. To reach a larger clientele and democratize access to education, the University of the Philippines (UP) has established the Open University. The…

  6. Teaching information literacy skills to sophomore-level biology majors.

    PubMed

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-05-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university's databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  7. Teaching Information Literacy Skills to Sophomore-Level Biology Majors

    PubMed Central

    Thompson, Leigh; Blankinship, Lisa Ann

    2015-01-01

    Many undergraduate students lack a sound understanding of information literacy. The skills that comprise information literacy are particularly important when combined with scientific writing for biology majors as they are the foundation skills necessary to complete upper-division biology course assignments, better train students for research projects, and prepare students for graduate and professional education. To help undergraduate biology students develop and practice information literacy and scientific writing skills, a series of three one-hour hands-on library sessions, discussions, and homework assignments were developed for Biological Literature, a one-credit, one-hour-per-week, required sophomore-level course. The embedded course librarian developed a learning exercise that reviewed how to conduct database and web searches, the difference between primary and secondary sources, source credibility, and how to access articles through the university’s databases. Students used the skills gained in the library training sessions for later writing assignments including a formal lab report and annotated bibliography. By focusing on improving information literacy skills as well as providing practice in scientific writing, Biological Literature students are better able to meet the rigors of upper-division biology courses and communicate research findings in a more professional manner. PMID:25949754

  8. The Relation of Home Language and Literacy to Three-Year-Old Children's Emergent Academic Language in Narrative and Instruction Genres

    ERIC Educational Resources Information Center

    Scheele, Anna F.; Leseman, Paul P. M.; Mayo, Aziza Y.; Elbers, Ed

    2012-01-01

    This study examined the relations between the home language and literacy environment and emergent skill to use academic language in a sample of 58 3-year-old Dutch children, focusing on production and comprehension in 3 genres: personal narrative, impersonal narrative, and instruction in play. Regarding production, children used academic language…

  9. A Conceptual Framework for Best Practices in Information Literacy Instruction Based on Stakeholders' Perceptions: A Case Study of Four Vietnamese Academic Libraries

    ERIC Educational Resources Information Center

    Diep, Kim Chi

    2011-01-01

    Information Literacy (IL) competencies are defined as "the ability to locate, evaluate, and use information effectively" and are considered essential for students in their academic lives and future careers (ALA, 1989). IL plays an important role in developing critical thinking and problem solving skills, and improving academic achievement through…

  10. Study Skills Course Impact on Academic Self-Efficacy

    ERIC Educational Resources Information Center

    Wernersbach, Brenna M.; Crowley, Susan L.; Bates, Scott C.; Rosenthal, Carol

    2014-01-01

    Although study skills courses improve student retention, the impact of study skills courses on students' academic self-efficacy has not been investigated. The present study examined pre- and posttest levels of academic self-efficacy in college students enrolled in a study skills course (n = 126) compared to students enrolled in a general education…

  11. NPEC Sourcebook on Assessment: Definitions and Assessment Methods for Communication, Leadership, Information Literacy, Quantitative Reasoning, and Quantitative Skills. NPEC 2005-0832

    ERIC Educational Resources Information Center

    Jones, Elizabeth A.; RiCharde, Stephen

    2005-01-01

    Faculty, instructional staff, and assessment professionals are interested in student outcomes assessment processes and tools that can be used to improve learning experiences and academic programs. How can students' skills be assessed effectively? What assessments measure skills in communication? Leadership? Information literacy? Quantitative…

  12. Exploring German Preservice Teachers' Electronic and Professional Literacy Skills

    ERIC Educational Resources Information Center

    Fuchs, Carolin

    2006-01-01

    This article presents findings from an exploratory pilot project which aimed at fostering electronic and professional literacy skills of preservice language teachers through computer-mediated peer collaboration. The research context is a qualitative case study involving cooperation via the email and chat functions of "FirstClass" among preservice…

  13. Developing Professional Skills in STEM Students: Data Information Literacy

    ERIC Educational Resources Information Center

    Zilinski, Lisa D.; Sapp Nelson, Megan; Van Epps, Amy S.

    2014-01-01

    Undergraduate STEM students are increasingly expected to have some data use skills upon graduation, whether they pursue post-graduate education or move into industry. This project was an initial foray into the application of data information literacy competencies to training undergraduate students to identify markers of data and information…

  14. Developing Media Literacy Skills for Students with Specific Learning Disabilities

    ERIC Educational Resources Information Center

    James, Jessica Everett

    2014-01-01

    Students with specific learning disabilities (SLD), such as emotional disturbances, and speech or language impairment, attending high schools located in the rural Mississippi Delta lack media literacy skills that could impact the student's ability to successfully graduate from high school. The purpose of this qualitative case study was to identify…

  15. Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1993.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1994

    1994-01-01

    This document consists of four issues of this serial issued during 1993. They contain articles of interest to those teaching, funding, and organizing programs in adult literacy, second language, and baskc skills. Issue number 48 consists of these six articles: "So You Thought You Had Funding for ESOL [English for Speakers of Other Languages]?";…

  16. Examining Relationships among Dialect Variation and Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Terry, Nicole Patton

    2012-01-01

    This study examined the relationship between nonmainstream American English (NMAE) dialect use and various emergent literacy skills among typically developing children in prekindergarten. Correlation and regression analyses were used to examine the relationship between children's production of NMAE forms (i.e., dialect variation [DVAR]) and their…

  17. College Students' Text Messaging, Use of Textese and Literacy Skills

    ERIC Educational Resources Information Center

    Drouin, M. A.

    2011-01-01

    In this study, I examined reported frequency of text messaging, use of textese and literacy skills (reading accuracy, spelling and reading fluency) in a sample of American college students. Participants reported using text messaging, social networking sites and textese more often than was reported in previous (2009) research, and their frequency…

  18. Multimedia Shared Stories: Teaching Literacy Skills to Diverse Learners

    ERIC Educational Resources Information Center

    Rivera, Christopher J.

    2013-01-01

    Through research, shared stories have demonstrated their effectiveness in teaching literacy skills to students with disabilities, including students who are culturally and linguistically diverse. In an effort to keep pace with ever-changing technology, shared stories can be transformed into a multimedia experience using software that is commonly…

  19. Literacy Skills of Bachelor of Education (Primary) Students

    ERIC Educational Resources Information Center

    Thwaite, Anne

    2008-01-01

    This article describes a project which identified the skills and abilities in written literacy of pre-service teachers, as well as their needs in this area. An intervention to address their needs is evaluated and its outcomes assessed, using a combination of quantitative and qualitative analyses. Results show that it is possible to improve these…

  20. Information Portals: A New Tool for Teaching Information Literacy Skills

    ERIC Educational Resources Information Center

    Kolah, Debra; Fosmire, Michael

    2010-01-01

    Librarians at Rice and Purdue Universities created novel assignments to teach students important information literacy skills. The assignments required the students to use a third-party web site, PageFlakes and NetVibes, respectively, to create a dynamically updated portal to information they needed for their research and class projects. The use of…

  1. Undergraduates' Text Messaging Language and Literacy Skills

    ERIC Educational Resources Information Center

    Grace, Abbie; Kemp, Nenagh; Martin, Frances Heritage; Parrila, Rauno

    2014-01-01

    Research investigating whether people's literacy skill is being affected by the use of text messaging language has produced largely positive results for children, but mixed results for adults. We asked 150 undergraduate university students in Western Canada and 86 in South Eastern Australia to supply naturalistic text messages and to complete…

  2. School Climate, Teacher-Child Closeness, and Low-Income Children’s Academic Skills in Kindergarten

    PubMed Central

    Lowenstein, Amy E.; Friedman-Krauss, Allison H.; Raver, C. Cybele; Jones, Stephanie M.; Pess, Rachel A.

    2015-01-01

    In this study we used data on a sample of children in the Chicago Public Schools in areas of concentrated poverty-related disadvantage to examine associations between school climate and low-income children’s language/literacy and math skills during the transition to kindergarten. We also explored whether teacher-child closeness moderated these associations. Multilevel modeling analyses conducted using a sample of 242 children nested in 102 elementary schools revealed that low adult support in the school was significantly associated with children’s poorer language/literacy and math skills in kindergarten. Teacher-child closeness predicted children’s higher language/literacy and math scores and moderated the association between low adult support and children’s academic skills. Among children who were high on closeness with their teacher, those in schools with high levels of adult support showed stronger language/literacy and math skills. There were no significant associations between adult support and the academic skills of children with medium or low levels of teacher-child closeness. Results shed light on the importance of adult support at both school and classroom levels in promoting low-income children’s academic skills during the transition to kindergarten. PMID:26925186

  3. Socioeconomic and gender group differences in early literacy skills: a multiple-group confirmatory factor analysis approach

    PubMed Central

    Lee, Julia Ai Cheng; Otaiba, Stephanie Al

    2015-01-01

    Socioeconomic status and gender are important demographic variables that strongly relate to academic achievement. This study examined the early literacy skills differences between 4 sociodemographic groups, namely, boys ineligible for free or reduced-price lunch (FRL), girls ineligible for FRL, boys eligible for FRL, and girls eligible for FRL. Data on kindergarteners (N = 462) were analysed using multiple-group confirmatory factory analysis. Early literacy skill differences between boys and girls are more nuanced than previously reported; subsidy status and gender interact. Both boys and girls from high-poverty households performed significantly lower than the girls from low-poverty households in alphabet knowledge, phonological awareness, and spelling. There were gender gaps, with a female advantage, among children from high-poverty households in alphabet knowledge and spelling and among children from low-poverty households in alphabet knowledge. These results highlight the importance of employing methodologically sound techniques to ascertain group differences in componential early literacy skills. PMID:25750582

  4. Reception Class Predictors Of Literacy Skills

    ERIC Educational Resources Information Center

    Simpson, Jennifer; Everatt, John

    2005-01-01

    Background: In the last decade, there has been a growing interest, both in the UK and abroad, in developing early screening tests for dyslexia that can be used with very young children. In addition to measures of literacy achievement, such screening tests typically aim to identify underlying difficulties, such as phonological deficits, that might…

  5. Envisioning Knowledge: Building Literacy in the Academic Disciplines. Language and Literacy Series

    ERIC Educational Resources Information Center

    Langer, Judith A.

    2010-01-01

    This book by Judith Langer--internationally known scholar in literacy learning--examines how people gain knowledge and become academically literate in the core subjects of English, mathematics, science, and social studies/history. Based on extensive research, it offers a new framework for conceptualizing knowledge development (rather than…

  6. Literacy Skills, Occupational Assignment and the Returns to Over- and Under-Education. International Adult Literacy Survey

    ERIC Educational Resources Information Center

    Boothby, Daniel

    2002-01-01

    This study uses data from the Canadian panel of the International Adult Literacy Survey to examine the relations between schooling, literacy and occupational assignment and to determine the extent to which returns to over- and under-education are in fact returns to literacy skills. Two measures of required training time for the job are used, both…

  7. Home Literacy Environment and English Language and Literacy Skills among Chinese Young Children Who Learn English as a Second Language

    ERIC Educational Resources Information Center

    Yeung, Susanna S.; King, Ronnel B.

    2016-01-01

    The present study explored the home literacy environment for Chinese ESL kindergarteners and examined the relationships between home literacy practices and language and literacy skills. Ninety Hong Kong Chinese ESL kindergarteners were assessed for English vocabulary, phonological awareness, letter knowledge and word reading. Their parents…

  8. ESL Library Skills: An Information Literacy Program for Adults with Low Levels of English Literacy

    ERIC Educational Resources Information Center

    Macdonald, Katrina

    2008-01-01

    This paper introduces the ESL Information Literacy Project (ESLILP) at the University of Ballarat. It describes the development, implementation and evaluation of a library orientation course designed in a TAFE context for adult, non-academic students who speak English as a Second Language (ESL). The paper seeks to raise awareness of an apparent…

  9. Can Academic Standards Boost Literacy and Close the Achievement Gap? Policy Brief, Fall 2012

    ERIC Educational Resources Information Center

    Haskins, Ron; Murnane, Richard; Sawhill, Isabel; Snow, Catherine

    2012-01-01

    Good jobs in the nation's twenty-first-century economy require advanced literacy skills such as categorizing, evaluating, and drawing conclusions from written texts. The adoption of the Common Core State Standards by nearly all the states, combined with tough literacy assessments that are now in the offing, will soon reveal that literacy skills of…

  10. The Literacy Skills of Secondary Teaching Undergraduates: Results of Diagnostic Testing and a Discussion of Findings

    ERIC Educational Resources Information Center

    Moon, Brian

    2014-01-01

    The capacity of secondary school teachers to support general literacy and to teach discipline-specific literacy skills depends upon their personal literacy competence. Diagnostic testing of 203 secondary teaching undergraduates at one Australian university revealed deficiencies in personal literacy competence that could affect their future…

  11. Development of a Tier 3 Curriculum to Teach Early Literacy Skills

    ERIC Educational Resources Information Center

    Kaminski, Ruth A.; Powell-Smith, Kelly A.; Hommel, Annie; McMahon, Rose; Aguayo, Katherine Bravo

    2014-01-01

    Children with the lowest oral language and early literacy skills at entry to kindergarten are the most vulnerable to poor literacy outcomes. This article describes the programmatic development of a Tier 3 early literacy intervention for preschool children who are most in need of intensive support to achieve early literacy outcomes. The…

  12. The Literacy and Social Inclusion Project: A New Model for Building Parental Skills

    ERIC Educational Resources Information Center

    Bird, Viv

    2005-01-01

    This article describes the Literacy and Social Inclusion Project, a partnership between the National Literacy Trust and the Basic Skills Agency, which looked specifically at home and community approaches to literacy teaching. It presents a model for building parental skills and considers the policy implications of this initiative.

  13. Developing a Test of Scientific Literacy Skills (TOSLS): Measuring Undergraduates' Evaluation of Scientific Information and Arguments

    ERIC Educational Resources Information Center

    Gormally, Cara; Brickman, Peggy; Lutz, Mary

    2012-01-01

    Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom.…

  14. Exploration of Reading Interest and Emergent Literacy Skills of Children with Down Syndrome

    ERIC Educational Resources Information Center

    Ricci, Leila A.

    2011-01-01

    This study examined the reading interest and emergent literacy skills of 31 children with Down syndrome (DS) ages 7 to 13. Parents completed questionnaires on their children's interest in reading, home literacy environments, and parental beliefs about reading. Children were then assessed on their cognitive and emergent literacy skills.…

  15. A Framework for Using iPads to Build Early Literacy Skills

    ERIC Educational Resources Information Center

    Northrop, Laura; Killeen, Erin

    2013-01-01

    The quick adoption of iPads into the classroom, coupled with the many apps targeting early literacy skills, offers a new way to build early literacy skills with emergent and beginning readers. However, young children may be more proficient with the technology than with the literacy concepts, and may not be maximizing learning, or even learning at…

  16. Framing the Curriculum for Participation: A Bernsteinian Perspective on Academic Literacies

    ERIC Educational Resources Information Center

    Tapp, Jane

    2015-01-01

    Academic writing is challenging, particularly for new undergraduates who can struggle to know what is expected of them. Research into Academic Literacies often presents academic literacy practices as a barrier to the academy, excluding those not familiar with and those not able to participate in those practices and positioning them permanently on…

  17. Information Literacy for Health Professionals: Teaching Essential Information Skills with the Big6 Information Literacy Model

    ERIC Educational Resources Information Center

    Santana Arroyo, Sonia

    2013-01-01

    Health professionals frequently do not possess the necessary information-seeking abilities to conduct an effective search in databases and Internet sources. Reference librarians may teach health professionals these information and technology skills through the Big6 information literacy model (Big6). This article aims to address this issue. It also…

  18. Relations between Indian Children's Home Literacy Environment and Their English Oral Language and Literacy Skills

    ERIC Educational Resources Information Center

    Kalia, Vrinda; Reese, Elaine

    2009-01-01

    More than 90 million Indian children are becoming literate in English, yet the home literacy environment for Indian children learning English has not been explored. Preschool children (N = 50) from Bangalore, India, were assessed for vocabulary, phonological awareness, and print skills in English, their language of schooling. Parents reported on…

  19. Literacy Leader Fellowship Program Reports. Part I in a Series. Framework for Developing Skill Standards for Workplace Literacy.

    ERIC Educational Resources Information Center

    Askov, Eunice N.

    This document describes two activities of the Literacy Leader Fellowship research project, which addressed the needs of adult educators for knowledge of job skills and of business and unions for information about adult literacy efforts. The first section describes the following efforts related to skill standards and other policy initiatives: (1)…

  20. Does Music Training Enhance Literacy Skills? A Meta-Analysis

    PubMed Central

    Gordon, Reyna L.; Fehd, Hilda M.; McCandliss, Bruce D.

    2015-01-01

    Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that

  1. Does Music Training Enhance Literacy Skills? A Meta-Analysis.

    PubMed

    Gordon, Reyna L; Fehd, Hilda M; McCandliss, Bruce D

    2015-01-01

    Children's engagement in music practice is associated with enhancements in literacy-related language skills, as demonstrated by multiple reports of correlation across these two domains. Training studies have tested whether engaging in music training directly transfers benefit to children's literacy skill development. Results of such studies, however, are mixed. Interpretation of these mixed results is made more complex by the fact that a wide range of literacy-related outcome measures are used across these studies. Here, we address these challenges via a meta-analytic approach. A comprehensive literature review of peer-reviewed music training studies was built around key criteria needed to test the direct transfer hypothesis, including: (a) inclusion of music training vs. control groups; (b) inclusion of pre- vs. post-comparison measures, and (c) indication that reading instruction was held constant across groups. Thirteen studies were identified (n = 901). Two classes of outcome measures emerged with sufficient overlap to support meta-analysis: phonological awareness and reading fluency. Hours of training, age, and type of control intervention were examined as potential moderators. Results supported the hypothesis that music training leads to gains in phonological awareness skills. The effect isolated by contrasting gains in music training vs. gains in control was small relative to the large variance in these skills (d = 0.2). Interestingly, analyses revealed that transfer effects for rhyming skills tended to grow stronger with increased hours of training. In contrast, no significant aggregate transfer effect emerged for reading fluency measures, despite some studies reporting large training effects. The potential influence of other study design factors were considered, including intervention design, IQ, and SES. Results are discussed in the context of emerging findings that music training may enhance literacy development via changes in brain mechanisms that

  2. Multimodal lexical processing in auditory cortex is literacy skill dependent.

    PubMed

    McNorgan, Chris; Awati, Neha; Desroches, Amy S; Booth, James R

    2014-09-01

    Literacy is a uniquely human cross-modal cognitive process wherein visual orthographic representations become associated with auditory phonological representations through experience. Developmental studies provide insight into how experience-dependent changes in brain organization influence phonological processing as a function of literacy. Previous investigations show a synchrony-dependent influence of letter presentation on individual phoneme processing in superior temporal sulcus; others demonstrate recruitment of primary and associative auditory cortex during cross-modal processing. We sought to determine whether brain regions supporting phonological processing of larger lexical units (monosyllabic words) over larger time windows is sensitive to cross-modal information, and whether such effects are literacy dependent. Twenty-two children (age 8-14 years) made rhyming judgments for sequentially presented word and pseudoword pairs presented either unimodally (auditory- or visual-only) or cross-modally (audiovisual). Regression analyses examined the relationship between literacy and congruency effects (overlapping orthography and phonology vs. overlapping phonology-only). We extend previous findings by showing that higher literacy is correlated with greater congruency effects in auditory cortex (i.e., planum temporale) only for cross-modal processing. These skill effects were specific to known words and occurred over a large time window, suggesting that multimodal integration in posterior auditory cortex is critical for fluent reading. PMID:23588185

  3. Academic Librarians in Data Information Literacy Instruction: A Case Study in Meteorology

    ERIC Educational Resources Information Center

    Frank, Emily P.; Pharo, Nils

    2016-01-01

    E-science has reshaped meteorology due to the rate data is generated, collected, analyzed, and stored and brought data skills to a new prominence. Data information literacy--the skills needed to understand, use, manage, share, work with, and produce data--reflects the confluence of data skills with information literacy competencies. This research…

  4. Applying Systems Design and Item Response Theory to the Problem of Measuring Information Literacy Skills.

    ERIC Educational Resources Information Center

    O'Connor, Lisa G.; Radcliff, Carolyn J.; Gedeon, Julie A.

    2002-01-01

    Reports on the development of the Standardized Assessment of Information Literacy Skills (SAILS) at Kent State University (Ohio) for programmatic-level assessment of information literacy skills. Once validated, the instrument will be used to assess entry skills upon admission and longitudinally to ascertain whether there is significant change in…

  5. Applied Academic & Workplace Skills for Collision Repair & Refinish Technicians.

    ERIC Educational Resources Information Center

    National Automotive Technicians Education Foundation, Herndon, VA.

    This task list of workplace skills for collision repair and refinish technicians resulted from grant from the U.S. Department of Education to the National Automotive Technician Education Foundation (NATEF) of the National Institute for Automotive Service Excellence. The skills list is integrated with academic skills. This document lists the…

  6. Longitudinal Effects of Group Music Instruction on Literacy Skills in Low-Income Children

    PubMed Central

    Slater, Jessica; Strait, Dana L.; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

    2014-01-01

    Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6–9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300

  7. Longitudinal effects of group music instruction on literacy skills in low-income children.

    PubMed

    Slater, Jessica; Strait, Dana L; Skoe, Erika; O'Connell, Samantha; Thompson, Elaine; Kraus, Nina

    2014-01-01

    Children from low-socioeconomic backgrounds tend to fall progressively further behind their higher-income peers over the course of their academic careers. Music training has been associated with enhanced language and learning skills, suggesting that music programs could play a role in helping low-income children to stay on track academically. Using a controlled, longitudinal design, the impact of group music instruction on English reading ability was assessed in 42 low-income Spanish-English bilingual children aged 6-9 years in Los Angeles. After one year, children who received music training retained their age-normed level of reading performance while a matched control group's performance deteriorated, consistent with expected declines in this population. While the extent of change is modest, outcomes nonetheless provide evidence that music programs may have value in helping to counteract the negative effects of low-socioeconomic status on child literacy development. PMID:25409300

  8. The effects of academic literacy instruction on engagement and conceptual understanding of biology of ninth-grade students

    NASA Astrophysics Data System (ADS)

    Larson, Susan C.

    Academic language, discourse, vocabulary, motivation, and comprehension of complex texts and concepts are keys to learning subject-area content. The need for a disciplinary literacy approach in high school classrooms accelerates as students become increasing disengaged in school and as content complexity increases. In the present quasi-experimental mixed-method study, a ninth-grade biology unit was designed with an emphasis on promoting academic literacy skills, discourse, meaningful constructivist learning, interest development, and positive learning experiences in order to learn science content. Quantitative and qualitative analyses on a variety of measures completed by 222 students in two high schools revealed that those who received academic literacy instruction in science class performed at significantly higher levels of conceptual understanding of biology content, academic language and vocabulary use, reasoned thought, engagement, and quality of learning experience than control-group students receiving traditionally-organized instruction. Academic literacy was embedded into biology instruction to engage students in meaning-making discourses of science to promote learning. Academic literacy activities were organized according the phases of interest development to trigger and sustain interest and goal-oriented engagement throughout the unit. Specific methods included the Generative Vocabulary Matrix (GVM), scenario-based writing, and involvement in a variety of strategically-placed discourse activities to sustain or "boost" engagement for learning. Traditional instruction for the control group included teacher lecture, whole-group discussion, a conceptual organizer, and textbook reading. Theoretical foundations include flow theory, sociocultural learning theory, and interest theory. Qualitative data were obtained from field notes and participants' journals. Quantitative survey data were collected and analyzed using the Experience Sampling Method (ESM) to

  9. Implications of Academic Literacies Research for Knowledge Making and Curriculum Design

    ERIC Educational Resources Information Center

    Paxton, Moragh; Frith, Vera

    2014-01-01

    This article explores the issue of what academic literacies research can bring to the study of knowledge and curriculum in higher education from a theoretical perspective and by means of illustrations from a work in progress academic literacies research project in the natural sciences. It argues that reading and writing are central to the process…

  10. Technological Literacy Skills Everybody Should Learn. Ideas for Action in Education and Work.

    ERIC Educational Resources Information Center

    Northwest Regional Educational Lab., Portland, OR. Education and Work Program.

    This report reviews the skills and attitudes students need for success in today's technology-oriented workplace. The several facets of technological literacy are first clustered into three broad categories: attitudes or generic skills, applied skills, and specialized skills. Attitudes or generic skills are accuracy and precision, anticipating…

  11. Is an Online Learning Module an Effective Way to Develop Information Literacy Skills?

    ERIC Educational Resources Information Center

    Johnston, Nicole

    2010-01-01

    Information literacy is an integral generic skill or graduate attribute in higher education, with many higher education institutions developing information literacy policies and including information literacy in graduate attribute policies. Barrie (2007) notes that universities around the world are increasingly concerned with ensuring that their…

  12. Identifying the Literacy Skills Needed by Entry-Level and Mid-to-Executive Level Secretaries.

    ERIC Educational Resources Information Center

    Norback, Judith Shaul; And Others

    A project described the literacy skills, tasks, and materials of the entry-level and the mid-to-executive level secretary jobs. It tested Job Literacy Analysis (JLA), a six-step methodology resulting in a job literacy description that includes a representative collection of the most important materials required for competent performance of the job…

  13. Summer Program Aims to Improve Literacy Skills of Black Male Teens

    ERIC Educational Resources Information Center

    West, Cassandra

    2012-01-01

    In this article, the author talks about a summer program at the African American Adolescent Male Summer Literacy Institute which aims to improve literacy skills of black male teens. The African American Adolescent Male Summer Literacy Institute is now in its fourth year at the University of Illinois-Chicago (UIC). Alfred Tatum, director of the…

  14. Promotion of Reading and Early Literacy Skills in Schools: A Comparison of Three European Countries

    ERIC Educational Resources Information Center

    Stancel-Piatak, Agnes; Mirazchiyski, Plamen; Desa, Deana

    2013-01-01

    This article gives a short overview based on the "EU High Level Group of Experts on Literacy" (HLWG) report to address issues and challenges in Europe on improving literacy competencies in schools. Furthermore, an analysis is conducted focusing on the promotion of reading and early literacy skills in schools taking into account…

  15. Word Reading and Word Spelling in French Adult Literacy Students: The Relationship with Oral Language Skills

    ERIC Educational Resources Information Center

    Eme, Elsa; Lambert, Eric; Alamargot, Denis

    2014-01-01

    We analysed word reading and spelling in French adults with low levels of literacy (A-IL). As well as examining phonological and lexical processes, we explored the relationship between literacy and oral language skills. Fifty-two adult literacy students were compared with reading level-matched pupils in Years 1-3 of primary school on reading tasks…

  16. Statistical Learning is Related to Early Literacy-Related Skills

    PubMed Central

    Spencer, Mercedes; Kaschak, Michael P.; Jones, John L.; Lonigan, Christopher J.

    2015-01-01

    It has been demonstrated that statistical learning, or the ability to use statistical information to learn the structure of one’s environment, plays a role in young children’s acquisition of linguistic knowledge. Although most research on statistical learning has focused on language acquisition processes, such as the segmentation of words from fluent speech and the learning of syntactic structure, some recent studies have explored the extent to which individual differences in statistical learning are related to literacy-relevant knowledge and skills. The present study extends on this literature by investigating the relations between two measures of statistical learning and multiple measures of skills that are critical to the development of literacy—oral language, vocabulary knowledge, and phonological processing—within a single model. Our sample included a total of 553 typically developing children from prekindergarten through second grade. Structural equation modeling revealed that statistical learning accounted for a unique portion of the variance in these literacy-related skills. Practical implications for instruction and assessment are discussed. PMID:26478658

  17. Home Literacy Environments, Interest in Reading and Emergent Literacy Skills of Children with Down Syndrome versus Typical Children

    ERIC Educational Resources Information Center

    Ricci, L.

    2011-01-01

    Background: The present study examined home literacy environments, children's interest in reading and emergent literacy skills of pre-school-aged children with Down syndrome (DS; n = 20), school-aged children with DS (n = 17) and typically developing children (n = 18) matched on chronological age with the younger DS group and mental age (MA) with…

  18. Unpacking Pandora's Box: Issues in the Assessment of English Learners' Literacy Skill Development in Multimodal Classrooms

    ERIC Educational Resources Information Center

    Pandya, Jessica Zacher

    2012-01-01

    In this commentary I unpack the Pandora's Box of issues related to the assessment of English language learners' literacy skill development in multimodal classrooms. I ask how we might quantify the benefits of multimodal composing, for k-12 as well as college students, given the existing complexity of assessing ELLs' traditional literacy skills. I…

  19. Family Connections: Promoting Early Literacy Skills--Ages Birth to 5

    ERIC Educational Resources Information Center

    Huisman, Sarah

    2012-01-01

    Reading, writing, and communicating, also known as literacy, are important cognitive skills to teach within society. Early literacy is knowledge about reading and writing before actually being able to read and write and is the foundation to future reading and writing skills (Ghoting & Martin-Diaz, 2006). The role of families in developing early…

  20. A Case Study of Parental Perceptions of Literacy Skill Development for Severe Speech Impairments

    ERIC Educational Resources Information Center

    Sweat, Karen

    2014-01-01

    Students exhibiting speech deficits may not have the appropriate skills or support structures necessary to obtain adequate or acceptable literacy development as mixed results from past research have indicated that some students with speech impairments have the capacity to gain appropriate literacy skills. The purpose of the qualitative holistic…

  1. Information Behaviors and Information Literacy Skills of LIS Students: An International Perspective

    ERIC Educational Resources Information Center

    Saunders, Laura; Kurbanoglu, Serap; Boustany, Joumana; Dogan, Guleda; Becker, Peter; Blumer, Eliane; Chowdhury, Sudatta; Dobreva, Milena; Gendina, Natalia; Grgic, Ivana Hebrang; Haddow, Gaby; Koltay, Tibor; Kortelainen, Terttu; Krakowska, Monika; Majid, Shaheen; Mezhova, Marina; Repanovici, Angela; Rudžioniene, Jurgita; Schneider, Rene; Terra, Ana Lucia; Todorova, Tania Y.

    2015-01-01

    Librarians are expected to be expert searchers, and developing information literacy skills to navigate the vast world of information is a focus of most library and information science (LIS) programs. It is important to understand the information literacy and behaviors of LIS students to see if they are employing the skills they will need to assist…

  2. An Investigation of the Relationship between Health Literacy and Social Communication Skills in Older Adults

    ERIC Educational Resources Information Center

    Hester, Eva Jackson

    2009-01-01

    The purpose of this study was to examine connections between health literacy and social communication skills in older adults, a population that experiences chronic health conditions but is reported to have low health literacy and declines in communication skills. Sixty-three older adults were administered the "Social Communication" subtest of the…

  3. Developing Students' Literacy Skills Using High-Tech Speech-Generating Augmentative and Alternative Communication Devices

    ERIC Educational Resources Information Center

    Wilkins, Julia; Ratajczak, Amy

    2009-01-01

    This article outlines practical techniques for developing literacy skills in users of high-tech speech-generating augmentative and alternative communication (AAC) devices. The recommended strategies are intended for general classroom teachers who teach literacy skills to students with typical speech. Many students who use high-tech AAC devices…

  4. Syracuse Labor/Management Consortium Workplace Literacy Skills Improvement Project. Evaluation Report.

    ERIC Educational Resources Information Center

    Mosenthal, Peter B.; Hinchman, Kathleen A.

    An evaluation of this Syracuse, New York workplace literacy skills improvement project had three purposes: to characterize changes in the baseline performance of adults' workplace literacy skills as a function of instructional treatment; to characterize changes in workers' and supervisors' perceptions of worker effectiveness as a function of…

  5. Students' Perceptions of Their Information Literacy Skills in the Media Center

    ERIC Educational Resources Information Center

    Grimble, Bonnie J.; Williams, Teresa D.

    2004-01-01

    In order to evaluate the information literacy skills of students using their high school media center, these authors developed an information literacy rubric to measure the understanding and competency of freshmen students' library skills. Using a format of surveys and instructional units, the study involved four main steps: (1) a "pre-test"…

  6. Student Experiences and Perceptions of Digital Literacy Skills Development: Engaging Learners by Design?

    ERIC Educational Resources Information Center

    Hall, Marion; Nix, Ingrid; Baker, Kirsty

    2013-01-01

    In the current digital environment, it is vital for learners to develop digital literacy skills. The UK's Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to…

  7. Examining Early Literacy Skill Differences among Children in Head Start via Latent Profile Analysis

    ERIC Educational Resources Information Center

    Norwalk, Kate E.; DiPerna, James C.; Lei, Pui-wa; Wu, Qiong

    2012-01-01

    The purpose of the present study was to determine whether there are systematic differences in literacy skills among children from less-advantaged households, using latent profile analysis. Early reading skills were measured using the Early Arithmetic, Reading, and Learning Indicators (EARLI; DiPerna, Morgan, & Lei, 2007) literacy tasks.…

  8. Facilitating Emergent Literacy Skills: A Literature-Based, Multiple Intelligence Approach

    ERIC Educational Resources Information Center

    Brand, Susan Trostle

    2006-01-01

    Educators have continually sought to achieve a balance between a phonics-based, code-emphasis program and a more holistic, meaning-based approach to emergent literacy instruction. This article describes an integrated phonics and literature-based approach to developing children's emergent literacy skills. These skills included alphabet knowledge,…

  9. Examining the Dimensionality of EARLI Literacy Skill Scores Using Nonlinear Factor Analysis

    ERIC Educational Resources Information Center

    Hochstedt, Kirsten S.; Lei, Pui-Wa; DiPerna, James C.; Morgan, Paul L.

    2011-01-01

    The purpose of this study was to examine response dimensionality for a new measure of young children's early literacy skills. The Early Arithmetic, Reading, and Learning Indicators (EARLI) include six brief measures of early literacy skills. These measures were administered at three time points (October, January, and April) to children enrolled in…

  10. Oral Narrative Skills: Explaining the Language-Emergent Literacy Link by Race/Ethnicity and SES

    ERIC Educational Resources Information Center

    Gardner-Neblett, Nicole; Iruka, Iheoma U.

    2015-01-01

    Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to…

  11. Developing Skills for Effective Academic Presentations in EAP

    ERIC Educational Resources Information Center

    Bankowski, Elizabeth

    2010-01-01

    This study focused on training students in skills essential to making oral presentations based on original and independent research work as part of their English for Academic Purposes (EAP) course. As a result of the training, students showed an increase in the successful use of research-related skills and a great improvement in their ability to…

  12. Effect of Hypertextual Reading on Academic Success and Comprehension Skills

    ERIC Educational Resources Information Center

    Durukan, Erhan

    2014-01-01

    As computer technology developed, hypertexts emerged as an influential environment for developing language skills. This study aims to evaluate a text prepared in a hypertextual environment and its effects on academic success and comprehension skills. In this study, "preliminary test final test control group experimental pattern" was used…

  13. Teaching Library Skills to Academically Unprepared College Freshmen.

    ERIC Educational Resources Information Center

    Hooks, James D.

    This study compared the effectiveness of the traditional library lecture and computer-assisted instruction (CAI) in scheduled credit classes in library skills. Subjects were 18 college freshman attending branch campuses who were academically underprepared for college level study and who also lacked basic library skills. Eleven students were taught…

  14. Oral narrative skills: Explaining the language-emergent literacy link by race/ethnicity and SES.

    PubMed

    Gardner-Neblett, Nicole; Iruka, Iheoma U

    2015-07-01

    Although children's early language skills have been found to predict literacy outcomes, little is known about the role of preschool oral narrative skills in the pathway between language and emergent literacy or how these associations differ by race/ethnicity and socioeconomic status. The current study uses the Early Childhood Longitudinal Study to explore how language at age 2 is associated with narrative skills at age 4 and emergent literacy outcomes at age 5 for a nationally representative sample of children. Findings demonstrate that early language is associated with narrative skills for most children. Oral narrative skills were found to mediate the pathway between early language and kindergarten emergent literacy for poor and nonpoor African American children. Implications for children's literacy development and future research are discussed. PMID:25938554

  15. The role of frequent, interactive prekindergarten shared reading in the longitudinal development of language and literacy skills.

    PubMed

    Zucker, Tricia A; Cabell, Sonia Q; Justice, Laura M; Pentimonti, Jill M; Kaderavek, Joan N

    2013-08-01

    In this study, we examined the longitudinal relations between frequency and features of reading experiences within the preschool classroom to children's language and literacy outcomes in kindergarten and 1st grade. Frequency refers to the number of shared reading sessions conducted each week as measured by teachers' written reading logs recorded across the academic year. Features refers to teachers' extratextual talk about literal, inferential, or print or phonological topics as assessed by analysis of 6 videotaped readings of narrative and informational texts collected across the preschool year. Participants were 28 preschool teachers and 178 children. The children were largely at risk and randomly selected from among those in each classroom to complete longitudinal assessments. In preschool, results showed that the frequency of classroom shared reading was positively and significantly related to children's receptive vocabulary growth, as was the inclusion of extratextual conversations around the text; only extratextual conversations related to children's preschool literacy growth. There was no evidence of differential influences of these experiences for children; that is, the relationship between frequency or features and children's language and literacy development was not moderated by children's initial skill level. Longitudinally, extratextual talk during preschool shared reading remained associated with children's vocabulary skills through kindergarten, with trends toward significance extending to 1st grade literacy skills. The frequency of preschool shared reading was not a significant predictor of longitudinal outcomes. PMID:23066674

  16. Using Oral Language Skills to Build on the Emerging Literacy of Adult English Learners. CAELA Network Brief

    ERIC Educational Resources Information Center

    Vinogradov, Patsy; Bigelow, Martha

    2010-01-01

    In addition to learning to read and write for the first time, adult English language learners with limited or emerging literacy skills must acquire oral English. Often, learners with limited print literacy in their first language have oral skills in English that exceed their English literacy skills (Geva & Zadeh, 2006). While this mismatch of oral…

  17. Neurocognitive Development and Predictors of L1 and L2 Literacy Skills in Dyslexia: A Longitudinal Study of Children 5-11 Years Old.

    PubMed

    Helland, Turid; Morken, Frøydis

    2016-02-01

    The aim of this study was to find valid neurocognitive precursors of literacy development in first language (L1, Norwegian) and second language (L2, English) in a group of children during their Pre-literacy, Emergent Literacy and Literacy stages, by comparing children with dyslexia and a typical group. Children who were 5 years old at project start were followed until the age of 11, when dyslexia was identified and data could be analysed in retrospect. The children's neurocognitive pattern changed both by literacy stage and domain. Visuo-spatial recall and RAN appeared as early precursors of L1 literacy, while phonological awareness appeared as early precursor of L2 English. Verbal long term memory was associated with both L1 and L2 skills in the Literacy stage. Significant group differences seen in the Pre-literacy and Emergent literacy stages decreased in the Literacy stage. The developmental variations by stage and domain may explain some of the inconsistencies seen in dyslexia research. Early identification and training are essential to avoid academic failure, and our data show that visuo-spatial memory and RAN could be suitable early markers in transparent orthographies like Norwegian. Phonological awareness was here seen as an early precursor of L2 English, but not of L1 Norwegian. PMID:26511662

  18. Workplace Literacy and Basic Skills = L'alphabetisation et les competences de base en milieu de travail.

    ERIC Educational Resources Information Center

    Waugh, Sue

    Workplace literacy and basic skills may be defined as skills needed by employees at work: reading, writing, math, and problem solving. Workplace literacy and skill requirements are based on the needs of each workplace and its workers. These skills are important because the work force needs to be highly skilled and adaptable to compete in a global…

  19. Life at the Margins: Profiles of Adults with Low Literacy Skills. Contractor Report, Adult Literacy and New Technologies: Tools for a Lifetime.

    ERIC Educational Resources Information Center

    Tennessee Univ., Knoxville. Center for Literacy Studies.

    As part of an ongoing assessment on adult literacy and the new technologies, this study profiled the similarities and differences among Appalachian and Californian adults with low literacy skills. Two teams of researchers each profiled six adults with low literacy skills. The study population was selected so as to reflect a diverse mix of ages,…

  20. Skills for Life: Statement on the National Strategy for Improving Adult Literacy and Numeracy Skills. The Agency Responds.

    ERIC Educational Resources Information Center

    Rogers, Penny, Ed.

    England's Learning and Skills Development Agency welcomes the introduction of a coherent national funding and delivery strategy for adult literacy, numeracy, and English for speakers of other languages (ESOL). The agency believes that the strategy should incorporate the lessons of previous literacy and numeracy initiatives and build on examples of…

  1. Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors.

    PubMed

    Nesbitt, Kimberly Turner; Farran, Dale Clark; Fuhs, Mary Wagner

    2015-07-01

    Although research suggests associations between children's executive function skills and their academic achievement, the specific mechanisms that may help explain these associations in early childhood are unclear. This study examined whether children's (N = 1,103; M age = 54.5 months) executive function skills at the beginning of prekindergarten (pre-K) predict their learning-related behaviors in the classroom and whether these behaviors then mediate associations between children's executive function skills and their pre-K literacy, language, and mathematic gains. Learning-related behaviors were quantified in terms of (a) higher levels of involvement in learning opportunities; (b) greater frequency of participation in activities that require sequential steps; (c) more participation in social-learning interactions; and (d) less instances of being unoccupied, disruptive, or in time out. Results indicated that children's learning-related behaviors mediated associations between executive function skills and literacy and mathematics gains through children's level of involvement, sequential learning behaviors, and disengagement from the classroom. The implications of the findings for early childhood education are discussed. PMID:26010383

  2. Writing Purposefully in Art and Design: Responding to Converging and Diverging New Academic Literacies

    ERIC Educational Resources Information Center

    Melles, Gavin; Lockheart, Julia

    2012-01-01

    In disciplines with long histories in higher education, academic literacies, including writing practices, are less contested than in newer academic fields such as art and design. The relatively recent incorporation of such fields and schools into the university sector has required these fields to create academic writing practices consistent with…

  3. Process skills acquisition, cognitive growth, and attitude change of ninth grade students in a scientific literacy course

    NASA Astrophysics Data System (ADS)

    Baker, Dale R.; Piburn, Michael

    This is a report of the effects of a scientific literacy course on the skills, cognitive ability, and attitude of students in the first year of high school. Specifically, the research examines (1) whether it is possible to teach scientific skills, (2) whether a literacy curriculum affects attitude and cognitive ability, and (3) whether incoming student characteristics affect the development of attitude and cognitive abilities. Two hundred and fifty (126 male and 124 female) ninth grade students were enrolled in a specially designed literacy course which met for 3 hours and 20 minutes each week for 39 weeks. Students were pretested for logical, spatial, verbal, and mathematical ability, as well as for attitude toward self and science, and psychological type. The course was successful in teaching skills. In addition, there were significant increases in spatial, verbal, and quantitative ability. Increases in cognitive ability were predicted by logical ability, measurement skills, and academic self-concept. Attitudes declined as a result of participation in the course. Self concept and mastery were related to cognitive variables and motivation, mastery, and control were related to psychological type.

  4. Norming a VALUE rubric to assess graduate information literacy skills

    PubMed Central

    Turbow, David J.; Evener, Julie

    2016-01-01

    Objective The study evaluated whether a modified version of the information literacy Valid Assessment of Learning in Undergraduate Education (VALUE) rubric would be useful for assessing the information literacy skills of graduate health sciences students. Methods Through facilitated calibration workshops, an interdepartmental six-person team of librarians and faculty engaged in guided discussion about the meaning of the rubric criteria. They applied the rubric to score student work for a peer-review essay assignment in the “Information Literacy for Evidence-Based Practice” course. To determine inter-rater reliability, the raters participated in a follow-up exercise in which they independently applied the rubric to ten samples of work from a research project in the doctor of physical therapy program: the patient case report assignment. Results For the peer-review essay, a high level of consistency in scoring was achieved for the second workshop, with statistically significant intra-class correlation coefficients above 0.8 for 3 criteria: “Determine the extent of evidence needed,” “Use evidence effectively to accomplish a specific purpose,” and “Access the needed evidence.” Participants concurred that the essay prompt and rubric criteria adequately discriminated the quality of student work for the peer-review essay assignment. When raters independently scored the patient case report assignment, inter-rater agreement was low and statistically insignificant for all rubric criteria (kappa=−0.16, p>0.05–kappa=0.12, p>0.05). Conclusions While the peer-review essay assignment lent itself well to rubric calibration, scorers had a difficult time with the patient case report. Lack of familiarity among some raters with the specifics of the patient case report assignment and subject matter might have accounted for low inter-rater reliability. When norming, it is important to hold conversations about search strategies and expectations of performance. Overall

  5. The effect of parents' literacy skills and children's preliteracy skills on the risk of dyslexia.

    PubMed

    van Bergen, Elsje; de Jong, Peter F; Maassen, Ben; van der Leij, Aryan

    2014-10-01

    The combination of investigating child and family characteristics sheds light on the constellation of risk factors that can ultimately lead to dyslexia. This family-risk study examines plausible preschool risk factors and their specificity. Participants (N = 196, 42 % girls) included familial risk (FR) children with and without dyslexia in Grade 3 and controls. First, we found impairments in phonological awareness, rapid naming, and letter knowledge in FR kindergartners with later dyslexia, and mild phonological-awareness deficits in FR kindergartners without subsequent dyslexia. These skills were better predictors of reading than arithmetic, except for rapid naming. Second, the literacy environment at home was comparable among groups. Third, having a dyslexic parent and literacy abilities of the non-dyslexic parent related to offspring risk of dyslexia. Parental literacy abilities might be viewed as indicators of offspring's liability for literacy difficulties, since parents provide offspring with genetic and environmental endowment. We propose an intergenerational multiple deficit model in which both parents confer cognitive risks. PMID:24658825

  6. Early literacy and early numeracy: the value of including early literacy skills in the prediction of numeracy development.

    PubMed

    Purpura, David J; Hume, Laura E; Sims, Darcey M; Lonigan, Christopher J

    2011-12-01

    The purpose of this study was to examine whether early literacy skills uniquely predict early numeracy skills development. During the first year of the study, 69 3- to 5-year-old preschoolers were assessed on the Preschool Early Numeracy Skills (PENS) test and the Test of Preschool Early Literacy Skills (TOPEL). Participants were assessed again a year later on the PENS test and on the Applied Problems and Calculation subtests of the Woodcock-Johnson III Tests of Achievement. Three mixed effect regressions were conducted using Time 2 PENS, Applied Problems, and Calculation as the dependent variables. Print Knowledge and Vocabulary accounted for unique variance in the prediction of Time 2 numeracy scores. Phonological Awareness did not uniquely predict any of the mathematics domains. The findings of this study identify an important link between early literacy and early numeracy development. PMID:21831396

  7. English Academic Language Skills: Perceived Difficulties by Undergraduate and Graduate Students, and Their Academic Achievement.

    ERIC Educational Resources Information Center

    Berman, Robert; Cheng, Liying

    2001-01-01

    An English for academic purposes needs survey conducted at a Canadian university among first-year Bachelor's and Master's level students reveals native speakers (NS) and nonnative speakers (NNS) of English perceive that the language skills necessary for academic study are of different levels of difficulty. English language difficulties appear to…

  8. Predicting College Students' First Year Success: Should Soft Skills Be Taken into Consideration to More Accurately Predict the Academic Achievement of College Freshmen?

    ERIC Educational Resources Information Center

    Powell, Erica Dion

    2013-01-01

    This study presents a survey developed to measure the skills of entering college freshmen in the areas of responsibility, motivation, study habits, literacy, and stress management, and explores the predictive power of this survey as a measure of academic performance during the first semester of college. The survey was completed by 334 incoming…

  9. Learning from Diverse Learners: (Re)Writing Academic Literacies and Learning Disabilities in College.

    ERIC Educational Resources Information Center

    Luna, Catherine

    2002-01-01

    Suggests countering deficit explanations and negative consequences by engaging students in investigations of academic literacies. Illustrates the potential of this approach for illuminating needed changes in literacy teaching and assessment practices by describing the school experiences of two nonmainstream learners at an Ivy League university.…

  10. The Relationship between Bible Literacy and Academic Achievement and School Behavior

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2009-01-01

    This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. One hundred and forty students in the 7th to 12th grade were randomly selected from a Christian school. Four measures of Bible knowledge were combined to obtain an overall measure of Bible literacy. They…

  11. Adolescent Literacy in the Academic Disciplines: General Principles and Practical Strategies

    ERIC Educational Resources Information Center

    Jetton, Tamara L., Ed.; Shanahan, Cynthia, Ed.

    2012-01-01

    From leading authorities in both adolescent literacy and content-area teaching, this book addresses the particular challenges of literacy learning in each of the major academic disciplines. Chapters focus on how to help students successfully engage with texts and ideas in English/literature, science, math, history, and arts classrooms. The book…

  12. Using Visual Literacy to Teach Science Academic Language: Experiences from Three Preservice Teachers

    ERIC Educational Resources Information Center

    Kelly-Jackson, Charlease; Delacruz, Stacy

    2014-01-01

    This original pedagogical study captured three preservice teachers' experiences using visual literacy strategies as an approach to teaching English language learners (ELLs) science academic language. The following research questions guided this study: (1) What are the experiences of preservice teachers' use of visual literacy to teach…

  13. Developing a Test of Scientific Literacy Skills (TOSLS): measuring undergraduates' evaluation of scientific information and arguments.

    PubMed

    Gormally, Cara; Brickman, Peggy; Lutz, Mary

    2012-01-01

    Life sciences faculty agree that developing scientific literacy is an integral part of undergraduate education and report that they teach these skills. However, few measures of scientific literacy are available to assess students' proficiency in using scientific literacy skills to solve scenarios in and beyond the undergraduate biology classroom. In this paper, we describe the development, validation, and testing of the Test of Scientific Literacy Skills (TOSLS) in five general education biology classes at three undergraduate institutions. The test measures skills related to major aspects of scientific literacy: recognizing and analyzing the use of methods of inquiry that lead to scientific knowledge and the ability to organize, analyze, and interpret quantitative data and scientific information. Measures of validity included correspondence between items and scientific literacy goals of the National Research Council and Project 2061, findings from a survey of biology faculty, expert biology educator reviews, student interviews, and statistical analyses. Classroom testing contexts varied both in terms of student demographics and pedagogical approaches. We propose that biology instructors can use the TOSLS to evaluate their students' proficiencies in using scientific literacy skills and to document the impacts of curricular reform on students' scientific literacy. PMID:23222832

  14. Health Literacy Skills in Rural and Urban Populations

    ERIC Educational Resources Information Center

    Zahnd, Whitney E.; Scaife, Steven L.; Francis, Mark L.

    2009-01-01

    Objective: To determine whether health literacy is lower in rural populations. Method: We analyzed health, prose, document, and quantitative literacy from the National Assessment of Adult Literacy study. Metropolitan Statistical Area designated participants as rural or urban. Results: Rural populations had lower literacy levels for all literacy…

  15. Longitudinal associations between executive functioning and academic skills across content areas.

    PubMed

    Fuhs, Mary Wagner; Nesbitt, Kimberly Turner; Farran, Dale Clark; Dong, Nianbo

    2014-06-01

    This study assessed 562 four-year-old children at the beginning and end of their prekindergarten (pre-k) year and followed them to the end of kindergarten. At each time point children were assessed on 6 measures of executive function (EF) and 5 subtests of the Woodcock-Johnson III academic achievement battery. Exploratory factor analyses yielded EF and achievement factor scores. We examined the longitudinal bidirectional associations between these domains as well as the bidirectional associations among the separate content areas and the EF factor. In the pre-k year, strong bidirectional associations were found for EF skills and mathematics and oral comprehension skills but not for literacy skills. After controlling for pre-k gains in both EF and achievement, EF skills continued to be strong predictors of gains in mathematics in kindergarten and a more moderate predictor of kindergarten language gains. These results provide important information on the interrelationship of the developmental domains of EF and achievement as well as support for efforts to determine effective pre-k activities and/or curricula that can improve children's EF skills. They also suggest that mathematics activities may be a possible avenue for improving EF skills in young children. PMID:24749550

  16. Are literacy skills associated with young adults' health in Africa? Evidence from Malawi.

    PubMed

    Smith-Greenaway, Emily

    2015-02-01

    This study investigates whether literacy skills are a distinct dimension of education that influences young adults' health in the southeast African context of Malawi. It uses new data from Tsogolo la Thanzi, a study of young adults in southern Malawi, to achieve three aims. The first is descriptive: to demonstrate a direct assessment for measuring literacy in a population-based survey, and show that it captures variability in skills among young adults, including those with comparable levels of educational attainment. The second aim is to identify whether literacy influences young adults' health - net of their educational attainment and other confounding factors. Multivariate analyses reveal that literacy is associated with two measures of physical health: self-rated health and prolonged sickness. Because literacy is a key determinant of health, the third aim is to provide insight into how to measure it: can commonly used indirect approaches to estimating literacy (e.g., based on educational attainment or self-reports), accurately capture its prevalence and relationship with health? In a second set of analyses, bivariate results show whether, and the extent to which, indirect measures of literacy overestimate literacy's prevalence, and multivariate models assess whether indirect estimates of literacy capture its relationship with health. The findings support future efforts to incorporate literacy assessments into population surveys to accurately estimate literacy's prevalence and health benefits, particularly in contexts like Malawi where access to high-quality schools remains limited. PMID:25164414

  17. Improving Social Work Students' Information Literacy Skills: A Faculty and Librarian Collaboration

    ERIC Educational Resources Information Center

    Johnson, O. J.; Whitfield, J. S.; Grohe, B.

    2011-01-01

    The authors present a case study examining a university library initiative intended to increase students' information literacy through effective collaboration with teaching faculty--specifically, the collaboration between an academic librarian and a social work professor. The professor participated in the information literacy initiative and…

  18. Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills.

    PubMed

    Binder, Katherine S; Tighe, Elizabeth; Jiang, Yue; Kaftanski, Katharine; Qi, Cynthia; Ardoin, Scott P

    2013-05-01

    The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes and how long readers paused at various points while reading. Finally, for the adults with low literacy skills, we collected information on decoding, word recognition, and reading comprehension. We found several interesting results. First, adults with low literacy skills paused longer than skilled readers and paused at a substantially greater number of punctuation marks. Second, while adults with low literacy skills do mark the end of declarative sentences with a pitch declination similar to skilled readers, their readings of questions lack a change in pitch. Third, decoding and word recognition skills were related to pauses while reading; readers with lower skills made longer and more frequent and inappropriate pauses. Finally, pausing measures explained a significant amount of variance in reading comprehension among the adults with low literacy skills. PMID:23687406

  19. Kindergarten letter knowledge, phonological skills, and memory processes: relative effects on early literacy.

    PubMed

    Näslund, J C; Schneider, W

    1996-06-01

    Kindergarten phonological awareness tasks are first compared as to their predictability of later literacy performance independent of letter knowledge for a group of German children. Results indicate that the phonological awareness tasks vary in their prediction of later literacy performance, which includes spelling and a variety of reading tasks in the first and second grades. A second concern was the relative influence of kindergarten phonological awareness compared with letter knowledge in the prediction of later literacy. The primacy of phonological awareness was demonstrated in predicting later literacy. However, evidence indicated that high letter knowledge in kindergarten may also reliably predict better later literacy skills. Results also suggest a developmental effect in the emergence of phonological processing skills in verbal memory between the ages of 4 and 8. Results of this study differ from those found in other (English speaking) populations most likely given differences in early literacy knowledge, age of beginning reading instruction, and differences in German and English orthography. PMID:8683184

  20. Life Skills Yield Stronger Academic Performance

    ERIC Educational Resources Information Center

    Lindsey, Tommie, Jr.; Mabie, Benjamin

    2012-01-01

    After one failed attempt to buttress the prospects of black males at a racially diverse high school, teachers fashioned a life skills class that was heavy on racial pride and personal insight. In so doing they borrowed liberally from the Motivational Framework for Culturally Responsive Teaching by Margery Ginsberg and Raymond Wlodkowski that leans…

  1. Toward Creation of a National Table for Aboriginal Literacy and Essential Skills (NTALES). Report on Meeting of May 27, 2014

    ERIC Educational Resources Information Center

    Canadian Literacy and Learning Network, 2014

    2014-01-01

    The Canadian Literacy and Learning Network (CLLN), in partnership with Aboriginal community leaders and literacy experts, is leading an initiative to create a National Table for Aboriginal Literacy and Essential Skills (NTALES). A potential role of the National Table will be to represent First Nation, Metis and Inuit literacy and essential skills…

  2. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children

    ERIC Educational Resources Information Center

    Puranik, Cynthia S.; Lonigan, Christopher J.; Kim, Young-Suk

    2011-01-01

    The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name…

  3. Emergent Literacy Skills of Preschool Students with Autism: A Comparison of Teacher-Led and Computer-Assisted Instruction

    ERIC Educational Resources Information Center

    Travers, Jason C.; Higgins, Kyle; Pierce, Tom; Boone, Randall; Miller, Susan; Tandy, Richard

    2011-01-01

    Children with autism are at-risk for poor literacy outcomes and have the right to learn literacy skills. Despite this, students with autism often may be perceived as not ready for literacy instruction. This study focused on teaching alphabet skills to young children with autism. Two instructional conditions were compared, traditional teacher-led…

  4. Academic Librarians' Perceptions on Information Literacy: The Israeli Perspective

    ERIC Educational Resources Information Center

    Aharony, Noa; Bronstein, Jenny

    2014-01-01

    Information literacy (IL) is a necessary skill crucial for effective functioning in today's knowledge society. This study seeks to explore Israeli librarians' perspectives toward major components of information literacy. Do librarians find there is a need to redefine the concept? Who do they think should teach it? How do they think Web…

  5. Contexts of Reading Instruction: Implications for Literacy Skills and Kindergarteners' Behavioral Engagement

    ERIC Educational Resources Information Center

    Ponitz, Claire Cameron; Rimm-Kaufman, Sara E.

    2011-01-01

    This observational study examined kindergarteners' (n=170) exposure to literacy instruction in their classrooms (n=36), child-by-instruction interactions, and behavioral engagement in relation to literacy skills. Time spent in four instructional contexts was coded according to who managed children's attention (teacher-managed, TM or child-managed,…

  6. Kodak Skills Enhancement Program. U.S. Department of Education National Workplace Literacy Project. Final Report.

    ERIC Educational Resources Information Center

    Beaudin, Bart P.

    The Kodak Skills Enhancement program was a workplace literacy project funded through the U.S. Department of Education's National Workplace Literacy Program. The project goals were as follows: (1) establish a positive climate within the Kodak corporate environment to ensure program effectiveness by garnering support at all levels; (2) determine the…

  7. Digital Technology Snapshot of the Literacy and Essential Skills Field 2013. Summary Report

    ERIC Educational Resources Information Center

    Trottier, Vicki

    2013-01-01

    From January to March 2013, "Canadian Literacy and Learning Network" (CLLN) conducted a snapshot to provide information about how digital technology tools are being used in the Literacy and Essential Skills (L/ES) field. The snapshot focused primarily on digital tools and activities that meet the organizational needs of provincial and…

  8. Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

    ERIC Educational Resources Information Center

    Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine

    2014-01-01

    This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in…

  9. The Home Literacy Environment and Preschool Children's Reading Skills and Interest

    ERIC Educational Resources Information Center

    Yeo, Lay See; Ong, Winston W.; Ng, Charis M.

    2014-01-01

    Research Findings: This study explored the association between the home literacy environment (HLE), conceptualized as comprising parents' reading beliefs and home literacy practices, and preschoolers' reading skills and reading interest. It also identified factors in the HLE that predict emerging reading competence and motivation to…

  10. Applying Behavior Analytic Procedures to Effectively Teach Literacy Skills in the Classroom

    ERIC Educational Resources Information Center

    Joseph, Laurice M.; Alber-Morgan, Sheila; Neef, Nancy

    2016-01-01

    The purpose of this article is to discuss the application of behavior analytic procedures for advancing and evaluating methods for teaching literacy skills in the classroom. Particularly, applied behavior analysis has contributed substantially to examining the relationship between teacher behavior and student literacy performance. Teacher…

  11. Basic Skills for Job Performance: Private Industry Councils and Workplace Literacy.

    ERIC Educational Resources Information Center

    National Alliance of Business, Inc., Washington, DC.

    This guide is designed to provide private industry councils (PICs) with information on developing workplace literacy or job-related basic skills programs. Chapter 1 contains an overview of the nation's literacy problem and how it affects business and is designed to provide PIC members with background information to use when discussing the problem…

  12. Quantitative Literacy across the Curriculum: Integrating Skills from English Composition, Mathematics, and the Substantive Disciplines

    ERIC Educational Resources Information Center

    Miller, Jane E.

    2010-01-01

    Quantitative literacy is an important proficiency that pertains to "word problems" from science, history, and other fields. Unfortunately, teaching how to solve such problems often is relegated to math courses alone. This article examines how quantitative literacy also involves concepts and skills from English composition and the substantive…

  13. From the Classroom to the Boardroom: The Impact of Information Literacy Instruction on Workplace Research Skills

    ERIC Educational Resources Information Center

    Travis, Tiffini

    2011-01-01

    Since the wide-scale adoption of the ACRL "Information Literacy Standards" (2000), there have been numerous students who have graduated from universities that have formal library instruction programs. Currently there has been very little assessment of their post-graduate research skills or what role information literacy plays on workplace…

  14. Project RAILS: Lessons Learned about Rubric Assessment of Information Literacy Skills

    ERIC Educational Resources Information Center

    Belanger, Jackie; Zou, Ning; Mills, Jenny Rushing; Holmes, Claire; Oakleaf, Megan

    2015-01-01

    Rubric assessment of information literacy is an important tool for librarians seeking to show evidence of student learning. The authors, who collaborated on the Rubric Assessment of Informational Literacy Skills (RAILS) research project, draw from their shared experience to present practical recommendations for implementing rubric assessment in a…

  15. Reading Dual Language Books: Improving Early Literacy Skills in Linguistically Diverse Classrooms

    ERIC Educational Resources Information Center

    Naqvi, Rahat; Thorne, Keoma J; Pfitscher, Christina M; Nordstokke, David W; McKeough, Anne

    2013-01-01

    Research has determined that dual language books have a positive effect on literacy achievement, motivation, and family involvement in children’s schooling. In this study we used quantitative methods to complement the largely qualitative extant research. We analyzed the early literacy skills of 105 kindergarten children (45 comparison, 60…

  16. Visual Literacy: A Vital Skill in the Process of Rhetorical Criticism.

    ERIC Educational Resources Information Center

    Flory, Joyce

    "Visual literacy" denotes the abilities, competencies, and skills necessary to accurately intercept, interpret, understand, and create communication in visual modes. The term also refers to a popular movement of both students and teachers (e.g., Visual Literacy Association, Action for Children's Television, The Screen Educator's Society) who wish…

  17. Literacy and Life Skills Education for Vulnerable Youth: What Policy Makers Can Do

    ERIC Educational Resources Information Center

    Bernhardt, Anna Caroline; Yorozu, Rika; Medel-Añonuevo, Carolyn

    2014-01-01

    In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country…

  18. Promoting Early Literacy Skills within Daily Activities and Routines in Preschool Classrooms

    ERIC Educational Resources Information Center

    Chandler, Lynette K.; Young, Robin Miller; Nylander, Donna; Shields, LuAnn; Ash, JoAnne; Bauman, Becky; Butts, Jill; Black, Kristine; Geraghty, Peggy; Hafer, Megan; Lay, Angie; Mitera, Brandie; Richardson, Debra; Steffen, Kara; Summers, Debra

    2008-01-01

    Many teachers and other service providers struggle with trying to address the many skills that are important for young children to acquire during the preschool years. Early Literacy Initiative project (Project ELI) is a comprehensive, two-tiered, early language and literacy intervention model that includes activities for all children as well as…

  19. Parental Involvement in Emergent Literacy Skills of Urban Head Start Children.

    ERIC Educational Resources Information Center

    Nespeca, Sue McCleaf

    1995-01-01

    Explored the impact of parental involvement and of public libraries on Head Start children's emerging literacy skills. Found differences in the amount of parental involvement in literacy activities and the types of activities. Library use was minimal for fear of damaging books, transportation problems, or lack of time or effort. Suggested…

  20. Hospital Job Skills Enhancement Program: A Workplace Literacy Project. Curriculum Manual.

    ERIC Educational Resources Information Center

    Chase, Nancy D.

    This document describes a workplace literacy program designed to improve the literacy skills of entry-level workers in the housekeeping, food service, and laundry departments of Grady Memorial Hospital in Atlanta. An introduction describes the goals of the program and the employees served (low-literate adults who relied on word of mouth for most…

  1. Differentiating the Impact of Literacy and Language Skill Development on Reading Acquisition: An Exploratory Study

    ERIC Educational Resources Information Center

    Pope, H. Lawrence

    2012-01-01

    This study examined relationships between pre-tested early literacy skills and post-tested reading achievement in 52 kindergarten and 39 first-grade children. An archival data set was available for statistical analysis. Data analysis was completed in three stages: Participants' entry-level literacy and language scores were compared on two…

  2. The Skills Enhancement Literacy Project of Hawaii. Final Program Model. Final Performance Report. Final Evaluation Report.

    ERIC Educational Resources Information Center

    Hawaii Univ., Manoa. Coll. of Education.

    The Skills Enhancement Literacy Project of Hawaii (SELPH) was a demonstration workplace literacy partnership between the College of Education, University of Hawaii-Manoa and the ITT Sheraton Hotels. Four Sheraton Hotels in Waikiki participated in the project. The program was planned, staff and volunteers were recruited, and marketing strategies…

  3. School to Work Program as a Contributor to Adult Literacy Skill Development

    ERIC Educational Resources Information Center

    Nuno-Toledo, Elsa

    2010-01-01

    The purpose of this study was to investigate the relationship between the learning of basic reading literacy skills in a contextualized, educational career technical training program, specifically the School to Work Program. The study explores whether adult literacy rates can change through students' participation in a contextualized, educational…

  4. Monitoring Children's Growth in Early Literacy Skills: Effects of Feedback on Performance and Classroom Environments

    ERIC Educational Resources Information Center

    Ball, Carrie; Gettinger, Maribeth

    2009-01-01

    The study examined the benefits of providing kindergarten teachers with feedback about students' performance on early literacy progress-monitoring probes. Students were administered the "Dynamic Indicators of Basic Early Literacy Skills (DIBELS)" in fall, winter, and spring; classroom environment was evaluated using the "Early Language and…

  5. Enhancing Academic Achievement through Direct Instruction of Social Skills.

    ERIC Educational Resources Information Center

    Bendt, Lori; Nunan, Jan

    This paper examines the impact of the explicit teaching of social skills to enhance academic achievement. The targeted population comprised kindergarten and second grade students in a middle-class community located in central Illinois. The problem of inappropriate behaviors and difficulties interacting with peers and how this may affect academic…

  6. Knowledge, Skills and Attributes for Academic Reference Librarians

    ERIC Educational Resources Information Center

    Haddow, Gaby

    2012-01-01

    A survey of Australian academic reference librarians was conducted as part of an international collaboration seeking to identify the most important knowledge, skills and attributes now and for the next ten years. Librarians working in or managing reference-related services at university and vocational education and training institutions…

  7. The Teaching of Critical Thinking Skills by Academic Librarians.

    ERIC Educational Resources Information Center

    Goetzfridt, Nicholas J.

    Teaching critical thinking is a relatively new dimension of bibliographic instruction (BI) in the academic environment. It marks a departure from the teaching of "user skills" in which the primary concern is enabling library patrons to determine the appropriateness of reference tools and to use those tools effectively. This report assembles a…

  8. A Guide to Physical Skill Requirements in Academic Programs.

    ERIC Educational Resources Information Center

    Keane, Willard; Peel, Mark

    As a reference guide for handicapped students at Delhi College, this handbook provides information relative to and identifies the physical skills necessary for the completion of core courses in 37 academic programs in the areas of agriculture and life sciences, engineering technologies, business and management, vocational education, and general…

  9. Nonsimulation Academic Games and the Teaching of Language Usage Skills.

    ERIC Educational Resources Information Center

    Lewis, J. Richard

    The effectiveness of certain nonsimulation academic games in a gaming system called Teams-Games-Tournaments (TGT) was investigated as a method of teaching the skills of capitalization and punctuation. A sample of 138 eighth-grade students participated in an 18-day experiment comparing three teaching methods: gaming, in which students were taught…

  10. Supporting Academic Persistence in Low-Skilled Adult Learners

    ERIC Educational Resources Information Center

    O'Neill, Susan; Thomson, Margareta Maria

    2013-01-01

    The current literature review explores the factors that contribute to academic persistence for adult learners. The aim of the study is to identify current research-based strategies aimed at supporting learner persistence, particularly for low-skilled adults. Elements of three theoretical frameworks, namely, expectancy-value theory (EVT), goal…

  11. When Academics Integrate Research Skill Development in the Curriculum

    ERIC Educational Resources Information Center

    Willison, J. W.

    2012-01-01

    This study considered outcomes when 27 academics explicitly developed and assessed student research skills in 28 regular (non-research methods) semester-length courses. These courses ranged from small (n = 17) to medium-large (n = 222) and included those from first year to masters in business, engineering, health science, humanities and science,…

  12. Increasing pre-kindergarten early literacy skills in children with developmental disabilities and delays.

    PubMed

    Pears, Katherine C; Kim, Hyoun K; Fisher, Philip A; Yoerger, Karen

    2016-08-01

    Two hundred and nine children receiving early childhood special education services for developmental disabilities or delays who also had behavioral, social, or attentional difficulties were included in a study of an intervention to increase school readiness, including early literacy skills. Results showed that the intervention had a significant positive effect on children's literacy skills from baseline to the end of summer before the start of kindergarten (d=.14). The intervention also had significant indirect effects on teacher ratings of children's literacy skills during the fall of their kindergarten year (β=.09). Additionally, when scores were compared to standard benchmarks, a greater percentage of the children who received the intervention moved from being at risk for reading difficulties to having low risk. Overall, this study demonstrates that a school readiness intervention delivered prior to the start of kindergarten may help increase children's early literacy skills. PMID:27425563

  13. Assessing Information Literacy Skills in the California State University: A Progress Report.

    ERIC Educational Resources Information Center

    Dunn, Kathleen

    2002-01-01

    Describes an information literacy skills assessment project by California State University as part of an accountability process. Highlights include information competence; a qualitative study using information scenarios; capturing what students do when they search for information; and ethnographic data. (LRW)

  14. Assessing Information Literacy Skills Development in First Year Students: A Multi-Year Study

    ERIC Educational Resources Information Center

    Fain, Margaret

    2011-01-01

    Assessment data from 5 years of a pretest/posttest with first-year students was analyzed using McNemar's test. The results show that revisiting previous assessment data can identify significant changes in information literacy skill development.

  15. Investigating Morphological Awareness and the Processing of Transparent and Opaque Words in Adults with Low Literacy Skills and in Skilled Readers

    ERIC Educational Resources Information Center

    To, Nancy L.; Tighe, Elizabeth L.; Binder, Katherine S.

    2016-01-01

    For adults with low literacy skills, the role of phonology in reading has been fairly well researched, but less is known about the role of morphology in reading. We investigated the contribution of morphological awareness to word reading and reading comprehension and found that for adults with low literacy skills and skilled readers, morphological…

  16. e-Support4U: An evaluation of academic writing skills support in practice.

    PubMed

    Griffiths, Lauren; Nicolls, Barbara

    2010-11-01

    The Faculty of Society and Health at Buckinghamshire New University is committed to the widening participation agenda and to providing support that enables our students to achieve the requirements of the programme and registration. Literacy and numeracy skill development is an integral part of the academic modules of our current pre-registration curriculum. E-Support4U was launched in semester two of 2008 with the aim of extending academic writing support beyond the confines of the University and into the practice arena. Evaluation of the project tentatively suggests that the scaffold approach to academic writing, based on Salmon's 5-stage framework, may have contributed to a 100% pass rate for the reflective practice-based assignment for this cohort of students. However, participants experienced issues around access; differing levels of IT skills, dispersed placements that contributed to a lack of active collaboration within the group. Recommendations include early introduction of blended learning and incorporation of web 2.0 technology into the curriculum. PMID:20471319

  17. Literacy Coaching: Middle School Academic Achievement and Teacher Perceptions Regarding Content Area Literacy Strategy Instruction

    ERIC Educational Resources Information Center

    Edwards, Anjell H.; Neill, Patricia; Faust, Phyllis B.

    2015-01-01

    This study examined differences in perceptions of content area teachers receiving literacy coaching and teachers receiving no literacy coaching regarding implementation of literacy instruction. It also examined student achievement on standardized tests relative to literacy coaching. A survey measured teachers' perceptions regarding their…

  18. Is Literacy Enough? Pathways to Academic Success for Adolescents

    ERIC Educational Resources Information Center

    Snow, Catherine E.; Porche, Michelle V.; Tabors, Patton O.; Harris, Stephanie R.

    2007-01-01

    Four literacy experts lay out the evidence in this compelling book, based on the well-known Home-School Study of Language and Literacy Development that inspired the landmark resource "Beginning Literacy with Language." Following a group of children living in low-income families from preschool through high school, the authors charted the students'…

  19. Identifying Academic Skill and Performance Deficits: The Experimental Analysis of Brief Assessments of Academic Skills. General Articles

    ERIC Educational Resources Information Center

    Duhon, Gary J.; Noell, George H.; Witt, Joseph C.; Freeland, Jennifer T.; Dufrene, Brad A.; Gilbertson, Donna N.

    2004-01-01

    This study examined an approach for assessing and intervening with academic concerns that is conceptually derived from the distinction between skill deficits and performance deficits. A class-wide assessment was used to describe the students' functioning in the context of their peers and to help select a target concern for intervention. An…

  20. Effects of Home Literacy, Parents' Beliefs, and Children's Task-Focused Behavior on Emergent Literacy and Word Reading Skills

    ERIC Educational Resources Information Center

    Stephenson, Kathy A.; Parrila, Rauno K.; Georgiou, George K.; Kirby, John R.

    2008-01-01

    We examined the effects of home literacy (shared book reading, teaching activities, and number of books), children's task-focused behavior, and parents' beliefs and expectations about their child's reading and academic ability on kindergarten children's (N = 61) phonological sensitivity and letter knowledge and on Grade 1 word reading. The results…

  1. Incorporating Undergraduate Advising in Teaching Information Literacy: Case Study for Academic Librarians as Advisors

    ERIC Educational Resources Information Center

    Young, Courtney L.

    2008-01-01

    The National Academic Advising Association (NACADA) Council for the Advancement of Standards (CAS) provides program guidelines for student learning and development outcomes. These recommended academic advising guidelines parallel those of the Association of College and Research Libraries (ACRL) Information Literacy Competency Standards For Higher…

  2. Academic Literacy Socialization of First Year Doctoral Students in US: A Micro-Ethnographic Perspective

    ERIC Educational Resources Information Center

    Seloni, Lisya

    2012-01-01

    This study reports findings from a micro-ethnographic analysis of the academic literacy socialization of six multilingual students in the field of education as they progressed through their first-year of doctoral education. The main purpose of this study was to investigate the academic socialization processes that these multilingual students…

  3. Genre-Based Curricula: Multilingual Academic Literacy in Content and Language Integrated Learning

    ERIC Educational Resources Information Center

    Lorenzo, Francisco

    2013-01-01

    This study addresses academic literacy in content and language integrated learning (CLIL) secondary education. More precisely, this paper focuses on attempts to meet modern standards for language competences set in areas like Europe, where the notion involves multilingual academic competence. The study centres on new proposals for language…

  4. Relationships between Time-Management Skills, Facebook Interpersonal Skills and Academic Achievement among Junior High School Students

    ERIC Educational Resources Information Center

    Tsai, Hsien-Chang; Liu, Shih-Hsiung

    2015-01-01

    Effective time-management skills and interpersonal interactions with familiar friends for learning matters on Facebook are desired characteristics for adolescents attempting to improve their academic achievements. This study identifies the relationships between time-management skills and Facebook interpersonal skills with the academic achievement…

  5. eHealth Literacy: Essential Skills for Consumer Health in a Networked World

    PubMed Central

    Skinner, Harvey A

    2006-01-01

    Electronic health tools provide little value if the intended users lack the skills to effectively engage them. With nearly half the adult population in the United States and Canada having literacy levels below what is needed to fully engage in an information-rich society, the implications for using information technology to promote health and aid in health care, or for eHealth, are considerable. Engaging with eHealth requires a skill set, or literacy, of its own. The concept of eHealth literacy is introduced and defined as the ability to seek, find, understand, and appraise health information from electronic sources and apply the knowledge gained to addressing or solving a health problem. In this paper, a model of eHealth literacy is introduced, comprised of multiple literacy types, including an outline of a set of fundamental skills consumers require to derive direct benefits from eHealth. A profile of each literacy type with examples of the problems patient-clients might present is provided along with a resource list to aid health practitioners in supporting literacy improvement with their patient-clients across each domain. Facets of the model are illustrated through a set of clinical cases to demonstrate how health practitioners can address eHealth literacy issues in clinical or public health practice. Potential future applications of the model are discussed. PMID:16867972

  6. ARE LITERACY SKILLS ASSOCIATED WITH YOUNG ADULTS’ HEALTH IN AFRICA? EVIDENCE FROM MALAWI

    PubMed Central

    Smith-Greenaway, Emily

    2014-01-01

    This study investigates whether literacy skills are a distinct dimension of education that influences young adults’ health in the southeast African context of Malawi. It uses new data from Tsogolo la Thanzi, a study of young adults in southern Malawi, to achieve three aims. The first is descriptive: to demonstrate a direct assessment for measuring literacy in a population-based survey, and show that it captures variability in skills among young adults, including those with comparable levels of educational attainment. The second aim is to identify whether literacy influences young adults’ health—net of their educational attainment and other confounding factors. Multivariate analyses reveal that literacy is associated with two measures of physical health: self-rated health and prolonged sickness. Because literacy is a key determinant of health, the third aim is to provide insight into how to measure it: can commonly used indirect approaches to estimating literacy (e.g., based on educational attainment or self-reports), accurately capture its prevalence and relationship with health? In a second set of analyses, bivariate results show whether, and the extent to which, indirect measures of literacy overestimate literacy’s prevalence, and multivariate models assess whether indirect estimates of literacy capture its relationship with health. The findings support future efforts to incorporate literacy assessments into population surveys to accurately estimate literacy’s prevalence and health benefits, particularly in contexts like Malawi where access to high-quality schools remains limited. PMID:25164414

  7. Development of Emergent Literacy and Early Reading Skills in Preschool Children: Evidence from a Latent-Variable Longitudinal Study.

    ERIC Educational Resources Information Center

    Lonigan, Christopher J.; Burgess, Stephen R.; Anthony, Jason L.

    2000-01-01

    Examined the joint and unique predictive significance of emergent literacy skills for later emergent literacy skills and reading in two samples of preschoolers. Structural equation modeling revealed significant developmental continuity of these skills, particularly for letter knowledge and phonological sensitivity from late preschool to early…

  8. Adapting the human-computer interface for reading literacy and computer skill to facilitate collection of information directly from patients.

    PubMed

    Lobach, David F; Arbanas, Jennifer M; Mishra, Dharani D; Campbell, Marci; Wildemuth, Barbara M

    2004-01-01

    Clinical information collected directly from patients is critical to the practice of medicine. Past efforts to collect this information using computers have had limited utility because these efforts required users to be facile with the computerized information collecting system. In this paper we describe the design, development, and function of a computer system that uses recent technology to overcome the limitations of previous computer-based data collection tools by adapting the human-computer interface to the native language, reading literacy, and computer skills of the user. Specifically, our system uses a numerical representation of question content, multimedia, and touch screen technology to adapt the computer interface to the native language, reading literacy, and computer literacy of the user. In addition, the system supports health literacy needs throughout the data collection session and provides contextually relevant disease-specific education to users based on their responses to the questions. The system has been successfully used in an academically affiliated family medicine clinic and in an indigent adult medicine clinic. PMID:15360991

  9. Do "Learners" Always Learn? The Impact of Workplace Adult Literacy Courses on Participants' Literacy Skills

    ERIC Educational Resources Information Center

    Wolf, Alison; Jenkins, Andrew

    2014-01-01

    This paper examines the degree to which British adults participating in workplace literacy courses improved their reading comprehension skills, using longitudinal data which cover the period from enrolment until between two and three years later. Learners were tested using an instrument designed explicitly for adults, with two parallel forms. For…

  10. Development of a complex intervention to improve health literacy skills

    PubMed Central

    Austvoll-Dahlgren, Astrid; Danielsen, Stein; Opheim, Elin; Bjørndal, Arild; Reinar, Liv Merete; Flottorp, Signe; Oxman, Andrew David; Helseth, Sølvi

    2013-01-01

    Background Providing insight into the developmental processes involved in building interventions is an important way to ensure methodological transparency and inform future research efforts. The objective of this study was to describe the development of a web portal designed to improve health literacy skills among the public. Methods The web portal was tailored to address three key barriers to obtaining information, using the conceptual frameworks of shared decision-making and evidence-based practice and based on explicit criteria for selecting the content and form of the intervention. Results The web portal targeted the general public and took the form of structured sets of tools. Content included: an introduction to research methods, help on how to find evidence-based health information efficiently based on the steps of evidence-based practice, an introduction to critical appraisal, information about patient participation rights in decision-making, and a decision aid for consultations. Conclusions The web portal was designed in a systematic and transparent way and address key barriers to obtaining and acting upon reliable health information. The web portal provides open access to the tools and can be used independently by health care users, or during consultations with health professionals. PMID:24251890

  11. The Foundation of Literacy Skills in Korean: The Relationship between Letter-Name Knowledge and Phonological Awareness and Their Relative Contribution to Literacy Skills

    ERIC Educational Resources Information Center

    Kim, Young-Suk

    2009-01-01

    This study examined the relative contribution of letter-name knowledge and phonological awareness to literacy skills and the relationship between letter-name knowledge and phonological awareness, using data from Korean-speaking preschoolers. The results revealed that although both letter-name knowledge and phonological awareness made unique…

  12. Doing Peer Review and Receiving Feedback: Impact on Scientific Literacy and Writing Skills

    ERIC Educational Resources Information Center

    Geithner, Christina A.; Pollastro, Alexandria N.

    2016-01-01

    Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills.…

  13. Measuring the Continuum of Literacy Skills among Adults: Educational Testing and the LAMP Experience

    ERIC Educational Resources Information Center

    Guadalupe, Cesar; Cardoso, Manuel

    2011-01-01

    The field of educational testing has become increasingly important for providing different stakeholders and decision-makers with information. This paper discusses basic standards for methodological approaches used in measuring literacy skills among adults. The authors address the increasing interest in skills measurement, the discourses on how…

  14. Information Literacy Skills: Promoting University Access and Success in the United Arab Emirates

    ERIC Educational Resources Information Center

    Shana, Zuhrieh; Ishtaiwa, Fawzi

    2013-01-01

    The focus of this research is to assess the level of information literacy (IL) skills required for the transition-to-university experience across the United Arab Emirates (UAE). This research further seeks to shed light on the IL levels of incoming first-year university students and describe their perceptions of their IL skills. The research…

  15. Using an Interdisciplinary Approach to Teach Undergraduates Communication and Information Literacy Skills

    ERIC Educational Resources Information Center

    Dinkelman, Andrea L.; Aune, Jeanine E.; Nonnecke, Gail R.

    2010-01-01

    For successful and productive careers, undergraduate students need effective communication and critical thinking skills; information literacy is a substantial component in the development of these skills. Students often perceive communication courses as distinct and separate from their chosen discipline. Faculty from the Departments of English and…

  16. Do Infant Vocabulary Skills Predict School-Age Language and Literacy Outcomes?

    ERIC Educational Resources Information Center

    Duff, Fiona J.; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

    2015-01-01

    Background: Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for…

  17. IALS and Essential Skills in Canadian Literacy Policy and Practice: A Descriptive Overview

    ERIC Educational Resources Information Center

    Centre for Literacy, 2013

    2013-01-01

    This paper gathers descriptions on the use of the International Adult Literacy Survey (IALS) and essential skills cross Canada. IALS was developed as a population measure to lay out the distribution of skills and their relationship to other social and economic attributes. The information was taken from federal, provincial, and territorial…

  18. Using a Collaborative Learning Project To Teach Information Literacy Skills to Twelfth Grade Regular English Students.

    ERIC Educational Resources Information Center

    Coleman, Michael W.

    A practicum project was developed and implemented to teach information retrieval literacy skills to Grade 12 regular English students in a public high school. The research skills that the students were learning by mastering the electronic information systems in the school media center were used to research a "real world" problem to be written up…

  19. Adult Basic Skills: Innovations in Measurement and Policy Analysis. Series on Literacy: Research, Policy, and Practice.

    ERIC Educational Resources Information Center

    Tuijnman, Albert C., Ed.; Kirsch, Irwin S., Ed.; Wagner, Daniel A., Ed.

    This book contains 13 papers examining innovations in measuring adults' basic skills and analyzing adult literacy policy. The following papers are included: "Series Preface" (Daniel A. Wagner); "Foreword" (Torsten Husen); "Introduction" (Albert Tuijnman); "Adult Basic Skills: Policy Issues and a Research Agenda" (David Stern, Albert Tuijnman);…

  20. Understanding Oral Reading Fluency among Adults with Low Literacy: Dominance Analysis of Contributing Component Skills

    ERIC Educational Resources Information Center

    Mellard, Daryl F.; Anthony, Jason L.; Woods, Kari L.

    2012-01-01

    This study extends the literature on the component skills involved in oral reading fluency. Dominance analysis was applied to assess the relative importance of seven reading-related component skills in the prediction of the oral reading fluency of 272 adult literacy learners. The best predictors of oral reading fluency when text difficulty was…

  1. Reading Expressively and Understanding Thoroughly: An Examination of Prosody in Adults with Low Literacy Skills

    ERIC Educational Resources Information Center

    Binder, Katherine S.; Tighe, Elizabeth; Jiang, Yue; Kaftanski, Katharine; Qi, Cynthia; Ardoin, Scott P.

    2013-01-01

    The purpose of the current study was to explore the relationship between prosody, which is the expressive quality of reading out loud, and reading comprehension in adults with low literacy skills compared to skilled readers. All participants read a passage orally, and we extracted prosodic measures from the recordings. We examined pitch changes…

  2. Administrators' Perceptions of Community College Students' Computer Literacy Skills in Beginner Courses

    ERIC Educational Resources Information Center

    Ragin, Tracey B.

    2013-01-01

    Fundamental computer skills are vital in the current technology-driven society. The purpose of this study was to investigate the development needs of students at a rural community college in the Southeast who lacked the computer literacy skills required in a basic computer course. Guided by Greenwood's pragmatic approach as a reformative force in…

  3. Student Development of Information Literacy Skills during Problem-Based Organic Chemistry Laboratory Experiments

    ERIC Educational Resources Information Center

    Shultz, Ginger V.; Li, Ye

    2016-01-01

    Problem-based learning methods support student learning of content as well as scientific skills. In the course of problem-based learning, students seek outside information related to the problem, and therefore, information literacy skills are practiced when problem-based learning is used. This work describes a mixed-methods approach to investigate…

  4. Preliteracy Speech Sound Production Skill and Later Literacy Outcomes: A Study Using the Templin Archive

    ERIC Educational Resources Information Center

    Overby, Megan S.; Trainin, Guy; Smit, Ann Bosma; Bernthal, John E.; Nelson, Ron

    2012-01-01

    Purpose: This archival study examined the relationship between the speech sound production skill of kindergarten children and literacy outcomes in Grades 1-3 in a data set where most children's vocabulary skills were within normal limits, speech therapy was not provided until 2nd grade, and phonological awareness instruction was discouraged at the…

  5. Tracking Adult Literacy and Numeracy Skills: Findings from Longitudinal Research. Routledge Research in Education

    ERIC Educational Resources Information Center

    Reder, Stephen, Ed.; Bynner, John, Ed.

    2011-01-01

    Understanding the origins of poor literacy and numeracy skills in adulthood and how to improve them is of major importance when society places a high premium on proficiency in these basic skills. This edited collection brings together the results of recent longitudinal studies that greatly extend our knowledge of what works in raising skill…

  6. Literacy Skill Differences between Adult Native English and Native Spanish Speakers

    ERIC Educational Resources Information Center

    Herman, Julia; Cote, Nicole Gilbert; Reilly, Lenore; Binder, Katherine S.

    2013-01-01

    The goal of this study was to compare the literacy skills of adult native English and native Spanish ABE speakers. Participants were 169 native English speakers and 124 native Spanish speakers recruited from five prior research projects. The results showed that the native Spanish speakers were less skilled on morphology and passage comprehension…

  7. What Does Low Proficiency in Literacy Really Mean? Adult Skills in Focus #2

    ERIC Educational Resources Information Center

    OECD Publishing, 2016

    2016-01-01

    In designing policies and programmes targeting populations with poor literacy skills, it is important to take into account differences in the level of these skills within and among these populations. For example, native speakers of the mainstream language may require different language-development training than non-native speakers; and most adults…

  8. Information Literacy and Adult Learners: Using Authentic Assessment to Determine Skill Gaps

    ERIC Educational Resources Information Center

    Rapchak, Marcia E.; Lewis, Leslie A.; Motyka, Julie K.; Balmert, Margaret

    2015-01-01

    Information literacy (IL) skills are essential for adult learners in higher education, especially those unfamiliar with information systems. Citing a lack of literature assessing such skills in adult learners, this article examines the IL abilities of adult learners in an IL course. Using a rubric and annotated bibliographies from study…

  9. Occupational Task Profiles: A Pan-Canadian Snapshot of the Canadian Literacy and Essential Skills Workforce--A Think Paper. Revised

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    Because Literacy and Essential Skills are so important to economic development, it is vital to know the competencies needed by the educators who deliver Literacy and Essential Skills programming. Likewise, Literacy and Essential Skills are crucial for labour market attachment. Low-skilled work has been most affected by technological change. There…

  10. The Impact of a Student's Lack of Social Skills on Their Academic Skills in High School

    ERIC Educational Resources Information Center

    Eleby, Calvin, Jr.

    2009-01-01

    "The major problems facing the world today can be solved only if we improve our understanding of human behavior" (Schlinger, 2005, pg. 48) and how it affects our educational experience in high school. The purpose of this study was to explore and examine to what extent there exists a relationship between social and academic study skills and its…

  11. Neighborhood Socioeconomic Well-Being, Home Literacy, and Early Literacy Skills of At-Risk Preschoolers

    ERIC Educational Resources Information Center

    Froiland, John Mark; Powell, Douglas R.; Diamond, Karen E.; Son, Seung-Hee Claire

    2013-01-01

    In response to growing research and policy interest in the developmental contexts of early literacy, this study examined relations between neighborhood socioeconomic well-being, home literacy (parent-child shared reading and number of books at home), and directly assessed early literacy outcomes among 551 Head Start students in the fall of…

  12. "Fit for Change": A Preliminary Exploration of the Relationship between Academic Literacy Practitioners and Disciplinary Specialists as a Complex System

    ERIC Educational Resources Information Center

    Cattell, Karin

    2013-01-01

    At tertiary institutions in South Africa and internationally, academic literacy practitioners and disciplinary specialists have traditionally functioned as separate communities of practice. However, research indicates that academic literacy is most successfully acquired when it is integrated into and taught within the contexts of specific academic…

  13. Racing Towards Academic Literacy: BMWs, Tollways, and Bridges.

    ERIC Educational Resources Information Center

    Adler-Kassner, Linda; Gillen, Shawn

    Two composition instructors assigned literacy autobiographies to their students, in the same way the instructors had received such assignments when they were students in a graduate seminar on literacy. One instructor taught at the University of Minnesota's General College (an open admission college), and the other instructor taught in the…

  14. An initial reliability and validity study of the Interaction, Communication, and Literacy Skills Audit.

    PubMed

    El-Choueifati, Nisrine; Purcell, Alison; McCabe, Patricia; Heard, Robert; Munro, Natalie

    2014-06-01

    Early childhood educators (ECEs) have an important role in promoting positive outcomes for children's language and literacy development. This paper reports the development of a new tool, The Interaction Communication and Literacy (ICL) Skills Audit, and pilots its reliability and validity. Intra- and inter-rater reliability was examined by three speech-language pathologists (SLPs). Five skill areas relating to ECE language and literacy practice were rated. The face and content validity of the ICL Skills Audit was examined by expert SLPs (n = 8) and expert ECEs (n = 4) via questionnaire. The overall intra-rater reliability for the ICL Skills Audit was excellent with percentage close agreement (PCA) of 91-94. Inter-rater agreement was PCA 68-80. Expert SLPs and ECEs agreed that the content was comprehensive and practical. Based on this preliminary study, the ICL Skills Audit appears to be a promising tool that can be used by SLPs and ECEs in collaboration to measure the skills of ECEs in the areas of language and literacy support. Future psychometric and outcome research on the revised ICL Skills Audit is warranted. PMID:24635410

  15. Workplace Communication Skills, Workplace Basic Skills, & Literacy Training in UAW-Chrysler Region 3. Final Performance Report.

    ERIC Educational Resources Information Center

    Indiana Vocational Technical Coll., Indianapolis.

    A workplace literacy partnership program model was demonstrated at four Chrysler plants in Indiana. Objectives were to improve workers' individual skills, enhance personal productivity, and increase work force job security and plant competitiveness. During the 3-month start-up phase, project staff worked with management and labor representatives…

  16. Scientific Literacy: Resurrecting the Phoenix with Thinking Skills

    ERIC Educational Resources Information Center

    Deming, John C.; O'Donnell, Jacqueline R.; Malone, Christopher J.

    2012-01-01

    Prior research suggests that students' understanding of scientific concepts is pre-determined by their reasoning ability. Other efforts suggest that American students' scientific literacy is in decline. One difficulty Bybee (2009) acknowledges is that there are two divergent philosophical models of scientific literacy. The first describes the…

  17. Pro-Poor PRIMR: Improving Early Literacy Skills for Children from Low-Income Families in Kenya

    ERIC Educational Resources Information Center

    Piper, Benjamin; Jepkemei, Evelyn; Kibukho, Kennedy

    2015-01-01

    Children from low-income families are at risk of learning outcome difficulties, particularly in literacy. Various studies link poor literacy results with performance later in primary and secondary school, and suggest that poverty, literacy skills and weak instructional methods combine to drastically limit the educational opportunities for many…

  18. Instructional Preferences of First-Year College Students with Below-Proficient Information Literacy Skills: A Focus Group Study

    ERIC Educational Resources Information Center

    Latham, Don; Gross, Melissa

    2013-01-01

    The Attaining Information Literacy Project has focused on identifying first-year college students with below-proficient information literacy skills, gaining an understanding of those students' self-views and perceptions of information literacy, gaining an understanding of their instructional experiences and preferences, and developing an…

  19. Whose Economic Wellbeing? A Challenge to Dominant Discourses on the Relationship between Literacy and Numeracy Skills and (Un)employment.

    ERIC Educational Resources Information Center

    Black, Stephen

    The impact of poor literacy and numeracy skills on employment and unemployment in Australia and elsewhere was examined through two case studies and a literature review. The first case study examined the role of literacy provision in helping 27 unemployed jobseekers find employment. The second focused on literacy and teamwork in the activities of…

  20. Professional Learning Communities Facilitator's Guide Handouts for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

    ERIC Educational Resources Information Center

    Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

    2015-01-01

    These handouts, which are meant to accompany the facilitator's guide, are designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. The facilitator's guide uses a five-step process for collaborative…

  1. Professional Learning Communities Facilitator's Guide for the What Works Clearinghouse™ Practice Guide: Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. REL 2015-105

    ERIC Educational Resources Information Center

    Dimino, Joseph A.; Taylor, Mary Jo; Morris, Joan

    2015-01-01

    This facilitator's guide is designed to assist professional learning communities (PLCs) in applying evidence-based strategies to help K-8 English learners acquire the language and literacy skills needed to succeed academically. Through this collaborative learning experience, educators will expand their knowledge base as they read, discuss, share,…

  2. Classroom Academic and Social Context: Relationships among Emergent Literacy, Behavioural Functioning and Teacher Curriculum Goals in Kindergarten

    ERIC Educational Resources Information Center

    Massetti, Greta M.; Bracken, Stacey Storch

    2010-01-01

    The teaching beliefs and classroom practices of 54 kindergarten teachers were assessed using a Q-sort measure. Cluster analysis of the Q-sort responses revealed four instructional approaches that differed in their focus on literacy skills, social development and self-esteem. In addition, measures of emergent literacy skills, classroom behaviour…

  3. Evidence for Common Etiological Influences on Early Literacy Skills in Kindergarten.

    PubMed

    Soden-Hensler, Brooke; Taylor, Jeanette; Schatschneider, Christopher

    2012-01-01

    Understanding how the etiology of print awareness and phonological awareness are related to the etiology of decoding can provide insights into the development of word reading. To address this issue, we examined the degree of overlap among etiological influences of pre-reading skills in 1,252 twin pairs in kindergarten. Genetic, shared environmental, and non-shared environmental factors were significant for all three literacy phenotypes. The majority of genetic and shared environmental influence on decoding was due to common factors that included print awareness and phonological awareness. Notably, only a single genetic factor contributed to all three literacy phenotypes but there was additional shared environmental influence common to phonological awareness and decoding. Findings suggest commonalities in the etiology of pre-reading literacy skills that could inform work on the development of reading skill. PMID:23204828

  4. Incorporating Functional Digital Literacy Skills as Part of the Curriculum for High School Students with Intellectual Disability

    ERIC Educational Resources Information Center

    Cihak, David F.; Wright, Rachel; Smith, Cate C.; McMahon, Don; Kraiss, Kelly

    2015-01-01

    The purpose of this study was to examine the effects of teaching functional digital literacy skills to three high school students with intellectual disability. Functional digital literacy skills included sending and receiving email messages, organizing social bookmarking to save, share, and access career websites, and accessing cloud storage to…

  5. Development of Early English Language and Literacy Skills among Spanish-Speaking Children: Does Preschool Make a Difference?

    ERIC Educational Resources Information Center

    Han, Myae; Silva, Luisa; Vukelich, Carol; Buell, Martha; Hou, Likun

    2014-01-01

    This study examined the early English language and literacy skill development of 179 children from 11 Head Start classrooms who participated in an added focus on language and literacy skill-building supported by Early Reading First programme. Of this sample, 118 children were Spanish-speaking English Language Learners (ELL). All children were…

  6. The Effects of Native Language Books on the Pre-Literacy Skill Development of Language Minority Kindergartners.

    ERIC Educational Resources Information Center

    Hancock, Dawson R.

    2002-01-01

    Used a quasi-experimental approach to examine whether exposure to age-appropriate books in their native language would affect pre-literacy skills development of language minority kindergartners. Found that native Spanish-speaking children exposed to Spanish-language books scored significantly higher on a pre-literacy skills tests than did their…

  7. Verbal and Academic Skills in Children with Early-Onset Type 1 Diabetes

    ERIC Educational Resources Information Center

    Hannonen, Riitta; Komulainen, Jorma; Eklund, Kenneth; Tolvanen, Asko; Riikonen, Raili; Ahonen, Timo

    2010-01-01

    Aim: Basic verbal and academic skills can be adversely affected by early-onset diabetes, although these skills have been studied less than other cognitive functions. This study aimed to explore the mechanism of learning deficits in children with diabetes by assessing basic verbal and academic skills in children with early-onset diabetes and in…

  8. Factors in Information Literacy Education

    ERIC Educational Resources Information Center

    Williams, Michelle Hale; Evans, Jocelyn Jones

    2008-01-01

    Information literacy has long been discussed in the field of library science but is only recently becoming applied in specific academic disciplines. This article assesses student learning of information literacy skills analyzing data collected from three semesters of the Introduction to Comparative Politics course. Variables such as major…

  9. Embedding Academic Literacy Support within the Electrical Engineering Curriculum: A Case Study

    ERIC Educational Resources Information Center

    Skinner, I.; Mort, P.

    2009-01-01

    This paper reports the integration of supplementary training in academic literacy, for those without the assumed entry standard, into a standard electrical engineering program without compromising any other educational objectives. All students who commenced an engineering degree were tested as part of their first session's assessment activities.…

  10. Conceptions and Practice of Information Literacy in Academic Libraries: Espoused Theories and Theories-in-Use

    ERIC Educational Resources Information Center

    Kerr, Paulette A.

    2010-01-01

    This research was conducted to investigate the relationships between conceptions and practice of information literacy in academic libraries. To create a structure for the investigation, the research adopted the framework of Argyris and Schon (1974) in which professional practice is examined via theories of action, namely espoused theories and…

  11. A Writer-Respondent Intervention as a Means of Developing Academic Literacy

    ERIC Educational Resources Information Center

    Bharuthram, S.; Mckenna, S.

    2006-01-01

    This paper discusses the implementation of a project in which a writer-respondent intervention was used to develop the academic literacy practices of students. Writer-respondent projects are based on the idea that detailed developmental comments and questions on students' draft writing can assist them in acquiring the peculiar norms of academic…

  12. Student Experience and Tertiary Expectations: Factors Predicting Academic Literacy amongst First-Year Pharmacy Students

    ERIC Educational Resources Information Center

    Scouller, Karen; Bonanno, Helen; Smith, Lorraine; Krass, Ines

    2008-01-01

    Enhancing student performance in the first year and increasing retention rates have become important priorities for universities, resulting in a focus on support, especially for students deemed "at risk". Research suggests the importance of entry pathways into university and academic literacy for successful progression. However, there is little…

  13. Academic Literacy in Post-Colonial Times: Hegemonic Norms and Transcultural Possibilities

    ERIC Educational Resources Information Center

    Turner, Joan

    2003-01-01

    In this paper, I argue that it is important to bring proficiency in written English language into the frame of a critical pedagogy for academic literacy. This may at first seem a counter-intuitive goal with connotations of constraint and convergence rather than opening up and diversity. However, what is often not taken into account in the notion…

  14. Blending Cultural, Academic, and Technological Communication: Literacy for the New Millennium.

    ERIC Educational Resources Information Center

    Beaupre, Barbara

    A combination of traditional reading, media, and Internet information sources is necessary in today's educational sphere to bridge cultural differences, engage students' realms of experience, and promote academic and cultural literacy. A key issue for educators today is to utilize and extend the vehicles students are currently using in order to…

  15. Cultural Studies Meets Academic Literacies: Exploring Students' Resources through Symbolic Objects

    ERIC Educational Resources Information Center

    Archer, Arlene

    2008-01-01

    This paper reflects on a first year communication project in a South African engineering foundation programme which attempted to bring a cultural studies perspective to the teaching of academic literacy practices. In the project, students identify everyday objects that have symbolic meanings and examine these in a range of physical, cultural and…

  16. Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations

    ERIC Educational Resources Information Center

    Mastrangelo, Lisa S.; Tischio, Victoria

    2005-01-01

    "Integrating Writing, Academic Discourses, and Service Learning: Project Renaissance and School/College Literacy Collaborations" discusses a year-long general education program for first-year students that integrated disciplinary learning with a pen pal project in light of the goals of critical pedagogy and service-learning. The program aimed at…

  17. Language Learning in the American Southwestern Borderlands: Navajo Speakers and Their Transition to Academic English Literacy.

    ERIC Educational Resources Information Center

    Dyc, Gloria

    2002-01-01

    The Navajo Nation wants a 2-year Navajo language requirement for regional colleges. At the same time, literacy in academic English is required for Navajo students wishing to enter the sciences, medicine, and law. The difficulties students face as they make the transition from English to Navajo and from Navajo to English are described. Four…

  18. The Development of Cognitive Skills and Gains in Academic School Readiness for Children from Low-Income Families

    PubMed Central

    Welsh, Janet A.; Nix, Robert L.; Blair, Clancy; Bierman, Karen L.; Nelson, Keith E.

    2010-01-01

    This study examined developmental associations between growth in domain-general cognitive processes (working memory and attention control) and growth in domain-specific skills (emergent literacy and numeracy) across the pre-kindergarten year, and their relative contributions to kindergarten reading and math achievement. One hundred sixty-four Head Start children (44% African American or Latino; 57% female) were followed longitudinally. Path analyses revealed that working memory and attention control predicted growth in emergent literacy and numeracy skills during the pre-kindergarten year, and furthermore, that growth in these domain-general cognitive skills made unique contributions to the prediction of kindergarten math and reading achievement, controlling for growth in domain-specific skills. These findings extend research highlighting the importance of working memory and attention control for academic learning, demonstrating the effects in early childhood, prior to school entry. We discuss the implications of these findings for pre-kindergarten programs, particularly those designed to reduce the school readiness gaps associated with socio-economic disadvantage. PMID:20411025

  19. Contributions of Emergent Literacy Skills to Name Writing, Letter Writing, and Spelling in Preschool Children.

    PubMed

    Puranik, Cynthia S; Lonigan, Christopher J; Kim, Young-Suk

    2011-09-01

    The purpose of this study was to examine which emergent literacy skills contribute to preschool children's emergent writing (name-writing, letter-writing, and spelling) skills. Emergent reading and writing tasks were administered to 296 preschool children aged 4-5 years. Print knowledge and letter-writing skills made positive contributions to name writing; whereas alphabet knowledge, print knowledge, and name writing made positive contributions to letter writing. Both name-writing and letter-writing skills made significant contributions to the prediction of spelling after controlling for age, parental education, print knowledge, phonological awareness, and letter-name and letter-sound knowledge; however, only letter-writing abilities made a significant unique contribution to the prediction of spelling when both letter-writing and name-writing skills were considered together. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. Children's letter-writing skills may be a better indicator of children's emergent literacy and developing spelling skills than are their name-writing skills at the end of the preschool year. Spelling is a developmentally complex skill beginning in preschool and includes letter writing and blending skills, print knowledge, and letter-name and letter-sound knowledge. PMID:21927537

  20. Schneider Skills Enhancement Program. Final Performance Report.

    ERIC Educational Resources Information Center

    Schneider (USA), Inc., Plymouth, MN.

    The Schneider Skills Enhancement Program is a workplace literacy partnership between the medical manufacturing firm Schneider, Inc., and the Adult Academic Program of the Robbinsdale Area Schools in Minnesota. A literacy audit of 39 Schneider employees established a need for instruction in literacy, numeracy, and English as a Second Language (ESL)…

  1. Language and Literacy Development in the Early Years: Foundational Skills that Support Emergent Readers

    ERIC Educational Resources Information Center

    Brown, Carmen Sherry

    2014-01-01

    For all students, a high-quality early education is critical to ensuring their long-term academic success. Early learners need to understand why people read and write in order to be motivated to excel in their own literacy development. Through active engagement in the reading process, children learn ways to use their growing knowledge and skills…

  2. Improving Preschoolers' Language and Literacy Skills through Web-Mediated Professional Development

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Downer, Jason T.

    2011-01-01

    MyTeachingPartner (MTP) is a Web-mediated approach that provides ongoing support for teachers to improve the quality of their interactions with children. This study examined the effects of MTP on the preschool language and literacy development of children who are at risk for later academic difficulties. Results of this randomized controlled trial…

  3. The Impact of Teacher Responsivity Education on Preschoolers' Language and Literacy Skills

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Piasta, Shayne B.; Curenton, Stephanie M.; Wiggins, Alice; Turnbull, Khara Pence; Petscher, Yaacov

    2011-01-01

    Purpose: This study examined the extent to which teacher responsivity education affected preschoolers' language and literacy development over an academic year. Additional aims were to determine whether children's initial language abilities and teachers' use of responsivity strategies were associated with language outcomes, in particular. Method:…

  4. A Collaborative Project to Integrate Information Literacy Skills into an Undergraduate Psychology Course

    ERIC Educational Resources Information Center

    Birkett, Melissa; Hughes, Amy

    2013-01-01

    A collaborative project between an academic librarian and faculty member was implemented in an undergraduate psychology course with the goal of integrating specific information literacy learning outcomes relating to students' use of resources. As part of a semester-long, cumulative project, students' annotated bibliography assignments (N = 67),…

  5. Use of Social Emotional Learning Skills to Predict Future Academic Success and Progress toward Graduation

    ERIC Educational Resources Information Center

    Davis, Alan; Solberg, V. Scott; de Baca, Christine; Gore, Taryn Hargrove

    2014-01-01

    This study evaluated the degree to which a range of social emotional learning skills--academic self-efficacy, academic motivation, social connections, importance of school, and managing psychological and emotional distress and academic stress--could be used as an indicator of future academic outcomes. Using a sample of 4,797 from a large urban…

  6. Cradling Literacy: Building Teachers' Skills to Nurture Early Language and Literacy from Birth to Five. A ZERO TO THREE Training Curriculum

    ERIC Educational Resources Information Center

    Im, Janice H.; Osborn, Carol A.; Sanchez, Sylvia Y.; Thorp, Eva K.

    2007-01-01

    "Cradling Literacy" provides field-tested instructional materials for instructors to help early childhood teachers develop knowledge and skills in nurturing early language and literacy in young children from birth to 5 years. The research and strategies presented in the instructional manual center on how child, parent, and teacher can work…

  7. The Importance of the Home Literacy Environment for Developing Literacy Skills in Young Children Who Are Deaf or Hard of Hearing

    ERIC Educational Resources Information Center

    DesJardin, Jean L.; Ambrose, Sophie E.

    2010-01-01

    Young children who are born deaf or hard of hearing are at risk for language and emergent literacy challenges. Emergent literacy skills play a significant role in early reading abilities for typically developing children with hearing. The purpose of this article is to (a) provide an overview of the research relating to oral language and emerging…

  8. The Montana Early Literacy Project--Building Language and Literacy Skills during the Early Childhood Years: Preparing Children with Disabilities for Success in Early Elementary School. Final Report.

    ERIC Educational Resources Information Center

    van den Pol, Rick

    This final report describes the objectives, activities and outcomes of a federally funded project designed to develop a model for fostering emerging literacy and language skills in young children with disabilities. The model promotes the belief that literacy is one of the primary avenues by which an individual gains access to full community…

  9. Associations of Emotion-Related Regulation with Language Skills, Emotion Knowledge, and Academic Outcomes

    ERIC Educational Resources Information Center

    Eisenberg, Nancy; Sadovsky, Adrienne; Spinrad, Tracy L.

    2005-01-01

    Research suggests that the development of emotional regulation in early childhood is interrelated with emotional understanding and language skills. Heuristic models are proposed on how these factors influence children's emerging academic motivation and skills. (Contains 2 figures.)

  10. Developing Content-Area Academic Literacy: A Randomized Control Trial of the Reading Apprenticeship Improving Secondary Education (RAISE) Project

    ERIC Educational Resources Information Center

    Fancsali, Cheri; Abe, Yasuyo; Pyatigorsky, Mikhail

    2016-01-01

    Nationally, two-thirds of high school students are unable to read and comprehend complex academic materials, think critically about texts, and synthesize information from multiple sources, or communicate what they have learned. Without a substantial change in their academic literacy, U.S. high school students face continued academic problems in…

  11. Sixty Minutes of Physical Activity per Day Included within Preschool Academic Lessons Improves Early Literacy

    ERIC Educational Resources Information Center

    Kirk, Stacie M.; Kirk, Erik P.

    2016-01-01

    Background: The effects of increases in physical activity (PA) on early literacy skills in preschool children are not known. Methods: Fifty-four African-American preschool children from a low socioeconomic urban Head Start participated over 8 months. A 2-group, quasi-experimental design was used with one preschool site participating in the PA…

  12. Building ESL Students' Linguistic and Academic Literacy through Content-Based Interclass Collaboration

    ERIC Educational Resources Information Center

    Kasper, Loretta F.; Weiss, Saundra Tara

    2005-01-01

    This essay describes how interclass collaboration in the context of an in-depth interdisciplinary discussion and analysis of global problems can yield significant benefits in the development of ESL students' sense of efficacy, their literacy, and their critical thinking skills. Collaborative lessons expose the students to new and varied…

  13. Literacy and life skills education for vulnerable youth: What policy makers can do

    NASA Astrophysics Data System (ADS)

    Bernhardt, Anna Caroline; Yorozu, Rika; Medel-Añonuevo, Carolyn

    2014-04-01

    In countries with a high concentration of youth with low literacy levels, the policy and programming task related to education and training is particularly daunting. This note briefly presents policies and practices which have been put in place to provide vulnerable youth with literacy and life skills education. It is based on a multi-country research study undertaken by the UNESCO Institute for Lifelong Learning (UIL) in cooperation with the Department of Foreign Affairs, Trade and Development Canada (DFATD Canada; previously Canadian International Development Agency, CIDA), and on subsequent policy dialogue forums with policy makers, practitioners, researchers and youth representatives held in Africa, the Arab region and Asia. Built on this review of existing policies and their implementation, this note provides lessons for innovative practices and suggests six concrete ways to address the needs of vulnerable youth through literacy and life skills education.

  14. Investigating Academic Literacy Expectations: A Curriculum Audit Model

    ERIC Educational Resources Information Center

    Armstrong, Sonya L.; Stahl, Norman A.; Kantner, M. Joanne

    2015-01-01

    Although much research has examined students' readiness levels as they prepare to transition from high school to college, little published research exists on the specific literacy expectations students will face in their early college experiences. This article provides an overview of a model for determining the reading demands and expectations in…

  15. Developing Visual Literacy among Academically Able Fifth-Grade Students.

    ERIC Educational Resources Information Center

    Casey, Heidi Van Ert; Wolf, Joan S.

    1989-01-01

    The study with 34 gifted fifth-grade students found that a concrete sequential approach to developing visual literacy was more effective than an abstract visualization approach. Subjects either received guided visualization or direct instruction on such art concepts as shape, form, line, color, perspective, variety, and unity. (DB)

  16. Individual Goals and Academic Literacy: Integrating Authenticity and Explicitness

    ERIC Educational Resources Information Center

    Beck, Sarah W.

    2009-01-01

    Finding a way to integrate authentic learning experiences and explicit instruction is essential if teachers are to adapt to the current policy environment while at the same time acknowledging the rights of students to determine their own goals for literacy learning. Toward this end, the author presents a case study of one student's development as…

  17. Individualized Engagement with Genre in Academic Literacy Tasks

    ERIC Educational Resources Information Center

    Cheng, An

    2008-01-01

    The interaction between learner characteristics, including learners' histories and goals of learning, and learners' analysis and production of target genres remains a topic of continuing interest in the genre-based literacy framework. This case study documented an L2 graduate student's individualized engagement with genre in both her reading and…

  18. Computer Literacy in an Academic Library: Technological Hit or Myth?

    ERIC Educational Resources Information Center

    Hanson, Charles D.

    1984-01-01

    Traces the development of Lima Community College's computer literacy program, which uses the library as the site of ongoing computer education. Explores such factors in program development as funding, hardware choice, and implementation steps. Responds to several myths about computers, e.g., microcomputers take up little space and reduce staffing…

  19. Literacy Engagement: Fueling Academic Growth for English Learners

    ERIC Educational Resources Information Center

    Cummins, Jim

    2011-01-01

    Educational policies designed to promote literacy achievement in U.S. schools over the past decade have failed to deliver the anticipated outcomes. These disappointing outcomes can be attributed to the implementation of evidence-free policies. In particular, policymakers have ignored the fact that underachievement is concentrated in schools…

  20. Doing peer review and receiving feedback: impact on scientific literacy and writing skills.

    PubMed

    Geithner, Christina A; Pollastro, Alexandria N

    2016-03-01

    Doing peer review has been effectively implemented to help students develop critical reading and writing skills; however, its application in Human Physiology programs is limited. The purpose of the present study was to determine the impact of peer review on Human Physiology majors' perceptions of their scientific literacy and writing skills. Students enrolled in the Scientific Writing course completed multiple writing assignments, including three revisions after receiving peer and instructor feedback. Students self-assessed their knowledge, skills, and attitudes related to science and writing in pre- and postcourse surveys (n = 26 with complete data). Seven survey items related to scientific literacy and writing skills impacted by peer review were selected for analysis. Scores on these survey items were summed to form a composite self-rating score. Responses to two questions regarding the most useful learning activities were submitted to frequency analysis. Mean postcourse scores for individual survey items and composite self-rating scores were significantly higher than precourse means (P < 0.05). Peer review was the most frequently noted among 21 learning activities for increasing scientific literacy and in the top 5 for improving writing skills. In conclusion, peer review is an effective teaching/learning approach for improving undergraduate Human Physiology majors' knowledge, skills, and attitudes regarding science and scientific writing. PMID:26847256

  1. The relationship among self-regulation, internet use, and academic achievement in a computer literacy course

    NASA Astrophysics Data System (ADS)

    YangKim, SungHee

    This research was a correlational study of the relationship among self-regulation, students' nonacademic internet browsing, and academic achievement in an undergraduate computer literacy class. Nonacademic internet browsing during class can be a distraction from student academic studies. There has been little research on the role of self-regulation on nonacademic internet browsing in influencing academic achievement. Undergraduate computer literacy classes were used as samples (n= 39) for measuring these variables. Data were collected during three class periods in two sections of the computer literacy course taught by one instructor. The data consisted of a demographic survey, selected and modified items from the GVU 10th WWW User Survey Questionnaire, selected items of the Motivated Strategies for Learning Questionnaire, and measures of internet use. There were low correlations between self-regulation and academic grades (r= .18, p > .05) and self-regulation and internet use (r= -.14, p > .05). None of the correlations were statistically significant. Also, there was no statistically significant correlation between internet use and academic achievement (r= -.23, p >.05). Self-regulation was highly correlated to self-efficacy (r= .53, p < .05). Total internet access was highly correlated to nonacademic related internet browsing (r= .96, p < .01). Although not statistically significant, the consistent negative correlations between nonacademic internet use with both self-regulation and achievement indicate that the internet may present an attractive distraction to achievement which may be due to lack of self-regulation. The implication of embedded instruction of self-regulation in the computer literacy course was discussed to enhance self-regulated internet use. Further study of interaction of self-regulated internet use and academic achievement is recommended.

  2. Relations between Print Exposure and Literacy Skills: New Evidence from Grade 1-5

    ERIC Educational Resources Information Center

    Ecalle, Jean; Magnan, Annie

    2008-01-01

    This study had two main aims: (a) to develop checklists adapted for the French culture and the age of the children whose level of print exposure (PE) was to be assessed and (b) to analyse the impact of print exposure on various literacy skills. The checklists consisted of Titles, Magazines, and Authors (targets and foils). The children's responses…

  3. The Effects of Two Different Instructional Programmes on Literacy Skills of Kindergarten Children

    ERIC Educational Resources Information Center

    Gahwaji, Nahla M.

    2016-01-01

    Lately, research exploring the effects of tutorial instructional programmes and educational games on literacy skills of kindergarten children has attracted large number of educational technology researchers and practitioners. Even though overwhelming research literature on the subject is available, the majority of this existing work is designed…

  4. Contribution of the Home Environment to Preschool Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Haynes, Rebekah Mina

    2010-01-01

    Recent and ongoing research has demonstrated the alarming likelihood of children from low-income homes and from ethnic minorities to read at much lower reading levels than their peers. Additionally, reading ability is related to the earliest of emergent literacy skills, which can be measured in young children before they enter formal schooling.…

  5. Occupational Task Profiles: Canadian Literacy and Essential Skills Workforce. A Pan-Canadian Snapshot

    ERIC Educational Resources Information Center

    Harwood, Chris

    2012-01-01

    This "Pan-Canadian Snapshot" explores the competencies needed to work with adults participating in Literacy and/or Essential Skills (L/ES) programs in Canada. The purpose of the "Snapshot" is to: (1) lay a foundation from which to explore the topic of professionalism; (2) identify the types of supports that the L/ES workforce…

  6. Reading Skills of Students with Speech Sound Disorders at Three Stages of Literacy Development

    ERIC Educational Resources Information Center

    Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

    2013-01-01

    Purpose: The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with…

  7. Using Educational Technology to Develop Early Literacy Skills in Sub-Saharan Africa

    ERIC Educational Resources Information Center

    Abrami, Philip C.; Wade, C. Anne; Lysenko, Larysa; Marsh, Jonathon; Gioko, Anthony

    2016-01-01

    The research explores the impact of interactive, multimedia literacy software (ABRA) on the reading skills of early elementary students in Kenya. Twelve grade two English teachers and their students from six schools were randomly divided in half: an experimental group (N = 180) where ABRA was part of their English Language instruction and a…

  8. The Utility of the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) in Predicting Reading Achievement

    ERIC Educational Resources Information Center

    Echols, Julie M. Young

    2010-01-01

    Reading proficiency is the goal of many local and national reading initiatives. A key component of these initiatives is accurate and reliable reading assessment. In this high-stakes testing arena, the Dynamic Indicators of Basic Early Literacy Skills (DIBELS) has emerged as a preferred measure for identification of students at risk for reading…

  9. Evaluation of Information Literacy Skill Development in First Year Medical Students

    ERIC Educational Resources Information Center

    Carr, Sandra; Iredell, Helena; Newton-Smith, Carol; Clark, Catherine

    2011-01-01

    Medical practitioners need the skills to find relevant information and evaluate its authenticity, validity, and reliability. The learning of information literacy has been embedded in the University of Western Australia (UWA) medical course since 2000. The purpose of this study was to evaluate the effectiveness of the enhanced information literacy…

  10. Information Literacy Skills for Preservice Teachers: Do They Transfer to K-12 Classrooms?

    ERIC Educational Resources Information Center

    Stockham, Marcia; Collins, Heather

    2012-01-01

    This study surveyed current education majors (n=70) in two Kansas universities to gain a perspective on their understanding of Information Literacy (IL) concepts and skills, and to learn whether they anticipated teaching such concepts to their future K-12 students. School media specialists in the state were also surveyed (n=85) and asked to share…

  11. Are They Ready? Exploring Student Information Literacy Skills in the Transition from Secondary to Tertiary Education

    ERIC Educational Resources Information Center

    Salisbury, Fiona; Karasmanis, Sharon

    2011-01-01

    How information literate are the Google generation, and what information literacy skills do they bring to university? For university libraries, understanding student prior knowledge provides a foundation on which to introduce appropriate learning activities during the first year. In 2009, in response to a new pedagogical model in health sciences,…

  12. Minding the Gap: Comics as Scaffolding for Critical Literacy Skills in the Classroom

    ERIC Educational Resources Information Center

    Vie, Stephanie; Dieterle, Brandy

    2016-01-01

    Comics--both digital and print--increasingly make their way to the classroom. Scholars in the field have illustrated the pedagogical value of comics, but there remains little discussion as of yet about how comics can inform critical literacy, a necessary skill for twenty-first-century communication. Here the authors discuss an approach to…

  13. Longitudinal Relations between Parental Writing Support and Preschoolers' Language and Literacy Skills

    ERIC Educational Resources Information Center

    Skibbe, Lori E.; Bindman, Samantha W.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2013-01-01

    Parental writing support was examined over time and in relation to children's language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents' graphophonemic support…

  14. Name-Writing Proficiency, Not Length of Name, Is Associated with Preschool Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Puranik, Cynthia S.; Lonigan, Christopher J.

    2012-01-01

    The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In Study 1, a range of emergent…

  15. Media-Savvy Scientific Literacy: Developing Critical Evaluation Skills by Investigating Scientific Claims

    ERIC Educational Resources Information Center

    Brickman, Peggy; Gormally, Cara; Francom, Greg; Jardeleza, Sarah E.; Schutte, Virginia G. W.; Jordan, Carly; Kanizay, Lisa

    2012-01-01

    Students must learn content knowledge and develop scientific literacy skills to evaluate and use scientific information in real-world situations. Recognizing the accessibility of scientific information to the average citizen, we developed an instructional approach to help students learn how to judge the quality of claims. We describe a…

  16. Children of the Cloth: Flannelboards Are a Great Tool to Help Kids Learn Early Literacy Skills

    ERIC Educational Resources Information Center

    Arnold, Renea; Colburn, Nell

    2004-01-01

    Flannelboards have been a storytime staple for years in school and public libraries. The flannelboard, or feltboard as it often is called, is a great tool to help children build early literacy skills. Reading research tells us that reading aloud is most effective when it is an interactive experience between the reader and the child. Flannelboard…

  17. An Examination of Two Techniques for Promoting Response Generalization of Early Literacy Skills

    ERIC Educational Resources Information Center

    Duhon, Gary J.; House, Sara E.; Poncy, Brian C.; Hastings, Kim W.; McClurg, Sally C.

    2010-01-01

    This study examined the application of two generalization procedures designed to promote generalized responding across two early literacy skills. Letter sound fluency was targeted using direct intervention for three subjects within a multiple baseline design. After instruction was complete, two generalization procedures (cueing and providing…

  18. Using Theatre Arts to Enhance Literacy Skills at the Second Grade Level

    ERIC Educational Resources Information Center

    McFadden, Pamela J.

    2010-01-01

    With budget cuts and the heavy emphasis placed in recent years on student achievement in language arts and mathematics, arts instruction has been greatly reduced in California elementary schools. Yet the research literature has shown arts instruction to be associated with improved literacy skills (Bransford & Schwartz, 1999). Podlozny (2002),…

  19. Learning a Living: First Results of the Adult Literacy and Life Skills Survey

    ERIC Educational Resources Information Center

    OECD Publishing (NJ1), 2005

    2005-01-01

    The Adult Literacy and Life Skills Survey (ALL) is a large-scale co-operative effort undertaken by governments, national statistics agencies, research institutions and multi-lateral agencies. The development and management of the study were co-ordinated by Statistics Canada and the Educational Testing Service (ETS) in collaboration with the…

  20. Youth Matters: Equipping Vulnerable Young People with Literacy and Life Skills. UIL Policy Brief 2

    ERIC Educational Resources Information Center

    UNESCO Institute for Lifelong Learning, 2013

    2013-01-01

    Youth literacy and life skills, especially for vulnerable youth who have left school or never received a formal education, should be a policy priority to secure the full participation of young people in society and to ensure peaceful and sustainable development. This document assesses the complex challenge of designing policy for vulnerable youth.…

  1. S.O.S. for Information Literacy: A Tool for Improving Research and Information Skills Instruction.

    ERIC Educational Resources Information Center

    Arnone, Marilyn P.; Small, Ruth V.

    At no time in history has the ability to locate, organize, evaluate, manage and use information, skills collectively referred to as information literacy, been more important to today's learners. Classroom and technology teachers and library media specialists are challenged to find effective, innovative techniques for teaching research and…

  2. Improving Information Literacy Skills through Learning to Use and Edit Wikipedia: A Chemistry Perspective

    ERIC Educational Resources Information Center

    Walker, Martin A.; Li, Ye

    2016-01-01

    Our students rely on Wikipedia on their mobile devices or laptops, since it is an extremely rich and broad resource. This article overviews the Chemistry content on Wikipedia and how students can learn to use it effectively as an information resource, critically evaluating content, and learning key information literacy skills. We also discuss how…

  3. Narrowing the Skills Gap: Workplace Literacy Programs in Canada. Final Report.

    ERIC Educational Resources Information Center

    Ottawa Univ. (Ontario).

    This report documents, in case study format, eight workplace literacy programs in Canada. Introductory materials highlight conclusions and discuss reasons for undertaking the project to document the Canadian experience in basic skills training from the perspective of the employer and employee and program design. Each case study or program profile…

  4. The Potential of Community Libraries in Supporting Literate Environments and Sustaining Literacy Skills

    ERIC Educational Resources Information Center

    Shrestha, Sanjana; Krolak, Lisa

    2015-01-01

    This article shows how community libraries can create and support literate environments, which are essential for building and sustaining literacy skills in local communities. The paper begins with a subject analysis reviewing available background materials and literature on the topic. Next, relevant issues are considered based on experiences and…

  5. A Shared Reading Intervention with Parents to Enhance Young Children's Early Literacy Skills

    ERIC Educational Resources Information Center

    Sim, Susan S. H.; Berthelsen, Donna; Walker, Susan; Nicholson, Jan M.; Fielding-Barnsley, Ruth

    2014-01-01

    A pragmatic randomised controlled trial was used to investigate the effects of two forms of shared reading on children's language and literacy skills. Parents of 80 children in the preparatory year of school participated in an eight-week home reading intervention. Families were assigned to one of three groups: dialogic reading (DR), dialogic…

  6. African American Preschoolers' Language, Emergent Literacy Skills, and Use of African American English: A Complex Relation

    ERIC Educational Resources Information Center

    Connor, Carol McDonald; Craig, Holly K.

    2006-01-01

    Purpose: This study examined the relation between African American preschoolers' use of African American English (AAE) and their language and emergent literacy skills in an effort to better understand the perplexing and persistent difficulties many African American children experience learning to read proficiently. Method: African American…

  7. Improving Below-Proficient Information Literacy Skills: Designing an Evidence-Based Educational Intervention

    ERIC Educational Resources Information Center

    Gross, Melissa; Latham, Don; Armstrong, Bonnie

    2012-01-01

    This article describes the design and development of an educational intervention intended to improve information literacy skills based on research with first-year college students. The intervention was developed over the course of a three-year period, during which time grant funding was received from the Institute of Museum and Library Services…

  8. Formative Evaluation of the Adult Learning, Literacy and Essential Skills Program. Final Report

    ERIC Educational Resources Information Center

    Human Resources and Skills Development Canada, 2010

    2010-01-01

    This report presents the results of the formative evaluation of the Adult Learning, Literacy and Essential Skills Program (ALLESP). Data collection related to this evaluation took place between November 2008 and May 2009. The evaluation resulted in the following four recommendations: (1) It is recommended that Program objectives and activities…

  9. Young Learners: An Examination of the Psychometric Properties of the Early Literacy Knowledge and Skills Instrument

    ERIC Educational Resources Information Center

    Chan, Man Ching Esther

    2015-01-01

    The Early Literacy Knowledge and Skills (ELKS) instrument was informed by the work of Ferreiro and Teberosky based on the notion that young children could be differentiated according to levels of sophistication in their understanding of the rules of written language. As an initial step to evaluate the instrument for teaching purposes, the present…

  10. Links between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

    ERIC Educational Resources Information Center

    McClelland, Megan M.; Cameron, Claire E.; Connor, Carol McDonald; Farris, Carrie L.; Jewkes, Abigail M.; Morrison, Frederick J.

    2007-01-01

    This study investigated predictive relations between preschoolers' (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite…

  11. Information Literacy Skills Training: A Factor in Student Satisfaction with Access to High Demand Material

    ERIC Educational Resources Information Center

    Perrett, Valerie

    2010-01-01

    In a survey of Business and Government, Law and Information Sciences students carried out at the University of Canberra, results showed that in-curricula information literacy skills training had a greater impact on students' satisfaction with access to high demand material than the purchase of additional copies of books. This paper will discuss…

  12. Validity of Teacher Report for Assessing the Emergent Literacy Skills of At-Risk Preschoolers

    ERIC Educational Resources Information Center

    Cabell, Sonia Q.; Justice, Laura M.; Zucker, Tricia A.; Kilday, Carolyn R.

    2009-01-01

    Purpose: The purpose of this study was to determine the predictive validity of teacher report for assessing the emergent literacy skills of preschool-age children. The aims were twofold: (a) to examine predictive relationships between teacher report and direct behavioral assessment, and (b) to examine the extent to which teacher report accurately…

  13. The Role of Home Literacy Environment in Toddlerhood in Development of Vocabulary and Decoding Skills

    ERIC Educational Resources Information Center

    Kim, Sojung; Im, Haesung; Kwon, Kyong-Ah

    2015-01-01

    Background: Little empirical research examines the process in which home literacy environment (HLE) in toddlerhood is associated with preschoolers' vocabulary and decoding skills using a large-scale dataset. Objective: The purposes of the current study were to (a) examine the differential effect of HLE in toddlerhood on preschoolers' vocabulary…

  14. Finding Passion in Teaching and Learning: Embedding Literacy Skills in Content-Rich Curriculum

    ERIC Educational Resources Information Center

    Freidus, Helen

    2010-01-01

    This study describes a collaboration between the American Museum of Natural History and the Bank Street College Reading and Literacy Program. The collaboration is a response to mandated curriculum that emphasizes instruction in basic skills at the expense of content knowledge acquisition. It is designed to demonstrate ways of embedding instruction…

  15. Examining Relationships among Dialect Variation, Literacy Skills, and School Context in First Grade

    ERIC Educational Resources Information Center

    Terry, Nicole Patton; Connor, Carol McDonald; Thomas-Tate, Shurita; Love, Michael

    2010-01-01

    Purpose: This study examined relationships between the use of nonmainstream American English dialects, literacy skills, and school environment among typically developing first graders (n = 617), of whom 48% were African American and 52% were White, in order to describe and better understand the difficulties many children from linguistically…

  16. Using Dialogic Reading to Enhance Emergent Literacy Skills of Young Dual Language Learners

    ERIC Educational Resources Information Center

    Huennekens, Mary Ellen; Xu, Yaoying

    2016-01-01

    This study examined the effects of an early reading intervention on preschool-age dual language learners' (DLL) early literacy skills. Instruction in phonological awareness and alphabet knowledge was embedded in interactive reading strategies, also known as dialogic reading. A single subject multiple baseline across subjects design was applied to…

  17. Characteristics of 15-Year-Old Students Predicting Scientific Literacy Skills in Turkey

    ERIC Educational Resources Information Center

    Demir, Ergül

    2016-01-01

    Since 2003, Turkey regularly participates in PISA. According to the PISA 2012 results, 15-year-old students in Turkey performed below both OECD countries and participating countries. Defining the relations between students' characteristics and their scientific literacy skills is thought to provide deeper understanding for the nature of this…

  18. Environmental Risk Factors and Children's Literacy Skills during the Transition to Elementary School

    ERIC Educational Resources Information Center

    Cadima, Joana; McWilliam, R. A.; Leal, Teresa

    2010-01-01

    This study examined the effects of the accumulation of family risk factors on children's literacy skills, both in preschool and in first grade. Children's (N = 106) vocabulary, conventions of print, phonological awareness, knowledge of letters, reading decoding, and reading comprehension were assessed. Family risk factors, consisting of household…

  19. Predicting Dyslexia in a Transparent Orthography from Grade 1 Literacy Skills: A Prospective Cohort Study

    ERIC Educational Resources Information Center

    Bigozzi, Lucia; Tarchi, Christian; Pinto, Giuliana; Accorti Gamannossi, Beatrice

    2016-01-01

    We conducted this prospective cohort study to explore the predictability of dyslexia from 1st-grade literacy skills in Italian students. We followed 407 Italian students in primary school from the 1st through the 3rd grades. Students were diagnosed with dyslexia in the 3rd grade. We retrospectively tested participants' 1st-grade performance in…

  20. Supporting Sociodramatic Play in Preschools to Promote Language and Literacy Skills of English Language Learners

    ERIC Educational Resources Information Center

    Banerjee, Rashida; Alsalman, Amani; Alqafari, Shehana

    2016-01-01

    English language learners are often at risk for communication and language delays--crucial elements in the foundation of early literacy skills. Studies have shown that preschool children involved in sociodramatic play demonstrate greater proficiency and interest in language development and reading. The manuscript shares evidence-based strategies…

  1. Wordless Book-Sharing Styles in Bilingual Preschool Classrooms and Latino Children's Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Schick, Adina

    2015-01-01

    The current study explored the preschool classroom environment as an important context for supporting dual-language learning Latino children's development of emergent literacy skills. The results of the study showed that teachers in Spanish-English bilingual preschool classrooms varied in the way they shared wordless picture books with the…

  2. The Effects of an Early History of Otitis Media on Children's Language and Literacy Skill Development

    ERIC Educational Resources Information Center

    Winskel, Heather

    2006-01-01

    Background: Otitis media (OM) or middle ear infection is a common childhood illness and is most frequent during the crucial first 3 years of life when speech and language categories are being established, which could potentially have a long-term effect on language and literacy skill development. Aims: The purpose of the current study was to…

  3. Preschool Caregiver Perceptions of the Effect of Gender on Literacy Skills

    ERIC Educational Resources Information Center

    Moore, Jenifer; Yin, Lishu; Weaver, Tandi; Lydell, Peggie; Logan, Suzette

    2007-01-01

    The purpose of this study was to examine preschool caregivers' perceptions of the effect of gender on literacy skills. The five caregivers selected for the study were all female and full-time employees of the preschool. Case studies (including interviews, observations, and documentation) of each of the caregivers were conducted to examine their…

  4. Lap Reading with Kindergartners: Nurturing Literacy Skills and so Much More

    ERIC Educational Resources Information Center

    Knopf, Herman T.; Brown, H. Mac

    2009-01-01

    In this article, the authors reexamine and duplicate research conducted more than 20 years ago to learn if the simple act of sharing literature with kindergarten children through a nurturing dialogic approach will support children's development of literacy skills, including a love of reading. Dialogic reading is based on: (1) child participation;…

  5. Factors Influencing Undergraduates' Self-Reported Satisfaction with Their Information Literacy Skills.

    ERIC Educational Resources Information Center

    Whitmire, Ethelene

    2001-01-01

    Investigated factors influencing undergraduates' self-reported satisfaction with their information literacy skills at the University of Wisconsin-Madison. Regression analysis revealed that students of color, students satisfied with campus library facilities, and students engaged in interactions with faculty reported greatest satisfaction with…

  6. A Report on Literacy Development in Community Colleges: Technical Report.

    ERIC Educational Resources Information Center

    Richardson, Richard C., Jr.; And Others

    This report is the outcome of a project designed to study the literacy demands of selected academic, vocational/technical, and developmental studies programs and courses and of administrative tasks in relation to the literacy skills of minority and other community college students. Chapter I discusses the nature and value of literacy in modern…

  7. Is Information Literacy Relevant in the Real World?

    ERIC Educational Resources Information Center

    O'Sullivan, Carmel

    2002-01-01

    Considers whether the corporate sector is aware of information literacy as a new economy skills set and a solution to information overload. Discusses terminology used in the business sector to describe aspects of information literacy and explains the definition of information literacy used by Australian academic libraries. (Author/LRW)

  8. Teamwork and Literacy: Learning from a Skills-Poor Position.

    ERIC Educational Resources Information Center

    Hart-Landsberg, Sylvia; Reder, Stephen

    A study examined the roles of literacy and teamwork in an automotive parts manufacturing company that was restructuring to implement a "high-performance" model of team organization, worker responsibility for quality control, and a pay-for-knowledge compensation system. The study focused on the formal and informal educational practices from which…

  9. Young Offenders' Perspectives on Their Literacy and Communication Skills

    ERIC Educational Resources Information Center

    Hopkins, Thomas; Clegg, Judy; Stackhouse, Joy

    2016-01-01

    Background: Research has revealed that the youth offending population has low language ability when assessed on standardized language measures. However, little is known about the perceptions young offenders (YOs) have of their own literacy ability and their communicative interactions with others. Such knowledge might further our understanding of…

  10. Functional Internet Literacy: Required Cognitive Skills with Implications for Instruction

    ERIC Educational Resources Information Center

    Johnson, Genevieve Marie

    2007-01-01

    Patterns of typical Internet use provide the basis for defining "functional Internet literacy." Internet use commonly includes communication, information, recreation, and commercial activities. Technical competence with connectivity, security, and downloads is a prerequisite for using the Internet for such activities. Bloom's taxonomy of cognitive…

  11. Teaching Critical Literacy Skills through the Natural Environment "as" Text

    ERIC Educational Resources Information Center

    Chambers, Joan M.; Radbourne, Christy

    2014-01-01

    Utilizing ecosocial theory and the notion of the environment as text, two teachers, the vice principal and a university researcher, engaged in a year-long, place-based, qualitative action research project in which they used the environment as the integrating context for teaching critical literacy, mathematics, and science. The project revealed…

  12. Cognitive and Environmental Predictors of Early Literacy Skills

    ERIC Educational Resources Information Center

    Davidse, Neeltje J.; de Jong , Maria T.; Bus, Adriana G.; Huijbregts, Stephan C. J.; Swaab, Hanna

    2011-01-01

    Not all young children benefit from book exposure in preschool age. It is claimed that the ability to hold information in mind ("short-term memory"), to ignore distraction ("inhibition"), and to focus attention and stay focused ("sustained attention") may have a moderating effect on children's reactions to the home literacy environment. In a group…

  13. A Poster Assignment Connects Information Literacy and Writing Skills

    ERIC Educational Resources Information Center

    Waters, Natalie

    2015-01-01

    This paper describes the implementation of a poster assignment in a writing and information literacy course required for undergraduate Life Sciences and Environmental Biology majors with the Faculty of Agricultural and Environmental Sciences at McGill University. The assignment was introduced in response to weaknesses identified through course…

  14. Developing Literacy Skills in the Early Years: A Practical Guide

    ERIC Educational Resources Information Center

    White, Hilary

    2005-01-01

    This book focuses on literacy development during the all-important Foundation Stage years. It is aimed at anyone who works with the three-plus age group -- nursery nurses, nursery teachers, Reception class teachers, nursery and Reception assistants and students practising in day nurseries, nursery schools or Reception classes. The book sets out…

  15. Developing Information Literacy Skills Early in an Undergraduate Curriculum

    ERIC Educational Resources Information Center

    Freeman, Edward; Lynd-Balta, Eileen

    2010-01-01

    Several core competencies related to information literacy have been identified by the Association of College and Research Libraries. Students must learn to gather relevant information and communicate their findings effectively. The collaborative activity described here, which could easily be adapted for other disciplines, introduces first-semester…

  16. Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1992.

    ERIC Educational Resources Information Center

    Adult Literacy and Basic Skills Unit (ALBSU) Newsletter, 1992

    1992-01-01

    This document consists of the four issues of this serial issued during 1992. Issue number 44 contains five articles: "Concerns and Fears" (issues raised by the proposed Further and Higher Education Bill in Britain); "Speaking Out for Wordpower" (Kay); "An Open Door to Mathematics" (Hay); "Literacy Problems and Employment" (Atkinson); and "ESOL…

  17. Bridging the Communication Divide: CMC and Deaf Individuals' Literacy Skills

    ERIC Educational Resources Information Center

    Garberoglio, Carrie Lou; Dickson, Duncan; Cawthon, Stephanie; Bond, Mark

    2015-01-01

    Deaf individuals frequently capitalize upon communication technologies that increase equitable access to communication in an ongoing, effortless manner. Those communication technologies create conditions that increase direct access to language and literacy. It is the lack of direct access to language that has been historically problematic for deaf…

  18. Financial Literacy Curriculum: The Effect on Offender Money Management Skills

    ERIC Educational Resources Information Center

    Koenig, Lori A.

    2007-01-01

    Offenders involved in this study lacked basic financial knowledge which presented a barrier to their success upon release. The researcher modified existing curriculum and created a course in financial literacy for offenders within a medium security correctional facility based upon their personal experiences. The offenders gained financial…

  19. School Readiness of Children with Language Impairment: Predicting Literacy Skills from Pre-Literacy and Social-Behavioural Dimensions

    ERIC Educational Resources Information Center

    Pentimonti, Jill M.; Murphy, Kimberly A.; Justice, Laura M.; Logan, Jessica A. R.; Kaderavek, Joan N.

    2016-01-01

    Background: School readiness generally captures the notion that children do best when they arrive at formal schooling with a certain threshold of skill that will help them thrive in the classroom's academic and social milieu. Aims: To examine the dimensionality of the construct of school readiness among children with language impairment (LI), as…

  20. Exploring the Roles of the Generative Vocabulary Matrix and Academic Literacy Engagement of Ninth Grade Biology Students

    ERIC Educational Resources Information Center

    Larson, Sue C.

    2014-01-01

    Seeking to increase conceptual understanding by sustaining adolescents' engagement and interest in secondary science classrooms, an intervention, the Engagement Model of Academic Literacy for Learning (EngageALL), was designed to implement a disciplinary literacy approach and organize instruction according to characteristics of student…

  1. Reading and Writing with a Public Purpose: Fostering Middle School Students' Academic and Critical Community Literacies through Debate

    ERIC Educational Resources Information Center

    Mirra, Nicole; Honoroff, Benjamin; Elgendy, Suzanne; Pietrzak, Gabriel

    2016-01-01

    Middle school is a crucial transition period for adolescents; in addition to beginning to grapple with the academic literacy demands of college and career readiness, they are working to find their place in public life and developing opinions about civic issues. This article presents debate as a literacy practice that is uniquely suited to helping…

  2. Effects of Self-Determination Interventions on the Academic Skills of Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Konrad, Moira; Fowler, Catherine H.; Walker, Allison R.; Test, David W.; Wood, Wendy M.

    2007-01-01

    Given the importance of both academic and self-determination skills for students with disabilities, it is important to identify efficient ways to deliver instruction in these essential areas. This literature review synthesizes intervention research that has examined the effects of self-determination interventions on academic skills for students…

  3. Formative evaluation of a mobile liquid portion size estimation interface for people with varying literacy skills

    PubMed Central

    Connelly, Kay; Siek, Katie A.; Welch, Janet L.

    2012-01-01

    Chronically ill people, especially those with low literacy skills, often have difficulty estimating portion sizes of liquids to help them stay within their recommended fluid limits. There is a plethora of mobile applications that can help people monitor their nutritional intake but unfortunately these applications require the user to have high literacy and numeracy skills for portion size recording. In this paper, we present two studies in which the low- and the high-fidelity versions of a portion size estimation interface, designed using the cognitive strategies adults employ for portion size estimation during diet recall studies, was evaluated by a chronically ill population with varying literacy skills. The low fidelity interface was evaluated by ten patients who were all able to accurately estimate portion sizes of various liquids with the interface. Eighteen participants did an in situ evaluation of the high-fidelity version incorporated in a diet and fluid monitoring mobile application for 6 weeks. Although the accuracy of the estimation cannot be confirmed in the second study but the participants who actively interacted with the interface showed better health outcomes by the end of the study. Based on these findings, we provide recommendations for designing the next iteration of an accurate and low literacy-accessible liquid portion size estimation mobile interface. PMID:24443659

  4. How we enhanced medical academics skills and reduced social inequities using an academic teaching program.

    PubMed

    Martins, Antonio Camargo; Oliveira, Felipe Renê Alves; Delfino, Breno Matos; Pereira, Thasciany Moraes; de Moraes, Fabio Henrique Pinto; Barbosa, Guilherme Viana; de Macedo, Lucas Felipe; Domingos, Tayna Da Silva; Da Silva, Dyemisson Pinheiro; Menezes, Charlene Cristine Rodrigues; Oliveira Filho, Edmar Santana; Pereira, Thales Augusto Da Silva; Piccirilli, Elizabeth Souza; Pinto, Wagner De Jesus

    2015-01-01

    The training of future physicians should be concurrent with the development of different skills and attitudes. This warrants the need to regularly provide students with opportunities for self-development throughout their academic career. This approach was exemplified in a medical school in the Brazilian Amazon, where students were allowed to play the role of high school teachers. As part of this exercise, they conducted reinforcement classes for high school students to increase the number of university admissions. The medical students were solely responsible for organizing and implementing this project, giving them the opportunity to develop teaching and leadership skills, enhance their understanding of communication and administration and contribute toward the society. PMID:25301145

  5. Teaching Content and Skills through Integrated Literacy Circles

    ERIC Educational Resources Information Center

    Wood, Karen D.; Pilonieta, Paola; Blanton, William E.

    2009-01-01

    The authors maintain that developing an awareness of the skills and tasks involved in proficient reading is necessary in the middle grades and that success with these skills and tasks develops through peer interaction and meaningful activity, not through teacher-dominated discussion. To that end, in this column, the authors introduce the…

  6. Investigating Predictors of Spelling Ability for Adults with Low Literacy Skills

    PubMed Central

    Talwar, Amani; Cote, Nicole Gilbert; Binder, Katherine S.

    2014-01-01

    This study examined whether the spelling abilities of adults with low literacy skills could be predicted by their phonological, orthographic, and morphological awareness. Sixty Adult Basic Education (ABE) students completed several literacy tasks. It was predicted that scores on phonological and orthographic tasks would explain variance in spelling scores, whereas scores on morphological tasks may not. Scores on all phonological tasks and on one orthographic task emerged as significant predictors of spelling scores. Additionally, error analyses revealed a limited influence of morphological knowledge in spelling attempts. Implications for ABE instruction are discussed. PMID:25364644

  7. Improving the Academic Outcomes of Undergraduate ESL Students: The Case for Discipline-Based Academic Skills Programs

    ERIC Educational Resources Information Center

    Baik, Chi; Greig, Joan

    2009-01-01

    This article examines the impact of an adjunct English language tutorial program on the academic performance of first-year Architecture students. With increasing numbers of international students enrolling in Australian universities, language and academic skills programs have shifted from generic to more discipline-specific models; however, there…

  8. Adolescent Literacy and Older Students with Learning Disabilities

    ERIC Educational Resources Information Center

    Learning Disability Quarterly, 2008

    2008-01-01

    Literacy is a complex set of skills that comprise the interrelated processes of reading and writing required within varied socio-cultural contexts. Underdeveloped literacy skills have profound consequences for students, families, and society. These effects are academic, social, emotional, and economic in nature. Students with learning disabilities…

  9. Development of Phonological Processing Skills in Children with Specific Language Impairment with and without Literacy Delay: A 3-Year Longitudinal Study

    ERIC Educational Resources Information Center

    Vandewalle, Ellen; Boets, Bart; Ghesquiere, Pol; Zink, Inge

    2012-01-01

    Purpose: To compare the development of phonological skills in children with specific language impairment (SLI) with and without literacy delay and to examine whether kindergarten phonological skills could discriminate these 2 groups. Method: In a longitudinal study, 8 children with SLI and literacy delay, 10 children with SLI and normal literacy,…

  10. Core Academic Language Skills: Moving beyond Vocabulary Knowledge to Predict Reading Comprehension

    ERIC Educational Resources Information Center

    Uccelli, Paola; Galloway, Emily Phillips; Kim, Ha Yeon; Barr, Christopher D.

    2015-01-01

    Despite a longstanding awareness of academic language as a pedagogically-relevant research area, the construct of academic language proficiency--understood as a more comprehensive set of skills than just academic vocabulary--has remained only vaguely specified. This study examines the potential--for both research and practice--of a more inclusive…

  11. Academic Skills of Boys With Fragile X Syndrome: Profiles and Predictors

    ERIC Educational Resources Information Center

    Roberts, Jane E.; Schaaf, Jennifer M.; Skinner, Martie; Wheeler, Anne; Hooper, Stephen; Hatton, Deborah D.; Bailey, Donald B., Jr.

    2005-01-01

    The academic achievement of boys with fragile X syndrome and the relation between several predictive factors and academic performance are reported. Boys with fragile X syndrome displayed significant deficits in all academic skill areas. Relative strengths were observed in general knowledge, reflecting the ability to integrate experiential…

  12. The Effect of Curriculum for Developing Efficient Studying Skills on Academic Achievements and Studying Skills of Learners

    ERIC Educational Resources Information Center

    Demir, Semra; Kilinc, Mehmet; Dogan, Ali

    2012-01-01

    Purpose of this study is to examine the effect of "Development of Efficient Studying Skills Curriculum" on academic achievements and studying skills of 7th grade primary school students. In this study, pre-test post-test from experiment models and semi-experimental model with control group were preferred. The reason for the preference is…

  13. Learning to See the Infinite: Measuring Visual Literacy Skills in a 1st-Year Seminar Course

    ERIC Educational Resources Information Center

    Palmer, Michael S.; Matthews, Tatiana

    2015-01-01

    Visual literacy was a stated learning objective for the fall 2009 iteration of a first-year seminar course. To help students develop visual literacy skills, they received formal instruction throughout the semester and completed a series of carefully designed learning activities. The effects of these interventions were measured using a one-group…

  14. Thinking beyond Technology: Using the iSkills Assessment as Evidence to Support Institutional ICT Literacy Initiatives

    ERIC Educational Resources Information Center

    Egan, Teresa; Katz, Irvin R.

    2007-01-01

    When Educational Testing Service (ETS) was first approached by college librarians, professors, and administrators to develop an assessment of Information and Communication Technology (ICT) literacy, there was a resounding concern: incoming students could use technology for entertainment purposes, but many did not have the ICT literacy skills to do…

  15. The Effects of Metacognitive Reading Strategy Instruction on Reading Performance of Adult ESL Learners with Limited English and Literacy Skills

    ERIC Educational Resources Information Center

    Huang, Jiuhuan; Newbern, Claudia

    2012-01-01

    This article reports on a study that examines the effects of metacognitive reading strategy instruction on reading performance of adult ESL learners with limited English and literacy skills. The strategy instruction was implemented over a period of four months with a group of 18 learners who were enrolled in a high beginning literacy course in an…

  16. Effects of Viewing the Television Program Between the Lions on the Emergent Literacy Skills of Young Children

    ERIC Educational Resources Information Center

    Linebarger, Deborah L.; Kosanic, Anjelika Z.; Greenwood, Charles R.; Doku, Nii Sai

    2004-01-01

    Does viewing Between the Lions, an educational television series featuring literacy instruction, improve the emergent literacy skills of kindergarten and first-grade children? Do improvements vary as a function of the child's initial reading risk status? In this study, higher word recognition and standardized reading test scores were noted for all…

  17. Ready or Not...: Perspectives on Literacy and Essential Skills in this Economic Downturn--A Canadian Baseline Study

    ERIC Educational Resources Information Center

    Murray, Janet; Yerichuk, Deanna; Murray-Smith, Nick

    2009-01-01

    In March 2009, Movement for Canadian Literacy (MCL) commissioned "Resources for Results", a private research and evaluation firm, to conduct a baseline study to explore the effects of the recent economic downturn on literacy and essential skills programs across Canada. The "Resources for Results" research team interviewed 35 people from across…

  18. Uses of Computer Technology in Adult Basic Skills/Literacy Programs: North Carolina Practice and Ideas from Other States.

    ERIC Educational Resources Information Center

    Massey, Nancy

    The report documents some of the uses of computers and computer software in North Carolina adult basic skills and literacy education programs. It includes articles on: the role and activities of the North Carolina Literacy Resource Center; a hosiery industry initiative to provide computer-assisted vocational English-as-a-Second-Language training;…

  19. Literacy-Related School Readiness Skills of English Language Learners in Head Start: An Analysis of the School Readiness Survey

    ERIC Educational Resources Information Center

    Park, Yujeong; Gurel, Sungur; Oh, Jihyun; Bettini, Elizabeth A; Leite, Walter

    2015-01-01

    The purpose of this study is to examine the effects of Head Start on early literacy skills relevant to school readiness of English language learners compared to their peers. The comparisons of literacy outcomes were conducted between English language learners and non-English language learners when both groups participated and were not in Head…

  20. A Systematic Review of the Literature on Emergent Literacy Skills of Preschool Children with Autism Spectrum Disorder

    ERIC Educational Resources Information Center

    Westerveld, Marleen F.; Trembath, David; Shellshear, Leanne; Paynter, Jessica

    2016-01-01

    A wealth of research has been conducted into emergent literacy (i.e., precursors to formal reading) skills and development in typically developing (TD) children. However, despite research suggesting children with autism spectrum disorder (ASD) are at risk of reading challenges, limited research exists on their emergent literacy. Thus, we aimed to…

  1. A Critical Investigation of Students' and Teachers' Views of the Use of Information Literacy Skills in School Assignments

    ERIC Educational Resources Information Center

    Herring, James E.

    2006-01-01

    This study examines the views of students and teachers in a United Kingdom high school on the students' use of information literacy skills. The students were provided with a scaffold in the form of the PLUS information literacy model. The study demonstrates that there exists a range of understanding amongst students about the value of information…

  2. Independent Contributions of Mothers' and Fathers' Language and Literacy Practices: Associations with Children's Kindergarten Skills across Linguistically Diverse Households

    ERIC Educational Resources Information Center

    Sims, Jacqueline; Coley, Rebekah Levine

    2016-01-01

    Research Findings: Home language and literacy inputs have been consistently linked with enhanced language and literacy skills among children. Most studies have focused on maternal inputs among monolingual populations. Though the proportion of American children growing up in primarily non-English-speaking homes is growing and the role of fathers in…

  3. Attendance, Performance and the Acquisition of Early Literacy Skills: A Comparison of Indigenous and Non-Indigenous School Children

    ERIC Educational Resources Information Center

    Ehrich, John; Wolgemuth, Jennifer R.; Helmer, Janet; Oteng, Georges; Lea, Tess; Bartlett, Claire; Smith, Heather; Emmett, Sue

    2010-01-01

    As part of an evaluation of a web-based early literacy intervention, ABRACADABRA, a small exploratory study was conducted over one term in three primary schools in the Northern Territory. Of particular concern was the relationship between attendance and the acquisition of early literacy skills of Indigenous and non-Indigenous children. Using the…

  4. Effective Early Literacy Skill Development for Young Spanish-Speaking English Language Learners: An Experimental Study of Two Methods

    ERIC Educational Resources Information Center

    Farver, Jo Ann M.; Lonigan, Christopher J.; Eppe, Stefanie

    2009-01-01

    Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before…

  5. Reading Skills of Students With Speech Sound Disorders at Three Stages of Literacy Development

    PubMed Central

    Skebo, Crysten M.; Lewis, Barbara A.; Freebairn, Lisa A.; Tag, Jessica; Ciesla, Allison Avrich; Stein, Catherine M.

    2015-01-01

    Purpose The relationship between phonological awareness, overall language, vocabulary, and nonlinguistic cognitive skills to decoding and reading comprehension was examined for students at 3 stages of literacy development (i.e., early elementary school, middle school, and high school). Students with histories of speech sound disorders (SSD) with and without language impairment (LI) were compared to students without histories of SSD or LI (typical language; TL). Method In a cross-sectional design, students ages 7;0 (years; months) to 17;9 completed tests that measured reading, language, and nonlinguistic cognitive skills. Results For the TL group, phonological awareness predicted decoding at early elementary school, and overall language predicted reading comprehension at early elementary school and both decoding and reading comprehension at middle school and high school. For the SSD-only group, vocabulary predicted both decoding and reading comprehension at early elementary school, and overall language predicted both decoding and reading comprehension at middle school and decoding at high school. For the SSD and LI group, overall language predicted decoding at all 3 literacy stages and reading comprehension at early elementary school and middle school, and vocabulary predicted reading comprehension at high school. Conclusion Although similar skills contribute to reading across the age span, the relative importance of these skills changes with children’s literacy stages. PMID:23833280

  6. Pathways to Information Literacy: An Information Literacy Skills Program for B.S. Nursing Students.

    ERIC Educational Resources Information Center

    Fox, Lynne M.; And Others

    A joint program of instruction was created between the University of Northern Colorado's Michener Library and School of Nursing. This expanded bibliographic instruction program was based on a proposal that outlined the need for information literacy instruction in nursing education, enumerated the possible benefits of such instruction to students…

  7. The Role of Home Literacy Practices in Preschool Children's Language and Emergent Literacy Skills

    ERIC Educational Resources Information Center

    Roberts, Joanne; Jurgens, Julia; Burchinal, Margaret

    2005-01-01

    This study examined how 4 specific measures of home literacy practices (i.e., shared book reading frequency, maternal book reading strategies, child's enjoyment of reading, and maternal sensitivity) and a global measure of the quality and responsiveness of the home environment during the preschool years predicted children's language and emergent…

  8. The impact of developmental speech and language impairments on the acquisition of literacy skills.

    PubMed

    Schuele, C Melanie

    2004-01-01

    Children with developmental speech/language impairments are at higher risk for reading disability than typical peers with no history of speech/language impairment. This article reviews the literacy outcomes of children with speech/language impairments, clarifying the differential risk for three groups of children: speech production impairments alone, oral language impairments alone, and speech production and oral language impairments. Children at greatest risk for reading and writing disabilities are children with language impairments alone and children with comorbid speech impairments and language impairments. For children with speech impairments alone, there is limited risk for literacy difficulties. However, even when reading skills are within the average range, children with speech impairments may have difficulties in spelling. Children with language impairments are likely to display reading deficits in word decoding and reading comprehension. It is not clear what role early literacy interventions play in the amelioration of reading difficulties in these populations. PMID:15611989

  9. Dedicated Computers: A Promising Solution for Adult Academic Literacy.

    ERIC Educational Resources Information Center

    Weintraub, Herbert

    1982-01-01

    Dedicated computers are designed to perform a specific function (such as check-out computers in supermarkets). Because software for these computers is either built in or housed in separate plug-in program modules, programming knowledge is not necessary. The use of these computers to help individuals master basic academic subjects is discussed.…

  10. Revitalizing Traditional Information Literacy Instruction: Exploring Games in Academic Libraries

    ERIC Educational Resources Information Center

    Margino, Megan

    2013-01-01

    The Future Voices in Public Services column is a forum for students in graduate library and information science programs to discuss key issues they see in academic library public services, to envision what they feel librarians in public service have to offer to academia, to tell of their visions for the profession, or to tell of research that is…

  11. Academics' Reflections on the Use of ePortfolio Documentation of Pedagogical Skills: A Pilot Study

    ERIC Educational Resources Information Center

    Sjogren, Elaine; Ragnemalm, Eva L.; Tingstrom, Pia; Uhlin, Lars; Abrandt Dahlgren, Madeleine

    2012-01-01

    Evaluation of university teachers' performativity has become a common feature of university policies. The Swedish Higher Education Ordinance states that equal attention should be paid to pedagogical skills and research skills when appointing academic staff. Hence, the definition and documentation of pedagogical skills have become increasingly…

  12. Academic Remedial Training: A Language Skills Development Program for U.S. Navy Recruits.

    ERIC Educational Resources Information Center

    Bowman, Harry L.; And Others

    Noting that the program is primarily a reading and verbal skills program for adult learners, this paper describes the Academic Remedial Training (ART) Program of the U.S. Navy. The first section of the paper discusses the historical background of the program. The second section describes the reading skills component and the verbal skills component…

  13. Functional Validity of a Judgment Skills Measure within the Concept of Health Literacy for Sleeping Disorder Patients

    PubMed Central

    Dubowicz, Arthur; Schulz, Peter J.

    2014-01-01

    The concept of health literacy has been widened to include higher order aspects such as patient decision-making skills while its measurement continued to rely narrowly on reading and numeracy skills, known as functional health literacy. We developed a Judgment Skills measure, designed to assess patients’ ability to make appropriate decisions with regard to their condition. The measure offers scenarios with answer options ranked for biomedical adequacy. This study aims to examine the psychometric properties and the functional validity of the Judgment Skills measure. A self-administered survey among 87 primary insomnia patients in the Italian-speaking part of Switzerland was conducted. The extensive path model included variables such as functional health literacy, coping with the medical condition, experience of the scenario, sleep quality, duration suffering, education, and age. Correlation analyses were conducted to link the variables. The Judgment Skills measure showed the expected significant correlations. In general, higher Judgment Skills were related to coping strategies leading to better health outcomes. Functional health literacy correlated highly with education, while Judgment Skills did not, which confirmed the conceptual difference of these skills. The findings propose a model for conducting research that does embrace the broader conceptualization of health literacy. PMID:25329537

  14. Name-writing proficiency, not length of name, is associated with preschool children's emergent literacy skills.

    PubMed

    Puranik, Cynthia S; Lonigan, Christopher J

    2012-06-01

    The goals of this study were twofold: first, to examine whether preschool children's name-writing proficiency differentiated them on other emergent reading and writing tasks, and second, to examine the effect of name length on preschool children's emergent literacy skills including alphabet knowledge and spelling. In study 1, a range of emergent literacy tasks was administered to 296 preschool children aged 4-5 years. The more advanced name writers outperformed the less advanced name writers on all emergent literacy measures. Furthermore, children with longer names did not show superior performance compared to children with shorter names. In study 2, four measures of alphabet knowledge and spelling were administered to 104 preschool children. Once again, the more advanced name writers outperformed the less advanced name writers on the alphabet knowledge and spelling measures. Results indicated that having longer names did not translate into an advantage on the alphabet knowledge and spelling tasks. Name writing proficiency, not length of name appears to be associated with preschool children's developing emergent literacy skills. Name writing reflects knowledge of some letters rather than a broader knowledge of letters that may be needed to support early spelling. PMID:22523450

  15. Relations Among Children's Use of Dialect and Literacy Skills: A Meta-Analysis

    PubMed Central

    Wanzek, Jeanne

    2015-01-01

    Purpose The current meta-analysis examines recent empirical research studies that have investigated relations among dialect use and the development and achievement of reading, spelling, and writing skills. Method Studies published between 1998 and 2014 were selected if they: (a) included participants who were in Grades K–6 and were typically developing native English speakers, (b) examined a concurrent quantitative relationship between dialect use and literacy, including reading, spelling, or writing measures, and (c) contained sufficient information to calculate effect size estimates. Results Upon the removal of one study that was found to be an outlier, the full sample included 19 studies consisting of 1,947 participants, of which the majority (70%) were African American. The results showed a negative and moderate relationship between dialect use and overall literacy performance (M effect size = −0.33) and for dialect and reading (M effect size = −0.32). For spelling and writing, the relationship was negative and small (M effect size = −0.22). Moderator analyses revealed that socioeconomic status and grade level were not significant predictors for relations among dialect use and literacy skills. Conclusions Implications for practice and future research, including analyzing dialect use in a variety of contexts and examining these relations to literacy outcomes, are discussed. PMID:26090843

  16. The Relationship between Prekindergarten Programs and Early Literacy Skill Development

    ERIC Educational Resources Information Center

    MacDonald, Laurie C.

    2013-01-01

    Almost half of the students who enter kindergarten come to school unprepared. Students who come unprepared for the academic demands of kindergarten are at risk for needing support throughout their education. The purpose of this study was to explore the relationship between the type of prekindergarten program (private, public, or none) attended and…

  17. Practical Literacy Matters: Teacher Confidence Is Key

    ERIC Educational Resources Information Center

    Santamaria, Laura A.; Taylor, Marissa K.; Park, Travis D.; Keene, Barrett L.; van der Mandele, Elizabeth

    2010-01-01

    Literacy is important to career and technical education (CTE) teachers, who strive to integrate core academic and cognitive skills and knowledge into their classrooms. There is little question that educators need to continually address literacy within CTE. Rather, the issue for many CTE teachers and administrators becomes how to effectively…

  18. A Holistic Approach to International Students, Institutional Habitus and Academic Literacies in an Irish Third Level Institution

    ERIC Educational Resources Information Center

    Sheridan, Vera

    2011-01-01

    This qualitative study examines the interplay between academic staff and international students with regard to developing academic literacies at university. Higher education has traditionally responded to increasing student diversity with the expectation that students will conform to institutional norms or habitus. In this context international…

  19. "Blogfolios" and Their Role in the Development of Research Projects in an Advanced Academic Literacy Class for ESL Students

    ERIC Educational Resources Information Center

    Ananyeva, Maria

    2014-01-01

    This paper focuses on "blogfolios", online interactive blog-based portfolios, developed by students for class projects in Electronic Literacy. Blogfolios may contain interactive images, podcasts, and web-log discussions on a variety of researched academic topics. The impact of academic blogfolios on the second language learner's…

  20. Predictors of Academic Success in Language Arts Literacy and Math on State Assessments in New Jersey Charter Schools

    ERIC Educational Resources Information Center

    Jerue, Gary A.

    2013-01-01

    There are a limited number of studies that examine the predictors of academic success in charter schools (Lawton, 2009). This study utilized a multiple regression analysis to identify the best predictors of academic success in language arts literacy (LAL) and math on state assessments in New Jersey charter schools. This study included four student…

  1. The Sum Is Greater than the Parts: Cross-Institutional Collaboration for Information Literacy in Academic Libraries.

    ERIC Educational Resources Information Center

    Hope, Charity B.; Peterson, Christina A.

    2002-01-01

    Explores the progress that academic libraries have made in building cross-institutional collaborations for information literacy, focusing on national collaborative efforts through professional organizations, multi-type local collaborations such as K-12/academic library partnerships, and collaborative efforts between peer institutions. Includes…

  2. Do infant vocabulary skills predict school-age language and literacy outcomes?

    PubMed Central

    Duff, Fiona J; Reen, Gurpreet; Plunkett, Kim; Nation, Kate

    2015-01-01

    Background Strong associations between infant vocabulary and school-age language and literacy skills would have important practical and theoretical implications: Preschool assessment of vocabulary skills could be used to identify children at risk of reading and language difficulties, and vocabulary could be viewed as a cognitive foundation for reading. However, evidence to date suggests predictive ability from infant vocabulary to later language and literacy is low. This study provides an investigation into, and interpretation of, the magnitude of such infant to school-age relationships. Methods Three hundred British infants whose vocabularies were assessed by parent report in the 2nd year of life (between 16 and 24 months) were followed up on average 5 years later (ages ranged from 4 to 9 years), when their vocabulary, phonological and reading skills were measured. Results Structural equation modelling of age-regressed scores was used to assess the strength of longitudinal relationships. Infant vocabulary (a latent factor of receptive and expressive vocabulary) was a statistically significant predictor of later vocabulary, phonological awareness, reading accuracy and reading comprehension (accounting for between 4% and 18% of variance). Family risk for language or literacy difficulties explained additional variance in reading (approximately 10%) but not language outcomes. Conclusions Significant longitudinal relationships between preliteracy vocabulary knowledge and subsequent reading support the theory that vocabulary is a cognitive foundation of both reading accuracy and reading comprehension. Importantly however, the stability of vocabulary skills from infancy to later childhood is too low to be sufficiently predictive of language outcomes at an individual level – a finding that fits well with the observation that the majority of ‘late talkers’ resolve their early language difficulties. For reading outcomes, prediction of future difficulties is likely to

  3. Teaching Information Literacy and Scientific Process Skills: An Integrated Approach.

    ERIC Educational Resources Information Center

    Souchek, Russell; Meier, Marjorie

    1997-01-01

    Describes an online searching and scientific process component taught as part of the laboratory for a general zoology course. The activities were designed to be gradually more challenging, culminating in a student-developed final research project. Student evaluations were positive, and faculty indicated that student research skills transferred to…

  4. Prosodic Awareness Skills and Literacy Acquisition in Spanish

    ERIC Educational Resources Information Center

    Defior, Sylvia; Gutierrez-Palma, Nicolas; Cano-Marin, Maria Jose

    2012-01-01

    There has been very little research in Spanish on the potential role of prosodic skills in reading and spelling acquisition, which is the subject of the present study. A total of 85 children in 5th year of Primary Education (mean age 10 years and 9 months) performed tests assessing memory, stress awareness, phonological awareness, reading and…

  5. Promoting Global Literacy Skills through Technology- Infused Teaching and Learning

    ERIC Educational Resources Information Center

    Keengwe, Jared, Ed.; Mbae, Justus G., Ed.; Ngigi, Simon K., Ed.

    2015-01-01

    The increasing internationalization of today's classrooms calls for learning institutions to prepare students for success in an interdependent and technologically-advanced world. Faculty who are competent in multiple 21st century skills are best equipped to engage students in curricula that are relevant, transformative, and engaging across content…

  6. Informing Young Women: Gender Equity through Literacy Skills.

    ERIC Educational Resources Information Center

    Farmer, Lesley S. J.

    This book is geared to helping librarians and other educators to empower young women and men through information and information skills. Gender issues are a focal point because content and content delivery have historically minimized women's contributions and perspectives, and students can have the opportunity to resolve these issues. Access to…

  7. Library Centers: Teaching Information Literacy, Skills, and Processes: K-6.

    ERIC Educational Resources Information Center

    Sykes, Judith A.

    Using the centers approach to resource-based learning, this book incorporates important information skill-building into a variety of exciting learning opportunities across the curriculum. It provides an ongoing library center program through a series of mini-lessons that cover topics ranging from author exploration and natural resources to rockets…

  8. Global Perspectives: Developing Media Literacy Skills to Advance Critical Thinking

    ERIC Educational Resources Information Center

    Radeloff, Cheryl L.; Bergman, Barbara J.

    2009-01-01

    Women's studies and feminist curricula have been lauded for the development and application of critical thinking skills for social and political change in its students (Fisher; Kellner and Share; Mayberry). Critical thinking can be defined as the ability to identify and challenge assumptions, to search for alternative ways of thinking, and to…

  9. Investigation of functional literacy and job-skills used in clerical workplace settings

    NASA Astrophysics Data System (ADS)

    Stojkovic, Lidia; Cumming, Joy

    1995-11-01

    This paper presents the findings of a study on the functional literacy and job-skills used by clerical workers in a variety of work situations. The study focused on the employees' own perceptions of their tasks. The results revealed three main requirements for successful performance of clerical work: (1) the possession of requisite knowledge and the ability to apply it; (2) thinking skills; (3) the ability to manage oneself and others. None of these capacities was sufficient on its own. The authors argue that the study has important implications for vocational education and training and for easing the transition from school to work.

  10. Enhancing RN-to-BSN students' information literacy skills through the use of instructional technology.

    PubMed

    Schutt, Michelle A; Hightower, Barbara

    2009-02-01

    The American Association of Colleges of Nursing advocates that professional nurses have the information literacy skills essential for evidence-based practice. As nursing schools embrace evidence-based models to prepare students for nursing careers, faculty can collaborate with librarians to create engaging learning activities focused on the development of information literacy skills. Instructional technology tools such as course management systems, virtual classrooms, and online tutorials provide opportunities to reach students outside the traditional campus classroom. This article discusses the collaborative process between faculty and a library instruction coordinator and strategies used to create literacy learning activities focused on the development of basic database search skills for a Computers in Nursing course. The activities and an online tutorial were included in a library database module incorporated into WebCT. In addition, synchronous classroom meeting software was used by the librarian to reach students in the distance learning environment. Recommendations for module modifications and faculty, librarian, and student evaluations are offered. PMID:19260403

  11. Evaluating the Structure of Early English Literacy Skills in Deaf and Hard-of-Hearing Children.

    PubMed

    Webb, Mi-Young; Lederberg, Amy R; Branum-Martin, Lee; McDonald Connor, Carol

    2015-10-01

    Better understanding the mechanisms underlying developing literacy has promoted the development of more effective reading interventions for typically developing children. Such knowledge may facilitate effective instruction of deaf and hard-of-hearing (DHH) children. Hence, the current study examined the multivariate associations among phonological awareness, alphabetic knowledge, word reading, and vocabulary skills in DHH children who have auditory access to speech. One hundred and sixty-seven DHH children (M age = 60.43 months) were assessed with a battery of early literacy measures. Forty-six percent used at least 1 cochlear implant; 54% were fitted with hearing aids. About a fourth of the sample was acquiring both spoken English and sign. Scores on standardized tests of phonological awareness and vocabulary averaged at least 1 standard deviation (SD) below the mean of the hearing norming sample. Confirmatory factor analyses showed that DHH children's early literacy skills were best characterized by a complex 3-factor model in which phonological awareness, alphabetic knowledge, and vocabulary formed 3 separate, but highly correlated constructs, with letter-sound knowledge and word reading skills relating to both phonological awareness and alphabetic knowledge. This supports the hypothesis that early reading of DHH children with functional hearing is qualitatively similar to that of hearing children. PMID:26109317

  12. Intelligence, Academic Self-Concept, and Information Literacy: The Role of Adequate Perceptions of Academic Ability in the Acquisition of Knowledge about Information Searching

    ERIC Educational Resources Information Center

    Rosman, Tom; Mayer, Anne-Kathrin; Krampen, Günter

    2015-01-01

    Introduction: The present paper argues that adequate self-perceptions of academic ability are essential for students' realization of their intellectual potential, thereby fostering learning of complex skills, e.g., information-seeking skills. Thus, academic self-concept should moderate the relationship between intelligence and information…

  13. Learning-related skills and academic achievement in academically at-risk first graders

    PubMed Central

    Cerda, Carissa A.; Im, Myung Hee; Hughes, Jan N.

    2015-01-01

    Using an academically at-risk, ethnically diverse sample of 744 first-grade children, this study tested a multi-method (i.e., child performance measures, teacher ratings, and peer ratings) measurement model of learning-related skills (i.e., effortful control [EC], behavioral self-regulation [BSR], and social competence [SC]), and their shared and unique contributions to children's reading and math achievement, above the effect of demographic variables. The hypothesized correlated factor measurement model demonstrated relatively good fit, with BSR and SC correlated highly with one another and moderately with EC. When entered in separate regression equations, EC and BSR each predicted children's reading and math achievement; SC only predicted reading achievement. When considered simultaneously, neither EC, BSR, nor SC contributed independently to reading achievement; however, EC had a direct effect on math achievement and an indirect effect on reading achievement via both BSR and SC. Implications for research and early intervention efforts are discussed. PMID:25908886

  14. Effective early literacy skill development for young Spanish-speaking English language learners: an experimental study of two methods.

    PubMed

    Farver, Jo Ann M; Lonigan, Christopher J; Eppe, Stefanie

    2009-01-01

    Ninety-four Spanish-speaking preschoolers (M age = 54.51 months, SD = 4.72; 43 girls) were randomly assigned to receive the High/Scope Curriculum (control n = 32) or the Literacy Express Preschool Curriculum in English-only (n = 31) or initially in Spanish transitioning to English (n = 31). Children's emergent literacy skills were assessed before and after the intervention in Spanish and English. Children in the English-only and transitional groups made significant gains in their emergent literacy skills in both Spanish and English compared to the control group, The English-only and transitional models were equally effective for English language outcomes, but for Spanish-language outcomes, only the transitional model was effective. The results suggest that a targeted early literacy intervention can improve Spanish-speaking preschoolers' preliteracy skills. PMID:19489898

  15. A Delphi Study to Identify Components of a New Model for Teaching and Learning 21st Century Literacy Skills

    ERIC Educational Resources Information Center

    Geiselhofer, Melissa Ann

    2010-01-01

    Reading online texts requires additional and more complex skills than those required for print based reading. The problem addressed in this study was the paucity of research regarding the definition, framework, and theoretical perspective underpinning the changing paradigm of 21st century literacy skills, The purpose of the study was to develop a…

  16. Colleges of Education Librarians in Nigeria: An Investigation into the Self-Perception of ICT-Related Information Literacy Skills

    ERIC Educational Resources Information Center

    Baro, Ebikabowei Emmanuel; Eze, Monica Eberechukwu

    2015-01-01

    The authors of this paper investigated the level of information communication technology-related (ICT) information literacy (IL) skills of librarians in Nigerian Colleges of Education (COE) in order to discover the challenges they face in acquiring these skills. A descriptive survey method was adopted using a questionnaire. Study participants…

  17. Combining Chemical Information Literacy, Communication Skills, Career Preparation, Ethics, and Peer Review in a Team-Taught Chemistry Course

    ERIC Educational Resources Information Center

    Jones, Mary Lou Baker; Seybold, Paul G.

    2016-01-01

    The widely acknowledged need to include chemical information competencies and communication skills in the undergraduate chemistry curriculum can be accommodated in a variety of ways. We describe a team-taught, semester-length course at Wright State University which combines chemical information literacy, written and oral communication skills,…

  18. Using Popular Culture Print to Increase Emergent Literacy Skills in One High-Poverty Urban School District

    ERIC Educational Resources Information Center

    Vera, Debbie

    2011-01-01

    This study has focused on using the text associated with popular culture print to teach early literacy skills to pre-kindergarten students. This study examined whether explicitly using popular culture print to teach alphabet knowledge and print concepts increased the achievement of these skills. Data revealed an increase in the mean rank of the…

  19. To Tell a Morphologically Complex Tale: Investigating the Story-Telling Abilities of Children and Adults with Low Literacy Skills

    ERIC Educational Resources Information Center

    Binder, Katherine S.; Magnus, Brooke; Lee, Cheryl; Gilbert Cote, Nicole

    2015-01-01

    This study examined differences between adults with low literacy skills and typically achieving children, who were matched on decoding ability, on their production of morphologically complex words (MC) in oral and written stories. In addition, we collected data on their morphological awareness, spelling, and vocabulary skills. Both adults and…

  20. Tracing Student Responsiveness to Intervention with Early Literacy Skills Indicators: Do They Reflect Growth toward Text Reading Outcomes?

    ERIC Educational Resources Information Center

    Clemens, Nathan H.; Hilt-Panahon, Alexandra; Shapiro, Edward S.; Yoon, Myeongsun

    2012-01-01

    This study investigated four widely-used early literacy skills indicators in reflecting growth toward first-grade text reading skills. Examining the progress of 101 students across kindergarten and first grade, Letter Naming Fluency (LNF) and Nonsense Word Fluency (NWF) were more accurate than Initial Sounds Fluency and Phoneme Segmentation…

  1. A Head Start to Learning: Exploration of a Parent-Directed Intervention to Promote Early Literacy Skill Development

    ERIC Educational Resources Information Center

    Sundman-Wheat, Ashley N.

    2012-01-01

    This study examined the effects of a parent-led intervention focused on developing children's early literacy skills within the home setting. The lesson plans contain scripted steps for completing activities to teach letter names and phonological awareness skills. Archival data were analyzed from a study conducted with 26 families from three…

  2. Whole Language versus Code-Based Skills and Interactional Patterns in Singapore's Early Literacy Program

    ERIC Educational Resources Information Center

    Vaish, Viniti

    2014-01-01

    This paper analyzes whole language and code-based skills approaches in early literacy and the specific patterns of interaction present in both approaches. Nineteen hours of video data were coded to analyze the nature of whole language versus code-based skills instruction and document the allocation of time spent on each approach in a reading…

  3. Literacy, Numeracy and Problem Solving in Technology-Rich Environments: Framework for the OECD Survey of Adult Skills

    ERIC Educational Resources Information Center

    OECD Publishing (NJ3), 2012

    2012-01-01

    A basic level of literacy and numeracy is essential for full participation in modern societies. While very few people in most of the advanced countries could be regarded as illiterate or innumerate, recent studies have shown that there are, in fact, significant numbers of people with poor skills, and that low levels of skills are associated with…

  4. Thinking about Thinking: Integrating Self-Reflection into an Academic Literacy Course

    ERIC Educational Resources Information Center

    Granville, Stella; Dison, Laura

    2005-01-01

    This paper describes the work done with first year students doing a course in English for Academic Purposes at the University of the Witwatersrand in Johannesburg. It is concerned with encouraging students to develop meta-cognitive reflective skills as a means to enhancing learning and developing higher order thinking. This work emphasizes the…

  5. Measuring the continuum of literacy skills among adults: educational testing and the LAMP experience

    NASA Astrophysics Data System (ADS)

    Guadalupe, Cesar; Cardoso, Manuel

    2011-08-01

    The field of educational testing has become increasingly important for providing different stakeholders and decision-makers with information. This paper discusses basic standards for methodological approaches used in measuring literacy skills among adults. The authors address the increasing interest in skills measurement, the discourses on how this should be done with scientific integrity and UNESCO's experience regarding the Literacy Assessment and Monitoring Programme (LAMP). The increase in interest is due to the evolving notion of literacy as a continuum. Its recognition in surveys and data collection is ensured in the first commitment in section 11 of the Belém Framework for Action. The discourse on how measurements should be carried out concerns the need to find valid parsimonious approaches, also their relevance in different institutional, cultural and linguistic contexts as well as issues of ownership and sustainability. Finally, UNESCO's experience with LAMP shows how important addressing these different issues is in order to equip countries with an approach that is fit for purpose.

  6. Measuring Health Literacy Regarding Infectious Respiratory Diseases: A New Skills-Based Instrument

    PubMed Central

    Sun, Xinying; Chen, Juan; Shi, Yuhui; Zeng, Qingqi; Wei, Nanfang; Xie, Ruiqian; Chang, Chun; Du, Weijing

    2013-01-01

    Background There is no special instrument to measure skills-based health literacy where it concerns infectious respiratory diseases. This study aimed to explore and evaluate a new skills-based instrument on health literacy regarding respiratory infectious diseases. Methods This instrument was designed to measure not only an individual’s reading and numeracy ability, but also their oral communication ability and their ability to use the internet to seek information. Sixteen stimuli materials were selected to enable measurement of the skills, which were sourced from the WHO, China CDC, and Chinese Center of Health Education. The information involved the distribution of epidemics, immunization programs, early symptoms, means of disease prevention, individual’s preventative behavior, use of medications and thermometers, treatment plans and the location of hospitals. Multi-stage stratified cluster sampling was employed to collect participants. Psychometric properties were used to evaluate the reliability and validity of the instrument. Results The overall degree of difficulty and discrimination of the instrument were 0.693 and 0.482 respectively. The instrument demonstrated good internal consistency reliability with a Cronbach’s alpha of 0.864. As for validity, six factors were extracted from 30 items, which together explained 47.3% of the instrument’s variance. And based on confirmatory factor analysis, the items were grouped into five subscales representing prose, document, quantitative, oral and internet based information seeking skills (χ2 = 9.200, P>0.05, GFI = 0.998, TLI = 0.988, AGFI = 0.992, RMSEA = 0.028). Conclusion The new instrument has good reliability and validity, and it could be used to assess the health literacy regarding respiratory infectious disease status of different groups. PMID:23724029

  7. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI.

    PubMed

    Nix, Robert L; Bierman, Karen L; Domitrovich, Celene E; Gill, Sukhdeep

    2013-01-01

    This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to "usual practice" Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

  8. Promoting Children's Social-Emotional Skills in Preschool Can Enhance Academic and Behavioral Functioning in Kindergarten: Findings from Head Start REDI

    PubMed Central

    Nix, Robert L.; Bierman, Karen L.; Domitrovich, Celene E.; Gill, Sukhdeep

    2013-01-01

    This study examined processes of change associated with the positive preschool and kindergarten outcomes of children who received the Head Start REDI intervention, compared to “usual practice” Head Start. In a large-scale randomized-controlled trial (N = 356 children, 42% African American or Latino, all from low-income families), this study tests the logic model that improving preschool social-emotional skills (e.g., emotion understanding, social problem solving, and positive social behavior) as well as language/emergent literacy skills will promote cross-domain academic and behavioral adjustment after children transition into kindergarten. Validating this logic model, the present study finds that intervention effects on three important kindergarten outcomes (e.g., reading achievement, learning engagement, and positive social behavior) were mediated by preschool gains in the proximal social-emotional and language/emergent literacy skills targeted by the REDI intervention. Importantly, preschool gains in social-emotional skills made unique contributions to kindergarten outcomes in reading achievement and learning engagement, even after accounting for the concurrent preschool gains in vocabulary and emergent literacy skills. These findings highlight the importance of fostering at-risk children's social-emotional skills during preschool as a means of promoting school readiness. The REDI (Research-Based, Developmentally-Informed) enrichment intervention was designed to complement and strengthen the impact of existing Head Start programs in the dual domains of language/emergent literacy skills and social-emotional competencies. REDI was one of several projects funded by the Interagency School Readiness Consortium, a partnership of four federal agencies (the National Institute of Child Health and Human Development, the Administration for Children and Families, the Assistant Secretary for Planning and Evaluation in the Department of Health and Human Services, and the

  9. Measuring the Academic Skills of University Students: Evaluation of a Diagnostic Procedure

    ERIC Educational Resources Information Center

    Erling, Elizabeth J.; Richardson, John T. E.

    2010-01-01

    Measuring the Academic Skills of University Students is a procedure developed in the 1990s at the University of Sydney's Language Centre to identify students in need of academic writing development by assessing examples of their written work against five criteria. This paper reviews the literature relating to the development of the procedure with…

  10. Using Socialization to Increase Academic Skills in a Pre-School Classroom

    ERIC Educational Resources Information Center

    Saunders, Ashley N.

    2010-01-01

    Recent research has shown that students who enter kindergarten with prior academic knowledge are more successful later in their school careers. Yet, pre-school teachers face the problem of limited time in a day to focus on the academic skills of students, as well as work on their basic needs. The goal of this study was to find out if students can…

  11. The Relation between Time Management Skills and Academic Achievement of Potential Teachers

    ERIC Educational Resources Information Center

    Cemaloglu, Necati; Filiz, Sevil

    2010-01-01

    The aim of this study is to determine the relationship between the time management skills and academic achievement of students who are potential teachers studying in faculties of education. The research was conducted in the 2007-08 academic term among 849 graduate students in the Faculty of Education at Gazi University. The "Time Management…

  12. Language, Content and Skills in the Testing of English for Academic Purposes.

    ERIC Educational Resources Information Center

    Gamaroff, R.

    1998-01-01

    A study investigated the consistency of criteria for academic English skills as applied by teachers of academic English and science lecturers in a South African historically black university. Both groups were asked to evaluate first-year students' essays on the greenhouse effect. Results indicated a wide variation in scores and judgments within…

  13. An Examination of the Relationship between SkillsUSA Student Contest Preparation and Academics

    ERIC Educational Resources Information Center

    Threeton, Mark D.; Pellock, Cynthia

    2010-01-01

    Career and Technical Student Organizations (CTSOs) assert they are assisting students in developing leadership, teamwork, citizenship, problem solving, communication, and academic skills for workplace success, but with limited research on their outcomes, are these empty claims? With integration of academics being a major Career and Technical…

  14. Teacher (Mis)Perceptions of Preschoolers' Academic Skills: Predictors and Associations with Longitudinal Outcomes

    ERIC Educational Resources Information Center

    Baker, Courtney N.; Tichovolsky, Marianne H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Arnold, David H.

    2015-01-01

    Preschool teachers have important impacts on children's academic outcomes, and teachers' misperceptions of children's academic skills could have negative consequences, particularly for low-income preschoolers. This study utilized data gathered from 123 preschool teachers and their 760 preschoolers from 70 low-income, racially diverse centers.…

  15. Effect of information literacy training course on information literacy skills of undergraduate students of Isfahan University of Medical Sciences based on ACRL standards

    PubMed Central

    Karimi, Zohreh; Ashrafi-rizi, Hasan; Papi, Ahmad; Shahrzadi, Leila; Hassanzadeh, Akbar

    2015-01-01

    Background: Information literacy is the basis for lifelong learning. Information literacy skills, especially for student in an environment that is full of information from multiple technologies are being developed is equally important. Information literacy is a set of cognitive and practical skills and like any other science, proper training is needed, and standard-based education is definitely better and evaluation would be easier. This study aimed to determine the impact of information literacy training course on information literacy skills of Isfahan University of Medical Sciences students based on ACRL standard in 2012. Materials and Methods: The study method is semi-experience with two group design (with pre-test and post-test) and applied. The data collection toll was a questionnaire assessing student's information literacy that developed by Davarpanah and Siamak and validity was confirmed by professional librarians and reliability as measured by Cronbach's alpha, was 0.83. The sample consisted of 50 undergraduate students from Isfahan University of Medical Sciences that by random sampling method was perch in both case and control groups. Before and after the training (once a week), a questionnaire was distributed between the two groups. This training was held in a classroom equipped with computers with internet access and in addition to training using brochures and librarian presentation, interactive methods such as discussion and exercises were used. The data were analyzed using SPSS version 20 software and two level of descriptive (mean and SD) and inferential statistics (t-test and t-paired). Results: The results showed that the students’ information literacy scores before the training was lower than average, so that in the control group was 32.96 and in the case group was 33.24; while information literacy scores in the case group significantly increased after the training (46.68). Also, the effect of education, respectively had a greater impact on the

  16. Does literacy improve finance?

    PubMed

    Poon, Martha; Olen, Helaine

    2015-04-01

    When economists ask questions about basic financial principles, most ordinary people answer incorrectly. Economic experts call this condition "financial illiteracy," which suggests that poor financial outcomes are due to a personal deficit of reading-related skills. The analogy to reading is compelling because it suggests that we can teach our way out of population-wide financial failure. In this comment, we explain why the idea of literacy appeals to policy makers in the advanced industrial nations. But we also show that the narrow skill set laid out by economists does not satisfy the politically inclusive definition of literacy that literacy studies fought for. We identify several channels through which people engage with ideas about finance and demonstrate that not all forms of literacy will lead people to the educational content prescribed by academic economists. We argue that truly financial literate people can defy the demands of financial theory and financial institutions. PMID:25838274

  17. Constructivist Approach: Improving Social Studies Skills Academic Achievement

    ERIC Educational Resources Information Center

    McCray, Kimeko

    2007-01-01

    This report describes a program designed to enhance social studies skills and knowledge. The target areas for enhancement are geography, economics, history, and core democratic values. The need for strengthening these skills was documented by literature, and surveys. An analysis of probable cause for lack of social studies skills revealed that…

  18. Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer

    PubMed Central

    Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.

    2013-01-01

    The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned to either a control condition (High/Scope preschool curriculum) or to receive small-group pull-out instruction (Literacy Express Preschool Curriculum) in English or initially in Spanish and transitioning to English. We examined whether children's initial skills in one language moderated the impact of the intervention on those same skills in the other language at posttest. Results demonstrated that, for children in the English-only intervention condition, initial Spanish receptive vocabulary and elision skills moderated the impact of the intervention on English receptive vocabulary and elision skills at posttest, respectively. For children in the transitional intervention condition, initial English definitional vocabulary and elision skills moderated the impact of the intervention on Spanish definitional vocabulary and elision skills at posttest, respectively. Results for the vocabulary interactions, as well as the elision interaction for the English-only intervention group comparisons, supported the notion of transfer of specific linguistic information across languages. Results for elision interaction for the transitional intervention group comparisons supported language-independent transfer. Implications for the theory of cross-language transfer of emergent literacy skills are discussed. PMID:24019555

  19. Impacts of a prekindergarten program on children's mathematics, language, literacy, executive function, and emotional skills.

    PubMed

    Weiland, Christina; Yoshikawa, Hirokazu

    2013-01-01

    Publicly funded prekindergarten programs have achieved small-to-large impacts on children's cognitive outcomes. The current study examined the impact of a prekindergarten program that implemented a coaching system and consistent literacy, language, and mathematics curricula on these and other nontargeted, essential components of school readiness, such as executive functioning. Participants included 2,018 four and five-year-old children. Findings indicated that the program had moderate-to-large impacts on children's language, literacy, numeracy and mathematics skills, and small impacts on children's executive functioning and a measure of emotion recognition. Some impacts were considerably larger for some subgroups. For urban public school districts, results inform important programmatic decisions. For policy makers, results confirm that prekindergarten programs can improve educationally vital outcomes for children in meaningful, important ways. PMID:23534487

  20. Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories from Grades 1 through 12

    ERIC Educational Resources Information Center

    Archambault, Isabelle; Eccles, Jacquelynne S.; Vida, Mina N.

    2010-01-01

    Because literacy skills are critical for most academic subject matters, researchers have become increasingly interested in understanding children's motivation in this domain as a way to increase academic success. In this study, we extend previous work by looking at the heterogeneity of children's motivational changes in literacy across Grades…

  1. "Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom

    ERIC Educational Resources Information Center

    Smythe, Suzanne; Neufeld, Paul

    2010-01-01

    In response to uneven academic outcomes and resistance to reading and writing among ELLs in a Canadian grade 7 classroom, teachers and university-based researchers collaborated to introduce a podcast project in which children learned new digital and multimodal literacy skills as a pathway to success in academic literacies. Throughout the four…

  2. Positive Teacher and Peer Relations Combine to Predict Primary School Students' Academic Skill Development

    ERIC Educational Resources Information Center

    Kiuru, Noona; Aunola, Kaisa; Lerkkanen, Marja-Kristiina; Pakarinen, Eija; Poskiparta, Elisa; Ahonen, Timo; Poikkeus, Anna-Maija; Nurmi, Jari-Erik

    2015-01-01

    This study examined cross-lagged associations between positive teacher and peer relations and academic skill development. Reading and math skills were tested among 625 students in kindergarten and Grade 4. Teacher reports of positive affect toward each student and classmate reports of peer acceptance were gathered in Grades 1-3. The results…

  3. Elementary School Teachers Adapt Their Instructional Support According to Students' Academic Skills

    ERIC Educational Resources Information Center

    Kiuru, Noona; Nurmi, Jari-Erik; Leskinen, Esko; Torppa, Minna; Poikkeus, Anna-Maija; Lerkkanen, Marja-Kristiina; Niemi, Pekka

    2015-01-01

    This study examined the longitudinal associations between children's academic skills and the instructional support teachers gave individual students. A total of 253 Finnish children were tested on reading and math skills twice in the first grade and once in the second grade. The teachers of these children rated the instructional support that they…

  4. Classrooms that Work: Teaching Generic Skills in Academic and Vocational Settings.

    ERIC Educational Resources Information Center

    Stasz, Cathleen; And Others

    This report documents the second of two studies on teaching and learning generic skills in high schools. It extends the earlier work by providing a model for designing classroom instruction in both academic and vocational classrooms where teaching generic skills is an instructional goal. Ethnographic field methods were used to observe, record, and…

  5. Enhancing Basic Academic Skills with Audio-Recordings: A Review of the Literature

    ERIC Educational Resources Information Center

    Taylor, Emily P.; Skinner, Christopher H.; McCallum, Elizabeth; Poncy, Brian C.; Orsega, Mike

    2013-01-01

    Because teacher-to-student ratios often make it difficult for teachers to work individually with students on skill-building activities, educators and researchers have developed and evaluated procedures in which audio-recordings are used to improve basic academic skills. In the current paper, we describe and analyze reading, math, and spelling…

  6. "QuickSmart": A Basic Academic Skills Intervention for Middle School Students with Learning Difficulties

    ERIC Educational Resources Information Center

    Graham, Lorraine; Bellert, Anne; Thomas, Jenny; Pegg, John

    2007-01-01

    "QuickSmart" is a basic academic skills intervention designed for persistently low-achieving students in the middle years of schooling that aims to improve the automaticity of basic skills to improve higher-order processes, such as problem solving and comprehension, as measured on standardized tests. The "QuickSmart" instructional program consists…

  7. The Relationship between Gross Motor Skills and Academic Achievement in Children with Learning Disabilities

    ERIC Educational Resources Information Center

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading,…

  8. Motor-Academic-Perceptual (M-A-P) Skill Development Checklist.

    ERIC Educational Resources Information Center

    Smith, Donna K., Comp.

    Presented is the M-A-P (motor, academic, and perceptual) skill development checklist, said to be designed to provide the teacher of young handicapped children with a behavior oriented evaluation of the child's skills leading to the provision of appropriate learning objectives. The checklist is designed to be completed as a result of teacher…

  9. College-Level Academic Skills Test. Statewide and Institutional Report of Results, 1993-1994.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    The College-Level Academic Skills Test (CLAST), mandated as part of Florida's system of educational accountability, is an achievement test that measures students' attainment of the college-level communication and mathematics skills that have been identified by the faculties of community colleges and state universities. The essay subtest examines…

  10. College-Level Academic Skills Test. Statewide and Institutional Report of Results, 1992-1993.

    ERIC Educational Resources Information Center

    Florida State Dept. of Education, Tallahassee.

    The College-Level Academic Skills Test (CLAST) is mandated as part of Florida's system of educational accountability. The CLAST is an achievement test that measures students' attainment of the college-level communication and mathematics skills that have been identified by the faculties of community colleges and state universities. Four subtests…

  11. Kindergarten Teachers Adjust Their Teaching Practices in Accordance with Children's Academic Pre-Skills

    ERIC Educational Resources Information Center

    Pakarinen, Eija; Lerkkanen, Marja-Kristiina; Poikkeus, Anna-Maija; Siekkinen, Martti; Nurmi, Jari-Erik

    2011-01-01

    This study examined the extent to which kindergarten children's academic pre-skills are associated with their teachers' subsequent teaching practices. The pre-skills in reading and math of 1268 children (655 boys, 613 girls) were measured in kindergarten in the fall. A pair of trained observers used the Classroom Assessment Scoring System…

  12. The Association between Preschool Children's Social Functioning and Their Emergent Academic Skills

    ERIC Educational Resources Information Center

    Arnold, David H.; Kupersmidt, Janis B.; Voegler-Lee, Mary Ellen; Marshall, Nastassja A.

    2012-01-01

    This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M=55.9 months old, SD=3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better…

  13. The Relationship of the Component Skills of Reading to IALS Performance: Tipping Points and Five Classes of Adult Literacy Learners. NCSALL Reports #29

    ERIC Educational Resources Information Center

    Strucker, John; Yamamoto, Kentaro; Kirsch, Irwin

    2007-01-01

    This study's aim was to understand the relationship of the component skills of reading, such as word recognition, vocabulary, and spelling, to large-scale measures of literacy, such as the 1992 National Adult Literacy Survey (NALS) (Kirsch, Jungleblut, Jenkins, & Kolstad, 1993) and the closely related International Adult Literacy Survey (IALS)…

  14. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills

    PubMed Central

    Bindman, Samantha W.; Skibbe, Lori E.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low–level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

  15. Longitudinal Relations Between Parental Writing Support and Preschoolers’ Language and Literacy Skills

    PubMed Central

    Bindman, Samantha W.; Hindman, Annemarie H.; Aram, Dorit; Morrison, Frederick J.

    2013-01-01

    Parental writing support was examined over time and in relation to children’s language and literacy skills. Seventy-seven parents and their preschoolers were videotaped writing an invitation together twice during one year. Parental writing support was coded at the level of the letter to document parents’ graphophonemic support (letter–sound correspondence), print support (letter formation), and demand for precision (expectation for correcting writing errors). Parents primarily relied on only a couple print (i.e., parent writing the letter alone) and graphophonemic (i.e., saying the word as a whole, dictating letters as children write) strategies. Graphophonemic and print support in preschool predicted children’s decoding skills, and graphophonemic support also predicted children’s future phonological awareness. Neither type of support predicted children’s vocabulary scores. Demand for precision occurred infrequently and was unrelated to children’s outcomes. Findings demonstrate the importance of parental writing support for augmenting children’s literacy skills. PMID:25045186

  16. Parental Writing Support and Preschoolers' Early Literacy, Language, and Fine Motor Skills.

    PubMed

    Bindman, Samantha W; Skibbe, Lori E; Hindman, Annemarie H; Aram, Dorit; Morrison, Frederick J

    2014-01-01

    The current study examines the nature and variability of parents' aid to preschoolers in the context of a shared writing task, as well as the relations between this support and children's literacy, vocabulary, and fine motor skills. In total, 135 preschool children (72 girls) and their parents (primarily mothers) in an ethnically diverse, middle-income community were observed while writing a semi-structured invitation for a pretend birthday party together. Children's phonological awareness, alphabet knowledge, word decoding, vocabulary, and fine motor skills were also assessed. Results revealed that parents provided variable, but generally low-level, support for children's approximation of sound-symbol correspondence in their writing (i.e., graphophonemic support), as well as for their production of letter forms (i.e., print support). Parents frequently accepted errors rather than asking for corrections (i.e., demand for precision). Further analysis of the parent-child dyads (n = 103) who wrote the child's name on the invitation showed that parents provided higher graphophonemic, but not print, support when writing the child's name than other words. Overall parental graphophonemic support was positively linked to children's decoding and fine motor skills, whereas print support and demand for precision were not related to any of the child outcomes. In sum, this study indicates that while parental support for preschoolers' writing may be minimal, it is uniquely linked to key literacy-related outcomes in preschool. PMID:25284957

  17. Multivariate genetic analysis of academic skills of the Queensland core skills test and IQ highlight the importance of genetic g.

    PubMed

    Wainwright, Mark A; Wright, Margaret J; Luciano, Michelle; Geffen, Gina M; Martin, Nicholas G

    2005-12-01

    This study examined the genetic and environmental relationships among 5 academic achievement skills of a standardized test of academic achievement, the Queensland Core Skills Test (QCST; Queensland Studies Authority, 2003a). QCST participants included 182 monozygotic pairs and 208 dizygotic pairs (mean 17 years +/- 0.4 standard deviation). IQ data were included in the analysis to correct for ascertainment bias. A genetic general factor explained virtually all genetic variance in the component academic skills scores, and accounted for 32% to 73% of their phenotypic variances. It also explained 56% and 42% of variation in Verbal IQ and Performance IQ respectively, suggesting that this factor is genetic g. Modest specific genetic effects were evident for achievement in mathematical problem solving and written expression. A single common factor adequately explained common environmental effects, which were also modest, and possibly due to assortative mating. The results suggest that general academic ability, derived from genetic influences and to a lesser extent common environmental influences, is the primary source of variation in component skills of the QCST. PMID:16354502

  18. Constructions of Literacy: A Study of Reading Instruction in Middle School Content Areas

    ERIC Educational Resources Information Center

    Thomson, Louise Elizabeth

    2011-01-01

    Today's adolescents are expected to read and write well at highly competent levels and the content area literacy skills they will acquire in adolescence are necessary for academic achievement as well as life-long learning. In the middle grades, content area literacy skills are perfected through work in various curricular areas, which are housed in…

  19. Improving Generalization of Academic Skills: Commentary on the Special Issue

    ERIC Educational Resources Information Center

    Skinner, Christopher H.; Daly, Edward J., III

    2010-01-01

    Behavior analysts have long been interested in developing and promoting the use of effective generalization strategies for behavioral interventions. Perhaps because research on academic performance has lagged behind in the field of applied behavior analysis, far less research on this topic has been conducted for academic performance problems. The…

  20. Looking below the surface: developing critical literacy skills to reduce the stigma of mental disorders.

    PubMed

    McAllister, Margaret

    2008-09-01

    Although clinicians and the public are more informed about the factors that give rise to mental disorders, stigmatization does not seem to be abating. This article argues for one solution: altering the way students are taught, moving beyond content toward a focus on enticing attitudinal shifts, such as empathy and personal commitment to social change. This article describes a strategy for learners to develop critical literacy skills and to acknowledge and develop their role in encouraging students to become critical agents who possess the knowledge and courage to struggle against despair and to embrace hope. PMID:18792711

  1. The potential of community libraries in supporting literate environments and sustaining literacy skills

    NASA Astrophysics Data System (ADS)

    Shrestha, Sanjana; Krolak, Lisa

    2015-06-01

    This article shows how community libraries can create and support literate environments, which are essential for building and sustaining literacy skills in local communities. The paper begins with a subject analysis reviewing available background materials and literature on the topic. Next, relevant issues are considered based on experiences and impact evaluations from specific community libraries, namely Nepal's Rural Education and Development (READ) Centres. The findings indicate that since their foundation in 1991, READ Centres have evolved from traditional libraries to effective community development centres with a strong focus on social empowerment, economic development and lifelong learning, based on a library concept which is needs-based, community-owned and sustainable.

  2. Enhancing health policymakers' information literacy knowledge and skill for policymaking on control of infectious diseases of poverty in Nigeria

    PubMed Central

    Uneke, Chigozie Jesse; Ezeoha, Abel Ebeh; Uro-Chukwu, Henry; Ezeonu, Chinonyelum Thecla; Ogbu, Ogbonnaya; Onwe, Friday; Edoga, Chima

    2015-01-01

    Background In Nigeria, one of the major challenges associated with evidence-to-policy link in the control of infectious diseases of poverty (IDP), is deficient information literacy knowledge and skill among policymakers. There is need for policymakers to acquire the skill to discover relevant information, accurately evaluate retrieved information and to apply it correctly. Objectives To use information literacy tool of International Network for Availability of Scientific Publications (INASP) to enhance policymakers' knowledge and skill for policymaking on control of IDP in Nigeria. Methods Modified "before and after" intervention study design was used in which outcomes were measured on target participants both before the intervention is implemented and after. This study was conducted in Ebonyi State, south-eastern Nigeria and participants were career health policy makers. A two-day health-policy information literacy training workshop was organized to enhance participants" information literacy capacity. Topics covered included: introduction to information literacy; defining information problem; searching for information online; evaluating information; science information; knowledge sharing interviews; and training skills. Results A total of 52 policymakers attended the workshop. The pre-workshop mean rating (MNR) of knowledge and capacity for information literacy ranged from 2.15-2.97, while the post-workshop MNR ranged from 3.34-3.64 on 4-point scale. The percentage increase in MNR of knowledge and capacity at the end of the workshop ranged from 22.6%-55.3%. Conclusion The results of this study suggest that through information literacy training workshop policy makers can acquire the knowledge and skill to identify, capture and share the right kind of information in the right contexts to influence relevant action or a policy decision. PMID:26284149

  3. Training Family Medicine Residents in Effective Communication Skills While Utilizing Promotoras as Standardized Patients in OSCEs: A Health Literacy Curriculum

    PubMed Central

    Pagels, Patti; Kindratt, Tiffany; Arnold, Danielle; Brandt, Jeffrey; Woodfin, Grant; Gimpel, Nora

    2015-01-01

    Introduction. Future health care providers need to be trained in the knowledge and skills to effectively communicate with their patients with limited health literacy. The purpose of this study is to develop and evaluate a curriculum designed to increase residents' health literacy knowledge, improve communication skills, and work with an interpreter. Materials and Methods. Family Medicine residents (N = 25) participated in a health literacy training which included didactic lectures and an objective structured clinical examination (OSCE). Community promotoras acted as standardized patients and evaluated the residents' ability to measure their patients' health literacy, communicate effectively using the teach-back and Ask Me 3 methods, and appropriately use an interpreter. Pre- and postknowledge, attitudes, and postdidactic feedback were obtained. We compared OSCE scores from the group that received training (didactic group) and previous graduates. Residents reported the skills they used in practice three months later. Results. Family Medicine residents showed an increase in health literacy knowledge (p = 0.001) and scored in the adequately to expertly performed range in the OSCE. Residents reported using the teach-back method (77.8%) and a translator more effectively (77.8%) three months later. Conclusions. Our innovative health literacy OSCE can be replicated for medical learners at all levels of training. PMID:26491565

  4. Literacy Independent Cognitive Assessment: Assessing Mild Cognitive Impairment in Older Adults with Low Literacy Skills

    PubMed Central

    Shim, YongSoo; Ryu, Hui Jin; Lee, Dong Woo; Lee, Jun-Young; Jeong, Jee Hyang; Choi, Seong Hye; Han, Seol-Heui

    2015-01-01

    Objective Comprehensive neuropsychological tests are important in the diagnosis and follow-up of patients with MCI; however, most were developed without consideration of illiteracy. We developed the Literacy Independent Cognitive Assessment (LICA) as a comprehensive neuropsychological assessment battery applicable to older adults who are either literate or illiterate. This study aimed to assess the reliability and validity of the LICA for diagnosis of MCI. Methods Normal controls (n=634) and patients with MCI (n=128) were recruited from 13 centers were included in this study. Participants were divided into illiterate or literate groups, based on their performance on a brief reading and writing test. The LICA, Korean Mini-Mental State Examination (K-MMSE), and Seoul Neuropsychological Screening Battery (SNSB) were administered. Results Total LICA scores distinguished MCI patients from controls (p<0.001). They were closely and positively correlated to the K-MMSE scores (r=0.632, p<0.001) but negatively correlated to clinical dementia rating (CDR) (r=-0.358, p<0.001) and CDR sum of boxes (r=-0.339, p<0.001). Area under the receiver operating characteristic curve for patients with MCI by total LICA score was 0.827 (0.783-0.870), superior to that presented by the K-MMSE. For the classification of MCI subtypes, inter-method reliability of LICA with the SNSB was good (κ 0.773; 0.679-0.867, p<0.001). Conclusion The results of this study show that the LICA may be reliably used to distinguish MCI patients from cognitively intact adults, to identify MCI subtypes and monitor progression toward dementia, regardless of illiteracy. PMID:26207127

  5. Using the Dynamic Indicators of Basic Early Literacy Skills with Students Who Are Deaf or Hard of Hearing: Perspectives of a Panel of Experts

    ERIC Educational Resources Information Center

    Luckner, John L.

    2013-01-01

    Early literacy skills serve as the foundation for the development of subsequent reading skills and strategies. Increasingly, educators are administering early literacy assessments to identify young students who are at risk for reading failure and providing them with additional evidence based interventions. The most widely used assessments for…

  6. Developing Visual Creative Literacies through Integrating Art-Based Inquiry

    ERIC Educational Resources Information Center

    Smilan, Cathy

    2016-01-01

    Visual literacy and the ability to think creatively are critical skills requisite to full participation and communication in the twenty-first century. Learning experiences that integrate studio-based inquiry and other academic concepts can develop discipline skills as well as communication skills of deciphering visual cues and de/re-constructing…

  7. Early Numeracy and Literacy: Untangling the Relation between Specific Components

    ERIC Educational Resources Information Center

    Purpura, David J.; Napoli, Amy R.

    2015-01-01

    Although it is evident that advanced aspects of numeracy are dependent on the successful acquisition of early skills, this developmental process does not occur in isolation from other academic factors. Early literacy skills are intertwined with the acquisition of early numeracy skills, particularly at the informal numeracy and numeral knowledge…

  8. Improving Academic and Behavior Skills through Self-Management Procedures.

    ERIC Educational Resources Information Center

    Prater, Mary Anne

    1994-01-01

    Techniques for developing self-management skills in students with learning and/or behavioral difficulties are explained, including self-monitoring and self-instruction. Development of self-management skills is seen to facilitate mainstreaming and provide prereferral intervention assistance. (DB)

  9. Teaching Academic Discussion Skills with a Card Game

    ERIC Educational Resources Information Center

    Reese, Curt; Wells, Terri

    2007-01-01

    This article describes a game used for teaching discussion skills to English as a Second Language (ESL) students. It was originally designed for students wanting to prepare for graduate study at U.S. universities has been since used for other ESL students wanting to improve conversation skills. The game focuses on common phrases helpful for…

  10. Narrative Ability of Children With Speech Sound Disorders and the Prediction of Later Literacy Skills

    PubMed Central

    Wellman, Rachel L.; Lewis, Barbara A.; Freebairn, Lisa A.; Avrich, Allison A.; Hansen, Amy J.; Stein, Catherine M.

    2012-01-01

    Purpose The main purpose of this study was to examine how children with isolated speech sound disorders (SSDs; n = 20), children with combined SSDs and language impairment (LI; n = 20), and typically developing children (n = 20), ages 3;3 (years;months) to 6;6, differ in narrative ability. The second purpose was to determine if early narrative ability predicts school-age (8–12 years) literacy skills. Method This study employed a longitudinal cohort design. The children completed a narrative retelling task before their formal literacy instruction began. The narratives were analyzed and compared for group differences. Performance on these early narratives was then used to predict the children’s reading decoding, reading comprehension, and written language ability at school age. Results Significant group differences were found in children’s (a) ability to answer questions about the story, (b) use of story grammars, and (c) number of correct and irrelevant utterances. Regression analysis demonstrated that measures of story structure and accuracy were the best predictors of the decoding of real words, reading comprehension, and written language. Measures of syntax and lexical diversity were the best predictors of the decoding of nonsense words. Conclusion Combined SSDs and LI, and not isolated SSDs, impact a child’s narrative abilities. Narrative retelling is a useful task for predicting which children may be at risk for later literacy problems. PMID:21969531

  11. "Literacy Lift-Off": An Experimental Evaluation of a Reading Recovery Programme on Literacy Skills and Reading Self-Concept

    ERIC Educational Resources Information Center

    Higgins, Edel; Fitzgerald, Johanna; Howard, Siobhán

    2015-01-01

    Worldwide, considerable emphasis is currently being placed on the provision of appropriate classroom-based preventative interventions and in-class literacy support, in preference to withdrawal methods of educational support. Many schools in Ireland are currently implementing Literacy Lift-Off in their classrooms. Literacy Lift-Off is an adaption…

  12. The relationship between gross motor skills and academic achievement in children with learning disabilities.

    PubMed

    Westendorp, Marieke; Hartman, Esther; Houwen, Suzanne; Smith, Joanne; Visscher, Chris

    2011-01-01

    The present study compared the gross motor skills of 7- to 12-year-old children with learning disabilities (n = 104) with those of age-matched typically developing children (n = 104) using the Test of Gross Motor Development-2. Additionally, the specific relationships between subsets of gross motor skills and academic performance in reading, spelling, and mathematics were examined in children with learning disabilities. As expected, the children with learning disabilities scored poorer on both the locomotor and object-control subtests than their typically developing peers. Furthermore, in children with learning disabilities a specific relationship was observed between reading and locomotor skills and a trend was found for a relationship between mathematics and object-control skills: the larger children's learning lag, the poorer their motor skill scores. This study stresses the importance of specific interventions facilitating both motor and academic abilities. PMID:21700421

  13. Assessing Listening for Academic Purposes: Defining and Operationalising the Test Construct

    ERIC Educational Resources Information Center

    Taylor, Lynda; Geranpayeh, Ardeshir

    2011-01-01

    English language proficiency tests designed to assess the high-level listening skills required for academic purposes have a surprisingly long history, but recent developments in English language testing indicate a resurgence of interest in assessing academic literacy and aural/oral skills, including the listening skills needed in an academic…

  14. Do Early Literacy Skills in Children's First Language Promote Development of Skills in Their Second Language? An Experimental Evaluation of Transfer

    ERIC Educational Resources Information Center

    Goodrich, J. Marc; Lonigan, Christopher J.; Farver, JoAnn M.

    2013-01-01

    The purpose of this study was to evaluate the cross-language transfer of the emergent literacy skills of preschoolers who were Spanish-speaking language-minority children in the context of an experimental intervention study. Ninety-four children were randomly assigned either to a control condition (HighScope Preschool Curriculum) or to receive…

  15. Instruction of Keyboarding Skills: A Whole Language Approach to Teaching Functional Literacy Skills to Students Who are Blind and Have Additional Disabilities

    ERIC Educational Resources Information Center

    Stauffer, Mary

    2008-01-01

    This article describes an unconventional method to teach un-contracted braille reading and writing skills to students who are blind and have additional disabilities. It includes a keyboarding curriculum that focuses on the whole language approach to literacy. A special feature is the keyboard that is adapted with braille symbols. Un-contracted…

  16. An Exploratory Study of the Relationship between Academic Library Work Experience and Perceptions of Leadership Skill Development Relevant to Academic Library Directorship

    ERIC Educational Resources Information Center

    Harris-Keith, Colleen Susan

    2015-01-01

    Though research into academic library director leadership has established leadership skills and qualities required for success, little research has been done to establish where in their career library directors were most likely to acquire those skills and qualities. This research project surveyed academic library directors at Carnegie-designated…

  17. The Relationship between Biblical Literacy, Academic Achievement, and School Behavior among Christian- and Public-School Students

    ERIC Educational Resources Information Center

    Jeynes, William H.

    2009-01-01

    This study assessed the relationship between Bible literacy among secondary school students and their academic achievement and school behavior. A total of 160 students who attended either Christian or public schools in the 7th to 12th grade were randomly selected for the study sample. Three measures of Bible knowledge were combined to obtain an…

  18. Teaching Academic Content and Literacy to English Learners in Elementary and Middle School. IES Practice Guide. NCEE 2014-4012

    ERIC Educational Resources Information Center

    Baker, Scott; Lesaux, Nonie; Jayanthi, Madhavi; Dimino, Joseph; Proctor, C. Patrick; Morris, Joan; Gersten, Russell; Haymond, Kelly; Kieffer, Michael J.; Linan-Thompson, Sylvia; Newman-Gonchar, Rebecca

    2014-01-01

    As English learners face the double demands of building knowledge of a second language while learning complex grade-level content, teachers must find effective ways to make challenging content comprehensible for students. This updated English learner practice guide, "Teaching Academic Content and Literacy to English Learners in Elementary and…

  19. PROGRESSIVE CHOICE PROGRAMMING FOR DELINQUENOGENIC COMMUNITIES, PHASE II--VALIDATION OF THE BASIC LITERACY PROGRAM.

    ERIC Educational Resources Information Center

    Institute of Educational Research, Washington, DC.

    A HIGH SPEED, LOW COST SYSTEM OF TRAINING AND EDUCATION WHICH CAN PROVIDE LITERACY SKILLS, JOB SKILLS, AND ACADEMIC SKILLS TO MEMBERS OF DELINQUENOGENIC COMMUNITIES WAS SOUGHT. SHORT UNITS OF PROGRAMED MATERIAL REQUIRED A RESPONSE TO THE TEXT AFTER WHICH IT FEEDS BACK THE ADEQUACY AND RELEVANCY OF THE LEARNER'S RESPONSE. POST-READING SKILLS, BASIC…

  20. "Rap Universal": Using Multimodal Media Production to Develop ICT Literacies

    ERIC Educational Resources Information Center

    Turner, K. C. Nat

    2011-01-01

    Through a multimodal media production literacy intervention in an extended-day program, culturally and linguistically diverse youth developed valuable information and communication technology literacies, including: (1) Specific how-to skills useful in future academic, professional, social, and civic contexts; (2) Abilities to critically interpret…