Tracking Adult Literacy and Numeracy Skills

Tracking Adult Literacy and Numeracy Skills PDF

Author: Stephen Reder

Publisher: Routledge

Published: 2008-09-16

Total Pages: 497

ISBN-13: 1135903298

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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 levels, as well as the social and economic returns to improvement. Many fundamental research questions in adult education involve change over time: how adults learn, how program participation influences their acquisition of skills and knowledge, and how their educational development interacts with their social and economic performance. Although a growing number of longitudinal studies in adult basic education have recently been completed, this book is the first systematic compilation of findings and methods. Triangulating findings from different methodological perspectives and research designs, and across countries, this text produces convergence on key conclusions about the role of basic skills in the modern life course and the most effective ways of enhancing them.

Multiple Perspectives on Difficulties in Learning Literacy and Numeracy

Multiple Perspectives on Difficulties in Learning Literacy and Numeracy PDF

Author: Claire Wyatt-Smith

Publisher: Springer Science & Business Media

Published: 2010-10-28

Total Pages: 387

ISBN-13: 1402088647

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There are many approaches to researching the difficulties in learning that students experience in the key areas of literacy and numeracy. This book seeks to advance understanding of these difficulties and the interventions that have been used to improve outcomes. The book addresses the sometimes complementary and sometimes contradictory results, and generates new approaches to understanding and serving students with difficulties in literacy and numeracy. The book represents a departure from conventional wisdom as most scholars and graduate students draw upon ideas from only one of the three domains focal in the book and usually from one single or dominant theoretical frame. Typically, readers will affiliate with reading education, mathematics education, or learning disabilities and belong to one of the corresponding professional associations such as IRA, NCTM, or CLD. This book’s scope will open a scholarly forum for engaging readers with a familiarity with one of these domains while providing insight into the others on offer in the book.

Report on Improving Literacy and Numeracy Achievement in Schools

Report on Improving Literacy and Numeracy Achievement in Schools PDF

Author: Northern Ireland. Assembly. Public Accounts Committee

Publisher:

Published: 2013-06-26

Total Pages: 167

ISBN-13: 9780339604827

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While there has been progress improving levels of literacy and numeracy over recent years, the pace of this has been slow. Moreover, there is a high concentration of poor outcomes in some schools and a big gap in performance that is partially linked to social deprivation. In addition, there can be a wide variation in the results achieved by schools with apparently similar intakes. Overlaying this, girls generally achieve higher standards than boys across the school sector, and among disadvantaged communities, maintained schools generally outperform schools in the controlled sector. The Committee concluded that the operation of a number of key elements consistently underlies the performance of schools that achieve high standards of literacy and numeracy: a belief that each child can learn and build on basic literacy and numeracy skills regardless of background; convincing evidence which indicates that the greatest improvements in literacy and numeracy skills will come from systematic and sustained intervention in children's early years; the engagement of parents to provide educational development in the home and in local communities; strong leadership and management practices, involving whole-school approaches to the teaching of literacy and numeracy; the provision of quality teaching and learning by teachers who have acquired, during their pre-service teacher training, and in-service professional learning, evidence-based teaching practices that are shown to be effective in meeting the developmental needs of each child; effective school governance based on a balance between supporting and challenging the school leadership team

Improving Literacy at Work

Improving Literacy at Work PDF

Author: Alison Wolf

Publisher: Routledge

Published: 2010-11-08

Total Pages: 224

ISBN-13: 1136876685

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Modern societies demand high levels of literacy. The written word is pervasive; individuals with poor literacy skills are deeply disadvantaged; and governments are increasingly pre-occupied with the contribution that skills can make to economic growth. As a result, the basic skills of adult workers are of concern as never before, a focus for workplace and education policy and practice. While Improving Literacy at Work builds on detailed research from the UK, the issue is a universal one and rising skill requirements mean the conclusions drawn will be of equal interest elsewhere in Europe, USA, Canada, Australia and New Zealand. The research findings have very direct implications and practical relevance for teaching and learning, as this valuable book demonstrates, providing clear advice on how to develop effective provision and how best to support learners at work. Throughout the study, the authors address the following fundamental questions: How do adults’ literacy skills impact on their working lives, and on the enterprises where they work? How can we develop these essential skills in the workforce? When and how can literacy instruction change individuals’ employability and engagement with further learning? Essential reading for trainers and managers in industry, teachers, researchers and lecturers in adult and further education and stakeholders implementing evidence-based policy, this book maps the fundamental changes taking place in workplace literacy.

Principles of Effective Literacy Instruction, Grades K-5

Principles of Effective Literacy Instruction, Grades K-5 PDF

Author: Seth A. Parsons

Publisher: Guilford Publications

Published: 2021-05-21

Total Pages: 354

ISBN-13: 1462546048

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What are the principles that every elementary teacher must learn in order to plan and adapt successful literacy instruction? This concise course text and practitioner resource brings together leading experts to explain the guiding ideas that underlie effective instructional practice. Each chapter reviews one or more key principles and highlights ways to apply them flexibly in diverse classrooms and across grade levels and content areas. Chapters cover core instructional topics (phonemic awareness, phonics, fluency, vocabulary, and comprehension); high-quality learning environments; major issues such as assessment, differentiation, explicit instruction, equity, and culturally relevant pedagogy; and the importance of teachers’ reflective practice and lifelong learning.

The National Literacy Strategy

The National Literacy Strategy PDF

Author:

Publisher:

Published: 1998

Total Pages: 91

ISBN-13: 9780855227142

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This document details the National Literacy Strategy, a framework for primary school teachers in England helping their students master basic literacy skills in order to reach national literacy standards. This framework sets out teaching objectives from Reception to Year 6 to enable students to become fully literate. The framework is intended for daily reference by classroom teachers to ensure that they have appropriately high expectations for their students, understand how students will progress through primary school, and offer a balance between reading and writing and different kinds of texts. The framework is presented in three sections. Section 1 defines the components of literacy, details the structure of the framework, describes the teaching methods used to teach literacy during the "Literacy Hour," and discusses how medium- and short-term planning emerge from the framework. Section 2 delineates the teaching objectives for word level work (phonics, spelling, vocabulary), sentence level work (grammar, punctuation), and text level work (comprehension, composition) over each term during primary school. Section 3 is comprised of appendices containing planning sheets, a list of high frequency "sight recognition" words for Years Reception-2, a list of medium frequency words to be taught in Years 4 and 5, a summary of specific phonics and spelling work to be covered in Years Reception-2, a summary of the range of work for each term, a technical vocabulary list, and a glossary of terms used in the framework. (KB)

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