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Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing" with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use. In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices. Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some particular ends. Beliefs about reading and writing and its value for society and for the individual always influence the ways literacy is taught, learned, and practiced over the lifespan.
Whole language is a philosophy of reading and a discredited educational method originally developed for teaching literacy in English to young children. The method became a major model for education in the United States, Canada, New Zealand, and Great Britain in the 1980s and 1990s, despite there being no scientific support for the method's effectiveness. It is based on the premise that learning to read English comes naturally to humans, especially young children, in the same way that learning to speak develops naturally.
Phonics is a method for teaching people how to read and write an alphabetic language. It is done by demonstrating the relationship between the sounds of the spoken language (phonemes), and the letters or groups of letters (graphemes) or syllables of the written language. In English, this is also known as the alphabetic principle or the alphabetic code.
SSSR may refer to:
Functional illiteracy consists of reading and writing skills that are inadequate "to manage daily living and employment tasks that require reading skills beyond a basic level". Those who read and write only in a language other than the predominant language of their environs may also be considered functionally illiterate. Functional illiteracy is contrasted with illiteracy in the strict sense, meaning the inability to read or write simple sentences in any language.
The International Literacy Association (ILA), formerly the International Reading Association (IRA), is an international global advocacy and member professional organization that was created in 1956 to improve reading instruction, facilitate dialogue about research on reading, and encourage the habit of reading across the globe.
Scientific literacy or science literacy encompasses written, numerical, and digital literacy as they pertain to understanding science, its methodology, observations, and theories. Scientific literacy is chiefly concerned with an understanding of the scientific method, units and methods of measurement, empiricism and understanding of statistics in particular correlations and qualitative versus quantitative observations and aggregate statistics, as well as a basic understanding of core scientific fields, such as physics, chemistry, biology, ecology, geology and computation.
Literacy in the United States was categorized by the National Center for Education Statistics into different literacy levels, with 92% of American adults having at least "Level 1" literacy in 2019. According to the U.S. Department of Education, 54% of adults in the United States have prose literacy below the 6th-grade level.
Critical reading is a form of language analysis that does not take the given text at face value, but involves a deeper examination of the claims put forth as well as the supporting points and possible counterarguments. The ability to reinterpret and reconstruct for improved clarity and readability is also a component of critical reading. The identification of possible ambiguities and flaws in the author's reasoning, in addition to the ability to address them comprehensively, are essential to this process. Critical reading, much like academic writing, requires the linkage of evidential points to corresponding arguments.
Reading is the process of taking in the sense or meaning of letters, symbols, etc., especially by sight or touch.
Catherine Alexandra McBride,, was formerly the Choh-Ming Li Professor of Developmental Psychology at the Chinese University of Hong Kong (CUHK) specializing in the acquisition of early literacy skills. She is currently the Associate Dean for Research for the College of Health and Human Sciences at Purdue University and also a professor in the Department of Human Development and Family Science, and remains an Emeritus Professor of Psychology at CUHK. She received her BA in psychology from Oberlin College, Oberlin, Ohio. She received her MA in 1992 and PhD in 1994 from the University of Southern California, and completed a post-doctoral fellowship at Florida State University in Tallahassee, Florida. She has written two books (namely, Children's Literacy Development and Coping with Dyslexia, Dysgraphia and ADHD: A Global Perspective and co-edited three others. She is currently the Past-President of the Society for the Scientific Study of Reading.
E. Jennifer Monaghan, also known as Jennifer Monaghan, was an educator and historian. She was regarded as the leading expert on literacy education in early America. She published three books and dozens of book chapters and journal articles.
James Gee is a retired American researcher who has worked in psycholinguistics, discourse analysis, sociolinguistics, bilingual education, and literacy. Gee most recently held the position as the Mary Lou Fulton Presidential Professor of Literacy Studies at Arizona State University, originally appointed there in the Mary Lou Fulton Institute and Graduate School of Education. Gee has previously been a faculty affiliate of the Games, Learning, and Society group at the University of Wisconsin–Madison and is a member of the National Academy of Education.
Stiftung Lesen is a non-profit organization based in Mainz, Germany under the patronage of Joachim Gauck. Stiftung Lesen acts as a stakeholder for reading promotion on a national and international level. It contributes to reading promotion and reading education through programmes, scientific research, and political recommendations. To create a basis for the development of reading skills, and to enhance the overall level of literacy, Stiftung Lesen established adequate and accessible programmes for every member of society – regardless of financial, cultural or social background. In 2006 Stiftung Lesen established its own Institute for Research on Reading and Media in order to align its projects with the latest scientific findings. The institute is tasked with conducting scientific research on the use of media, reading and reading socialisation, the supervision and evaluation of the foundation's projects and the organisation of conferences on topics concerning literacy and media research, publishing some of its reports for the German government.
Fountas & Pinnell reading levels are a proprietary system of reading levels developed by Irene Fountas and Gay Su Pinnell and published by Heinemann to support their Levelled Literacy Interventions (LLI) series of student readers and teacher resource products. In its marketing material, Heinemann refers to its text levelling system by the trademark F&P Text Level Gradient.
Dr Hollis Scarborough is an American psychologist and literacy expert who is a senior scientist at Haskins Laboratories in New Haven, Connecticut. She has been a leading researcher in the area of reading acquisition since 1981, and has been involved with efforts to improve US national policy on the teaching of reading.
Data literacy is the ability to read, understand, create, and communicate data as information. Much like literacy as a general concept, data literacy focuses on the competencies involved in working with data. It is, however, not similar to the ability to read text since it requires certain skills involving reading and understanding data.
Linnea Carlson Ehri, Ph.D. is an American educational psychologist and expert on the development of reading. She is a Distinguished Professor Emerita of Educational Psychology at the Graduate Center of the City University of New York (CUNY). Ehri is known for her theory of orthographic mapping, which describes the process of forming "letter-sound connections to bond the spellings, pronunciations, and meanings of specific words in memory" that underlies fluent reading. As a consequence of orthographic mapping, written words are tightly linked with their pronunciations and meanings in memory and can be recognized by sight.
Musical literacy is the reading, writing, and playing of music, as well an understanding of cultural practice and historical and social contexts.
References
- ↑ Guzzetti, Barbara J.; Donna E. Alvermann; Jerry L. Johns (2002). Literacy in America: an encyclopedia of history, theory, and practice . ABC-CLIO. p. 599. ISBN 978-1-57607-358-2.
