...CE310-01: Childrens Literacy Balanced literacy programs should provide a variety of literacy opportunities for every child in the classroom. This is because not all children learn in the same way and what might work for some may not work for others. Literacy programs should provide the appropriate instruction and support. Some elements of a balanced reading program are as follows: Independent Reading * Reading from personal books * Text is self-selected based on one’s own interests and ability to read * Is for pleasure and fluency practice * Allows access to information even though not on level Independent reading is good for children because it gives them the chance to read things they are interested in as well as work on their reading fluency without any criticism. Independence * The choice to where and what they get to read * Able to read with another student if it is on-task behavior * Requires more teacher monitoring at the start of the year Students may gain more independence when given more time each day to read independently or with another student each day. This is at least until they are able to maintain reading for thirty minutes or more. Conferences * Assessment * Goal setting * Level check * Book selection * Book sharing * Evaluating goals Conferences are a time for teachers to get together with students to do any assessments that may need to be done, as well as check on the student’s level for reading...
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...Musical Literacy: The Stuff of Genius Keith Rulli COM 156 December 7, 2012 Karen Nowak Musical Literacy: The Stuff of Genius Literacy is the ability to read and write, which implies knowledgeability and capability of exercising one's ability through comprehension and expression. It is developed through learning and training in the intellectual and formal standards of a language. It is not a natural talent or innate capacity, therefore, it is not to be underestimated in importance. Standard, or formal English, differs from substandard, or informal English, as well as broken English and slang, because it is contrained by formal rules and elements. Language of a higher caliber is of greater worth because of its sophistication which breeds sophistication. People with a feebly sentimental attachment to their own nature and its affections may be complacently stifled from pursuing a sophisticated consciousness. Fluency and literacy are not the same. Fluency only requires a degree of understanding that gives one the ability to easily and readily express oneself. Often, illiterate or borderline illiterate individuals are able to speak and understand the English langauge in a basic way. People who speak the same language often speak different dialects identifiable by characteristic nuances. The concept of musical literacy is one that many people are unfamiliar with. Musical literacy is partially an understanding of the notation system that enables one to read notes on a...
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...average population growth rate of 1.41%, this is a clear indication that this population will increase more with time. When looking at the age structure, people who are 15-64 years old make up 65% of India's population and only 30% being under 15 years of age. This clearly indicates that India is composed of a rather young population. As per the 2011 census, literacy levels stand at around 74.04% and this is a significant progress from the 14.5% rate at the time of India’s independence in 1947, though the census still reveals that the adult literacy rate in India was more than 11% lower than the average World Adult Literacy Rate of 84% (Census of India, 2011c, p.101). Despite major reforms and programs intended to develop the education system, India is still struggling with low rates of illiteracy, especially in the country’s rural parts. Different states have been experiencing different rates of increase in literacy levels, although with very high disparities caused by the different classes of the Indian society. For instance, Kerala and Mizoram states are above the national average at 82.14%, while others like Bihar have a literacy level of about 65.46%...
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...INTRODUCTION The purpose of this report is to highlight the economic and social cost of illiteracy to the global economy. It will discuss the causes and issues surrounding illiteracy, the direct link between poverty and illiteracy and how tackling literacy has a very real and measurable impact on the growth of an economy. 3. DISCUSSION 3.1 DEFINITION OF ILLITERACY Complete illiteracy means a person cannot read or write at all. Of equal relevance is the concept of functional illiteracy, which means an individual may have basic reading, writing and numerical skills but cannot apply them to accomplish tasks that are necessary to make informed choices and participate fully in everyday life. Such tasks may include: Reading a medicine label Reading a nutritional label on a food product Balancing a chequebook Filling out a job application Reading and responding to correspondence in the workplace Filling out a home loan application Reading a bank statement Comparing the cost of two items to work out which one offers the best value Working out the correct change at a supermarket. Poor literacy also limits a person’s ability to engage in activities that require either critical thinking or a solid base of literacy and numeracy skills. Such activities may include: Understanding government policies and voting in elections Using a computer to do banking or interact with government agencies Calculating the cost and potential return of a financial investment ...
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...I read it but I don’t get it[1] The title of my article is a title of a book by Cris Tovani but more of that later! I want to explore why I feel that Ken Rowe’s literacy report misses the complexity of literacy development in young people– at least from my secondary perspective. Of course he covers some bases and on the surface suggests a balanced approach. He is also right that teachers need to be better educated about reading practices. However, the emphasis on phonics which has been widely reported in the media appears disproportionate to its usefulness. Some students can manage to read and spell without phonics so why do we need to occupy their brains with phonemes or phonic practices. Others need them. The informed primary teacher differentiates accordingly. What Ken Rowe does not focus on is the literacy needs of young people in secondary schools where decoding is less of a problem than comprehension. For many students reading is meaningless – particularly fiction. The Four Resource Model of Allan Luke and Peter Freebody[2] outlines what students need to do as they read: Effective literacy draws on a repertoire of practices that allow learners, as they engage in reading and writing activities, to: • break the code of texts: recognising and using the fundamental features and architecture of written texts including: alphabet, sounds in words, spelling, conventions and patterns of sentence structure and text • participate in the meanings...
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...thinking about this project, I had plenty of opportunities to read other people’s papers and compare them to mine. I found out that everyone is different; their views on the subject of literacy varied a lot from one person to the next. I experienced the difficulties that one encounters when you try to define such an ambiguous term. How do people set the standards for this? And how do we know which definition is the correct one if everyone will debate the term because of their different views on it. The readings helped a lot because they served as a base for my argument. Brandt is more interested in the way people view the different aspects of literacy rather than arguing the standards she would set for the term. Young and Kendall also impacted my arguments because they see literacy in a rhetoric way speaking about the importance it carries and the ambiguity it possesses as well. As hard and complex as it was for me to begin this paper, I decided to speak of literacy as a process in everyone’s life. Starting from reading and writing and ending with our employers who are most likely the ones who will be setting the standards for our literacy level. As I read, I saw that the paper wasn’t flowing smoothly and I tried focusing on transitions from one idea to another as I went on to my final draft. As I see literacy as a process that is constantly evolving and flowing through out education and our lives, I thought that my paper should also be a flowing process that allows one idea to follow...
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...A Study of Middle Grades Students’ Reading Interests, Habits, and Achievement Nichole Lynnette Smith A dissertation submitted to the faculty of the University of North Carolina at Chapel Hill in partial fulfillment of the requirements for the degree of Doctorate of Education in the School of Education. Chapel Hill 2009 Approved By: Dr. Barbara Day Dr. Frank Brown Dr. Sandra Hughes-Hassell Dr. Teresa Petty Dr. Xue Lan Rong i © 2009 Nichole Lynnette Smith ALL RIGHTS RESERVED ii ABSTRACT Nichole Lynnette Smith: A Study of Middle Grades Students’ Reading Interests, Habits, and Achievement (Under the direction of Dr. Barbara Day, Advisor) Reading has become an area of concern among the American culture in the past decade. The amount of time the American public spends reading is declining quickly, and its most frequent drop has been among its youngest readers, elementary school students (National Endowment for the Arts, 2004). McKool’s (2007) research has found that there is a “strong relationship between the amount of out-of-school reading a student engages in and his or her success in school” (p. 111). It has also been found that students’ academic levels do not remain the same with no growth, but their academic levels actually drop if they do not read in their free time (Hughes- Hassell & Lutz, 2006). The current literature focuses on younger students, especially those in elementary school. The purpose of this study was to investigate potential differences of what influences...
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...University of Pennsylvania, Clarion, Pennsylvania FINANCIAL LITERACY AND FINANCIAL DECISION MAKING CAPACITY: THE GENDER BALANCE ISSUE Ebiringa, O. T. and Okorafor, E.O. Department of Management Technology, Federal University of Technology, Owerri, Nigeria ABSTRACT This paper investigates the extent to which age, level of education, nature of work and experience affects the financial literacy levels of Master of Business Administration students of Federal University of Technology, Owerri Nigeria. It equally assesses the extent to which gender difference discriminates in financial decision making, as there seems to be inconclusive notion that female students are better at financial decision making than their male counterpart. Students who took a three credit hours course in Financial Economics during the 2009/2010 academic session as well as participated in a financial literacy capacity program jointly organized by GTBank Plc and SIFE a part of the continuous assessment for the course constituted the study population. Quota and simple random sampling was adopted in the selection of 165 respondents whose responses provided the primary data used for analysis. Correlation coefficients and linear regression tools were adopted for analysis. The conclusion of the study based on results obtained is that gender difference though having inverse correlation with financial literacy level is not a significant predictor of financial literacy level, implying that there is no valid evidence to substantiate...
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...Cultural Action for Freedom Paulo Freire Introduction I think it is important—for my own sake as well as the reader’s—that we try, at the very outset, to clarify some points fundamental to the general understanding of my ideas on education as cultural action for freedom. This is all the more important since one of the basic aims of this work, where the process of adult literacy is discussed, is to show that if our option is for man, education is cultural action for freedom and therefore an act of knowing and not of memorization. This act can never be accounted for in its complex totality by a mechanistic theory, for such a theory does not perceive education in general and adult literacy in particular as an act of knowing. Instead, it reduces the practice of education to a complex of techniques, naively considered to be neutral, by means of which the educational process is standardized in a sterile and bureaucratic operation. This is not a gratuitous assertion. We will later clarify the radical distinction between knowing and memorizing and the reasons why we attach such importance to the adult literacy process. But first, some words about the socio-historical conditioning of the thinking presented here, as well as an explanation of the necessity for critical reflection on such conditioning. From a non-dualistic viewpoint, thought and language, constituting a whole, always refer to the reality of the thinking subject. Authentic thought-language is generated in the dialectical...
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...Illiterate are constantly struggling to function well in the society. Their lack of basic essentials can be disastrous in terms of losing their human potential and productivity and a general failure to access many of life's opportunities. How can anyone with low literacy rate complete daily tasks such as writing a letter, filling out forms, helping their child with homework and so on? Illiterate adults face problems not only in the workforce but right in their very own homes. Almost everything would be a disadvantage if a person is illiterate. A person who is illiterate can't read, write, of course hasn't been to a school, hasn't received education, can't learn the mannerism an educational institute provides, can't have the ability to think like cultured people, can't have effective decision making ability where he/she can weigh the pros and cons of a situation etc. In today's world, its very important to receive education and be able to handle your life properly through your knowledge and understanding. There are people who have a certain sort of skill but due to the lack of any education, they don't get a chance to improve upon it or enhance it. Take the example of a person who loves to draw but hasn't been to a professional art institute.He would still be drawing but would never be aware of the possibilities that he could have explores only if he was literate. He would never know how an artist can publicize his work, what other mediums he can use besides oil, paint...
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...Statistics Project Anicée Ravier BCi 2015 Introduction The purpose of this study is to reveal the differences of education in the world. The collected data shows the education situation of the countries over the years from 2000 to 2013. The research conducted was based on several websites’ comparison due to the fact that most of these databases are incomplete. The report examines 11 countries from each group based on random selection, but each part of the globe. The main question to be answered is whether there is a correlation between education, living standards (education, health…) and the type of country. How has the level of education changed the world in recent years? Today, education is still inaccessible right for millions of children worldwide. Over-age children attend 72 million primary school do not attend school and more than 759 million adults are illiterate and do not have the knowledge to improve their lives and those of their children. 1 Analyse of the data Enrolment rate in primary school in 2006 and 2013 (percentage) 2006 2013 Brazil 95 95 Canada 100 100 Côte d'Ivoire 62 62 France 99 99 Germany 96 100 Guinea 51 76 Hungary 89 97 India 84 99 Niger 40 64 South Africa 87 90 United States 92 93 Total n= 11 11 Average 81.36 88.64 Median 89 95 MAX 100 100 MIN 40 62 Range 60 38 We can...
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...Running Head: Competency in Information and Technology Literacy Abstract The dynamic changes in information technology has advocated for nurses highly qualified in nursing informatics. This paper discusses some barricades allied to the employment of essential Nursing Informatics competencies into undergraduate nursing websites. Introduction Information Literacy is the set of skills needed to discover, repossess, evaluate, and use information. The Changes in information technology have led to new changes in the way nurses operate on patients. These nurses have to undergo various competencies. This paper discusses the changes and the required competencies. Discussion Information literacy is important in the nursing researches and practical working with the nursing informatics equipment. It is not just for students to learn but for practicing nurses and other healthcare practitioners as well. The practice of nursing in which the nurse makes medical decisions based on the best existing research proof, his or her own clinical expertise, and the needs and inclinations of the patient is referred to as evident based nursing. The nurses should learn to practice Information system to design and maintain their healthcare information. For instance, PDAs (Personal Digital Assistant or Patient Data) could allow nursing scholars to access various decision support systems that would offer them with professional guidance relating to specific care and treatment matters at their patient’s...
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...International Research Journal of Social Sciences_____________________________________ ISSN 2319–3565 Vol. 2(10), 11-15, October (2013) Int. Res. J. Social Sci. Women Health in India: An Analysis Sunilkumar M Kamalapur1 and Somanath Reddy2 1 Women’s Studies, Gulbarga University, Gulbarga-06, Karnataka, INDIA 2 Social Work, Gulbarga University, Gulbarga-06, Karnataka, INDIA Available online at: www.isca.in, www.isca.me Received 29th August 2013, revised 21st September 2013, accepted 5th October 2013 Abstract If health is defined ‘as a state of complete physical, mental and social well-being and not merely the absence of disease or infirmity’, it follows that existence is a necessary condition for aspiring for health. The girl child in India is increasingly under threat. In recent decades, there has been an alarming decrease in the child sex ratio (0-4 years) in the country. Access to technological advances of ultra sonography and India’s relatively liberal laws on abortion have been misused to eliminate female foetuses. From 958 girls to every 1000 boys in 1991, the ratio has declined to 934 girls to 1000 boys in 2001. In some states in western and north western India, there are less than 900 girls to 1000 boys. The sex ratio is at its worst in the states of Punjab, Haryana, Himachal Pradesh and Gujarat, where severe practices of seclusion and deprivation prevail. Often in contiguous areas in these states, the ratio dips distressingly below 800 girls to every 1000...
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...Chapter 1 Notes Young writers are often so caught up in learning to write that they may never experience writing to larn, not just to learn about a particular project but to learn about themselves, their values, their experiences, their environment. As teachers of composition, at some point in our careers we have undoubtedly experienced writing apprehension. We can understand why some develop an aversion to writing and would do almost anything to avoid it. WRITING APPREHENSION DEFINED the term as the tendency to experience high degrees of anxiety when asked to write, resulting in an approach-avoidance conflictive state which manifests itself in one’s behaviors, attitudes, and written products. Behaviors 1. They tend to select careers which they perceive to require little or no writing. 2. They tend to avoid courses and majors which require writing on a daily basis. 3. They write very little out of class. 4. They lack role models for writing at home, in school, and in the society at large. 5. They score lower on tests of verbal ability (SAT), reading comprehension, and standardized tests of writing ability used for college placement. 6. They do not necessarily lack motivation. Attitudes 1. Their self-concept is often lower, and they may lack self-confidence. 2. They report low success in prior experiences with school-related writing. 3. They have received negative teacher responses to prior writing attempts. 4. They are more apprehensive when writing personal...
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...English-E11-12 7/27/07 2:24 PM Page 1 Ministry of Education The Ontario Curriculum Grades 11 and 12 English Printed on recycled paper 07-003 ISBN 978-1-4249-4741-6 (Print) ISBN 978-1-4249-4742-3 (PDF) ISBN 978-1-4249-4743-0 (TXT) © Queen’s Printer for Ontario, 2007 2007 REVISED CONTENTS INTRODUCTION 3 Secondary Schools for the Twenty-first Century . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . The Importance of Literacy, Language, and the English Curriculum . . . . . . . . . . . . . . . . . . . Principles Underlying the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Roles and Responsibilities in English Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . THE PROGRAM IN ENGLISH 3 3 4 5 9 Overview of the Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Curriculum Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Strands in the English Curriculum . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 ASSESSMENT AND EVALUATION OF STUDENT ACHIEVEMENT Basic Considerations . . . . . . . . . . . ....
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