Literacy Studies

Williams, Eddie

doi:10.1002/9780470757000.ch23

Cited by 7 publications

(4 citation statements)

References 39 publications

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“…The approach adopted in the PIAAC echoes the functional view of reading that emphasizes the context and particularly the purpose of reading (Linnakylä, 2000;Verhoeven, 1994;Williams, 2006). In the PIAAC assessment this is reflected in materials drawn from authentic reading events and the task descriptions.…”

Section: Piaac Literacy Frameworkmentioning

confidence: 99%

“…The definition of literacy, however, stresses the reading of written texts, both printed and online. Thus, in practice online texts exclusively using modes of representation other than the written word have not been included in the literacy test.The approach adopted in the PIAAC echoes the functional view of reading that emphasizes the context and particularly the purpose of reading (Linnakylä, 2000;Verhoeven, 1994;Williams, 2006). In the PIAAC assessment this is reflected in materials drawn from authentic reading events and the task descriptions.…”

mentioning

confidence: 99%

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Literacy, Age and Recentness of Education Among Nordic Adults

Sulkunen¹,

Malin

2017

Scandinavian Journal of Educational Research

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The purpose of the present study was to examine the relationship between reading literacy and age in an adult population aged 25 to 65 in Nordic countries using PIAAC 2012 data. More specifically, the study examined to what extent variations in the literacy proficiency of adults are explained by age and the recentness of qualifications when variables related to education, occupation, and skill use are controlled. The statistical method was regression analysis. The recentness of education explained only a part of the performance gap between the oldest adults and others. The significance of the length and scope of initial education in developing literacy proficiency overall, is difficult to compensate. There were insignificant differences between the Nordic countries. Literacy is seen as an essential key competence in every person's day-to-day life, including situations related to learning, work, and citizenship. The European reference framework for the key competences for lifelong learning (European Commission, 2007), as well as subsequent work defining twenty-first century skills (e.g., Binkley et al., 2012, p. 22), see reading literacy as one of the basic skills relevant to communication, information literacy, and digital competence.While literacy has always been defined and transformed by the changes and technologies in the surrounding society, during the last two decades, technology has undergone many changes within an extremely short period of time. Particularly, global economic competition, based on the effective use of information and communication and the Internet quickly becoming ubiquitous in people's professional and personal lives, is reflected in, and has been affected by, today's literacy practices (Leu, Kinzer, Coiro, Castek, & Henry, 2013, pp. 1151-1153 Learning how to master the new literacy strategies, practices, and dispositions is now more challenging than before, since new technologies create and demand new literacies that are multifaceted and constantly changing, while emphasizing new forms of strategic knowledge about information use and communication (Leu et al., 2013(Leu et al., , pp. 1158(Leu et al., -1162. This is a literacy challenge with which everyone, including adults of different ages, has to deal. Since both technologies and numerous texts encountered in life change continuously, reading skills also need to be defined broadly and developed continuously (Binkley et al., 2012, p. 22). Thus, literacy is not only a tool for, or a key to, lifelong learning, but is also an object of lifelong learning (e.g., Sulkunen, 2013)-now more than ever before.Solid foundational skills provide a basis for the lifelong development of literacy. International assessments have been established and implemented to determine how well adults of different ages and in various countries are equipped for the current literacy demands and for lifelong and life-wide development of literacy. The most recent and most relevant assessment for adults is the © 2017 The Author(s). Published by Informa UK Lim...

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Section: Piaac Literacy Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Literacy, Age and Recentness of Education Among Nordic Adults

Sulkunen¹,

Malin

2017

Scandinavian Journal of Educational Research

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“…To understand the respective roles of these precursor skills in eventual literacy, numerous predictive studies have been conducted on various samples of young children (Bradley and Bryant, 1985; Bryant et al., 1990; Burgess and Lonigan, 1998; Chaney, 1992; Goswami, 2003; Lonigan, 2006; Wagner and Torgesen, 1987; Wagner et al., 1993, 1994, 1997, 2006; Williams, 2004), and the results are reassuringly similar. The collective findings seem to indicate that three key component skills are strongly predictive of how well and how easily children will learn to read and write once they are exposed to formal reading instruction: oral language , phonological-processing abilities and print knowledge .…”

Section: Emergent Literacy: An Overviewmentioning

confidence: 97%

Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research

Chan

Sylva

2014

Journal of Early Childhood Literacy

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While there have been reviews over the past decade of studies examining secondlanguage (L2) acquisition and also emergent literacy development, these related bodies of knowledge have not generally been considered together in relation to the education of very young English-language learners. This paper attempts to do so in a selective manner by proposing a preliminary conceptual framework for second language emergent literacy development, thus paving the way for future research. The literature on the emergent literacy of native English speakers is first outlined, followed by a discussion of the general effects of bilingualism and cross-linguistic transfer, with the special case of Hong Kong children serving as an illustrative example. Finally, potential environmental influences are explored, with a focus on the home literacy environment.

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“…Let's first look at some fundamental differences between the native English and Chinese L1 cohorts. EFL pupils do not have the same pre-existing oral vocabulary (e.g., Williams, 2004), orthographic, and phonological knowledge (e.g., Koda, 2005) of the English language as their native English counterparts. A typical main content page of the software designed for native English pupils has a picture background with clickable buttons.…”

Section: The Need For Interactive Synthetic Phonics Software Designed...mentioning

confidence: 99%

Teaching Phonics to Chinese L1 EFL Pupils

Cheng

2012

International Journal of Computer-Assisted Language Learning and Teaching

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Despite that converging evidence has led to the mandate of phonics instruction in primary education in the UK, U.S. and EFL (English as a Foreign Language) China and Taiwan, teachers across the board (native or EFL, experienced or novice alike) have been found to lack the knowledge required for delivering high-quality synthetic phonics. While reforms to improve current practices are underway, it is vital that teachers are supported with well-designed educational technology (e.g., interactive synthetic phonics software) to maintain teaching standards and boost learning outcomes. Although well-designed interactive synthetic phonics software is available, it is not suitable for Chinese L1 EFL teachers and pupils. The current article introduces Easy Phonics (interactive synthetic phonics software designed specifically for Chinese L1 EFL teachers and pupils), presents preliminary findings using the software in classroom teaching, and confirms its potential to assist ‘phonics-untrained’ teachers in maintaining teaching standards and boosting learning outcomes. The current article, while supporting the use of educational technology in phonics teaching, does not suggest that educational technology can ‘replace’ teachers in phonics instruction.

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Literacy Studies

Cited by 7 publications

References 39 publications

Literacy, Age and Recentness of Education Among Nordic Adults

Literacy, Age and Recentness of Education Among Nordic Adults

Exploring emergent literacy development in a second language: A selective literature review and conceptual framework for research

Teaching Phonics to Chinese L1 EFL Pupils

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