执着探索扫盲路 提高文盲新能力

扫盲教育研究是教育研究中一个较少被关注的领域,而识字是有效参与社会和经济活动不可或缺的手段。在二十一世纪的今天,我国仍然有超出一亿的成人文盲。本文阐述了十三年来"扫盲教育研究与培训中心"克服各种客观环境的不利因素,坚持对扫盲教育的执著追求,认真探索扫盲和扫盲后教育的规律,提出以满足文盲需求为导向,以唤醒文盲"自立、自信"意识、促进"能力增长"为目标,以解决实际问题为中心的扫盲工作理念,推进中国扫盲教育改革与发展的经历与经验,以供同仁们分享与借鉴。     

Transformation of Patriarchal Regimes, Literacy, and Schooling

Literacy has been among the most publicly contested domains in gender struggles; the way that history of literacy is gendered and interpreted makes a difference to the way reading and writing is thought of today. Broadly understood, gender signals a wide range of concerns with subjectivities, social relations, and historical dynamics. Literacy campaigns can be linked both to attempts to consolidate patriarchalism in early modern Europe and to complex struggles attending its 18th-century demise. In 19th-century England, both bourgeois and oppositional public spheres engendered patterns of solidarity, identity, gender polarization, and exclusion in which contested notions of individual and collective literacy played a key role. Elsewhere, schools were called upon to engender a proletariat or tame its radicalism, teach females how to read or change their reading habits, instruct children in writing or give them to understand that their mother tongue did not count as school knowledge.     

Teachers’ academic training for literacy instruction

Literacy instruction is a powerful determinant of children’s academic and school outcomes. Teachers’ training for literacy instruction is therefore critical for children’s reading learning. The present study examined the contents of 130 courses related to literacy instruction from a representative national sample of primary teachers’ undergraduate programs (N = 81), to address the following issues: which courses, related to literacy instruction, are included in the curriculum of undergraduate training programs? Which is the weight of the courses in undergraduate programs? What are the contents of the courses? The results show that most critical features of literacy instruction are included in the course contents of most programs (e.g. phonics, theory of literature). Still, some other critical features are underrepresented (reading/writing comprehension skills) or apparently missing (assessment and intervention in reading/writing problems). Moreover, the time allocated to literacy instruction seems to be scarce. Still, wide differences across university programs and courses were found.     

浅谈农村小学语文教师的语文素养及其提升策略

文章以文献研究的方法梳理了语文素养的内涵,得出语文素养包含人文素养、语文知识、语文技能等内容。同时,文章分析了农村小学语文教师群体存在的问题：语文教师群体结构不良、语文素养内涵不足、缺乏竞争压力和自我发展意识,进而提出提升其语文素养的策略：将年轻高学历毕业生充实到农村教师队伍中、对现有教师进行适当的在职培训、建立合理的考核与退出机制,保障高素养教师从事农村语文教育。     

Diglossic needs of illiterate adult women in Egypt: a needs assessment

In light of the rarity and unavailability of academic publications on literacy/illiteracy in the Arab world, this study attempts to determine the linguistic needs of illiterate adult women in Egypt in the context of informal adult basic education. The purpose of this study is to understand illiterate adult women’s daily linguistic needs in relation to diglossic de‐contextualization in Arabic, the comprehension gap between colloquial and standard Arabic that contributes negatively to the process of reading and writing acquisition in standard Arabic. The present study, based on participatory action research methodology, was conducted in Egypt where 11 adult female literacy classes, five (139 subjects) in Cairo (urban) and six (151 subjects) in Menia (Upper Egypt/Northern Egypt) were group‐interviewed. The results of the group interviews clearly define the functional context of adult female illiteracy (i.e. age and immediate linguistic/literacy needs) and enforce a diglossic dichotomy, entailing ‘reading’ and ‘writing’ categories. If considered by literacy authorities, diglossic integration in adult literacy programmes/curricula will certainly help Egyptian illiterate adult women to integrate easily in their environment, the ultimate goal of all involved in the fight against adult illiteracy in the Arab world.     

The associations among preschool children’s growth in early reading,executive function,and invented spelling skills

The purpose of the present study was to examine associations among children’s emergent literacy (early reading), language, executive function (EF), and invented spelling skills across prekindergarten. Participants included 123, primarily African American, 4-year-old children enrolled in a variety of prekindergarten settings. In addition to describing the concurrent and longitudinal relations between children’s emergent literacy, EF, and invented spelling skills, this study investigated associations among children’s growth in these targeted skills and explored potential indirect effects from children’s EF to invented writing skill. Multiple regression analyses suggested that although early reading skills were significantly and concurrently associated with invented spelling skills, children’s phonological awareness was the only early reading skill predictive of later invented spelling skills. Children’s EF was not concurrently or longitudinally associated with invented spelling after controlling for early reading skills. However, regression analyses of children’s residual scores suggested that children’s EF skill at the beginning of the semester was predictive of their later invented spelling skills through children’s letter-sound knowledge.     

Effects of early literacy environments on the reading attitudes, behaviours and values of veteran teachers

Research has linked early literacy environments to the attitudes, behaviours and instructional values of reading teachers, but most prior research has addressed preservice or early inservice teachers. This mixed-methods, hypothesis-generating, Q methodology-based study explored the relationship between early literacy environments and the subsequent reading experiences, attitudes and behaviours of a purposive sample of veteran literacy educators. By-person factor analysis identified three empirical profiles of shared reading experiences, attitudes and behaviours: Early Readers Supported by Nurturing Early Literacy Environments; Early Readers Not Supported by Nurturing Early Literacy Environments; and Later Readers Not Supported by Nurturing Early Literacy Environments. Conceptual variables found across all models using qualitative analysis included: Nature of Early Literacy Environments, Early and Later Competence and Appreciation of Reading, Attitudes about the Value of Reading, and Instructional Values and Behaviors in Literacy Education. These models suggest further evidence for the importance of early literacy environments (both home and classroom environments) and provide empirically-derived testable hypotheses for future research.     

教育均衡下福建农村公办幼儿园师资状况调查

农村幼儿师资队伍建设的不均衡现象,直接导致了农村学前教育的失衡。调查结果发现,福建省农村公办幼儿师资队伍中男女教师比例悬殊,教龄呈低龄化,第一学历,目前学历、职称系列、编制结构、教师资格证拥有率及教师资格证对口比例、工资待遇、培训级别、多媒体使用存在差异。对政府及教育主管部门提出,做好人力资源规划、合理调整绩效考核要求、适当增加薪酬福利、提高农村幼儿教师的培训层次、加强现代信息素养的培养等策略来均衡建设农村公办幼儿教师师资队伍。     

The association among literacy proficiency,effortful control,and frustration

The authors investigated the relationships among effortful control and frustration and literacy proficiency of preadolescence to determine which subcomponent of effortful control and/or emotion might be critical in achieving academic success. The participants included 72 children recruited from a larger longitudinal study. Children's frustration, effortful control, and literacy skills were assessed at Grade 5, and their nonverbal IQ levels were assessed at Grade 1. Effortful control and frustration were measured by a self-report questionnaire. Literacy proficiency was measured with tests of reading comprehension, written language, and the semestral grades in the subject of Chinese literacy. Results showed that children with higher effortful control perception had better literacy abilities, particularly writing and language academic achievement. The dispositional frustration moderated the predictive effect of attention control on children's reading comprehension. The findings support the importance of self-regulation and emotions on literacy proficiency.     

The IALS approach to defining and measuring literacy skills

The term “illiterate” that is commonly used to describe someone who cannot read or write is an absolute term, which fails to recognize that those who are deemed “illiterate” are probably in fact “literate” to some degree. The approach taken to define and measure literacy in the International Adult Literacy Survey (IALS) acknowledges the limitation of viewing literacy in a dichotomous way. The IALS assesses literacy proficiency along a continuum. This chapter considers some of the conceptual issues surrounding the definition and measurement of literacy proficiency. In particular, it addresses what the IALS literacy proficiency measure is and what it is not.     

重庆市江津区德感镇和爱村扫盲亲历记

西南大学扫盲教育研究与培训中心是教育部设立的全国唯一从事扫盲和扫盲后继续教育研究与培训的专门机构。笔者亲临扫盲基地——重庆市德感镇和爱村,通过参观、收集数据、与村民访谈,对扫盲教育有了真实且深刻的认识。整理和总结有效的扫盲经验,提出对策,以利于促进农村扫盲教育的新发展。     

浅议阅读能力的性别差异

阅读是人类一项重要的终生技能,影响着人们的学习和工作。调查研究指出,大部分男学生对阅读课缺乏兴趣和热情,阅读能力也较女学生低。本文讨论了其中一些原因,包括性别角色、阅读习惯、兴趣搭配等,并提供了教师如何提高男学生阅读兴趣的一些方法,从而最终协助男学生赶上阅读进度,平衡学校男女学生阅读能力的性别差异。     

Narratives of agency: the experiences of Braille literacy practitioners in the Kha Ri Gude South African Mass Literacy Campaign

In this article, we locate the Kha Ri Gude South African Mass Literacy Campaign within the context of the problem of illiteracy and exclusion in South Africa, while concentrating on various post-apartheid initiatives designed to give visually challenged adults the opportunity to become literate. We shall provide a detailed account of focus group sessions organised in 2012; the aim of these sessions was to explore the experiences of blind literacy practitioners who were charged with the supervision and coordination of Braille literacy classes for blind, illiterate adults. We suggest that the way the practitioners expressed what being involved in the Campaign meant for them for an extended period (three years or more) gives us a glimpse of how, through their roles as literacy organisers, they were able to engender agency among blind adult literacy learners and themselves.     

THE CULTURAL LITERACY TEST: A VALIDATION AND FACTOR ANALYSIS

In his 1987 book, Cultural Literacy, Hirsch presented a provocative theory of the relationships among cultural literacy and reading and writing skills. In addition, Hirsch (1990) developed the 115-item Cultural Literacy Test (CLT), which was designed to measure the construct of cultural literacy. Research has demonstrated the CLT's validity. The study discussed in this article involved 1,343 community college students and found significant relationships among the CLT, grade point average, and first-semester remedial and regular English, history, and government courses, as well as evidence of factorial validity. This study, together with others, emphasizes the clinical usefulness of the CLT. The CLT should be routinely administered to students suspected of experiencing reading problems.     

SOCIOCULTURAL VARIATION IN LITERACY ACHIEVEMENT

ABSTRACT:  The purpose of this study was to describe the variations in literacy achievement among native and non-native upper primary school children (grades three to six) in the Netherlands. Various measures of word decoding, reading literacy and writing skill were collected from 1091 native Dutch children, 753 children with a former Dutch colonial background and 580 children with a Mediterranean background. The results showed the non-native children to lag behind their native peers on all of the tasks, although the differences on the decoding and writing tasks were fairly small. The Mediterranean children scored significantly lower than the ex-colonial children on all of the reading literacy tasks but equally high on the decoding and writing tasks. For both the native and non-native children, the same underlying factor structure was found to characterise their literacy achievement. Grade and ethnic status consistently predicted the factor scores for Word Decoding, Reading Literacy and Text Writing. In addition, socio-economic status (SES) predicted Reading Literacy and the variable sex predicted Writing Skills.     

“Literacy Lift-Off”: an experimental evaluation of a reading recovery programme on literacy skills and reading self-concept

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 of the well-known Reading Recovery programme. The current study aims to establish whether Literacy Lift-Off improves students’ literacy skills. It further seeks to determine what impact Literacy Lift-Off has on students’ reading self-concept levels. Ninety-two students aged between five years and six years six months (52 boys, 40 girls) attending four Senior Infant classes were recruited for this study. Two class groups were randomly chosen to act as an intervention cohort (n = 47) and two class groups were randomly chosen to act as a wait-list control cohort (n = 45). This experimental study evaluated the Literacy Lift-Off intervention on students’ letter identification, word attack skills, word reading, and reading self-concept beliefs. Intervention students were compared with control students who did not receive the Literacy Lift-Off intervention at pre-test and post-test levels. Results showed that while both groups showed significant change on all dependent variables from pre-intervention to post-intervention, those in the experimental group showed significantly more improvement on word attack skills, word reading and reading self-concept beliefs. This study showed that a whole-class reading recovery programme can be effective in improving literacy skills and reading self-concept.     

国际阅读素养进步研究述评

由IEA所主持的PIRLS是国际上大规模的对学生的阅读素养进行的比较研究，阅读素养是学生在学习的初期阶段所应具备的重要能力之一，是学校各门学科学习的基础，是可以被用来学习、创造和发展．使学生充分参与的一种重要能力。文章描述了阅读素养的三个方面，即理解过程、阅读目的、行为和态度。文章还说明了试题的取样设计，并对测验的实施原则予以评速。     

Knowledges of adult literacy: surveying for competitiveness

The International Adult Literacy Survey (IALS) is now the standard for assessing population literacy levels in industrialized countries. It uses elegant conceptual and methodological procedures to construct a `literacy' as universal across individuals and situations, and to assess individual levels of literacy ability. Central among these procedures is the conception of reading ability as information-processing skills underlying the performance of diverse documentary tasks in a `knowledge society' that ubiquitously demands these tasks. This conception builds into the knowledge of literacy a managerial or `competitive' standpoint, interested in abilities to perform prespecified tasks within ruling social relations. In further requiring that for individuals to be ranked at a given level, they must be able to `sight read' any task at that level of information-processing complexity, IALS makes tested literacy the counterpart of `flexibility' as a labour force attribute. Projects for literacy with democratic objectives require a broader conception, encompassing not only how courses of reading activity are done, but also how reading operates as moments of extended courses of action, including those aimed to develop people's capacities to control what they do.     

A longitudinal study of children's early literacy experiences at home and later literacy development at home and school

Studies of literacy attainment in the early years of school have identified various measures at school entry which predict later attainment. The study reported has sought not only to replicate earlier findings but to investigate significant home factors from a younger age. Literacy experiences of 42 children at ages 3, 5 and 7 were investigated, and the relationship of home factors to literacy development explored. Findings are reported concerning two outcome measures at age 7: children's reading level, as determined by the difficulty level of their school reading book, and whether or not children at age 7 were judged to have literacy difficulties. Significant factors included having favourite books at age 3; letter knowledge and parents reading to children at school entry; and at age 7, access to home computers, and parents’ knowledge of literacy teaching in school. Children with literacy difficulties owned fewer books, were less likely to read to themselves or their parents, and generally had less support for literacy at home. Implications for teachers, highlighting the relevance of home literacy, are discussed. The findings underline the importance of home factors for children's literacy development.