Text of 1 IASSIST, 2003 T. Scott Murray Statistics Canada May, 2003 Literacy and Numeracy: How does it add...
1 IASSIST, 2003 T. Scott Murray Statistics Canada May, 2003 Literacy and Numeracy: How does it add up?
2 Literacy and numeracy: Skills as modes of adult behavior: Literacy is defined as the ability to understand and employ printed information in daily activities - at home, at work and in the community to achieve ones goals and to develop ones knowledge and potential IALS measured two forms of reading literacy: Prose literacy: the knowledge and skills needed to understand and use information from texts including editorials, news stories, brochures and instructional materials. Document literacy: the knowledge and skills required to locate and use information contained in various formats, including job applications, payroll forms, transportation schedules, maps, tables and charts.
3 Literacy and numeracy: Skills and as modes of adult behavior (Contd): Numeracy is defined as the knowledge and skills required to effectively manage the mathematical demands of diverse situations The IALS study measured a sub-domain of numeracy: Quantitative literacy the knowledge and skills required to apply arithmetic operations, either alone or sequentially, to numbers embedded in printed materials, such as balancing a cheque book, figuring out a tip, completing an order form or determining the amount of interest on a loan from an advertisement.
4 Determinants of the Relative Difficulty of Adult Reading Tasks Relative task difficulty depends upon: Characteristics of Text Readability e.g. Vocabulary Sentence length Processes/Characteristics of the Task Type of Match Locate Cycle Integrate Generate Plausibility of distractors Type of information Formulate variables Type of calculation Operation specificity
5 Lifelong Learning... Learning is a lifelong process by which individuals acquire knowledge and skills that they use to adapt to the changing environment and for personal and societal benefit. Lifewide Lifelong
7 Looking across the lifecycle: what have we learned?
9 Outcomes - Not Risk Development across ages Development across outcomes: learning and behaviour
10 Vulnerability Vulnerable children have poor outcomes for their age which jeopardize their future development. The NLSCY index of vulnerability sets thresholds for learning and behaviour outcomes. A child is considered vulnerable if one or more learning or behaviour outcome is below the threshold. Children may experience short episodes or prolonged periods of vulnerability.
11 Behaviour and Learning Results from the Vulnerability Index illustrate that... 72.4% of Canadian children aged 0-11 have no identifiable behaviour or learning problems. 27.6% have at least one identifiable learning or behavioural problem. 1.2 million children between the ages 0-11 nationwide were vulnerable in 1996. Source: NLSCY, Cycle 2 At least one Learning or Behavioural Problem 72.4% 27.6% 0 10 20 30 40 50 60 70 80 90 100 No Problems Vulnerability Status Percentage of children aged 0-11
12 Vulnerable 19941996 71.1% 56.2% 71.9% 28.9% 28.1% 14.9% 15.7% 13.2% Vulnerability Is Not a Permanent State for Most Children Newly Vulnerable Positive Development Resilient Long term Vulnerable Not Vulnerable
13 Children with persistent low learning scores have characteristics associated with disadvantage Source : NLSCY, 1994-1995, 1996-1997, 1998-1999
14 Children Who are Read to More Often Have Advanced Scores on the PPVT X analysis - p