1 IASSIST, 2003 T. Scott Murray Statistics Canada May, 2003 Literacy and Numeracy: How does it add up?

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  • 1 IASSIST, 2003 T. Scott Murray Statistics Canada May, 2003 Literacy and Numeracy: How does it add up?
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  • 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.
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  • 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.
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  • 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
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  • 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
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  • 6 Birth Childhood Youth Adult Older Adult Retirement FamilySchoolingWorkParenting Lifelong: Key Stages
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  • 7 Looking across the lifecycle: what have we learned?
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  • 8 Children
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  • 9 Outcomes - Not Risk Development across ages Development across outcomes: learning and behaviour
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  • 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.
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  • 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
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  • 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
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  • 13 Children with persistent low learning scores have characteristics associated with disadvantage Source : NLSCY, 1994-1995, 1996-1997, 1998-1999
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  • 14 Children Who are Read to More Often Have Advanced Scores on the PPVT X analysis - p