Comments on literacy data gathered from several surveys and questions whether students are developing sufficient literacy skills. (AEA)

Growing scientific literature provides a perspective of literacy that is at variance with traditional points of view, which see literacy as a unitary, dichotomous, psychological capability that is learned with the appropriate educational opportunity. However, an individual is not easily categorized as literate or illiterate. While the goal is to…

This report contains the proceedings of the International Literacy Day Conference held in Washington, D.C., on September 8, 1978. It contains a program of conference events, an executive summary, a message from the vice president of the United States, and the text of the proceedings. The proceedings include introductory remarks by Edwin Newman; a…

This article traces the development of the concept and roles of literacy in Western civilization. Current concern about declining literacy in American students is discussed historically in terms of (1) rising literacy standards; (2) applying the standards and tastes of traditional elites to the larger population; and (3) the perennial…

Defining literacy is a compelling challenge to educators. They generally use three models: instrumental, functional, and empowerment. The latter two approaches, which were increasingly evident in the 1980s, identify literacy by the social functions required in a given context or by the qualities needed for illiterate people to take control of…

Examines contemporary "technocratic" and "progressive" approaches to literacy. Discusses "functional literacy" in relation to the classical model of "high literacy." Suggests research be guided by considerations of contextual factors influencing acquisition and use of literate abilities and organized in…

A more flexible definition of literacy combines oral literacy, which focuses on the concrete, with written literacy, which is abstract. For W. Ong, F. DeAngelo, A. R. Luria, and others who have done research on oral and written cultures, their central concern is one of defining and describing the kind and form of consciousness that is represented…

This study estimates the incidence, characteristics, and patterns of change over time of illiteracy in Morocco. The study compares the results from direct literacy assessment to the conventional methods of self-reported literacy. This effort has provided more detailed, objective information with which patterns of literacy skills in the country may…

This paper asserts that the reason so many high school graduates are functionally illiterate may be that the form of economic organization in the United States does not sufficiently value or make use of intelligence. The paper reviews studies that report both the decline in general knowledge of high school graduates and the promotion of programs…

Examines two trends in research on literacy--formal and functional literacy--by analyzing some assumptions held by researchers representative of each. Indicates that formalists view literacy as mastery of linguistic and textual forms, while functionalists see it as the ability to use appropriate discourse forms to accomplish desired ends. (SKC)

Reviews research on the average reading level in the United States, on how well the average American needs to read, and on what the average American can and does read. (MKM)

Comprising a study of the application of linguistics to literacy, the 16 papers in this book were prepared by contributors from both developing and developed nations. The papers in the first section illustrate the relevance of certain developments in theoretical and applied linguistics, sociolinguistics, and psycholinguistics to literacy teaching.…

Reading disability is described in this paper as a relative state that will appear different across societies and over the years. It is noted that researchers who claim that their objective is to find methods and materials to make remedial reading unnecessary are unrealistic. An overview of the Danish educational system and society during the last…

A review of the literature on assessing communications skills is presented. Communication skills are dividied into five areas: reading literacy, writing literacy, functional literacy, oral communication, and listening. Within each area, a definition is given, current assessment views are listed, and descriptions of relevant research are provided.…