Low literacy remains a problem across the developed world. Health literacy has emerged as a specialist literacy, although its conceptualisation and measurement overlap with those of functional literacy. The social practice view, which conceptualises literacy as an activity rather than a skill, is useful in examining literacy-related practices and demands in healthcare contexts. Associations between low functional or health literacy and poorer health outcomes have been established in the research literature but studies have included participants whose low literacy may be obvious to healthcare providers and others. This thesis presents first a systematic review that focuses on literacy and health outcomes in the ‘hidden population’ with low literacy, defined as those of working age whose first language is that of their resident country but who score low on literacy measures. The review concludes that there is a link between low literacy and poorer health in this ‘hidden population’ but that potential pathways have not been explored to any extent. The thesis then presents a primary research study which sought to explore links between low literacy and poor health from the perspectives of people with low literacy; and how the health service might respond to address the issues raised. The findings from 25 in-depth interviews and 2 focus groups with adult learners highlighted the various ways that people with low literacy struggle with written and spoken communication in clinical encounters and in self-care activities. They further revealed that stigma frequently plays a central role in the social practices of those with low literacy, affecting their mental wellbeing and social relationships, including those with healthcare staff. The potential solutions identified for service providers would benefit from piloting and evaluation to help create a literacy-sensitive health service, which could improve engagement; enable self-care and enhance capabilities for health in those with low literacy.

The APL (Module 1), previously submitted for examination, includes a contribution to the Scottish educational psychologists’ professional development programme, illustrating how particular instructional practices and approaches support the aims and objectives of the Scottish Curriculum for Excellence, by analysing how they exemplify models of learning compatible with the CfE philosophy. It also includes the evaluation of a comprehensive literacy programme and a number of evaluation studies of early literacy initiatives the author undertook within the local authority. Module 2, the literature review, explores and extends my understanding of early literacy development, and studies various influences and core skills underpinning it. I also discuss some models of reading development, with a particular focus on the development of early reading. I discuss how these relate to instructional and intervention practices, especially in relation to pupils with weak early skills. The main research focus of Modules 3 and 4 is an evaluation of the use and usefulness of developmentally based screening tools for early reading I had developed, the degree to which they help identify children with poor skills, and the degree to which and conditions within which they support the development of these skills. By using a retrospective approach to gathering test data and investigating test use I identified a number of implementation factors which it is important to identify in order to understand how to promote and embed consistent practice across schools within real-world settings. The limitations I discovered in the mixed results from test use alone and my subsequent exploration of whole school factors led me to a deeper understanding about the many influences and factors that come together to develop literacy in children. The conceptual model and assessment/planning tool I developed in Module 5 thus aims to bring these broader elements within an ecological framework that could be useful for assessment and planning for practitioners. Results of the small feedback study in this module suggest this model and assessment/planning framework would be welcomed by educational practitioners working not only with pupils with ASN, but with a broad range of pupils.

Buscamos por meio da pesquisa-ação superar as defasagens encontradas pelos alunos ingressantes no primeiro ano do Ensino Médio, numa escola do interior de São Paulo na cidade de Ibaté, oriundos de diversas escolas do município, durante o ano letivo de 2017. Coletamos e analisamos alguns dados oriundos de avaliações externas Prova Brasil, SARESP e PISA a fim de ter um diagnóstico da situação educacional brasileira e a partir destes dados confrontamos com a realidade local. Percebemos que as defasagens são um grande entrave para o cumprimento dos currículos nas salas de aula e a partir disto buscamos meios para contorná-las dentro da nossa realidade. Este trabalho descreve uma experiência onde trabalhamos e buscamos desenvolver a leitura e a escrita em Matemática, a fim de sanar as limitações impostas pelas defasagens trazidas pelos nossos alunos. Apoiados em práticas que favorecessem o letramento matemático, pudemos a partir de um dado problema formulá-lo em uma linguagem adequada ao nível do desenvolvimento dos alunos, e empregando ferramentas matemáticas chegamos em resultados que puderam ser testados, interpretados e avaliados. Ao final do trabalho, verificamos uma melhora significativa quanto à resolução de problemas, como também em relação à interpretação e análise, onde os alunos puderam valer-se da sua individualidade para a resolução dos problemas propostos. / We seek through the action research to overcome the shortcomings encountered by incoming students in the first year of high school, in a school in the interior of São Paulo in the city of Ibaté, coming from several schools in the municipality during the school year 2017. We collect and analyze some data from external evaluations Prova Brasil, SARESP and PISA in order to have a diagnosis of the Brazilian educational situation and from these data we confront the local reality. We realize that the lags are a great obstacle for the fulfillment of the curricula in the classrooms and from this we look for means to circumvent them within our reality. This paper describes an experience where we work and seek to develop reading and writing in Mathematics, in order to remedy the limitations imposed by the lags brought by our students. Based on practices that favored mathematical literacy, we were able to formulate it in a language appropriate to the level of students development and using mathematical tools to arrive at results that could be tested, interpreted and evaluated. At the end of the study, we noticed a significant improvement in problem solving, as well as in relation to interpretation and analysis, where students were able to use their individuality to solve the problems proposed.

Like taking a private class with an engaging literature professor, Book Smart is your ticket for literary enlightenment all year long and for the rest of your life. Whether you're a passionate turner of pages or you aspire to be better-read, Book Smart expands your knowledge and enjoyment with a month-by-month plan that tackles 120 of the most compelling books of all time. Throughout the year, each book comes alive with historical notes, highlights on key themes and characters, and advice on how to approach reading. Here is a sampling of what you can expect: January: Make a fresh start with classics like Beowulf and Dante's Inferno April: Welcome spring in the company of strong women like Jane Eyre, Anna Karenina, and Vanity Fair's Becky Sharpe August: Bring a breath of fresh air to summer's heat with comedic works from Kingsley Amis and Oscar Wilde October: Get back to school with young people struggling to grow up in classics like Little Women and recent bestsellers such as The Curious Incident of the Dog in the Night-Time December: Celebrate year's end with big prizewinners such as The Remains of the Day and Leaves of Grass / https://dc.etsu.edu/alumni_books/1023/thumbnail.jpg

Background: Health literacy has become an important public health concern. However, a limited number of studies have investigated health literacy in Jiangsu Province of China. Methods: A total of 12,450 residents aged 15-69 years in Jiangsu Province were interviewed face-by-face through multi-stage cluster random sampling. The 2009 questionnaire of health literacy designed by the Ministry of Health of China was used to measure health literacy. The subjects were divided into low grade group (the comprehensive health literacy grade <34 points) and high grade group (the comprehensive health literacy grade ≥ 34 points). Multiple logistic regression was used for the analysis. Results: The knowledge rates about science concept of health, literacy of preventing acute infectious disease, literacy of preventing non-communicable chronic disease, safety and first aid, obtaining and making use of basic medical care, and comprehensive literacy knowledge were 60.02%, 66.80%, 51.85%, 66.84%, 55.27% and 52.46%, respectively. Multiple logistic regression showed that living in rural area, more numbers of household, increased age, less education, agricultural or rural migrant occupation workers, and lower family income were all risk factors for poor status of health literacy (all p values <0.01). Conclusion: The general health literacy level of the residents in Jiangsu Province was low. At least 40% of residents in Jiangsu Province were deficient in health literacy. Health education and promotion intervention may be targeted in this high risk population to improve health literacy.

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Health literacy is recognized as a contributor to health outcomes and maternal health literacy is important to the health and wellbeing of children and families. Of particular interest are mothers seeking immunization services for their children. The complexity of the recommended immunization schedule and the care management of children receiving immunizations have the potential to create negative health outcomes in the low health literate population. Assessment of maternal health literacy and provision of effective patient education adapted to the health literacy level of the individual is important for information transfer. The Teach-Back provides an opportunity to both assess understanding and reinforce teaching. This study used an experimental design to study two groups of women for a total of 90 participants in a public health department setting. The control group received the usual immunization patient education using Vaccination Information Sheets. The intervention group also received patient education in this manner plus use of the Teach-Back. Immunization knowledge was assessed prior to and after patient education. Immunization currency was assessed as well. The Newest Vital Sign was used to assess the maternal health literacy for 90 mothers bringing their children for immunizations. A demographic survey addressing both individual characteristics and social determinants of health variables was also administered. Most of the participants were low health literate (84%) and low health literacy was related to lower immunization knowledge and poor immunization currency. Social determinants of health variables were related to maternal health literacy, immunization knowledge and immunization currency. The results demonstrated an improvement of immunization knowledge scores with the use of the Teach-Back method of patient education. Additional research is needed in the area of patient education interventions specific to the low health literate population. The development of instruments to measure interactive and critical health literacy are needed and interventions to promote growth in health literacy are also needed. Clinically, improved patient education interventions for low health literate mothers has the potential to improve health outcomes and decrease health care costs of these women, their children and their families.

Excerpt: Business literacy is becoming more popular among business practitioners in multiple fields, including accounting, finance, human resources, training and development, leadership, health care, and other disciplines. However, little attention has been paid to business literacy for the computing professional in the literature.

The major purpose of this study was to find out how to encourage Title I family engagement as the school funds were decreasing in the next school year. I wanted to determine how to continue, as well as increase, parental engagement at a Title I elementary school in a rural setting.;The Title I program focuses on assisting students who are economically disadvantaged in order to raise their academic skills in the areas of reading and math. The parents of the children eligible for Title I reading services at the time of the study were the participants. I used the Appreciative Inquiry method to gather information from parents. By using a set of appreciative interview questions, I learned the parents' perspective about the reading activities that the school offered to the Title I parents. Parents selected themes from several paired interview sessions. The data analysis of the story circles of parents, frequency analysis of themes, the per capita costs of each activity, and the design team of parents, gave me insight as to what activities attracted parents and why parents chose to participate at school sponsored Title I events at this school. Recommendations for continued family engagement include a challenge to seek ways to engage all families in a school -- family partnerships and to involve parents who could, but who choose not to attend school events.

The purpose of this study was to understand the effect of literacy coaching as a vehicle for professional development and growth by describing the impact of the Community Coaching Cohort Model on teachers' instructional literacy practices. Using a qualitative case study design, four questions were answered pertaining to participants' feelings and perceptions about the coaching model, how their experience impacted their knowledge and skills about literacy as well as the instruction in their classroom, and the impact their learning had on their students. Four cohorts of teachers in two schools from a large suburban district were used to complete the study. Data were collected at the end of the coaching cycle through the use of panel interviews, individual interviews, a questionnaire, and the collection of artifacts. The analysis of these data found that most participants felt positively about working in a coaching cohort because their learning was applicable and useful, the experience was personalized to their needs, and the model fostered collaboration among their colleagues. Participants also reported numerous ways their knowledge about literacy was expanded and discussed many examples of how their classroom instruction was impacted. These teachers also discussed evidence of student learning in specific aspects of literacy. The results of this study indicate that the Community Coaching Cohort Model was an effective form of professional development for these participants because it was a clearly defined model that was delivered by highly-qualified coaches with a neutral, supportive stance toward teachers.