The aim of this study was to develop a high-quality, experience-based, accredited training course that would bring black literacy workers into the ABET materials writing field. The report begins by setting the context of ABET in South Africa, then describing the literature on a wide variety of materials development projects in South Africa and other developing countries, some of which can be used as models for the proposed course. Training courses in fields outside ABET also inform the study. Through a combination of questionnaires and interviews, the study explores the needs of institutions concerned with ABET materials as well as the needs and skills of potential trainees. Ten specialists were interviewed: Seven were ABET practitioners representing a tertiary institution, NGOs and government and three were involved in educational publishing.They identified the need for relevant practical materials in all South African languages and learning areas, and said a training course should stress thinking skills, writing skills, visual literacy and a firm grasp of the process and economics of book production. Thirty eight potential trainees were contacted through questionnaires and focus groups. They were positive about the proposed course and alerted the researcher to logistical issues regarding finances and timing. All respondents said the course must be accredited in line with NQF requirements. The main tension that arose in the interviews was around priorities. While all the experts said training in the production of materials was important, it had to viewed as a luxury in light of extremely limited resources and urgent demands for delivery. Finally a proposed course is described, consisting of a 12-module, part-time course lasting approximately one year.

The prevalence of eating disorders (ED) in the United States has increased while the media consistently presents thinner representations of the body. Scholars have found media to negatively influence factors associated with the development of EDs. The purpose of this quantitative nonexperimental cross-sectional survey design study was to explore relationships between exposure levels to MLE and self-esteem, body esteem, and the internalization societal appearance ideals. Participants included undergraduate students or recent graduates majoring in either communications or an alternative major with comparatively less MLE curriculum. The Body Esteem Scale, Sociocultural Attitudes towards Appearance Questionnaire-3, and Rosenberg Self-Esteem Scale Surveys were administered online to examine the variance of 3 dependent variables (self-esteem, body esteem, internalization of societal appearance norms) with 2 independent variables (exposure levels to media literacy curriculum and gender), and a multivariate analysis of variance was used to analyze the data. Results displayed statistically significant differences between all 3 dependent variables with MLE levels. Research in MLE benefits both adults and children by way of providing the necessary tools, knowledge, and skills to be able to fully benefit from various media sources. MLE provides an opportunity to better understand media messages, as well as its influences therein, this way rather than being vulnerable and easily manipulated, one becomes a more knowledgeable and aware media consumer. The results to this study can promote, advocate, and bring awareness to media consumers and today's educators of the importance and need of MLE curriculum beginning at a young age.

Thesis (M.A. (English)) -- University of Limpopo, 2015 / This study seeks to determine the support of reading–literacy provided by homes of grade six learners in some Limpopo primary schools, which assists them in learning to read, and particularly to read with understanding. This study adopted a qualitative approach. The case study design was used. Twelve learners and twelve parents of the chosen learners served as participants to this study. Three data collection instruments were used. As the researcher wanted to first determine good and poor readers a comprehension test was designed by the researcher in order to select the learners. After learners had written the test an interview guide was given to the learners to establish different kinds of reading related activities which learners engage in with their parents. Lastly a check list was issued to learners and parents to assess parental involvement in learners’ reading literacy development. Findings of the current study are that some learners do not receive the parental support they need in order to develop reading literacy. As a result, many learners fail in school because they are illiterate. It is suggested that in order for learners to improve in their reading literacy parental support must be encouraged in South African schools. School programmes must be designed in a way that it inculcates parental support. And most importantly parents need to be made aware of the crucial role they play in their children’s reading literacy development. Key words: Reading literacy, multiple literacy, parental support and home literacy.

The purpose of this study was to learn about the perceptions that Oaxacan parents, from three different socio-economic status (SES) groups, have about literacy learning. This study intended to answer the following research questions: (1) Are the Oaxacan parents' perceptions of literacy learning consistent with an emergent literacy model? (2) To what extent do these perceptions differ among the three different socio-economic groups? (3) What do Oaxacan parents do to help their children learn to read and write? (4) What did the parents and teachers of the parents interviewed ask them to do to learn to read and write? A survey was adopted for this study. Forty parents were interviewed. A thirtythree- Likert-Type-item-structured interview plus two open-ended questions were used. The interviews were recorded, and then transcribed in their entirety. Results showed that most Oaxacan parents held beliefs consistent with an emergent literacy model. On the other hand, they also held notions consistent with a traditional model. There were more similarities than differences between the SES groups. There were only three items in which the three SES groups differed. Moreover, results showed that Oaxacan parents help their children become literate by providing a wide variety of activities. Reading to/with children was the most valued activity by Oaxacan parents. Finally, most parents were asked to work on literacy skills to learn to read and write. Most parents had to do "endless" letter, syllable and word drills. A limitation of this study was the sample being too small. Implications for researchers, curriculum designers, and teachers were drawn based on the results of this study. It was concluded that this survey should be applied in every classroom as away to learn more about the child's environment and build on his/her previous knowledge and that a library is urgently needed in Oaxaca, Mexico.

Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills.

Thesis (Ed. S.)--Miami University, Dept. of Educational Psychology, 2009. / Title from first page of PDF document. Includes bibliographical references (p. 22-25).

Thesis (Ph. D.)--University of Oregon, 2004. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 133-138). Also available for download via the World Wide Web; free to University of Oregon users.

Doctorat en sciences sociales, politiques et économiques / info:eu-repo/semantics/nonPublished

The primary objective of this study was to evaluate the effectiveness of the Souns-for-Literacy program in selected Knysna and Plettenberg Bay pre-schools. This included investigating if there were significant benefits for its recipients and recommending improvements that could be made to the program, particularly in adapting it to fit the South African context. The program claims to build letter-sound associations. In response to evidence gained in the biannual surveys done by KET, it was decided that the program warranted a more formal evaluation. It was later agreed that the evaluation should i) critically examine claims about the effectiveness of the program; ii) analyse the relative value of factors contributing to its effectiveness, such as teachers, implementation practices and the program’s material and methodology, then iii) recommend improvements that cauld be made to the program. The evaluation should also identify insights gained in developing reading skills in pre-school children, specifically in South Africa’s multicultural and multilingual contexts. The total number of schools investigated was 25 (21 pre-schools and 4 primary schools for follow-up purposes). The data collection was primarily through i) interviews with program personnel (mentors, facilitators, teachers and volunteers), ii) observations of the children interacting with the equipment of the program as well as iii) individual, informal and age-appropriate testing of letter-sound association knowledge at the end of the academic year. The findings revealed that: i) the program’s materials and methodology showed ‘highly significant’ benefits to most of its beneficiaries; ii) KET’s support system (including mentors, facilitators and volunteers) was particularly valuable in contributing to the program’s effectiveness; iii) certain adaptations to the sequence of symbol presentation for each language would benefit the children’s word-building capacity; iv)the emergent literacy skill of learning letter-sound knowledge should gain more focus during this pre-school stage.

Despite widespread concern and many attempts to eradicate illiteracy, it persists. Part of the problem is that too little is known about the people for whom literacy programs are designed. Such programs may fail if they are designed by people who view their clientele as deficient. This perspective of deficiency is based on two assumptions: first, that literacy is a necessary pre-condition for success in life and second, that illiterate people are lacking in self-confidence, are unable to maintain employment, are poor, and are caught in a cycle of deprivation and under education. This study examines the characteristics and perceptions of illiterate men who have achieved varying degrees of financial and employment success but do not read beyond the grade-three level. The findings indicate that in spite of deficiencies in reading, illiterate individuals learn a number of coping techniques and manifest innumerable skills and achievements. Thus, a "deficiency" oriented intervention program that over-emphasizes the importance of literacy diminishes the observable accomplishments of the illiterate adult and may fail. Intervention programs designed for illiterate adults need to bolster the participants' sense of accomplishment and teach coping skills as well as literacy skills. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate