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7 X 11.5 Long Title.P65 Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R. Olson and Nancy Torrance Index More information Index Abjads, 28–30, 33, 35–36 relationship among participants, awareness Abugidas, 30–31, 35–36 of, 124 Academic language revision, effect of, 128–129 abstract concepts, use of, 121 rewriting, effect of, 128–129 Basic Interpersonal Communicative Skill self, teaching role of language in (BICS), 113–114 representation of, 129 Cognitive Academic Language Proficiency sharing of expectations, importance of, 118 (CALP), 113–114 explicit marking of text structures, 120 conceptual framework, lack of, 113, 115 genre mastery, 121 defined, 112–113 grammatical complexity of, 127 disciplinary knowledge, 121 grammatical metaphor, use of, 120–121 education in information load, 118 academic skills to be taught, 127–128 interpersonal stance, 118 difficulty of, 114–115 lexical requirements, 120 early precursors, 125–126 nominalization, 121 effective pedagogical approaches, 128 organization of information, 118–120 goal of, 127 overview, 112, 115, 130 important genres, 130 pragmatics-based approach, 121–124 informational context, 130 reasoning/argumentative strategies, 121 intervention for students falling behind, representational congruence, 120–121 129 research agenda, 124–125 metapragmatic awareness, role of, 126 research examples, 115–118 metasociolinguistic awareness, 129–130 self, representation of method of communication, understanding accommodation with representation of of, 124 message, 122 mode, effect of, 126–127 audience, relationship with, 123, 124 normative developmental course, 127 authoritativeness, establishing, 123–124 planning, effect of, 128–129 complexity of message and, 122–123 577 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R. Olson and Nancy Torrance Index More information 578 INDEX Academic language (cont.) age-related differences, 96 generally, 122 data, 96 teaching role of language in, 129 generally, 96 summary of features, 118, 121 written language as core of literacy, 92 Systemic Functional Linguistics (SFL), 114 Adult Literacy and Lifeskills (ALL) survey, Academy for Educational Development, 526–527 542–544 Accountability in adult literacy education Adult literacy education Canada, in, 543–544 accountability in United Kingdom, in, 544 Canada, in, 543–544 United States, in, 543–544 United Kingdom, in, 544 Adams, M., 330–331 United States, in, 543–544 Adelperga, 371 ALL survey, 542–544 Adolescence, oral and written text construction curriculum standards during abstract skills versus content knowledge, 542 adjectives per clause, 100 Canada, in, 541–542 clause-linking connectivity, 101–102 United Kingdom, in, 542 information density, 94 United States, in, 542 interface of modality and genre, 93, 102, 106 determining scale of need language-specific factors, 100–101 generally, 536–537 later language development, 93 performance scales, 536 length of text self-perceived literary skills, 536 age-related differences, 95 dropout rates generally, 94 Canada, in, 540–541 number of clauses, 95 United Kingdom, in, 541 number of words, 94–95 United States, in, 541 lexical density IALS and, 536–537 age-related differences, 98 industrialized nations, in, 535, 545–546 data, 98 measuring learning gains generally, 98 Canada, in, 545 lexical diversity United Kingdom, in, 544 age-related differences, 99–100 United States, in, 544–545 context-sensitive analysis, 99 participation in data, 100 Canada, in, 537, 540 generally, 98–99 dispositional barriers, 540 linguistic literacy, 92 institutional barriers, 540 linguistic richness, 95–96 overview, 537, 540 methodology of research, 93–94 situational barriers, 540 narrative versus expository text United Kingdom, in, 537–538, 540 deontic modes, 104 United States, in, 538, 540 epistemic modes, 104–105 professional development, expansion of, external generalizations, 103 545–546 formality of language, 103 professionalism of teaching staff modal expressions, 103–105 Canada, in, 541 overview, 102, 106 generally, 541 temporal organization, 102–103 United Kingdom, in, 541 noun abstractness, 100 United States, in, 541 noun phrase complexity, 101 quality of, 540 overview, 105–106 systems of provision reflection on language, centrality of writing in, Canada, in, 538–539 92–93 central control over, 539–540 text production, significance of, 93 overview, 538 word length United Kingdom, in, 539 data, 97–98 United States, in, 539 generally, 96–97 Africa. See also specific nation words per clause education reform efforts, failure of, 521–522 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R. Olson and Nancy Torrance Index More information INDEX 579 ALA (American Library Association), Anti-Slavery Society of Canada, 208–209 300 Arab Human Development Reports, 418, 419, Alexander, Bryan, 301 425–428, 429 Algorithms. See Mathematics and literacy Arabic language ALL (Adult Literacy and Lifeskills) survey, Classical Arabic 542–544 criticisms of, 426–427, 428–429 Alphabets education, in, 421–422 Aramaic alphabet, 29–30, 33 overview, 419–420 Bible, in, 33 simplification of, 422–423 Coptic alphabets, 28 Qur’an [Qur’an]¯ and, 374–375, 419–420 Cyrillic alphabet, 28 reform proposals, problems with, 427 defined, 28 script, effect on reading, 424 English language simplification of, 419–420, 422–423 function, 25 vernacular Arabic, 425 historical background, 25 writing, 33 Glagolitic alphabets, 28 Arab world, literacy in Gothic languages, 28 Classical Arabic, dominance of, 426–427, Greek alphabet 428–429 development of, 346–347 communities of participation, 424–425 generally, 28–30 communities of practice, 424–425 literacy, effect on, 347 education in vowels, introduction of, 346–347 antiquated nature of, 421 historical background, 35 Classical Arabic and, 421–422 Qur’an [Qur’an],¯ in, 33, 374–375 grammar, 421–422 Roman alphabet, 27–28 overview, 420–421 Alternative education programs poor quality of, 421 Bangladesh (Non-formal Primary Education Qur’an [Qur’an],¯ use of, 421–422 Program), 524–525, 526–529, 531–532 unpopularity with students, 422 bureaucracy and, 532 family structure, effect of, 426 Colombia (Escuela Nueva), 524, 526–527, lack of knowledge regarding, 418 528–529, 531–532 levels of literacy, 425–426 comparative analysis of, 525–527 Morocco, 427–428 Egypt (Community Schools Program), 525, national anthems and, 425 526–527, 528 native languages, lack of instruction in, Ghana (School for Life), 525, 526–527, 528 426–427, 428–429 institutionalization question, 531–532 newspapers and, 425 measuring results of, 527 overview, 418–419, 429 methods in, 528 publishing, low level of, 424 overview, 530–531, 532 reading in pedagogical models, 528–529 Arabic script, effect of, 424 pedagogical question, 531 difficulty of, 423 success of, 528 low level of, 424 teacher learning question, 531 relationship with language, 422–423 teachers in, 530 religion and, 424–425 American Library Association (ALA), 300 social class and, 420 American spelling, 26 vernacular Arabic, use of, 425 American Standard Code for Information writing, low level of, 423–424 Interchange (ASCII), 297 Aramaic alphabet, 29–30, 33 Amusement, literacy as, 3 Aristotle Analysis and control framework, 489–490 convention, role in language, 51 Anderson, C. W., 272–273 education, on, 50 Anglo-Saxon languages, Christianity and, scientific teachings, 440 371–372 semiology of, 50 Anthony, J. L., 137 symbols, on, 14, 50–52 Anthony of Egypt, 367 writing, definition of, 8 © Cambridge University Press www.cambridge.org Cambridge University Press 978-0-521-86220-2 - The Cambridge Handbook of Literacy Edited by David R. Olson and Nancy Torrance Index More information 580 INDEX Arithmetic and literacy. See Mathematics and Books literacy good books, 461 Armenian languages, Christianity and, 373–374 primers (See Primers) ARPANET, 293–294 privatization of, 193 Asoka, 353–354 shared book experiences, 510–511 Augustine of Hippo, 363–364, 367, 369 social status of, 192–193 Autobiography and concepts of self, 222 story books, 513 Autonomy hypothesis, 489 textbooks Aztecs, evolution of numeracy among, 68–69 Chinese literacy and (See Chinese literacy) linguistic variation research and, 78–79 Bacon, Francis, 440–441 Boone, E. H., 61–62 Baden-Powell, Robert, 531 Boring, Edwin G., 546 Bailey, A., 113, 114, 126 Bourdieu, P., 507 Bailey, N., 230–231 Bradley, L., 491 Bai script, 409–410 Brahm¯ ı-derived¯ script, 31 Bakhtin, Mikhail M., 128 Brain Bangert-Drowns, R., 288 functional specialization of, 154 Bangladesh, Non-formal Primary Education hierarchically connected network, as, 154 Program in, 524–525, 526–529, 531–532 membrane potential, 154–156 Bardaisan, 373 regions utilized in language, 160–161 Baron, N. S., 293, 294 structure of, 153–154 Barthes, R., 248, 568–569 Brandt, Deborah, 339 Barton, D., xvii, 424–425 Bremer, Fredrika, 243–244 Basic Interpersonal Communicative Skill Brewer, John, 221–222 (BICS), 113–114 Bridges to the Future Initiative, 561–562 Basic literacy skills, technology supporting. See Broader vision of literacy, technology providing. Technology and literacy See Technology and literacy Basic versus specialized literacy skills, xiv–xv Broca, Paul, 160 Baudonivia, 371 Bronfenbrenner, U., 509–510 Baynham, Mike, 340–342 Brooks, G., 544 Beard, Mary, 358 Bryant, P. E., 491 Beccaria, Cesare, 442–444 Buddhism, 402 Beckett, K., 321–323 Burns,
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