Reading and numeracy attainment of children reported to child protection services: A population record linkage study controlling for other adversities (original) (raw)
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1992
Three conceptual issues form the basis for coping with technical problems of gathering data on literacy: (1) the definition of literacy; (2) choice of criteria that can be used in properly assessing and measuring literacy; and (3) conflict between the importance and necessity of literacy assessment and the difficulty of fulfilling the prerequisite for doing it. As a result of the dif'iculty in defining literacy, an essential precondition for literacy assessment and statistical measurement is not fulfilled: a precise definition from which to derive criteria for distinguishing between 1 erate and illiterate persons. Two main problems with literacy a...essment and measurement in school settings are the col ept of schooled literacy and the different educational and social ef.%cts of schooled literacy in developed and developing countries. Censuses and surveys gather self-assessed data that are likely to be inaccurate or data based on a grade completion criterion that relies on either equivocal or controversial assumptions. By assessing literacy in terms of a representative population sample's actual competencies, a literacy survey secures a more accurate view of the extent and quality of literacy in the population. At least three major arguments support f; ; need for generating literacy indexes through assessment and m ,ksurement: the literacy index of a population is a basic indicator of a country's or community's progress; literacy indices are extremely useful for comparative purposes; and they are essential to formulating policies and to planning, implementing, and monitoring programs. (Contains 58 references.) (YLB)
2009
In 2003, the UNESCO Institute for Statistics (UIS) started the Literacy Assessment and Monitoring Programme (LAMP) in partnership with several countries and organisations in order to develop a new methodology for measuring literacy and numeracy skills among youth and adults to improve the available body of statistical evidence. LAMP aims to provide policymakers with robust information on population profiles in terms of literacy and numeracy, thus helping inform public debates while influencing the design of literacy and adult education programmes to expand the opportunities of individuals, families, communities and countries. It was designed with UNESCO’s notion of the ‘plurality of literacy’ in mind, which emphasises the social, economic and cultural bounding of literacy. It explores the distribution of different skills among populations and the need to use those skills in everyday life situations. Therefore, LAMP can meaningfully inform about core elements of people’s right to edu...
Early Childhood Research Quarterly, 2019
Speech and language competence in early childhood can influence academic achievement at school. The aim of this research was to examine longitudinal progress in literacy and numeracy achievement from age 8 through 12 years for children identified as typically developing or with speech and language concern (SLC) based on parent-reported concern about speech and language at ages 4-5 and 6-7 years. Participants were 4322 children in the K(indergarten) cohort and 4073 children in the B(irth) cohort of the Longitudinal Study of Australian Children (LSAC). The majority of children identified with SLC had not accessed speechlanguage pathology services. Linked data from national testing of literacy and numeracy achievement were analysed for the K cohort in Grades 3, 5, and 7, and for the B cohort in Grade 3. Cross-sectional analyses showed that children with SLC achieved lower scores for reading, writing, spelling, grammar, and numeracy at all assessment points than children with typical speech and language skills. Results for all children, however, were above the national minimum standard for each grade level. Longitudinal growth curve analyses showed no difference in the growth trajectories for literacy and numeracy test scores for children in the typically developing and SLC groups, suggesting that SLC children showed typical patterns of progression but did not catch up to the levels achieved by their typically developing peers.
Annual Conference, 2008
Many ACER staff have contributed to the LLANS project since its inception in 1998. This paper draws extensively on the work of ACER item writers, researchers, data analysts, and their significant contribution is acknowledged with thanks. In particular, the work of Dr Siek Toon Khoo has been of major importance. Background This paper reports on a seven-year longitudinal study. In 1998 an extensive investigation of the nature of growth in literacy and numeracy across the years of primary school was established at ACER as a national longitudinal study. It was intended that scales of developing literacy and numeracy achievement would be developed within this study, making it possible to show growth from the first year at school until the end of primary school. This longitudinal study, known as the ACER Longitudinal Literacy and Numeracy Study (LLANS) commenced in 1999 in a context in which there was significant national interest in improving achievement in literacy and numeracy for all Australian children, and a particular interest in the development of foundational skills in the early years of schooling. The Commonwealth Government's Literacy policies for Australian schools had been described Literacy for All: The Challenge for Australian Schools (DEETYA, 1998). In 1997 Commonwealth, state and territory education Ministers had agreed to a national literacy and numeracy goal, That every child leaving primary school should be numerate, and be able to read, write and spell at an appropriate level, and a sub-goal, That every child commencing school from 1998 will achieve a minimum acceptable literacy and numeracy standard within four years (DEETYA, 1998). Central to the policy framework was the National Literacy and Numeracy Plan, which comprised several related elements, including assessment of all students by their teachers as early as possible in the first years of schooling (DEETYA, 1998, p. 10).