FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2054429172> ?p ?o ?g. }

• W2054429172 endingPage "71" @default.
• W2054429172 startingPage "68" @default.
• W2054429172 abstract "Int ro d u c Ï„ ι ο ν Framework for Literacy: 1393 and Beyond What does literacy mean for children who are deaf or hard-of-hearing? What are the federal standards for literacy in the current decade and for America 2000, and how do these standards affect the instruction of deaf students? What components are used in the definition of literacy, and what criteria are being used to designate literacy levels for each component? For students who are deaf, what are the implications of these standards —and of the functional literacy levels required by the workplace itself—both now and in the near future? These questions are of vital importance to the current instruction and future lives of deaf students, but discussions of literacy frequently founder on points of definition—how broad, how narrow , how inclusive, how relevant. A common reference point is essential for meaningful discussion of literacy questions and their ramifications, but such a point has yet to be established. This edition of the American Annals of the Deaf 'Reference Issue, therefore , offers one framework for such discussions, focusing upon literacy foundations for the workplace. It will include a series of brief articles devoted to different but interrelated aspects of literacy and to their relevance for deaf students as they prepare to enter the workforce and to sustain meaningful employment. This workplace focus was selected not as the only goal of literacy— nor even as the most important goal—but as one very critical element which affects almost all students today and which could, in turn, help direct our literacy discussions. In the workplace of 1993 and the decades to come, it is clear that literacy will assume an increasingly leading role, with new requirements for literacy itself and with greater gaps in employment opportunities between those who have and those who lack The Selected Topics of Interest was initiated as a section of the Annals Reference Issue in April 1974 as a means of providing additional statistical and reference-type data on current focal concerns . An index of articles published from 1974 to 1984 is provided in the April 1984 Reference Issue. the requisite literacy skills. In a highly complex society, where technology and information systems permeate the everyday lives and jobs of almost every citizen, old definitions of literacy no longer hold true. The criterion for literacy of the 1800s—ability to write one's own signature—is no longer valid; and, in fact, this standard would now be met by almost all young American adults (Kirsch & Jungeblut, 1986). More recent standards, too, have become outmoded, as literacy becomes an integral ingredient of contemporary life. Thus, almost 95% of young adults today are estimated to reach or exceed the standard of the 1930s—a fourth-grade reading equivalency; and 80% meet or exceed the eighth-grade level in reading, set as a standard in the 1960s (Kirsch & Jungeblut, 1986). However, even literacy performance that meets the most stringent of these single standards is proving to be insufficient for the increasingly complex workplace and information society of today. Standard Literacy Components The definition of literacy that has become the federal standard for literacy assessment was adopted for both the National Assessment of Educational Progress (NAEP) in 1985 and the 1992 National Adult Literacy Survey (Literacy Definition Committee, 1992), as authorized by Congress through the Adult Education Amendments of 1988. For this purpose, literacy has been defined as: Using printed and written information to function in society, to achieve one's goals, and to develop one's knowledge and potential. Two words that are especially critical in this definition are using and written. The emphasis on using information specifies that literacy skills must be functional for working, living, and learning. It also implies a set of complex information-processing skills that go beyond decoding and comprehending textual materials (Kirsch & Jungeblut, p. 3). Thus, a single standard, a surface level understanding of written materials, is no longer adequate . To be literate, one must also be able to demonstrate this understanding through writing and, more critically, to reason ef- fectively about one's reading and writing (Applebee, Langer, & MullÃ-s, 1987, p. 9). The expectations imbedded in this standard are that readers should..." @default.
• W2054429172 created "2016-06-24" @default.
• W2054429172 creator A5054177743 @default.
• W2054429172 creator A5063973740 @default.
• W2054429172 date "1993-01-01" @default.
• W2054429172 modified "2023-10-17" @default.
• W2054429172 title "Framework for Literacy: 1993 and Beyond" @default.
• W2054429172 cites W1544694518 @default.
• W2054429172 cites W1559468026 @default.
• W2054429172 cites W2224598250 @default.
• W2054429172 cites W2411165763 @default.
• W2054429172 cites W2795413339 @default.
• W2054429172 cites W639979155 @default.
• W2054429172 doi "https://doi.org/10.1353/aad.2012.0651" @default.
• W2054429172 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/8498273" @default.
• W2054429172 hasPublicationYear "1993" @default.
• W2054429172 type Work @default.
• W2054429172 sameAs 2054429172 @default.
• W2054429172 citedByCount "3" @default.
• W2054429172 countsByYear W20544291722023 @default.
• W2054429172 crossrefType "journal-article" @default.
• W2054429172 hasAuthorship W2054429172A5054177743 @default.
• W2054429172 hasAuthorship W2054429172A5063973740 @default.
• W2054429172 hasConcept C119883117 @default.
• W2054429172 hasConcept C144024400 @default.
• W2054429172 hasConcept C145420912 @default.
• W2054429172 hasConcept C15744967 @default.
• W2054429172 hasConcept C17744445 @default.
• W2054429172 hasConcept C19417346 @default.
• W2054429172 hasConcept C199539241 @default.
• W2054429172 hasConcept C200323278 @default.
• W2054429172 hasConcept C2524010 @default.
• W2054429172 hasConcept C2778139618 @default.
• W2054429172 hasConcept C28719098 @default.
• W2054429172 hasConcept C33923547 @default.
• W2054429172 hasConcept C547764534 @default.
• W2054429172 hasConceptScore W2054429172C119883117 @default.
• W2054429172 hasConceptScore W2054429172C144024400 @default.
• W2054429172 hasConceptScore W2054429172C145420912 @default.
• W2054429172 hasConceptScore W2054429172C15744967 @default.
• W2054429172 hasConceptScore W2054429172C17744445 @default.
• W2054429172 hasConceptScore W2054429172C19417346 @default.
• W2054429172 hasConceptScore W2054429172C199539241 @default.
• W2054429172 hasConceptScore W2054429172C200323278 @default.
• W2054429172 hasConceptScore W2054429172C2524010 @default.
• W2054429172 hasConceptScore W2054429172C2778139618 @default.
• W2054429172 hasConceptScore W2054429172C28719098 @default.
• W2054429172 hasConceptScore W2054429172C33923547 @default.
• W2054429172 hasConceptScore W2054429172C547764534 @default.
• W2054429172 hasIssue "2" @default.
• W2054429172 hasLocation W20544291721 @default.
• W2054429172 hasLocation W20544291722 @default.
• W2054429172 hasOpenAccess W2054429172 @default.
• W2054429172 hasPrimaryLocation W20544291721 @default.
• W2054429172 hasRelatedWork W1583254973 @default.
• W2054429172 hasRelatedWork W2138325854 @default.
• W2054429172 hasRelatedWork W2169758822 @default.
• W2054429172 hasRelatedWork W2943493480 @default.
• W2054429172 hasRelatedWork W2950253037 @default.
• W2054429172 hasRelatedWork W30831437 @default.
• W2054429172 hasRelatedWork W3164729694 @default.
• W2054429172 hasRelatedWork W3213765650 @default.
• W2054429172 hasRelatedWork W443751509 @default.
• W2054429172 hasRelatedWork W2188760851 @default.
• W2054429172 hasVolume "138" @default.
• W2054429172 isParatext "false" @default.
• W2054429172 isRetracted "false" @default.
• W2054429172 magId "2054429172" @default.
• W2054429172 workType "article" @default.