Session Information
Paper Session
Contribution
Nowadays many literacy skill studies have focused on the socio-cultural factors (Au & Raphael 2000, Dillon, O`Brien & Heilman 2000, Verhoeven & Vermeer 2006). The high prevalence of reading and writing difficulties seems primarily to be related to social and cultural factors, home backgrounds, limited school attendance and poor self- esteem rather than to constitutional problems of dyslexic nature (Svensson, Lundberg & Jacobson 2001).
The aim of the current survey was to examine the literacy of young adults from different social background in Estonia and find correlations with socio- cultural factors.
The main research questions were:
· What is the literacy of young adults from different social background like?
· What are the correlations between literacy factors and socio-cultural indicators as educational experience, parental education, and family type?
Method
Expected Outcomes
References
Au, K.H. & Raphael, T.E. (2000). Equity and literacy in next millennium. Reading Research Quarterly, 35, 170-188. Dillon, D.R., O`Brien, D.G. & Heilman, E.E. (2000). Literacy research in next millennium: From paradigms to pragmatism and practicality. Reading Research Quarterly, 35, 10-26. National Centre for Education Statistic (1997). Adult Literacy: An International Prespective. Working Paper No. 97-33. U. S. Department of Education. [17.07.2006]. http://nces.ed.gov/pubs97/9733.pdf. Svensson, I., Lundberg, I. & Jacobson, C. (2001). The Prevalence of Reading and Spelling Difficulties among Inmates of Institutions for Compulsory Care of Juvenile Delinquents. Dyslexia, 7, 62-76. Verhoeven, L. & Vermeer, A. (2006). Sociocultural variation in literacy achievement. British Journal of educational Studies, 54, 189-211.
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