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As of the writing of this report, the Common Core State Standards (CCSS) are being implemented in 45 states and the District of Columbia. Approaches to implementing the standards, however, are highly varied. For the past 3 years, Research For Action (RFA) has been tracking how one approach to implementing the literacy standards--the Literacy Design Collaborative (LDC)--has played out in diverse settings. In this document, the authors show how three of these settings--a medium-size urban/suburban district (Kenton County, Kentucky), a large urban district (Hillsborough County, Florida), and a regional educational service agency (Lancaster-Lebanon Intermediate Unit 13, Pennsylvania)--used LDC to help teachers align instruction with the CCSS. Their research shows that there are some best practices that are shared across all sites. Yet they also find that adapting to unique contextual factors is an integral part of successful implementation; and that there remain opportunities for further consideration and development at all sites. The cross-case study report is intended as a resource that can assist policymakers and education leaders in understanding the variation of best practices in LDC implementation, and also as a "road map" for sites that are considering adopting LDC tools. Four appendixes are included: (1) Data/Methodology; (2) Background Information; (3) Profile of Three Sites; and (4) Special Thanks.

The application of research outcomes aligned to a single paradigm can result in the design of polarized classroom pedagogies. In contrast, the application of multi-paradigmatic perspectives can result in the design of effective literacy and thinking tools. The research outcomes from cognitive and neuro-psychologists adopting normative perspectives, and from linguists and sociologists adopting interpretative perspectives is applied to design two research-based literacy and thinking tools. The fiction meaning grid tool, linked to the reading and writing of narrative and recount texts, engages students in what neurologists describe as a theory of mind mechanism, and what sociologists adopting a cultural critique approach refer to as the social construction of identity through texts. The concept frame tool, linked to the reading and writing of report text, reflects the outcomes of normative research by cognitive psychologists who have described conceptual representation, and by sociologists who have described how knowledge is constructed. Both these tools illustrate the advantages of adopting multi-paradigmatic perspectives.

The application of research outcomes aligned to a single paradigm can result in the design of polarized classroom pedagogies. In contrast, the application of multi-paradigmatic perspectives can result in the design of effective literacy and thinking tools. The research outcomes from cognitive and neuro-psychologists adopting normative perspectives, and from linguists and sociologists adopting interpretative perspectives is applied to design two research-based literacy and thinking tools. The fiction meaning grid tool, linked to the reading and writing of narrative and recount texts, engages students in what neurologists describe as a theory of mind mechanism, and what sociologists adopting a cultural critique approach refer to as the social construction of identity through texts. The concept frame tool, linked to the reading and writing of report text, reflects the outcomes of normative research by cognitive psychologists who have described conceptual representation, and by sociologists who have described how knowledge is constructed. Both these tools illustrate the advantages of adopting multi-paradigmatic perspectives.

The objective of this review is to describe the question approaches (subjective vs objective) of current assessment tools measuring the four domains of food literacy (plan & manage, select, prepare, eat), including those that do not self-identify as “food literacy”. A food literacy assessment of these four domains of food literacy using objective and subjective approaches is important to accurately assess food literacy levels in populations and ongoing assessments of food literacy interventions.

This study aims to systematically examine the development and validation studies of patient medication literacy assessment tools globally, clarifying the measurement domains, target populations, psychometric properties (e.g., reliability and validity), and clinical application contexts of existing tools. Using a scoping review methodology, we will synthesize existing evidence to identify research gaps and provide a foundation for the future development or refinement of assessment tools.

The study reported in this paper shed light into the lessons learned using two ICT tools in adult literacy programmes. The research design adopted was a "descriptive" method. Twenty (20) participants were purposively selected in advanced literacy class from two adult literacy centres (10 participants each for computer treatment and mobile phone treatment). A "survey instrument was developed and pilot tested and 0.75 Cronbach's Alpha coefficient was obtained to ascertain the reliability of the instrument." The findings reveals that adult learners were highly engaged and motivated to participate in literacy programmes during and after been exposed to ICT tools (Weighted Average (WA) = 3.4) and the challenges faced using these ICT tools in adult literacy programmes are; lack of ready access to internet, irregular electricity and high cost of personal computer, internet-enabled phone and the required technical support. Also, the study identified the needed support for effective utilization of these ICT tools for instruction in adult literacy programmes.

This is the fifth paper published by The Centre for Literacy in its Working Papers on Literacy series, which presents new perspectives on literacy-related topics relevant to researchers, practitioners, and policy-makers. This paper was adapted from a longer manuscript submitted by Kieran Egan in 1999 for the UNESCO Award for Research in Adult Literacy. In this paper, Professor Egan applies a cross-disciplinary frame of reference to the question of literacy acquisition. His thesis is that the understanding of the world and the acquisition of literacy are shaped by a set of cognitive capacities or "tools" that are present in oral cultures and expand in the early stages of literacy. He suggests that many of these tools, including story, metaphor, jokes and humour, association, and more, could and should shape literacy teaching to both children and adults. He challenges the current focus on functional literacy and takes us back to pre-history and early Greek times to demonstrate the potential of drawing on the cognitive tools shared by participants in oral and literate cultures. (A bibliography is included.)

The national problem of literacy has both a basic skills dimension and a general knowledge dimension ("cultural literacy"). Accordingly, since previous research has demonstrated that high-volume reading produces measurable improvement in both dimensions, an "action literacy" project constructed eight reading lists (770 titles) at various levels to answer the question: What should American students read? The program then constructed personal choice tools for each list to answer the question: How can American students be encouraged to read? The program also constructed and identified practical testing resources to answer the question: How can American students demonstrate their reading achievement? The program also assembled experimental evidence and large-scale evidence to demonstrate the efficacy of high-volume personal choice reading in improving writing skills. Two appendixes make up over half the document. Appendix 1 contains information on FIPSE and appendix 2 contains a report of data, including 12 figures, collected for the project. (Author/RS)

This evaluation focuses on the Seeds of Science/Roots of Reading: Effective Tools for Developing Literacy through Science in the Early Grades ("Seeds/Roots") model of science-literacy integration. The evaluation is based on a cluster randomized design of 100 teachers, half of which were in the treatment group. Multi-level models are employed to account for the clustering of students within teachers and teachers within schools. Four primary outcomes of interest are examined: science content, vocabulary, reading and writing. Additional analyses focus on the impact of teacher and student background, instructional methods, and teacher-self efficacy. Quantitative results indicate that the "Seeds/Roots" intervention resulted in statistically and substantively higher student performance in science content, vocabulary, and writing. Teacher background and self-efficacy are generally unrelated to student performance. Inquiry-based teachers enhanced treatment effects. Despite "Seeds/Roots" designed integration, teachers tended to focus on the science aspect when considering time requirements to be longer than a standard unit. Qualitative results indicate that teachers overwhelmingly found the "Seeds/Roots" unit usable, effective, and engaging. Two appendices are included. (Contains 33 tables and 16 footnotes.)

This report, prepared for an ongoing assessment on adult literacy and new technologies, profiles 30 major federally funded adult literacy and basic skills programs. The information it contains is based on an analysis of laws and regulations for programs that: (1) have adult literacy or basic skills education as their sole purpose or as one of a limited number of primary purposes; (2) explicitly authorize literacy or basic skills education as a primary means of achieving a related purpose, such as job training or American citizenship; and (3) through departmental directive, have taken the core of the federal role in adult education. The profiles describe programs in terms of the following 15 characteristics: authorizing legislation, federal administering agency, type of literacy program, purpose, authorization and appropriations (fiscal years 1988-1992), literacy-related definitions, target population, administrative structure, agencies delivering services, major activities and services, fiscal and accountability provisions, coordination provisions, technology provisions, private sector provisions, and standards, evaluations, and outcomes. Types of literacy programs described are as follows: adult basic education, adult secondary education, English literacy, workplace literacy, family literacy, volunteer literacy, library literacy, basic skills education, literacy for the incarcerated, and capacity building. Mentioned briefly at the end of the report are 16 other programs that have noteworthy literacy-related components, as well as 6 unfunded programs with primary literacy purposes. (KC)

The characteristics, dimension content and classification basis of vaccine literacy assessment tools were analyzed to provide a basis for screening and formulating vaccine literacy tools suitable for China. The scope review method was used to search PubMed, Web of Science, Embase, Cochrane Library, China Biomedical Literature Database, CNKI, Wanfang Database, VIP and other databases to screen the literatures meeting the inclusion criteria. Besides the specific information of the screening tools in the literature, the characteristics, dimension content and classification basis of the vaccine literacy assessment tools were extracted to provide a basis for screening and formulating vaccine literacy tools suitable for China.

The study investigated the present position of literacy, information and communication technology (ICT) in prisons by examining the perception of inmates. The study adopted a descriptive survey using structured questionnaire and observation guides on a randomly and purposively drawn sample of 664 inmates out of a population of 47,628 inmates nationally. Frequency counts and percentage were used to analyze the data. The results indicated that in the 21 prisons studied in 12 Nigerian states, the literacy level was low; that inmates were inadequately rehabilitated; and that the presence of information and communication technology was lacking. The findings have important implication for literacy development, information and communication technology programmes in prisons for empowering inmates and reducing recidivism. This paper points to the need to retrace, redirect, restructure and refocus their services and activities on literacy, rehabilitation, information and communication technology so as to empower the inmates.

This paper develops the argument that new literacies constitute an indispensable foundation for developing school discourse among 1.5 and newcomer urban adolescents. A mother and literacy educator presents insights learned from indirectly participating in co-constructing Standard English discourse with her newcomer adolescent son through video games, teen chat sites, and hip-hop discourse. An urban discourse perspective and the new literacies framework are evoked to support the need to reconcile old and new literacies in providing literacy instruction to today's generation of urban youths.

School-wide initiatives focused on improving early literacy instruction have the potential to broadly impact student learning and build skills critical for subsequent academic success. Few studies, however, have analyzed the impact of school-level early literacy interventions. This randomized controlled trial examines the effect of a school district’s partnership with an external literacy program designer (LPD) and professional developer, on students’ literacy performance. The LPD trains school leaders on research-based literacy instruction, provides tools for systems and instructional diagnosis, and engages in ongoing coaching designed to reinforce school-based professional learning systems. We are preregistering experimental analyses in which we will leverage random assignment to treatment to estimate average treatment effects. We also describe alternative quasi-experimental designs which we plan to use to better understand the LPD’s impact in the case that baseline equivalency is not achieved, there is school or student-level attrition, and there is variation in program implementation.

Objective: This scoping review has a dual objective, achievable through the same research strategy. The first objective is to determine the associations between health literacy levels in patients with chronic respiratory diseases (CRD). The second objective is to collect data on the measurement tools used to assess health literacy in these patients. Introduction: Patients with CRDs are among population groups with the lowest health literacy levels. Lower health literacy is associated with poorer health status and outcomes in CRDs, higher hospitalization rates, and lower quality of life. Inclusion criteria: Studies evaluating health literacy levels in adult patients (≥18 years) with chronic respiratory diseases and their caregivers, or family members will be reviewed. Studies reviewing HL measurement tools will also be reviewed. Studies that are not related to chronic pulmonary diseases, targeting non-relevant populations, or describing HL without measuring it will be excluded from the review. Methods: The key information sources to be searched for this review include four computerized bibliographic databases: PubMed/MEDLINE, Embase, CINHAL, and PsycINFO. The search will be conducted from inception, until March 2025. Primary studies, including observational studies, experimental studies (if any), qualitative studies, and validation studies for measurement tools conducted in any geographical context, published in any language, provided the abstract is in English, will be reviewed. Review methods and write-up will follow PRISMA guidance. Due to the expected heterogeneity in conditions and interpretations of integrated services, data will be synthesized using a narrative review. Expected results: The review search strategy results will be presented in a PRISMA flowchart. A synthesis of included studies and a discussion of the scoping review objectives will follow. This review will help identify existing evidence on HL related to CRDs and assess the association between HL and the prevalence, severity, and outcomes of CRDs and quality of life. The review will assess the HL measurement tools and evaluate their effectiveness.

The present contribution is situated in the framework of a broad government project (entitled Pacte pour un Enseignement d'Excellence) and is specifically devoted to the learning and teaching of modern languages. Our group has been working on the collection, selection, and validation of innovative tools for foreign language learning targeting all levels of proficiency in compulsory education. The present paper reports on a case study that addresses reading strategies outside the classroom for Dutch as a foreign language at A1 level and using a mobile hunt in the Hergé Museum4 (Louvain-la-Neuve, Belgium). The intended outcomes of our case study include (1) the promotion of mobile and classroom Open Educational Practices (OEPs) for L2 reading, (2) the development of in-service teachers' and learners' digital literacy skills (including among others the co-construction of Open Educational Resources (OERs) and reflective practices on image rights), and (3) the creation of Professional Learning Communities (PLCs) and communities of practice. The Actionbound mobile app was used for the mobile hunt. The participants involved in the case study include three researchers, one teacher trainer, 11 pre-service Teachers (psTs) and two classroom groups of Dutch learners (fifth year of primary school). The study setup (including both the teacher training aspects and the activities) is detailed and illustrated, together with the suggestions that emerged from the questionnaires and follow-up focus group discussions. [For the complete volume, "New Case Studies of Openness in and beyond the Language Classroom," see ED596829.]

The present contribution is situated in the framework of a broad government project (entitled Pacte pour un Enseignement d'Excellence) and is specifically devoted to the learning and teaching of modern languages. Our group has been working on the collection, selection, and validation of innovative tools for foreign language learning targeting all levels of proficiency in compulsory education. The present paper reports on a case study that addresses reading strategies outside the classroom for Dutch as a foreign language at A1 level and using a mobile hunt in the Hergé Museum4 (Louvain-la-Neuve, Belgium). The intended outcomes of our case study include (1) the promotion of mobile and classroom Open Educational Practices (OEPs) for L2 reading, (2) the development of in-service teachers' and learners' digital literacy skills (including among others the co-construction of Open Educational Resources (OERs) and reflective practices on image rights), and (3) the creation of Professional Learning Communities (PLCs) and communities of practice. The Actionbound mobile app was used for the mobile hunt. The participants involved in the case study include three researchers, one teacher trainer, 11 pre-service Teachers (psTs) and two classroom groups of Dutch learners (fifth year of primary school). The study setup (including both the teacher training aspects and the activities) is detailed and illustrated, together with the suggestions that emerged from the questionnaires and follow-up focus group discussions. [For the complete volume, "New Case Studies of Openness in and beyond the Language Classroom," see ED596829.]

Financial literacy has emerged as a critical competency in today’s increasingly digital and financially complex world. This review paper examines the impact of digital financial literacy on investment patterns within the higher education sector, synthesizing findings from recent global studies conducted between 2023 and 2025. The reviewed literature highlights a growing reliance on digital tools including mobile apps, FinTech platforms, and AI driven learning aids for enhancing financial knowledge and behavior among students, faculty, and administrative staff. A consistent trend across studies from India, Sri Lanka, Indonesia, Bangladesh, Belarus, and other regions reveals that improved financial literacy especially when supported by digital resources correlates positively with Keywords informed investment decisions, budgeting habits, and financial confidence. However, the review also identifies notable gaps, including limited research on faculty and non teaching staff, a lack of region specific tools, and the need for inclusive strategies targeting low income and digitally underserved populations. The findings underscore the importance of integrating technology, behavioral education, and inclusive policy in future financial literacy initiatives within academic settings. Shrestha Tiwari | Dr. Asha Saxena "Digital Financial Literacy and Investment Behavior in the Higher Education Sector: A Global Review of Emerging Trends, Tools, and Gaps" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-9 | Issue-4 , August 2025, URL: https://www.ijtsrd.com/papers/ijtsrd97229.pdf Paper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/97229/digital-financial-literacy-and-investment-behavior-in-the-higher-education-sector-a-global-review-of-emerging-trends-tools-and-gaps/shrestha-tiwari

Patient portals are becoming more popular among healthcare organizations. Using patients’ portal is not considered only as a technological transformation in the medical field or an adoption of a latest technology, it is a tool that ensures partnership of patients with care providers and their responsibility in taking decisions pertaining to their own healthcare. The study “Usability of Web Tools and its impact on Healthcare Literacy in Qatar” was conducted to explore community attitude towards portal utilization and its impact in improving health literacy and decision making in Hamad Medical Corporation - Qatar. The study used the quantitative research design to investigate the effect of web tools on healthcare literacy. A questionnaire was developed by researchers where data was collected from 385 end users including 345 patients and 40 professionals through telephone calls. The study showed that the utilization of the web portal among patients is considerably low. Determinants such as level of education, endorsement of the portal’s benefits by the healthcare providers, difficulties in interpreting the portal results and the need for the decisions of the care providers are all contributed in having less utilization. The study presented a significant relationship between the utilization of the portal and the ability to take decisions pertaining to healthcare which ultimately impacting the individuals’ healthcare literacy. The study recommends that the portal’s features need to be revaluated, additional functionalities require to be added, the steps for enrolling on the portal to be simplified and then re-assess the portal utilization. Future researches can study the patient’s portal impact on the clinical outcomes of the patients, on utilization and on the clinician – patient communication after optimizing the portal’s features and functionalities.

A series of sequentially replicated case studies examined the use of information technologies in the context of existing adult literacy programs. Literacy programs offered by the following institutions were studied: Watts Adult Learning Center (Los Angeles, California); Creative Academic Achievement Pro-Success Learning Center (McAllen, Texas); Correctional Education Division, Los Angeles County Jail; Baltimore Reads, Inc. (Baltimore, Maryland); Center for Training and Economic Development Cleveland, Ohio; and United Auto Workers--Ford National Education, Development, and Training program with headquarters in Dearborn, Michigan. Administrators, technical specialists, teachers, and adult learners involved in each program were interviewed to gain information about the features of the technologies used, the contexts in which they are introduced, and factors in integrating new technologies into existing program settings. On the positive side, the interviews established that technology can indeed be effective in adult literacy programs, people enjoy working with technology, and information tools enhance program flexibility. On the negative side, the interviews confirmed that technology can be intimidating, the tools of information technology require learner investment and new skills on the part of teachers, overreliance on information technology is possible, and networking of people and machines is too limited. (Appended are the study interview guides and a list of contact individuals. Contains 26 references. (MN)

The phenomenon of global population aging has become a prominent challenge of mutual interest . The ageing trend is pervasive, irreversible, and anticipated to prevail for the next two to three decades. According to the predictions made by the World Health Organization (WHO), the number of individuals aged 80 and above from 2020 to 2050 was estimated to be 426 million . With the aging of populations, the importance of nutritional health management in the context of elderly care is set to increase. Research has demonstrated that over 70% of chronic disease etiology is associated with inadequate dietary intake and lifestyle behaviors . Nutritional literacy has been identified as a pivotal factor in the development of disparate dietary patterns and habits . Nutritional literacy is a multidimensional concept that expands upon the concept of health literacy within the sphere of nutrition and wellness. It encompasses the capacity of individuals in accessing and evaluating essential nutritional information and resources, along with their competence in utilizing nutritional knowledge to make informed choices aimed at preserving health, mitigating the risk of conditions such as diabetes and cardiovascular disease, and facilitating the management of chronic ailments . Extensive research has identified a direct correlation between elevated nutritional literacy and the management of diet-related chronic diseases, including obesity, diabetes, and cardiovascular disease . Nutritional literacy has emerged as a key determinant of healthy dietary practices, exerting a positive and distinctive influence on their development . These healthful eating habits not only address nutritional and health requirements but also facilitate social interaction. Conversely, unhealthy eating behaviors, characterized by insufficient intake of vegetables and fruits, and excessive consumption of high-fat, high-sugar and high-energy foods, can adversely impact food selection and intake, potentially leading to various forms of malnutrition, encompassing undernutrition, obesity, and deficiencies in essential vitamins or minerals, and in severe cases, the onset of eating disorders . Surveys have highlighted the notable risk and prevalence of malnutrition among the elderly, closely linked to inappropriate dietary habits . These factors have the potential to contribute to a decline in both physical and psychological functioning in older individuals, significantly impacting disease prognosis. Notably, the presence of nutritional deficiencies among elderly hospitalized individuals has been linked to heightened risks of infection and mortality, prolonged hospitalization, diminished response to pharmaceutical therapy, elevated rates of re-hospitalization and increased healthcare expenditure, thereby placing notable burdens on family members . Japan and the United States have previously directed attention towards the nutritional literacy of older adults, achieving advancements in exploring influencing factors and crafting assessment instruments . However, investigations into nutritional literacy among the elderly in nations like China and Nepal are still nascent. The extant research on the formulation and status of nutritional literacy assessment tools for older populations is insufficient, lacking systematic aggregation and scrutiny. Aziz et al. conducted a systematic review focusing on the utilization of various nutritional assessment instruments, including the MNA, SGA, and GNRI, within the Asian context, with particular emphasis on Malaysia . The researchers evaluated the strengths and weaknesses of each tool. However, the study encompassed a restricted array of tools, the tool analysis was not exhaustive, and the geographical scope was confined to Malaysia, thereby constraining the generalizability of the results. Additionally, Chin et al. conducted a scoping review focusing on assessment tools for general nutrition knowledge among older adults and their caregivers across all care settings. The search was limited to studies or NKAT in English language only. Due to inclusion criteria restrictions, only tools assessing general nutrition knowledge were included. Tools related to other nutrition areas (e.g., nutrition or health literacy, food label understanding, nutrition attitudes, beliefs, and behaviors) and specific topics (e.g., heart disease or protein-energy malnutrition) were excluded. As a result, the scope of the study was relatively narrow. Given the recent emergence of publications on assessment tools related to nutritional literacy, it is imperative to update the reviews of assessment tools in a timely manner. A scoping review was conducted to systematically characterize research in the field and identify existing knowledge gaps. Serving as an evolving research approach, a scoping review can provide a comprehensive picture of the breadth and depth of a particular research area, aiding in the identification of lacunae in current research and guiding future directions . The primary aim of this study was to conduct a scoping review to identify existing evidence from the literature on assessment tools for nutrient literacy among elderly individuals. The review was designed to be exhaustive and methodical, encompassing the retrieval and synthesis of extant studies pertaining to the creation and validation of assessment instruments linked to nutritional literacy in older adults. It aimed to construct a comprehensive knowledge repository on assessment tools for nutrient literacy among elderly individuals by comparing their fundamental attributes, relevance to the target population, and practical utility. This review was intended to provide a reference point for future research.

The digital age has impacted education and how teachers prepare students to master 21st century literacies. Numerous national, state, and local entities have made the integration of technology into the literacy curriculum a priority, and teachers are becoming more proficient with their use of digital tools. However, integrating technology to develop students' literacy should be rooted in research-based best practices. This article provides a rationale to support the integration of specific digital tools to foster students' literacy development.

This paper presents the results of a study aimed at investigating how and why secondary school students use spelling and grammar checkers to aid them in their English writing. The study was a result of close observation over many years of how some students use computers effectively to support their writing, while others make just as much use of computers, but struggle to read and write in English. Six Year 8 students (as case studies) were selected to participate in the study based on their performances in validated standardised literacy tests. Two case studies in each of the scoring categories of 'high', 'medium' and 'low' were observed during their English writing activities with and without the use of computers. The students were interviewed about their self-ratings and experiences. Their teachers were also surveyed and interviewed to validate points of concerns. The students' perceptions indicated that the regular uses of computer tools (spelling and grammar checkers) at Years 8 and 9 aided them in their English writing, but they did not retain the skills that the tools offered. [For the complete proceedings, see ED557311.]

School districts altered instructional delivery from solely in-person to a combined virtual/in-person model in the 2020-2021 school year in response to the COVID-19 pandemic. The Houston Independent School District (HISD) offered in-person and virtual instruction to early learners at school-based programs (SBP), early childhood centers (ECC), and charter/magnet schools. The analyses were conducted across the three campus types (SBP, ECC, and charter/magnet). Descriptive analyses were performed using enrollment trends, teachers' and parents' perceptions of HISDs virtual prekindergarten program compared to charter and magnet schools, and student performance. Students' academic growth was measured using beginning-of-year and end-of-year academic performance on the CIRCLE language and literacy and mathematics assessments in the 2020-2021 school year. The analysis showed a decrease of 28.4 percentage points in the number of prekindergarten students in the district. Of those enrolled in the prekindergarten program, 50.1 percent were learning in person, 28.7 percent learned virtually, and 21.2 percent alternated between virtual and in-person. Teachers with prior experience had higher mean ratings for using technology for virtual instruction and supporting parents with accessing virtual learning tools. A higher percentage of teachers at ECCs reported using technology in the classrooms before the implementation of the virtual learning model (96.2%) compared to teachers at SBPs (87.8%) and charter/magnet schools (81.4%). Parents' and teachers' perceptions of students' academic progress in the 2020-2021 school year varied by campus type. A lower proportion of teachers at ECCs reported a high confidence level that their students would make academic progress (41.2%) compared to ECCs (52.2%) and charter/magnet schools (63.6%). However, a higher proportion of parents whose child attended an ECC reported their child's school performance was much better/better than expected compared to parents of prekindergartners at SBPs (66.7%) and charter/magnet schools (50.5%). Prekindergarten students who learned in person showed a higher increase in academic performance on CIRCLE language and literacy and mathematics assessments compared to virtual learners. [Cover title: "Descriptive Analysis of Teachers' and Parents' Perceptions of Virtual Prekindergarten Program and Learning Gains among Prekindergarten Children in HISD, 2020-2021."]

This report grew out of an effort by the Consortium for Policy Research in Education's (CPRE's) Center on Continual Instructional Improvement (CCII) to extend its evaluation of the usefulness of the concept of "Learning Progressions" for the fields of mathematics and science education, to include literacy teaching and learning. Herein, the authors offer a relatively simple graphic model describing how literate communication seems to work, in order to identify the functions or the dimensions along which change and improvement might be observed as students become more effective and sophisticated in using the tools of literate communication. They go on to consider whether the idea of progressions is relevant to understanding this learning, and, if so, what that implies for instruction. Finally, they offer suggestions about what thinking about literate communication in this way may imply more generally for instruction, for education policy, and for assessment. [Additional funding for this research was provided by Pearson Educational Foundation. This document is a reissue of the May 2017 CPRE Research Report RR 2017-2 under the same title.]

As part of an ongoing assessment on adult literacy and the new technologies, this study profiled the similarities and differences among Appalachian and Californian adults with low literacy skills. Two teams of researchers each profiled six adults with low literacy skills. The study population was selected so as to reflect a diverse mix of ages, genders, social and ethnic backgrounds, and literacy skills. Despite their great diversity, the 12 persons profiled had all been marginalized economically and culturally by society, had faced hard times, expressed a strong desire to become more self-reliant, hoped to improve their literacy skills and thereby obtain a better life for themselves and their children, and shared common strategies for overcoming their illiteracy (including the building of social networks and use of "readers"). Differences among the native and nonnative English speakers profiled were found in relation to the following areas: uses of technology, impact of first language usage, connections between English-as-a-Second-Language literacy, and family relationships, and the clarity of cultural identity possessed by nonnative speakers in contrast to the white and African Americans profiled. The implications of these differences for literacy education were discussed. (Appended are a literature review with 75 references, reflections on the research, and biographical sketches of the researchers.) (MN)

Criteria for the design and selection of literacy and thinking tools that allow educators to justify what they do are described within a wider framework of learning theory and research into best practice. Based on a meta-analysis of best practice, results from a three year project designed to evaluate the effectiveness of a secondary school literacy initiative in New Zealand, together with recent research from cognitive and neuro-psychologists, it is argued that the design and selection of literacy and thinking tools used in elementary schools should be consistent with (i) teaching focused (ii) learner focused, (iii) thought linked (iv) neurologically consistent, (v) subject specific, (vi) text linked, (vii) developmentally appropriate, and (viii) assessment linked criteria.

This document, prepared for an ongoing assessment on adult literacy and new technologies, reports on a study that examined the scope and suitability of software for adult literacy programs, available sources of information concerning software use in adult literacy programs, and the implications for federal policy. First, a quantitative analysis of the distribution of the available supply of software for adult literacy with respect to subject, adult literacy submarket, type, price, computer brand, other hardware issues, and copyright date was performed. Next, detailed surveys and follow-up interviews were conducted with 33 adult literacy provider organizations throughout the United States for the purpose of assessing the suitability of the existing supply of software for different adult student populations. The needs of software acquisition decision makers, the type of information actually provided by different sources, and the accessibility of each source were examined in an overview of sources that provider organizations consult for information about software. The study findings were synthesized into six recommendations regarding the federal government's role with respect to technology for adult literacy. The following materials are appended: 19 figures and 18 tables detailing the scope of the current supply of adult literacy software; a list of participating adult literacy provider organizations; the provider organization survey and interview forms; and a list of highly recommended stand-alone software products. Contains 17 references. (MN)