Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries
Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving perceptual, motor, linguisti...
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| Format: | Working Paper |
| Language: | English en_US |
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World Bank, Washington, DC
2013
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| Online Access: | http://documents.worldbank.org/curated/en/2013/01/18043049/visual-linguistic-factors-literacy-acquisition-instructional-implications-beginning-readers-low-income-countries http://hdl.handle.net/10986/16244 |
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okr-10986-16244 |
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oai_dc |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
ACADEMIC ACHIEVEMENT ACADEMIC SUCCESS ACHIEVEMENT LEVEL ACQUISITION OF LITERACY ADAPTATION ADOLESCENTS ADULT ILLITERATES ADULT LEARNING ADULTS ALPHABET ALPHABETS ATTENTION AUDITING AVAILABILITY OF TEXTBOOKS BASIC SKILLS BINDING BLACKBOARDS CHILDREN WITH LEARNING DISABILITIES CLASSROOM CLASSROOM TEACHING CLOSEST MATCH COLLEGE STUDENTS COLONIAL LANGUAGES CONCEPT FORMATION CONTENTS DEMONSTRATION DESCRIPTION DEVELOPMENTAL PERIOD DOMAIN DONOR SUPPORT DRILLS EARLY CHILDHOOD EARLY GRADES EARLY READING EARLY YEARS OF SCHOOL EDUCATION FOR ALL EDUCATION QUALITY EDUCATIONAL MATERIALS EDUCATIONAL PROGRAMS EDUCATIONAL QUALITY EFFECTIVE TEACHERS EFFECTIVE TEACHING EFFECTIVE TEACHING STRATEGIES ELEMENTARY SCHOOL ENGLISH SPEAKING CHILDREN ENTRY FIRST GRADE GROSS ENROLMENT GROSS ENROLMENT RATES HEADINGS ILLITERATE ADULTS ILLITERATE CHILDREN ILLITERATE POPULATION ILLITERATES INDIGENOUS LANGUAGES INFANTS INFORMATION PROCESSING INSTRUCTIONAL MATERIALS INSTRUCTIONAL TIME INTERVENTIONS INTUITION LANGUAGE OF INSTRUCTION LEARNERS LEARNING LEARNING CURVE LEARNING CURVES LEARNING DISABILITIES LEARNING EFFECT LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING PROCESS LEGIBILITY LET LEVEL OF EDUCATION LINGUISTIC DIFFERENCES LITERACY LITERACY SKILLS MATURATION MEMORY MOTHER TONGUE OBJECT OBJECTS OLDER CHILDREN PAPERS PERCEPTION PRIMARY EDUCATION PRINTING COSTS PROBABILITY PSYCHOLOGY QUALITY EDUCATION QUALITY OF EDUCATION QUALITY OF LITERACY QUALITY OF TEXTBOOKS QUALITY TEACHING READERS READING READING ACHIEVEMENT READING COMPETENCE READING COMPREHENSION READING SKILLS READINGS RECOGNITION REGULAR SCHOOL ATTENDANCE RESEARCHERS RETENTION RURAL STUDENTS SCHOOL AGE SCHOOL ATTENDANCE SCHOOL DROPOUTS SCHOOL YEAR SCHOOL YEARS SCHOOLING SCHOOLS SECOND LANGUAGE SELECTIVE ATTENTION SITE SOCIAL ADJUSTMENT STANDARDIZED TESTS STUDENT LEARNING TEACHER TEACHER EFFECTIVENESS TEACHERS TEACHING TEACHING METHOD TEACHING METHODS TEACHING STRATEGIES TEST SCORES TEXTBOOK TEXTBOOK AVAILABILITY TEXTBOOK PRINTING THINKING THOUGHTS VOCABULARIES VOCABULARY WORKING MEMORY YOUNG CHILDREN |
| spellingShingle |
ACADEMIC ACHIEVEMENT ACADEMIC SUCCESS ACHIEVEMENT LEVEL ACQUISITION OF LITERACY ADAPTATION ADOLESCENTS ADULT ILLITERATES ADULT LEARNING ADULTS ALPHABET ALPHABETS ATTENTION AUDITING AVAILABILITY OF TEXTBOOKS BASIC SKILLS BINDING BLACKBOARDS CHILDREN WITH LEARNING DISABILITIES CLASSROOM CLASSROOM TEACHING CLOSEST MATCH COLLEGE STUDENTS COLONIAL LANGUAGES CONCEPT FORMATION CONTENTS DEMONSTRATION DESCRIPTION DEVELOPMENTAL PERIOD DOMAIN DONOR SUPPORT DRILLS EARLY CHILDHOOD EARLY GRADES EARLY READING EARLY YEARS OF SCHOOL EDUCATION FOR ALL EDUCATION QUALITY EDUCATIONAL MATERIALS EDUCATIONAL PROGRAMS EDUCATIONAL QUALITY EFFECTIVE TEACHERS EFFECTIVE TEACHING EFFECTIVE TEACHING STRATEGIES ELEMENTARY SCHOOL ENGLISH SPEAKING CHILDREN ENTRY FIRST GRADE GROSS ENROLMENT GROSS ENROLMENT RATES HEADINGS ILLITERATE ADULTS ILLITERATE CHILDREN ILLITERATE POPULATION ILLITERATES INDIGENOUS LANGUAGES INFANTS INFORMATION PROCESSING INSTRUCTIONAL MATERIALS INSTRUCTIONAL TIME INTERVENTIONS INTUITION LANGUAGE OF INSTRUCTION LEARNERS LEARNING LEARNING CURVE LEARNING CURVES LEARNING DISABILITIES LEARNING EFFECT LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING PROCESS LEGIBILITY LET LEVEL OF EDUCATION LINGUISTIC DIFFERENCES LITERACY LITERACY SKILLS MATURATION MEMORY MOTHER TONGUE OBJECT OBJECTS OLDER CHILDREN PAPERS PERCEPTION PRIMARY EDUCATION PRINTING COSTS PROBABILITY PSYCHOLOGY QUALITY EDUCATION QUALITY OF EDUCATION QUALITY OF LITERACY QUALITY OF TEXTBOOKS QUALITY TEACHING READERS READING READING ACHIEVEMENT READING COMPETENCE READING COMPREHENSION READING SKILLS READINGS RECOGNITION REGULAR SCHOOL ATTENDANCE RESEARCHERS RETENTION RURAL STUDENTS SCHOOL AGE SCHOOL ATTENDANCE SCHOOL DROPOUTS SCHOOL YEAR SCHOOL YEARS SCHOOLING SCHOOLS SECOND LANGUAGE SELECTIVE ATTENTION SITE SOCIAL ADJUSTMENT STANDARDIZED TESTS STUDENT LEARNING TEACHER TEACHER EFFECTIVENESS TEACHERS TEACHING TEACHING METHOD TEACHING METHODS TEACHING STRATEGIES TEST SCORES TEXTBOOK TEXTBOOK AVAILABILITY TEXTBOOK PRINTING THINKING THOUGHTS VOCABULARIES VOCABULARY WORKING MEMORY YOUNG CHILDREN Marinelli, Chiara Valeria Martelli, Marialuisa Praphamontripong, Prachayani Zoccolotti, Pierluigi Abadzi, Helen Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| relation |
Global Partnership for Education (GPE)
working paper series on learning;no. 2 |
| description |
Improving the quality of literacy
teaching may require intervening at different levels, for
example, encouraging school attendance and optimizing
textbook format and teaching methods. Reading is a complex
task involving perceptual, motor, linguistic, phonological,
and memory components, each of which has a crucial role in
determining reading rate. High poverty rates continue to
have a negative impact on human resource development and
education quality in Africa, further complicating the
ability of most countries to reach the Education for All
(EFA) and Millennium Development Goals (MDG). Moreover,
Africa and Asia are hosts to most of the world's
multilingual countries, in which textbook availability in
major indigenous languages is sorely lacking. Therefore, it
is important to take all possible steps to maximize the
effectiveness of teaching interventions. In parallel, also
the quality of textbooks is a crucial factor for quality
education, especially in developing countries. It is
important to dispose of well-written and well-designed
textbooks, because the quality of textbook can be an
important predictor of student learning and can contribute
to the effective use of instructional time and classroom
teaching. This review examines the evidence regarding
variables influencing acquisition of decoding and
comprehension reading skills. One important caveat is in
order. While the educational, psychological and neuroscience
literature on reading is extensive, it largely depends upon
studies on English speaking individuals. The first part of
the review focuses on studies of visual psychophysics and
examines the visual limitations affecting reading and its
development. The second part of the review draws on the
psychological and neuroscience literature to examine the
role of several variables influencing reading acquisition,
such as letter knowledge, teaching method, teacher's
competence, orthographic consistency. |
| format |
Publications & Research :: Working Paper |
| author |
Marinelli, Chiara Valeria Martelli, Marialuisa Praphamontripong, Prachayani Zoccolotti, Pierluigi Abadzi, Helen |
| author_facet |
Marinelli, Chiara Valeria Martelli, Marialuisa Praphamontripong, Prachayani Zoccolotti, Pierluigi Abadzi, Helen |
| author_sort |
Marinelli, Chiara Valeria |
| title |
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| title_short |
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| title_full |
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| title_fullStr |
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| title_full_unstemmed |
Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries |
| title_sort |
visual and linguistic factors in literacy acquisition : instructional implications for beginning readers in low-income countries |
| publisher |
World Bank, Washington, DC |
| publishDate |
2013 |
| url |
http://documents.worldbank.org/curated/en/2013/01/18043049/visual-linguistic-factors-literacy-acquisition-instructional-implications-beginning-readers-low-income-countries http://hdl.handle.net/10986/16244 |
| _version_ |
1764432703890915328 |
| spelling |
okr-10986-162442021-04-23T14:03:28Z Visual and Linguistic Factors in Literacy Acquisition : Instructional Implications for Beginning Readers in Low-income Countries Marinelli, Chiara Valeria Martelli, Marialuisa Praphamontripong, Prachayani Zoccolotti, Pierluigi Abadzi, Helen ACADEMIC ACHIEVEMENT ACADEMIC SUCCESS ACHIEVEMENT LEVEL ACQUISITION OF LITERACY ADAPTATION ADOLESCENTS ADULT ILLITERATES ADULT LEARNING ADULTS ALPHABET ALPHABETS ATTENTION AUDITING AVAILABILITY OF TEXTBOOKS BASIC SKILLS BINDING BLACKBOARDS CHILDREN WITH LEARNING DISABILITIES CLASSROOM CLASSROOM TEACHING CLOSEST MATCH COLLEGE STUDENTS COLONIAL LANGUAGES CONCEPT FORMATION CONTENTS DEMONSTRATION DESCRIPTION DEVELOPMENTAL PERIOD DOMAIN DONOR SUPPORT DRILLS EARLY CHILDHOOD EARLY GRADES EARLY READING EARLY YEARS OF SCHOOL EDUCATION FOR ALL EDUCATION QUALITY EDUCATIONAL MATERIALS EDUCATIONAL PROGRAMS EDUCATIONAL QUALITY EFFECTIVE TEACHERS EFFECTIVE TEACHING EFFECTIVE TEACHING STRATEGIES ELEMENTARY SCHOOL ENGLISH SPEAKING CHILDREN ENTRY FIRST GRADE GROSS ENROLMENT GROSS ENROLMENT RATES HEADINGS ILLITERATE ADULTS ILLITERATE CHILDREN ILLITERATE POPULATION ILLITERATES INDIGENOUS LANGUAGES INFANTS INFORMATION PROCESSING INSTRUCTIONAL MATERIALS INSTRUCTIONAL TIME INTERVENTIONS INTUITION LANGUAGE OF INSTRUCTION LEARNERS LEARNING LEARNING CURVE LEARNING CURVES LEARNING DISABILITIES LEARNING EFFECT LEARNING MATERIALS LEARNING OPPORTUNITIES LEARNING OUTCOMES LEARNING PROCESS LEGIBILITY LET LEVEL OF EDUCATION LINGUISTIC DIFFERENCES LITERACY LITERACY SKILLS MATURATION MEMORY MOTHER TONGUE OBJECT OBJECTS OLDER CHILDREN PAPERS PERCEPTION PRIMARY EDUCATION PRINTING COSTS PROBABILITY PSYCHOLOGY QUALITY EDUCATION QUALITY OF EDUCATION QUALITY OF LITERACY QUALITY OF TEXTBOOKS QUALITY TEACHING READERS READING READING ACHIEVEMENT READING COMPETENCE READING COMPREHENSION READING SKILLS READINGS RECOGNITION REGULAR SCHOOL ATTENDANCE RESEARCHERS RETENTION RURAL STUDENTS SCHOOL AGE SCHOOL ATTENDANCE SCHOOL DROPOUTS SCHOOL YEAR SCHOOL YEARS SCHOOLING SCHOOLS SECOND LANGUAGE SELECTIVE ATTENTION SITE SOCIAL ADJUSTMENT STANDARDIZED TESTS STUDENT LEARNING TEACHER TEACHER EFFECTIVENESS TEACHERS TEACHING TEACHING METHOD TEACHING METHODS TEACHING STRATEGIES TEST SCORES TEXTBOOK TEXTBOOK AVAILABILITY TEXTBOOK PRINTING THINKING THOUGHTS VOCABULARIES VOCABULARY WORKING MEMORY YOUNG CHILDREN Improving the quality of literacy teaching may require intervening at different levels, for example, encouraging school attendance and optimizing textbook format and teaching methods. Reading is a complex task involving perceptual, motor, linguistic, phonological, and memory components, each of which has a crucial role in determining reading rate. High poverty rates continue to have a negative impact on human resource development and education quality in Africa, further complicating the ability of most countries to reach the Education for All (EFA) and Millennium Development Goals (MDG). Moreover, Africa and Asia are hosts to most of the world's multilingual countries, in which textbook availability in major indigenous languages is sorely lacking. Therefore, it is important to take all possible steps to maximize the effectiveness of teaching interventions. In parallel, also the quality of textbooks is a crucial factor for quality education, especially in developing countries. It is important to dispose of well-written and well-designed textbooks, because the quality of textbook can be an important predictor of student learning and can contribute to the effective use of instructional time and classroom teaching. This review examines the evidence regarding variables influencing acquisition of decoding and comprehension reading skills. One important caveat is in order. While the educational, psychological and neuroscience literature on reading is extensive, it largely depends upon studies on English speaking individuals. The first part of the review focuses on studies of visual psychophysics and examines the visual limitations affecting reading and its development. The second part of the review draws on the psychological and neuroscience literature to examine the role of several variables influencing reading acquisition, such as letter knowledge, teaching method, teacher's competence, orthographic consistency. 2013-11-13T20:58:58Z 2013-11-13T20:58:58Z 2013 http://documents.worldbank.org/curated/en/2013/01/18043049/visual-linguistic-factors-literacy-acquisition-instructional-implications-beginning-readers-low-income-countries http://hdl.handle.net/10986/16244 English en_US Global Partnership for Education (GPE) working paper series on learning;no. 2 CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo/ World Bank World Bank, Washington, DC Publications & Research :: Working Paper Publications & Research |