No CrossRef data available.
Article contents
Literacy in Europe
Published online by Cambridge University Press: 19 November 2008
Extract
During the past decade literacy has gradually become a major concern throughout Europe. Though there is a great diversity in both the distribution and degree of (il)literacy in different countries, there has been an increasing general awareness of the numbers of illiterates and the consequences of being illiterate for personal life. Apart from local literacy campaigns, in 1984 the European Community initiated a broader program to combat illiteracy in member countries. The emphasis of the integrated policy was on prevention, stressing optimal access to literacy education, including opportunities for preschool education. Gradually, attention was also paid to the reduction of illiteracy among adults. Initiatives began to focus on the functional dimensions of, and the personal needs for, literacy. It was also acknowledged that literacy programs should recognize the different realities of diverse groups of learners.
Information
- Type
- Regional and Country Overviews
- Information
- Copyright
- Copyright © Cambridge University Press 1991
References
UNANNOTATED BIBLIOGRAPHY
Aaron, P. G. and Joshi, R. M. (eds.) 1989. Reading and writing disorders in different orthographic systems. Dordrecht: Kluwer.CrossRefGoogle Scholar
Abramovici, S. 1990. Ideational prominence and reading comprehension of expository prose: A partial replication. Journal of Research in Reading. 13.1.3–17.Google Scholar
Allard, B. and Sundblad, B.. 1987. Writing: A way of thinking. In Young, M., Thomas, M. and Munn, P. (eds.) Reading and writing skills in primary education. Amsterdam: Swets & Zeitlinger.Google Scholar
Anderson, C. (ed.) 1988. Reading: The abc and beyond. London: MacMillan Education. [Proceedings of the 24th United Kingdom Reading Association Conference.]Google Scholar
Apotheloz, D. 1990. The development of cohesion in writing. In Spoelders, M. (ed.) Literacy acquisition. Lier, Belgium: Van In and C & C. 53–70.Google Scholar
Assink, E. M. H. 1985. Assessing spelling strategies for the orthography of Dutch verbs. British Journal of Psychology. 76.353–363.Google Scholar
Assink, E. M. H. 1987. Algorithms in spelling instruction. Journal of Educational Psychology. 79.228–235.CrossRefGoogle Scholar
Assink, E. M. H. 1990. Learning to spell. In Reitsma, P. and Verhoeven, L. (eds.) Acquisition of reading in Dutch. Dordrecht: Foris. 65–76.CrossRefGoogle Scholar
Balhorn, H. and Brūgelman, H. (eds.) 1989. Jeder spricht anders: Normen und Vielfalt in Sprache und Schrift [Everyone is speaking differently: Norms and variety in speech and literacy.] Konstanz: Ekkehard Faude.Google Scholar
Barton, D. and Hamilton, M. E.. 1990. Researching literacy in industrialised countries: Trends and prospects. Paper presented at the sixth European conference of Directors of Educational Research Institutions. Bled, Yugoslavia, 10 1990.Google Scholar
Barton, D. and Murphy, S.. 1990. Liens entre la recherche et la pratique: Dix exemples de recherche sur l'aphabetisation en Grande-Bretagne. [Links between research and practice: Ten examples from literacy research in the United Kingdom.] In Hautecoeur, J. (ed.) Alpha. Hamburg: Unesco Institute for Education. 157–171.Google Scholar
Bertelson, P. and de Gelder, B.. 1989. Learning about reading from illiterates. In: Galaburda, A. M. (ed.) From reading to neurons. Cambridge, MA: MIT Press. 1–23.Google Scholar
Bertelson, P. and de Gelder, B., Tfouni, L. V. and Morais, J.. 1989. Metaphonological abilities of adult illiterates: New evidence of heterogeneity. European Journal of Cognitive Psychology. 1.3.239–250.CrossRefGoogle Scholar
Beveridge, M. and Edmundson, S.. 1989. Reading strategies of good and poor readers in word and phrase presentation. Journal of Research in Reading. 12.1.1–12.CrossRefGoogle Scholar
Biglmaier, F. (ed.) 1990. Proceedings of the 6th European conference on reading: Reading at the crossroads. Berlin: Freie Universitat.Google Scholar
Bos, K. P. van den. 1989. Relationships between cognitive development, decoding skill and reading comprehension in learning disabled Dutch children. In Aaron, P. G. and Joshi, R. M. (eds.) Reading and writing disorders in different orthographic systems. Dordrecht: Kluwer. 75–86.Google Scholar
Britton, J. 1983. Shaping at the point of utterance. In Freeman, A., Pringle, I. and Yalden, J. (eds.) Learning to write: First language, second language. London: Longman. 13–19.Google Scholar
Bron, M. and Bron-Wojciechowska, A.. 1983. Adult basic education in Yugoslavia and Poland. Uppsala: Department of Education, University of Uppsala. [Uppsala Reports on Education 18.]Google Scholar
Brügelman, H. In press. How children construct words and orthographic systems: Literacy acquisition in West and East German classrooms. International Journal of Educational Research.Google Scholar
Brügelman, H. and Balhorn, H. (eds.) 1990. Das gehirn, sein alfabet und andere geschichte. [Brains, the alphabet and other issues.] Konstanz: Ekkehard Faude.Google Scholar
Bryant, P., Maclean, M. and Bradley, L.. 1990. Rhyme, language and children's reading. Applied Psycholinguistics. 11.237–252.Google Scholar
Bus, A. G. 1986. Preparatory reading instruction in kindergarten: Some comparative research into auditory and auditory-visual training of phonemic analysis and blending. Perceptual and Motor Skills. 62.11–24.CrossRefGoogle Scholar
Bus, A. G. and van Ijzendoorn, M. H.. 1988a. Attachment and early reading: A longitudinal study. Journal of Genetic Psychology. 149.199–210.Google Scholar
Bus, A. G. and van Ijzendoorn, M. H.. 1988b. Mother-child interactions, attachments, and emergent literacy: A cross-sectional study. Child Development. 59.1262–1272.Google Scholar
Cataldo, S. and Ellis, N.. 1988. Interactions in the development of spelling, reading and phonological skills. Journal of Research in Reading. 11.2.86–109.CrossRefGoogle Scholar
Content, A. 1985. L'analyse segmentale de la parole chez l'enfant. Bruxelles: Universite libre de Bruxelles. Ph.D. diss.Google Scholar
Content, A., Kolinsky, R., Morais, J. and Bertelson, P.. 1986. Phonetic segmentation in pre-readers: Effect of corrective information. Journal of Experimental Child Psychology. 42.49–72.CrossRefGoogle Scholar
Cossu, G., Shankweiler, D., Liberman, I., Katz, L. and Tola, G.. 1988. Awareness of phonological segments and reading ability in Italian children. Applied Psycholinguistics. 9.1–16.CrossRefGoogle Scholar
Daal, V. H. P. van, and Reitsma, P.. 1990. Effects of independent word practice with segmented and whole-word sound feedback in disabled readers. Journal of Research in Reading. 13.2.133–148.Google Scholar
Dehn, M. 1987. Investigations in learning to read and write in class 1 as foundations of teaching methods for elementary schooling. In Young, M., Thomas, M. and Munn, P. (eds.) Reading and writing skills in primary education. Lisse: Swets & Zeitlinger.Google Scholar
de Gelder, B. 1990. Phonological awareness, misidentification and multiple identities. In Edmondson, J., Feapin, C. and Mülhauser, P. (eds.) Linguistic variation across time and space. Arlington, TX: University of Texas Publications. 483–505.Google Scholar
Duval, R. 1986. Lecture et comprehension des textes: Modeles theoriques et exigences didactiques. [Reading and comprehension of text: Theoretical models and practical requisites.] Strasbourg: IREM.Google Scholar
Duval, R. 1990. Representation of text: Problems for research and prospects for education. In Spoelders, M. (ed.) Literacy acquisition. Lier, Belgium: Van In and C & C. 161–170.Google Scholar
Ellis, N. 1990. Reading, phonological skills and short-term memory: Interactive tributaries of development. Journal of Research in Reading. 13.2.1–07–122.Google Scholar
Feitelson, D. 1988. Facts and fads in beginning reading: A cross-language comparison. Norwood, NJ: Ablex.Google Scholar
Francis, H. 1990. Strategies and rules in learning to read and spell. In Spoelders, M. (ed.) Literacy acquisition. Lier, Belgium: Van In and C & C. 17–30.Google Scholar
Freynet, P. 1987. Illiteracy and adult literacy practice in the European Community: A general overview. Universite d'Angers: Centre Universitaire de Formation Continue.Google Scholar
Frith, U. 1985. Beneath the surface of developmental dyslexia. In Patterson, K., Marshall, J. and Coltheart, M. (eds.) Surface dyslexia, neuropsychological and cognitive studies of phonological reading. London: LEA.Google Scholar
Frith, U. 1986. A developmental framework for developmental dyslexia. Annals of Dyslexia. 36.69–81.Google Scholar
Fuchs-Bruninghoff, E., Kreft, W. and Kropp, U.. 1986. Functional illiteracy and literacy provision in developed countries. The case of the Federal Republic of Germany. Hamburg: Unesco Institute for Education.Google Scholar
Fulcher, G. 1989. Cohesion and coherence in theory and reading research. Journal of Research in Reading. 12.2.146–163.CrossRefGoogle Scholar
Giere, U. 1987. An analytic bibliography of literacy in industrialized countries. Hamburg: Unesco Institute for Education.Google Scholar
Gjessing, H. and Karlsen, B.. 1989. A longitudinal study of dyslexia. New York: Springer–Verlag.Google Scholar
Goffinet, S. and van Damme, D.. 1990. Functional illiteracy in Belgium. Hamburg: Unesco Institute for Education.Google Scholar
Gracia, Navarro M. and Eisman, J. C. Lopez. 1985. Adult education in Andalusia. Prospects. 15.3.399–406.Google Scholar
Griffith, P. 1987. Literary theory and English teaching. Milton Keynes: Open University Press.Google Scholar
Günther, H. 1986. Was the alphabet discovered or invented: On the alleged common processes in speech and writing. In Augst, G. (ed.) New trends in graphemics and orthography. Berlin: Walter de Gruyter. 248–261.CrossRefGoogle Scholar
Günther, H. 1988. Strukturen geschriebener Wörter und ihre Verarbeitung beim Lesen. [Orthographic patterns and reading processes.] Tübingen: Niemeyer.Google Scholar
Hamaker, C. 1986. The effect of adjunct questions on prose learning. Review of Educational Research. 56.212–242.CrossRefGoogle Scholar
Hamilton, M. 1987. Literacy, numeracy and adults: Evidence from the national child development study. London: ALBSU.Google Scholar
Hamilton, M. and Barton, D. (eds.) 1989. Research and practice in adult literacy. Nottingham: Association for Recurrent Education.Google Scholar
Hamminck, K. 1990. Functional illiteracy and adult basic education in The Netherlands. Hamburg: Unesco Institute for Education.Google Scholar
Hill, C. and Parry, K.. 1989. Autonomous and pragmatic models of literacy. Linguistics and Education. 1.3.233–284.Google Scholar
Hōien, T. and Lundberg, I.. 1989. A strategy for assessing problems in word recognition in early reading development. Scandinavian Journal of Educational Research. 33.185–0201.Google Scholar
Holligan, C. and Johnston, R. S.. 1991. Spelling errors and phonemic segmentation ability: The nature of the relationship. Journal of Research in Reading. 14.1.21–32.Google Scholar
Hulstijn, J. In press. Individual differences in L2 proficiency as a function of individual differences in L1 proficiency: A new research area. Applied Linguistics.Google Scholar
Hunter-Carsch, M. (ed.) 1989. The art of reading. Oxford: Blackwell Education for United Kingdom Reading Association.Google Scholar
Kabatchenko, M. V. and Yasnikova, L. D.. 1990. Eradicating illiteracy in the USSR. Paris: Unesco Bureau of Education.Google Scholar
Kirkwood, G. and Kirkwood, C.. 1989. Living adult education: Freire in Scotland. Milton Keynes: Open University Press.Google Scholar
Kusters, E. D. M. 1987. Self-corrections in oral reading. Nijmegen: University of Nijmegen. Ph.D. diss.Google Scholar
Lankshear, C., with Lawler, M.. 1987. Literacy, schooling and revolution. Lewes, UK: Falmer Press.Google Scholar
Levine, K. 1990. The future of literacy and literacies of the future. Paris: Unesco Bureau of Education.Google Scholar
Limage, L. 1990. Illiteracy in industrialized countries: Realities and myths. Paris: Unesco Bureau of Education.Google Scholar
Lundberg, I., Frost, J. and Petersen, O.. 1988. Effects of an extensive program for stimulating phonological awareness in preschool children. Reading Research Quarterly. 23.263–284.Google Scholar
Lundberg, I. and Höien, T.. 1990. Patterns of information processing skills and word recognition strategies in developmental dyslexia. Scandinavian Journal of Educational Research. 34.231–240.Google Scholar
Mommers, M. J. C. 1987. An investigation into the relation between word recognition skills, reading comprehension and spelling skills in the first two years of primary school. Journal of Research in Reading. 10.122–143.CrossRefGoogle Scholar
Moore, P. J. 1988. Reciprocal teaching and reading comprehension: A review. Journal of Research in Reading. 11.1.3–14.Google Scholar
Morais, J. 1985. Literacy and awareness of the units of speech: Implications for research on the units of perception. Linguistics. 23.707–721.Google Scholar
Morais, J., Castro, S. L., Scliar-Cabral, L., Kolinsky, R. and Content, A.. 1987. The effects of literacy on the recognition of dichotic words. Quarterly Journal of Experimental Psychology. 39A.451–465.Google Scholar
Morais, J., Content, A., Bertelson, P., Cary, L. and Kolinsky, R.. 1988. Is there a sensitive period for the acquisition of segmental analysis? Cognitive Neuropsychology. 5.347–352.Google Scholar
Morton, J. 1989. An information processing account of reading acquisition. In Galaburda, A. M. (ed.) From reading to neurons. Cambridge, MA: MIT Press. 43–68.Google Scholar
Mulholland, H. and Neville, M.. 1989. Reading and listening at three school stages: Cloze tests and their response analysis. Journal of Research in Reading. 12.1.29–48.Google Scholar
Olofsson, A. and Lundberg, I.. 1985. Evaluation of long-term effects of phonemic training in kindergarten. Scandinavian Journal of Psychology. 26.21–34.Google Scholar
Oostendorp, H. van. 1991. Inferences and integrations made by readers of scriptbased texts. Journal of Research in Reading. 14.1.3–20.Google Scholar
Perera, K. 1984. Children's writing and reading: Analysing classroom language. Oxford: Basil Blackwell.Google Scholar
Pontecorvo, C. and Zucchermaglio, C.. 1988. Modes of differentiation in children's writing construction. European Journal of Psychology of Education. 4.371–384.Google Scholar
Pontecorvo, C. and Zucchermaglio, C.. 1989. From oral to written language: A longitudinal analysis of preschool children dictating stories. Journal of Reading Behavior. 21.12.109–126.Google Scholar
Pontecorvo, C. and Zucchermaglio, C.. 1990a. Learning text composition in early literacy. In Mandl, E., de Corte, E., Bennett, S. and Friedrich, H. (eds.) Learning and instruction. European research in an international context, Volume 2. Oxford: Pergamon. 367–383.Google Scholar
Pontecorvo, C. and Zucchermaglio, C.. 1990b. A passage to literacy: Learning in a social context. In Goodman, Y. (ed.) Psychogenesis and pedagogical implications. London: Heinemann. 59–98.Google Scholar
Pontecorvo, C. and Paoletti, G.. 1991. Planning story completion in a collaborative computer task. European Journal of Psychology of Education. 6.199–212.Google Scholar
Pumfrey, P. D. and Fletcher, J.. 1989. Differences in reading strategies among 7–8–year–old children. Journal of Research in Reading. 12.2.114–130.Google Scholar
Redeker, G. 1991. Ideational and pragmatic markers of discourse structure. Journal of Pragmatics. 14.367–381.Google Scholar
Reitsma, P. 1988. Reading practice for beginners: Effects of guided reading, reading-while listening and independent reading with computer-based speech feedback. Reading Research Quarterly. 23.219–235.Google Scholar
Reitsma, P. 1989. Orthographic memory and learning to read. In Aaron, P. G. and Joshi, R. M. (eds.) Reading and writing disorders in different orthographic systems. Dordrecht: Kluwer. 51–73.Google Scholar
Rockhill, K. 1987. Gender, language and the politics of literacy. British Journal of Sociology of Education. 8.2.Google Scholar
Rost, D. H. 1989. Reading comprehension: Skill or skills? Journal of Research in Reading. 12.2.87–113.Google Scholar
Sanders, T., Spooren, W. and Noordman, L.. In Press. Towards a taxonomy of coherence relations. Discourse Processes.Google Scholar
Sanderson, A. 1987. A summary of recent research on reading and writing in primary schools in the United Kingdom. In Young, M., Thomas, M. and Munn, P. (eds.) Reading and writing skills in primary education. Amsterdam: Swets & Zeitlinger.Google Scholar
Schlapp, U. and Underwood, G.. 1988. Reading, spelling and two types of irregularity in word recognition. Journal of Research in Reading. 11.2.120–132.Google Scholar
Schreuder, R. and van Bon, W. H. J.. 1989. Phonemic analysis: Effects of word properties. Journal of Research in Reading. 12.59–78.Google Scholar
Scinto, L. F. M. 1986. Written language and psychological development. London: Academic Press.Google Scholar
Seymour, P. H. K. and Evans, H. M.. 1988. Developmental arrest at the logographic stage: Impaired literacy functions in Klinefelter's XXXY syndrome. Journal of Research in Reading. 11.2.133–151.Google Scholar
Smith, P. (ed.) 1987. Parents and teachers together: Proceedings of the 23rd conference of the United Kingdom Reading Association. Basingstoke: Macmillan Education.Google Scholar
Snowling, M., van Wagtendonk, B. and Stafford, Carolyn. 1988. Object-naming deficits in developmental dyslexia. Journal of Research in Reading. 11.2.67–85.Google Scholar
Street, B. 1984. Literacy in theory and practice. Cambridge, UK: Cambridge University Press.Google Scholar
Stubbs, M. 1980. Language and literacy: The sociolinguistics of reading and writing. London: Routledge & Kegan Paul.Google Scholar
Teberosky, A. 1988. La dictee en la redaction de contes entre enfants du meme age. [Dictation and composition among preschool children.] European Journal of Psychology of Educaton. 14.399–414.Google Scholar
Teberosky, A. 1990. The construction of vocabulary in children's writing. In Goodman, Y. (ed.) Psychogenesis and pedagogical implications. London: Heinemann. 39–58.Google Scholar
Tudor, I. 1990. Prereading format and learner proficiency level in L2 Reading comprehension. Journal of Research in Reading. 13.2.93–106.Google Scholar
Tudor, I. and Hafiz, F.. 1989. Extensive reading as a means of input to L2 learning. Journal of Research in Reading. 12.2.164–178.Google Scholar
Ulijn, J. M. and Strother, J. B., 1990. The effects of syntactic simplification on reading EST texts as L1 and L2. Journal of Reading Research. 13.1.38–54.Google Scholar
Unesco, . 1988. Development of education in Europe: A statistical review. Hamburg: Unesco Institute for Education.Google Scholar
Van Damme, L. and Spoelders, M.. 1990. Metalinguistic awareness and early reading: A longitudinal study. In Spoelders, M. (ed.) Literacy acquisition. Lier, Belgium: Van In and C & C. 43–52.Google Scholar
Van Dijk, F. 1990. Les femmes et l'analphabetisme. In Hautecoeur, J. (ed.) Alpha. Hamburg: Unesco Institute for Education.Google Scholar
Van Wijk, C. In press. Information analysis in written discourse. In Verhoeven, L. and Jong, J. de (eds.) The construct of language proficiency. Amsterdam: John Benjamins.Google Scholar
Verhoeven, L. 1987b. Literacy in a second language context: Teaching immigrant children to read. Educational Review. 39.245–261.Google Scholar
Verhoeven, L. 1990. Acquisition of reading in a second language. Reading Research Quarterly. 25.2.90–114.Google Scholar
Webster, A. and McConnell, C.. 1987. Children with speech and language difficulties. London: Cassell.Google Scholar
Weinberger, J., Hannon, P. and Nutbrown, C.. 1990. Ways of working with parents to promote early literacy development. University of Sheffield: Educational Research Centre.Google Scholar
Wimmer, H. and Hummer, P.. 1990. How German-speaking first graders read and spell: Doubts on the importance of the logographic stage. Applied Psycholinguistics. 11.349–368.Google Scholar
Yde, Ph. and Spoelders, M.. 1985. Text cohesion: An exploratory study in beginning writing. Applied Psycholinguistics. 6.407–415.Google Scholar
Yde, Ph. and Spoelders, M.. 1990. In Spoelders, M. (ed.) Literacy acquisition. Lier, Belgium: Van In and C & C.Google Scholar
Young, M., Thomas, M. and Munn, P. (eds.) 1987. Reading and writing skills in primary education. Amsterdam: Swets & Zeitlinger.Google Scholar