Browse by subject "Youth"
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161. Phase 2 of the Manukau Family Literacy Programmes (2004)
Final (Third) Formative and Process Evaluation Report
Series: Manukau Family Literacy Project
Authors: John Benseman
Collection: Research Materials
The Manukau Family Literacy Programme has now been in operation during 2003 at two sites, involving three intakes of adults and their nominated children (attending either the participating kindergarten or primary school).
As a result of the evaluative data reported in this and the first two reports, the following statements represent a summary of the evaluation findings for the MFLP.
Added: 2006-07-07
162. Plain Language Summaries: Inequalities in Literacy Skills Among Youth in Canada and the United States (2008)
Series: Plain language summaries of Statistics Canada research reports
Authors: T. Scott Murray
Collection: Research Materials
This paper is part of a series of documents that explain, in straightforward language, a number of online research documents from Statistics Canada. It is part of a project carried out by the National Adult Literacy Database (NALD), with funding from the Canadian Council on Learning (CCL).
In this case, the author summarizes a 1999 report that examined the level of literacy skills and social inequality in the distribution of literacy skills for young adults aged 16 to 25 in Canada and the United States. The report analyzes the extent to which literacy inequalities between youth from different jurisdictions in Canada and the United States can be attributed to differences in parental education levels, gender, immigrant status, and, in the US, ethnic group.
According to the report, Canadian youth on average scored one year of schooling higher than the average American aged 16 to 25. This difference in performance disappears once the effect of differences in family background has been controlled for.
The level of literacy attained by youth varies considerably across provinces and states. The difference between the best and worst performing systems is equivalent to three years of schooling. Almost all of these differences in literacy skills are the result of differences among the young people themselves – in their age, gender, immigrant status and parental background.
Funders:
- Canadian Council on Learning (CCL)
Added: 2012-10-02
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163. Portfolio Assessment Initiative (2001)
Authors: Agassiz Headways - Central Manitoba Literacy Association
Collection: Learning Materials
This portfolio assessment initiative has several lists of goals for students and teachers. It includes:
- personal goals
- reading progress checklist
- listening and speaking progress checklist
- writing progress checklist and,
- mathematics progress checklist
Funders:
Added: 2006-08-10
164. Portfolio for Youth - Facilitator’s Guide (2005)
Authors: Centre for Education and Work
Collection: Learning Materials
This facilitator’s guide is part of the Portfolio for Youth Development Kit, designed to help young people make the connection between both formal and experiential learning, and the Essential Skills required in a variety of occupations.
The kit is based on four underlying concepts: identifying multiple intelligences; identifying learning styles; examining occupations; and identifying occupational Essential Skills.
This guide is divided into five chapters, focusing on self discovery; setting goals; Essential Skills; developing the Essential Skills learning portfolio; and presenting the portfolio and oneself. Each chapter includes a list of outcomes and a variety of learning activities.
While the learning activities are directed at youth in the 15-19 age range, the kit can be adapted for use with adults. The authors note that while the kit is best incorporated into existing educational, leadership, and job-preparation programs delivered through high schools, community organizations, and groups for at-risk youth, it can be used independently as a stand-alone program.
Added: 2013-04-02
165. Promising practices in primary mathematics instruction (2009)
Lessons in Learning – June 10, 2009
Series: Lessons in Learning
Authors: Canadian Council on Learning (CCL)
Collection: Research Materials
Despite Canada’s strong performance on international assessments of mathematical skill among 15-year-olds, many Canadian students have weak math skills and struggle in their math classes. It has been suggested that classroom strategies fostering exploration and discovery, and guiding students to construct their own learning and knowledge, can be effective in ensuring that all students acquire strong mathematical skills.
However, based on a review of 37 articles published between 1990 and 2007, the authors of this paper suggest that such an approach has modest effects on student achievement.
From their analysis, they suggest that best practices in mathematics instruction are multiple and complementary; different methods benefit different students; resources must be deployed thoughtfully; and teachers and teacher training may be the most important factors in achievement.
Added: 2012-04-03
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166. Pushthrough (2003)
Series: Pushed Through and Second Chances: Stories About the Right to Read - Screen Play Adaptations
Authors: Glen Rockwood, Ed Kavanagh
Collection: Learning Materials
This is one of four stories adapted from a screenplay, the others are entitled:
- Roger's Story
- Margaret's Story
- Bob and Paul
Added: 2006-05-30
167. Quality Storytents (2006)
A Resource for Family, Early Childhood and Community Literacy Workers
Authors: Cheryl Brown, Wendell Dryden
Collection: Learning Materials
The Quality Storytent Program is a means of providing literacy access and support where these might not otherwise appear.
The document includes the following:
1- An introduction to storytent
2- The philosophy behind it
3- How to plan for one
4- How to deliver a Quality storytent
5- Special challenges
6- References and indexes.
Basically, a storytent consists of one or more canopies, blankets, ground sheets, a variety of popular books (for children and adults) such as picture books, story books, comic books, chapter books, adult fiction and non-fiction and two to three adults.
Added: 2006-03-17
168. Raising Kids Who Read (2004)
Authors: YMCA Canada
Collection: Learning Materials
Reading is the most important skill children must master if they are to succeed in school and later in life. The YMCA has developed this booklet to help parents raise children who enjoy reading. The information in this booklet reinforces the vital parent or adult-child relationship, and supports children’s ability to read for fun and to become lifelong learners.
This booklet offers ways to encourage children to read by exploring the following eight developmental needs through the lens of children’s stories: support, empowerment, boundaries and expectations, constructive use of time, commitment to learning, positive values, social competencies, and positive identity. Following a brief description of each need, the question "How can I raise a reader?" is discussed and a set of books is suggested for reading.
Added: 2007-11-27
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169. Reaching Across the Barriers (2004)
Increasing Outreach and Participation in Family and Adult Literacy Programs
Authors: Trevor Pross, Susan Barry
Collection: Research Materials
This literature review outlines a range of different strategies based on various studies and the experiences of Kingston Literacy.
Key components of successful programs must include children's programming, confirmation telephone calls, flexibility around timing, transportation assistance, food, accessible locations, friendly knowledgeable staff and be eight to ten sessions long. Definitive conclusions are especially difficult to draw from the research, due to variations in sample size, sample population and research methods. Most sample sizes, however, are small and drawn from relatively small populations.
Funders:
Added: 2005-11-03
170. Reading and Writing with Children and Youth (2007)
A Frontier College tutor's guide
Authors: Sandra Huehn
Collection: Learning Materials
Frontier College has developed this guide to help tutors who work with children and youth on homework and/or reading support. This guide contains various techniques and ideas that tutors can use to help their students strengthen reading skills as well as learning strategies that will motivate students to learn. It does not provide a set of prescribed lessons for tutors.
The guide contains three sections as well as a conclusion and references. The first section, "Getting started", will help tutors decide where to begin and how to keep their tutoring on track. It discusses the importance of building a relationship with students. The tutoring techniques in the second section, "Learning to read," will help a beginning reader learn how to read. The third section, "Reading to learn," focuses on how to tutor a child or youth who can read fairly well but who struggles to understand, or to think critically about, what he or she reads.
Added: 2007-11-15
© 2012 National Adult Literacy Database
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