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The purpose of the volume is to open up new perspectives in the study of literacy by bringing together current research findings from linguistics, psychology, sociology and anthropology. The book divides into five parts. The first part deals with theoretical questions related to the definition and the modeling of the construct of functional literacy. The second part goes into the notion of literacy development. Both societal and individual aspects of literacy development are taken into account. In the next two parts the actual achievement of literacy in various regions of the world is dealt with. In part 3 the focus is on attaining literacy in developing societies, and in part 4 on attaining literacy in industrialized societies. In the final part the question is raised how functional literacy can be promoted through education. Starting from a cross-cultural perspective the central issue is how standards of functional literacy can be established throughout the world.

Cover -- Half Title -- Title Page -- Copyright Page -- Acknowledgements -- Table of Contents -- Chapter 1: Community languages in cross-cultural perspective -- Chapter 2: Frisian -- Chapter 3: Surinamese languages -- Chapter 4: Papiamento -- Chapter 5: Malay -- Chapter 6: Turkish, Kurdish and other languages from Turkey -- Chapter 7: Moroccan Arabic and Berber -- Chapter 8: Serbian and Croatian -- Chapter 9: Italian -- Chapter 10: Spanish -- Chapter 11: Portuguese -- Chapter 12: Chinese -- Chapter 13: Vietnamese -- Authors and Affiliations.

During the past decades, literacy has gradually become a major concern all over the world. Though there is a great diversity in both the distribution and degree of literacy in different countries, there has been an increasing awareness of the number of illiterates and the consequences of being illiterate. However, literacy is no longer seen as a universal trait. When one focuses on culturally-sensitive accounts of reading and writing practices, the concept of literacy as a single trait does not seem very feasible. A multiplicity of literacy practices can be distinguished which are related to s

The purpose of this volume is to present recent research in the field of the acquisition of functional literacy and its precursors. The volume aims to capture the state of the art in this rapidly expanding field. An attempt is made to clarify the vague and often inconsistent definitions of functional literacy from the perspective of development. Cognitive, linguistic, educational, and social factors of literacy development are all taken into account. The volume consists of three subsequent parts. The first part goes into phonological precursors of literacy development. In this part the focus i

Bringing together an international team of scholars, this book provides the first truly systematic, multidisciplinary and multi-language view of factors that affect global variation in literacy development. It is essential reading for researchers and advanced students in child literacy development and literacy teaching and learning.

Stereotyped and repetitive behaviours are characteristics of autism spectrum disorder (ASD) but also occur in individuals with combined intellectual and sensory disabilities. This article looked at the differences in type, frequency, and duration of stereotyped behaviours between individuals with and without ASD in this population. The study included 59 individuals with intellectual disabilities and sensory impairments. The presence of ASD was assessed using Observation of Autism in people with Sensory and Intellectual Disabilities (OASID). Separate from these assessments, video recordings were scored by observers naive to the ASD status of participants for stereotyped and repetitive behaviours. Stereotyped and repetitive behaviours were more prevalent in participants with ASD, though a large proportion of participants without ASD showed them too. Participants with ASD showed, on average, more frequent and in duration longer stereotyped and repetitive behaviours, especially self-injurious behaviours. No differences were found for vocal, motoric, and stereotyped behaviours with objects. The mean duration of each episode of stereotyped behaviour did not differ between groups. Cluster analysis revealed a distinct group of individuals without ASD who showed a high number of stereotyped behaviours.

The Tactual Profile assesses tactual functioning of children with severe visual impairments between 0 and 16 years of age. The Tactual Profile consists of 430 items, measuring tactile skills required for performing everyday tasks at home and in school. Items are graded according to age level and divided into three domains: tactual sensory, tactual motor and tactual perceptual. The development of the instrument is described and the psychometric properties that were studied reported. Most items had an acceptable difficulty level, and test—retest reliability proved to be good. The analyses for the construct validity showed moderately high correlations between the Tactual Profile and intelligence tests. These correlations were higher for the haptic performance subtests than for the verbal tests. High correlations with other haptic tests were found. However, these associations disappeared after factoring out intelligence, possibly because current methods for examining tactual functioning are strongly affected by intelligence. A summary of work planned in further development of the procedure is provided.

This study of 48 children with congenital blindness who attended mainstream schools focused on the tactile and haptic skills they needed in typical academic and everyday tasks. The results showed that, in general, the children mastered such tactile tasks, but some items posed special problems.