Victoria Raish is a PhD Student in the College of Education and Emily Rimland is Sally W. Kalin Librarian for Learning Innovations at The Pennsylvania State University; e-mail: [email protected], erimland@psu. edu. © 2016 Victoria Raish and Emily Rimland, Attribution-NonCommercial (http://creativecommons. org/licenses/by-nc/3.0/) CC BY-NC. Digital badges are an educational innovation used to mea...

Having digital literacy requires more than just the ability to use software or to operate a digital device; it includes a large variety of complex skills such as cognitive, motoric, sociological, and emotional that users need to have in order to use digital environments effectively. A conceptual model that was recently described by the authors suggests that digital literacy comprises five major...

Using data of literacy skills among adults aged 26 to 35 from the International Adult Literacy Survey, we compare the degree of literacy gaps between those who completed tertiary education and those who did not graduate from high schools across 19 countries. The result of ordinary least square regression shows that although those with a higher level of educational attainment tend to have a high...

Although research has identified oral language, print knowledge, and phonological sensitivity as important emergent literacy skills for the development of reading, few studies have examined the relations between these aspects of emergent literacy or between these skills during preschool and during later reading. This study examined the joint and unique predictive significance of emergent litera...

In the current digital environment, it is vital for learners to develop digital literacy skills. The UK’s Quality Assurance Agency for Higher Education (HE) requires graduates to demonstrate digital literacy. Employers consider these skills essential. With the high cost of HE in the UK, learners themselves also expect university courses to demonstrate relevance to the workplace. Nevertheless, s...

Using new direct measures of numeracy and literacy skills among 85,875 adults in 17 Western countries, we find that foreign-born adults have lower mean skills than native-born adults of the same age (16 to 64) in all of the examined countries. The gaps are small, and vary substantially between countries. Multilevel models reveal that immigrant populations' demographic and socioeconomic characte...

This article presents the findings of the final phase of a 5-year longitudinal study with 168 middle- and upper middle-class children in which the complex relations among early home literacy experiences, subsequent receptive language and emergent literacy skills, and reading achievement were examined. Results showed that children's exposure to books was related to the development of vocabulary ...

The concept of health literacy has been widened to include higher order aspects such as patient decision-making skills while its measurement continued to rely narrowly on reading and numeracy skills, known as functional health literacy. We developed a Judgment Skills measure, designed to assess patients' ability to make appropriate decisions with regard to their condition. The measure offers sc...

The present study investigated the linguistic and cognitive predictors of early literacy in 17 children with intellectual disabilities (ID) (mean age: 7; 6 years) compared to 24 children with normal language acquisition (NLA) (mean age: 6; 0 years), who were all in the so-called partial alphabetic phase of reading (Ehri, 2005). In each group, children's performances in early literacy skills (ph...

PURPOSE This study examined the relation between African American preschoolers' use of African American English (AAE) and their language and emergent literacy skills in an effort to better understand the perplexing and persistent difficulties many African American children experience learning to read proficiently. METHOD African American preschoolers' (n = 63) vocabulary skills were assessed ...