A Historical Interpretation of How 19th and 20th Century Books Contributed an Early Language and Vocabulary for Health Literacy

Autor/inn/en	Ubbes, Valerie A.; Ausherman, Judith A.
Titel	A Historical Interpretation of How 19th and 20th Century Books Contributed an Early Language and Vocabulary for Health Literacy
Quelle	In: Health Educator, 50 (2018) 2, S.26-40 (15 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	8756-5943
Schlagwörter	Books; History; Language Usage; Vocabulary; Health; Literacy; Picture Books; Childrens Literature; Reading Instruction; Oral Language; Written Language; Textbooks + Suchen Sie Ihr Suchwort? Book; Buch; Monographie; Monografie; Geschichte; Geschichtsdarstellung; Sprachgebrauch; Wortschatz; Gesundheit; Alphabetisierung; Schreib- und Lesefähigkeit; Picture book; Bilderbuch; 'Children''s literature'; Kinderliteratur; Leseunterricht; Oral interpretation; Mündlicher Sprachgebrauch; Geschriebene Sprache; Textbook; Text book; Schulbuch; Lehrbuch
Abstract	The purpose of this historical project was to compare 19th and 20th century books that originated approximately 165 years apart from collections at Miami University (Oxford, OH) in order to interpret how an early language and vocabulary may have emerged from literacy practices of reading printed books to form an early conception of health literacy. The study involved a content analysis to compare approximately 500 pages of four McGuffey Eclectic Reader Books (n = 4) and 5800 picture book bibliographies in the Children's Picture Book Database at Miami University for three purposes: (1) to conduct a preliminary exploration of the early value of visual-textual material in the historical teaching of reading and oral language development, (2) to discern how a written and oral language constituting vocabulary from the stories may have helped to develop functional literacy for the readers of the books -- and potentially a functional health literacy, and (3) to explore how a health literacy model with functional, interactive, and critical components might serve as a framework for studying historical reading material in health education. (As Provided).
Anmerkungen	Eta Sigma Gamma Inc. 2000 University Avenue CL 325, Muncie, IN 47306. Tel: 800-715-2559; Tel: 765-285-2258; Fax: 765-285-3210; Web site: http://www.etasigmagamma.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01