Literacy in Decline: Untangling the Evidence

Autor/in	Jameson, Daphne A.
Titel	Literacy in Decline: Untangling the Evidence
Quelle	In: Business Communication Quarterly, 70 (2007) 1, S.16-33 (18 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1080-5699
DOI	10.1177/1080569906297923
Schlagwörter	Technical Writing; Schools; High School Graduates; Reading Ability; Writing Evaluation; Verbal Ability; Literacy; College Attendance; Skill Development; Thinking Skills; Business Communication; College Faculty; Communication Skills; Trend Analysis; Scores; College Entrance Examinations + Suchen Sie Ihr Suchwort? Technical documentation; Technische Dokumentation; School; Schule; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Reading competence; Lesekompetenz; Mündliche Leistung; Alphabetisierung; Schreib- und Lesefähigkeit; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Kompetenzentwicklung; Qualifikationsentwicklung; Denkfähigkeit; Unternehmenskommunikation; Fakultät; Kommunikationsstil; Trendanalyse; Aufnahmeprüfung
Abstract	National assessments of U.S. high school students' writing and other verbal abilities do not show that literacy has declined substantially in recent years. In fact, scores have been relatively stable since the 1980s. The proportion of students with solid writing and reading abilities has held fairly steady but remained small during the past 25 years. During this period, however, the proportion of high school graduates who enter higher education has soared. Thus, more students with weak verbal abilities now enter college. Initiatives that encourage people to continue their education have succeeded, whereas initiatives to improve writing, reading, and reasoning abilities have not. The complex causes of entering college students' weak verbal abilities include social and cultural forces as well as decisions by educational institutions. By understanding the complicated history of this issue and reframing it in positive terms, business and technical communication faculty can help effect change. (Contains 4 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10