Literacy and Vocational Competency. Occasional Paper No. 39.

Autor/in	Sticht, Thomas G.
Institution	Ohio State Univ., Columbus. National Center for Research in Vocational Education.
Titel	Literacy and Vocational Competency. Occasional Paper No. 39.
Quelle	(1978), (40 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Basic Skills; Competence; Employment Qualifications; Informal Reading Inventories; Job Skills; Language Acquisition; Literacy; Reading Ability; Reading Comprehension; Reading Development; Reading Skills; Speeches; Task Analysis; Task Performance; Vocational Aptitude; Vocational Education + Suchen Sie Ihr Suchwort? Basic skill; Grundfertigkeit; Kompetenz; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Produktive Fertigkeit; Sprachaneignung; Spracherwerb; Alphabetisierung; Schreib- und Lesefähigkeit; Reading competence; Lesekompetenz; Leseverstehen; Reading skill; Lesefertigkeit; Aufgabenanalyse; Ausbildungseignung; Berufseignung; Ausbildung; Berufsbildung
Abstract	Two focuses of a discussion of literacy and vocational competence should be the need for a more profound understanding of literacy and the relevance of that understanding for studying reading in vocational settings. A developmental model of the acquisition of literacy considers reading a second signaling system for speech. People who become literate learn to perform tasks with written language they previously could perform only with the spoken language. A second view of the written language points out that it differs from spoken language in two critical ways: it is permanent, and it may be arrayed in space. Written language can be consulted as an "external memory" and makes possible reading-to-do and reading-to-learn tasks. An exploratory study using reading-to-do tasks developed a job reading inventory to (1) identify the reading tasks performed in jobs and (2) determine the level of general reading skill needed to perform them. Results showed a strong relationship between reading ability and ability to perform job-reading tasks. The inventory approach remains unvalidated. A sound theory of literacy in vocational settings must antecede establishing minimal competency levels. (Questions and answers are appended.) (YLB)
Anmerkungen	National Center Publications, The National Center for Research in Vocational Education, The Ohio State University, 1960 Kenny Road, Columbus, OH 43210 ($2.00)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01