Can India's "Literate" Read?

Autor/inn/en	Kothari, Brij; Bandyopadhyay, Tathagata
Titel	Can India's "Literate" Read?
Quelle	In: International Review of Education, 56 (2010) 5-6, S.705-728 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-8566
DOI	10.1007/s11159-010-9177-5
Schlagwörter	Foreign Countries; Decoding (Reading); Knowledge Level; Literacy; Reading Tests; Self Disclosure (Individuals); Reading Skills; Comparative Testing; Grade 2; Census Figures; Educational Attainment; Achievement Rating; Achievement Tests; Individual Differences; India + Suchen Sie Ihr Suchwort? Ausland; Dekodierung; Wissensbasis; Alphabetisierung; Schreib- und Lesefähigkeit; Lesetest; Reading skill; Lesefertigkeit; School year 02; 2. Schuljahr; Schuljahr 02; Volkszählung; Bildungsabschluss; Bildungsgut; Achievement; Rating; Leistung; Beurteilung; Leistungsbeurteilung; Achievement test; Testing; Test; Tests; Leistungsüberprüfung; Testdurchführung; Testen; Individueller Unterschied; Indien
Abstract	This paper takes a close look at India's literacy rate by exploring whether the officially "literate" can read and at what level. In a large sample, aged 7+, drawn from four Hindi-speaking states, two methods were used to measure literacy. One was the standard Census Method (CM) which relies on self-reporting and the other was a Reading Method (RM) which required the same individuals to actually read a simple text at grade 2 level. The findings revealed a substantial difference between the reading literacy rates obtained by CM and RM. CM over-reported RM by 16%. The overestimation was higher for males. Decoding skills were found to erode in most cases after completion of primary schooling, assuming no further education. A minimum grade 8-9 education was required for decoding skills to not deteriorate after schooling. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10