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TRANSCRIPT
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY
Final Report, September 2012
TH
IS R
EP
OR
T I
S S
IGN
IFIC
AN
T F
OR
:
HE
AD
S O
F S
TA
TE
– to
be
sens
itis
ed to
an
issu
e w
ith
far-
reac
h-in
g co
nseq
uenc
es fo
r cit
izen
s an
d so
ciet
y.
GO
VE
RN
ME
NT
S –
to
deve
lop
thei
r po
licie
s by
tak
ing
into
ac
coun
t the
fact
that
larg
e nu
mbe
rs o
f peo
ple
at w
hich
thes
e po
licie
s ar
e di
rect
ed h
ave
trou
ble
read
ing
and
wri
ting
.
PA
RE
NT
S A
ND
TE
AC
HE
RS –
to m
otiv
ate
child
ren,
ado
lesc
ents
an
d ad
ults
to le
arn
to re
ad a
nd w
rite
wel
l, m
akin
g it
plea
s-ur
able
, and
und
erlin
ing
its r
elev
ance
thro
ugho
ut li
fe.
BU
SIN
ES
SE
S –
to
beco
me
awar
e of
the
mot
ivat
iona
l an
d ec
onom
ic g
ains
of
impr
ovin
g th
e lit
erac
y sk
ills
of
thei
r em
ploy
ees
and
subs
eque
ntly
taki
ng a
ctio
n. E
VE
RY
CIT
IZE
N,
WO
MA
N A
ND
MA
N,
GIR
L A
ND
BO
Y –
to
real
ise
how
rea
ding
and
wri
ting
enh
ance
s se
lf-co
n!de
nce,
acc
ess
to t
he f
ull r
ange
of l
earn
ing
oppo
rtun
itie
s, a
nd a
ctiv
e pa
r-ti
cipa
tion
in s
ocie
ty.
OU
R V
ISIO
N F
OR
A L
ITE
RA
TE
EU
RO
PE
:
All
citi
zens
of
Eur
ope
shal
l be
liter
ate,
so
as t
o ac
hiev
e th
eir a
spir
atio
ns a
s in
divi
dual
s, fa
mily
mem
bers
, wor
kers
an
d ci
tize
ns.
Rad
ical
ly im
prov
ed li
tera
cy w
ill b
oost
inno
vatio
n, p
rosp
er-
ity
and
cohe
sion
in so
ciet
y, a
s wel
l as t
he w
ellb
eing
, soc
ial
part
icip
atio
n an
d em
ploy
abili
ty o
f all
citi
zens
.
EU
Mem
ber S
tate
s will
vie
w it
as t
heir
lega
l obl
igat
ion
to
prov
ide
all t
he su
ppor
t nec
essa
ry to
real
ise
our v
isio
n, a
nd
this
sup
port
will
incl
ude
all a
ges.
AC
T N
OW
!
EU
HIG
H L
EV
EL
GR
OU
P
OF
EX
PE
RT
S O
N L
ITE
RA
CY
Fin
al R
epo
rt, S
epte
mb
er 2
012
CO
NT
EN
TS
TA
CK
LIN
G T
HE
LIT
ER
AC
Y
CH
AL
LE
NG
E:
PR
EC
ON
DIT
ION
S
FO
R S
UC
CE
SS ..
....
....
....
....
....
....
....
....
.
3.1
A li
tera
te e
nvir
onm
ent
....
....
.
3.2
Qua
lity
of le
arni
ng
and
teac
hing
...
....
....
....
....
....
...
3.3
Part
icip
atio
n
and
incl
usio
n ..
....
....
....
....
....
...
AD
DR
ES
SIN
G S
PE
CIF
IC
LIT
ER
AC
Y I
SS
UE
S:
LIT
ER
AC
Y F
OR
AL
L A
GE
S .
....
....
....
....
4.1
Youn
g ch
ildre
n ..
....
....
....
....
....
..
4.2
Pri
mar
y sc
hool
yea
rs ..
....
....
....
4.3
Ado
lesc
ents
....
....
....
....
....
....
....
.
4.4
Adu
lts ..
....
....
....
....
....
....
....
....
....
..
RE
CO
MM
EN
DE
D A
CT
ION
S ..
....
....
....
...
5.1
Fast
er p
rogr
ess .
....
....
....
....
....
....
5.2
Dev
elop
vis
ions
and
str
ateg
ies
for l
itera
cy d
evel
opm
ent
wit
h w
ide
owne
rshi
p ..
....
....
...
5.3
Ove
rarc
hing
re
com
men
dati
ons
....
....
....
....
..
5.4
Age
-spe
ci!c
re
com
men
dati
ons .
....
....
....
....
.
AC
T N
OW
! ...
....
....
....
....
....
....
....
....
....
.
AN
NE
X .
....
....
....
....
....
....
....
....
....
....
...
RE
FE
RE
NC
ES ..
....
....
....
....
....
....
....
....
03
04
05
00
01
02
FO
RE
WO
RD
BY
CO
MM
ISS
ION
ER
AN
DR
OU
LL
A V
AS
SIL
IOU
...
....
....
....
....
OP
EN
LE
TT
ER
FR
OM
TH
E C
HA
IR
OF
TH
E E
U H
IGH
LE
VE
L G
RO
UP
OF
EX
PE
RT
S O
N L
ITE
RA
CY ..
....
....
....
.
AB
OU
T T
HIS
RE
PO
RT
....
....
....
....
....
....
.
Con
text
....
....
....
....
....
....
....
....
....
....
...
Sco
pe o
f our
wor
k ..
....
....
....
....
....
..
Mem
bers
of t
he E
U
Hig
h L
evel
Gro
up o
f Exp
erts
on
Lite
racy
....
....
....
....
....
....
....
....
....
.
Way
s of
wor
king
....
....
....
....
....
....
...
How
to r
ead
this
rep
ort
....
....
....
.
Ack
now
ledg
emen
ts .
....
....
....
....
....
UN
DE
RS
TA
ND
ING
TH
E P
RO
BL
EM
S
& O
PP
OR
TU
NIT
IES
:
WH
Y L
ITE
RA
CY
IS
A B
IG D
EA
L ..
....
...
1.1
Lar
ge n
umbe
rs o
f cit
izen
s
lack
the
nece
ssar
y
liter
acy
skill
s ...
....
....
....
....
....
....
.
1.2
Lite
racy
is k
ey fo
r im
port
ant
soci
o-ec
onom
ic tr
ends
and
am
biti
ons .
....
....
....
....
....
....
....
....
.
1.3
Inve
stm
ents
in li
tera
cy m
ake
econ
omic
sen
se ..
....
....
....
....
....
.
FR
AM
ING
TH
E S
OL
UT
ION
S:
A C
O-O
PE
RA
TIV
E A
PP
RO
AC
H ..
....
....
.
2.1
Dis
pelli
ng w
idel
y he
ld
mis
conc
epti
ons .
....
....
....
....
....
...
2.2
Cre
atin
g co
-ow
ners
hip
....
....
.
2.3
Sett
ing
the
stag
e fo
r lite
racy
de
velo
pmen
t ...
....
....
....
....
....
....
.
EU H
IGH LEVEL G
ROUP O
F E
XPERTS O
N LITERACY > FIN
AL R
EPORT
98
B
Y E
U C
OM
MIS
SIO
NE
R F
OR
ED
UC
AT
ION
, C
ULT
UR
E,
MU
LT
ILIN
GU
AL
ISM
AN
D S
PO
RT
Whe
n th
e re
sults
fro
m P
ISA
, the
OE
CD
’s P
rogr
amm
e fo
r In
tern
atio
nal S
tude
nt A
sses
smen
t, w
ere
publ
ishe
d, it
was
a
shoc
k to
rea
lise
that
one
in !
ve o
f ou
r 15
-yea
r-ol
ds in
the
EU
sti
ll ha
s in
su)
cien
t re
adin
g sk
ills.
Ano
ther
mat
ter
of
conc
ern
was
the
wid
enin
g ge
nder
gap
: gir
ls a
re re
adin
g be
tter
and
mor
e th
an b
oys.
For
adu
lts, t
he n
eed
for a
ctio
n is
just
as
urg
ent.
Mor
e th
an 7
3 m
illio
n ad
ults
in t
he E
U c
urre
ntly
hav
e lo
w q
uali!
cati
ons,
and
man
y of
the
m d
o no
t ha
ve s
uf-
!cie
nt li
tera
cy le
vels
to c
ope
wit
h th
e da
ily r
equi
rem
ents
of p
erso
nal,
soci
al, a
nd e
cono
mic
life
.
All
this
requ
ires
a c
all t
o ac
tion
. +er
efor
e I e
stab
lishe
d on
1 F
ebru
ary
2011
an
inde
pend
ent H
igh
Lev
el G
roup
of E
xper
ts
on L
itera
cy, i
n or
der
to lo
ok in
to l
itera
cy, h
ow t
his
has
evol
ved,
and
exa
min
e th
e m
ost
e0ec
tive
and
e)
cien
t w
ays
to
impr
ove
read
ing
skill
s in
Eur
ope.
I as
ked
the
Gro
up to
look
at c
omm
on su
cces
s fac
tors
in li
tera
cy p
rogr
amm
es a
nd p
olic
y in
itia
tive
s an
d to
tak
e in
to a
ccou
nt t
he r
ealit
ies
that
peo
ple
– yo
ung
and
old
– fa
ce to
day,
and
the
nee
ds t
hat c
ome
wit
h m
oder
n te
chno
logi
es, s
uch
as ‘W
eb 2
.0’ a
nd s
mar
tpho
nes.
Ind
eed,
we
not o
nly
need
to fo
cus
on a
pro
blem
we
have
long
co
nsid
ered
as
solv
ed in
Eur
ope,
but
we
need
to r
ethi
nk w
hat k
ind
of li
tera
cy to
mor
row
’s E
urop
e ne
eds.
I w
arm
ly th
ank
the
mem
bers
of t
he H
igh
Lev
el G
roup
and
thei
r Cha
ir, H
.R.H
. Pri
nces
s Lau
rent
ien
of th
e N
ethe
rlan
ds,
for a
ll th
e e0
ort,
know
ledg
e an
d de
dica
tion
they
hav
e br
ough
t to
this
wor
k.
I am
con
!den
t tha
t thi
s rep
ort a
nd it
s con
cret
e pr
opos
als a
nd re
com
men
dati
ons w
ill h
elp
EU
Mem
ber S
tate
s mak
e th
eir
own
polic
ies
mor
e co
here
nt, e
)ci
ent a
nd s
ucce
ssfu
l.
+is
rep
ort i
s on
ly a
!rs
t ste
p –
it pu
ts o
n th
e ta
ble
a hu
ge c
halle
nge
not o
nly
to o
ur e
duca
tion
sys
tem
s, b
ut to
our
ent
ire
soci
etie
s. B
ut n
ow t
he c
all t
o ac
tion
is u
p to
you
, the
rea
ders
of t
he r
epor
t. R
ead
it, t
hink
abo
ut it
, act
on
it, s
prea
d th
e w
ord
and
mak
e go
od li
tera
cy fo
r all
a to
p pr
iori
ty in
all
Mem
ber S
tate
s!
ANDROULLA V
ASSILIO
U
EUROPEAN C
OMMISSIO
NER
FOR EDUCATIO
N, CULTURE, MULTILIN
GUALISM, YOUTH A
ND SPORT
FO
RE
WO
RD
I am
conf
iden
t tha
t thi
s rep
ort a
nd i
ts co
ncre
te pr
oposa
ls an
d re
comm
enda
tions
will
help
EU M
embe
r St
ates
make
th
eir o
wn p
olicie
s mor
e co
here
nt, e
ffici
ent a
nd su
ccessf
ul.
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > FIN
AL R
EPORT
1110
FR
OM
TH
E C
HA
IR O
F T
HE
EU
HIG
H L
EV
EL
GR
OU
P O
F E
XP
ER
TS
ON
LIT
ER
AC
Y
If sm
art g
row
th is
abo
ut k
now
ledg
e an
d in
nova
tion,
inve
stm
ent i
n lit
erac
y sk
ills i
s a p
rere
quis
ite fo
r ach
ievi
ng su
ch g
row
th.
+is
rep
ort i
s a
wak
e-up
cal
l abo
ut th
e lit
erac
y cr
isis
that
a0e
cts
ever
y co
untr
y in
Eur
ope.
Our
wor
ld is
dom
inat
ed b
y the
writ
ten
wor
d, b
oth
onlin
e and
in p
rint
. +is
mea
ns w
e can
onl
y con
trib
ute a
nd p
artic
ipat
e act
ivel
y if
we
can
read
and
writ
e su
)ci
ently
wel
l. B
ut e
ach
year
, hun
dred
s of
tho
usan
ds o
f chi
ldre
n st
art t
heir
seco
ndar
y sc
hool
tw
o ye
ars
behi
nd in
rea
ding
; som
e le
ave
even
fur
ther
beh
ind
thei
r pe
ers.
+is
has
dam
agin
g co
nseq
uenc
es f
or t
heir
fut
ures
. A
nd m
illio
ns o
f adu
lts a
cros
s Eur
ope
lack
the
nece
ssar
y lit
erac
y sk
ills t
o fu
nctio
n fu
lly a
nd in
depe
nden
tly in
soci
ety.
Aw
aren
ess
and
acce
ptan
ce o
f th
is w
ides
prea
d an
d de
ep-r
oote
d pr
oble
m a
re t
he !
rst
impo
rtan
t st
eps
tow
ards
act
ion.
+
is re
port
is a
s muc
h ab
out E
urop
e’s c
itize
ns o
f all
ages
as i
t is a
bout
soci
o-ec
onom
ic d
evel
opm
ents
, tre
nds a
nd e
qual
ity
of
oppo
rtun
ities
. And
it is
as
muc
h ab
out a
ckno
wle
dgin
g th
e sh
ocki
ng n
umbe
rs a
nd p
robl
ems
as it
is a
bout
iden
tify
ing
root
ca
uses
and
opp
ortu
niti
es. W
e ho
pe o
ur c
all t
o ac
tion
will
be
read
by
ever
yone
eng
aged
in p
olic
y-m
akin
g or
gra
ss-r
oots
ac
tiviti
es in
a ra
nge
of a
reas
, be
it at
loca
l, re
gion
al, n
atio
nal o
r EU
leve
ls: f
rom
em
ploy
men
t to
heal
th, f
rom
dig
ital d
evel
op-
men
ts to
civ
ic p
artic
ipat
ion,
and
from
edu
catio
n to
pov
erty
. In
all t
hese
pre
ssin
g is
sues
, lite
racy
is li
kely
to p
lay
a ke
y ro
le. S
o ad
dres
sing
lite
racy
pro
vide
s opp
ortu
nitie
s to
tack
le so
me
of th
e ro
ot c
ause
s and
fact
ors b
lock
ing
prog
ress
in a
ll of
thes
e ar
eas.
Gra
spin
g th
ese
oppo
rtun
ities
requ
ires
a p
rofo
und
unde
rsta
ndin
g th
at re
adin
g an
d w
riti
ng a
re m
uch
mor
e th
an a
tech
niqu
e or
a sk
ill. L
itera
cy is
abo
ut p
eopl
e’s a
bilit
y to
func
tion
in so
ciet
y as
pri
vate
indi
vidu
als,
act
ive
citi
zens
, em
ploy
ees o
r par
ents
. C
hild
ren
need
skill
s to
lear
n, a
dole
scen
ts n
eed
them
to g
et a
job
and
shap
e th
eir f
utur
es p
osit
ivel
y. C
itiz
ens w
on’t
be a
ble
to p
ay th
eir t
axes
onl
ine
or v
ote
if th
ey’re
not
lite
rate
. Em
ploy
ees n
eed
to b
e ab
le to
read
safe
ty in
stru
ctio
ns. A
nd h
ow c
an
pati
ents
use
the
ir m
edic
atio
n pr
oper
ly if
the
y ca
nnot
rea
d th
e in
stru
ctio
ns o
r la
ck t
he c
on!d
ence
to a
sk o
ther
s? L
itera
cy
is a
bout
peo
ple’s
sel
f-es
teem
, the
ir in
tera
ctio
n w
ith
othe
rs, t
heir
hea
lth a
nd e
mpl
oyab
ility
. Ulti
mat
ely,
lite
racy
is a
bout
w
heth
er a
soc
iety
is !
t for
the
futu
re.
We
enco
urag
e ev
eryo
ne to
read
this
repo
rt: p
aren
ts, t
each
ers,
bus
ines
ses,
gov
ernm
ents
and
civ
il so
ciet
y pl
ayer
s. W
e ho
pe
you
take
our
rec
omm
enda
tion
s to
hea
rt a
nd a
ct u
pon
them
. Inv
esti
ng in
lite
racy
is in
vest
ing
in E
urop
e’s h
uman
cap
ital.
Such
inve
stm
ents
onl
y ha
ve w
inne
rs: c
itiz
ens o
f all
ages
, bus
ines
ses a
nd g
over
nmen
ts a
nd, u
ltim
atel
y, E
urop
e’s w
ellb
eing
an
d co
mpe
titi
ve p
osit
ion
in th
e w
orld
.
+is
rep
ort
wil
l, I
hope
, hel
p ki
ck-s
tart
an
ambi
tiou
s, c
ompr
ehen
sive
and
str
uctu
ral a
ppro
ach
wit
hin
and
acro
ss E
U
Mem
ber
Stat
es t
o pr
even
t an
d re
duce
lite
racy
pro
blem
s. B
ut it
s us
eful
ness
is o
nly
as g
ood
as t
he p
rogr
ess
mad
e in
the
co
min
g de
cade
to im
plem
ent t
he re
com
men
dati
ons o
f the
repo
rt. I
n do
ing
so, w
e ne
ed to
be
both
ope
n- a
nd si
ngle
-min
ded
in o
ur fo
cus
on th
e ch
ildre
n, a
dole
scen
ts a
nd a
dults
who
nee
d to
be
reac
hed.
H.R
.H. PRIN
CESS LAURENTIE
N O
F THE N
ETHERLANDS
CHAIR
, EU H
IGH LEVEL G
ROUP O
F E
XPERTS O
N LITERACY
OP
EN
LE
TT
ER
‘ Smart growth means strengthening
knowledge and innovation as drivers
of our future growth.’
EU
RO
PE
AN
CO
MM
ISS
ION,
EUROPE 2020 STRATEGY
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > FIN
AL R
EPORT
1312
SC
OP
E O
F O
UR
WO
RK
+e
focu
s of o
ur w
ork
has b
een
on li
tera
cy sk
ills i
n E
urop
e re
lati
ng b
oth
to so
ciet
y as
a w
hole
and
to sp
eci!
c age
gro
ups
(you
ng c
hild
ren,
chi
ldre
n, a
dole
scen
ts, a
nd a
dults
).
Lit
erac
y ha
s m
any
di0
eren
t di
men
sion
s an
d lin
ks w
ith
esse
ntia
l rel
ated
are
as s
uch
as n
umer
acy,
and
dig
ital
and
so
cial
com
pete
nces
. Som
e de
!niti
ons u
sed
in re
sear
ch h
ave
a na
rrow
focu
s on
onl
y re
adin
g lit
erac
y, w
hile
oth
ers
also
ta
ke i
n co
gnit
ive,
a0
ecti
ve, m
otiv
atio
nal,
soci
o-cu
ltur
al,
cult
ural
-his
tori
cal,
crea
tive
and
aes
thet
ic d
imen
sion
s. O
n th
e ba
sis o
f di0
eren
t de!
niti
ons o
f lite
racy
that
are
use
d in
re
sear
ch a
nd s
tudi
es, w
e de
velo
ped
a m
ulti
laye
r ap
proa
ch
to d
e!ni
ng l
itera
cy, a
nd h
ave
rela
ted
it to
num
erac
y an
d ot
her k
ey c
ompe
tenc
es. +
e m
ulti
laye
r app
roac
h is
out
lined
be
low
, and
rel
ated
in b
road
ter
ms
to le
vels
de!
ned
in t
he
OE
CD
’s P
ISA
(P
rogr
amm
e fo
r In
tern
atio
nal
Stud
ent
Ass
essm
ent)
pro
ject
. In
the
light
of t
he b
road
soc
ieta
l per
-sp
ecti
ve th
at w
e ar
e ta
king
in th
is re
port
, our
wor
k fo
cuse
s la
rgel
y on
the
base
line
and
func
tion
al li
tera
cy le
vels
.
See
Ann
ex fo
r mor
e in
form
atio
n on
our
de!
nitio
n of
lite
racy
.
MU
LT
IPL
E
LIT
ER
AC
Y
Mul
tipl
e lit
erac
y: t
he a
bilit
y to
use
re
adin
g an
d w
riti
ng sk
ills i
n or
der t
o pr
oduc
e, u
nder
stan
d, i
nter
pret
and
cr
itic
ally
eva
luat
e m
ulti
mod
al te
xts.
Bro
adly
eq
uiv
alen
t to
PIS
A L
evel
3
and
ab
ove
, th
e th
resh
old
id
enti
#ed
b
y O
EC
D e
nab
lin
g p
eop
le t
o m
eet
life
lon
g li
tera
cy r
equ
irem
ents
FU
NC
TIO
NA
L
LIT
ER
AC
Y
+e
abili
ty to
read
and
wri
te a
t a le
vel
that
ena
bles
dev
elop
men
t an
d fu
nc-
tion
ing
in s
ocie
ty a
t ho
me,
sch
ool
and
wor
k.B
road
ly e
qu
ival
ent
to P
ISA
Lev
el 2
BA
SE
LIN
E
LIT
ER
AC
Y
+e
abili
ty to
read
and
wri
te a
t a le
vel
that
ena
bles
sel
f-co
nfid
ence
, an
d m
otiv
atio
n fo
r fur
ther
dev
elop
men
t.B
road
ly e
qu
ival
ent
to P
ISA
Lev
el 1
AB
OU
T
TH
IS R
EP
OR
T
00
CO
NT
EX
T
+is
is th
e !r
st ti
me
that
lite
racy
has
bee
n re
view
ed a
t EU
le
vel.
Seve
ral d
evel
opm
ents
led
up to
it:
the
targ
et o
f hav
ing
no m
ore
than
15
% o
f low
-ach
ievi
ng
15-y
ear-
olds
in re
adin
g lit
erac
y by
202
0, a
s the
num
ber o
f po
or re
ader
s had
act
ually
incr
ease
d si
nce
2000
, as h
ad th
e ge
nder
gap
bet
wee
n gi
rls
and
boys
.
obje
ctiv
es fo
r sm
art,
incl
usiv
e an
d su
stai
nabl
e gr
owth
for
the
enti
re E
urop
ean
Uni
on. Y
oung
peo
ple
play
an
esse
ntia
l ro
le in
ach
ievi
ng th
is. Q
ualit
y ed
ucat
ion
and
trai
ning
, suc
-ce
ssfu
l la
bour
mar
ket
inte
grat
ion
and
mor
e m
obil
ity
amon
g yo
ung
peop
le a
re k
ey t
o un
leas
hing
all
the
EU
’s po
tent
ial a
nd a
chie
ving
the
Eur
ope
2020
obj
ecti
ves.
aske
d H
.R.H
. Pri
nces
s L
aure
ntie
n of
the
Net
herl
ands
to
chai
r a g
roup
of r
enow
ned
expe
rts
from
acr
oss
Eur
ope
in
the
!eld
of l
itera
cy, i
n vi
ew o
f her
trac
k re
cord
in th
is a
rea.
+
eir g
oal w
as to
exa
min
e ho
w to
supp
ort l
itera
cy th
roug
h-ou
t lif
elon
g le
arni
ng, b
ased
on
com
mon
succ
ess f
acto
rs in
lit
erac
y pr
ogra
mm
es a
nd p
olic
y in
itia
tive
s, a
nd t
o m
ake
prop
osal
s fo
r im
prov
ing
liter
acy
amon
g bo
th s
choo
l stu
-de
nts
and
adul
ts.
'Exa
mine
the m
ost ef
fectiv
e an
d eff
icien
t way
s of
suppo
rting
rea
ding
liter
acy
throu
ghou
t life
long l
earn
ing.'
suppo
rting
rea
ding
liter
acy
(Cou
ncil C
onclu
sions
on ba
sic
throu
ghou
t life
long l
earn
ing.'
throu
ghou
t life
long l
earn
ing.'
skills,
Nov
ember
201
0)
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > FIN
AL R
EPORT
1514
WA
YS
OF
WO
RK
ING
+is
repo
rt w
as d
evel
oped
bet
wee
n Fe
brua
ry 2
011
and
June
20
12. D
urin
g th
at p
erio
d, w
e:
hel
d ei
ght m
eeti
ngs
to a
naly
se r
elev
ant f
acts
and
dev
elop
-m
ents
, sha
re a
nd i
nter
pret
kno
wle
dge
and
expe
rtis
e on
m
ain
issu
es su
ch a
s soc
ieta
l tre
nds a
0ect
ing
liter
acy,
mot
iva-
tion
to le
arn,
teac
hing
and
lear
ning
, and
age
-spe
ci!c
issu
es;
con
duct
ed a
cri
tica
l rev
iew
of e
xist
ing
rese
arch
and
iden
ti-!e
d ga
ps in
kno
wle
dge;
li
sten
ed to
exp
erts
, lite
racy
am
bass
ador
s and
ord
inar
y ci
ti-ze
ns; a
nd in
tens
ivel
y ex
chan
ged
opin
ions
in b
etw
een
mee
ting
s, h
igh-
light
ing
and
exam
inin
g ev
iden
ce fr
om re
sear
ch a
nd p
ract
i-ca
l exp
erie
nce.
HO
W T
O R
EA
D T
HIS
RE
PO
RT
IN C
HA
PT
ER
01
we
set
out
the
mai
n fa
cts
behi
nd l
iter
acy,
ou
tlin
e th
e m
ain
soci
etal
tren
ds th
at h
ave
a lit
erac
y di
men
-si
on a
nd d
iscu
ss th
e im
pact
s fo
r bot
h in
divi
dual
s an
d so
ci-
ety
at la
rge.
IN C
HA
PT
ER
02 w
e fo
cus
on t
he c
onte
xt n
eede
d fo
r e0
ectiv
e so
luti
ons.
Cen
tral
to
all
solu
tion
s is
the
co-
oper
ativ
e ap
proa
ch.
IN C
HA
PT
ER
03 w
e ex
plai
n ov
erar
chin
g is
sues
rel
ated
to
liter
acy
and
prec
ondi
tion
s fo
r su
cces
s th
at w
e be
lieve
are
re
leva
nt in
any
con
text
.
IN C
HA
PT
ER
04 w
e ad
dres
s age
-spe
ci!c
con
text
s, fo
cusi
ng o
n: y
oung
chi
ldre
n (f
rom
bir
th t
o th
e st
art
of p
rim
ary
educ
atio
n);
chi
ldre
n in
pri
mar
y sc
hool
(ge
nera
lly a
ges
6-12
); a
dole
scen
ts (
gene
rally
age
s 12
to 1
8); a
nd a
dults
(ge
nera
lly a
ges
18-2
0 an
d up
war
ds).
Insp
irin
g ex
ampl
es o
f cur
rent
pra
ctic
es fr
om d
i0er
ent E
U
Mem
ber
Stat
es a
re i
nclu
ded
thro
ugho
ut t
he r
epor
t fo
r ill
ustr
atio
n.
We
conc
lude
the
rep
ort
wit
h re
com
men
dati
ons
to p
olic
y-
mak
ers a
nd p
ropo
sals
for a
wid
e ra
nge
of a
ctio
ns to
be
take
n by
di0
eren
t pl
ayer
s ac
ross
edu
cati
on a
nd s
ocie
ty, i
n or
der
to im
prov
e th
e lit
erac
y sk
ills
of a
ll E
urop
ean
citi
zens
.
ME
MB
ER
S O
F T
HE
EU
HIG
H L
EV
EL
GR
OU
P
OF
EX
PE
RT
S O
N L
ITE
RA
CY
H.R
.H.
Pri
nce
ss L
aure
nti
en o
f th
e N
eth
erla
nd
s (C
hai
r)
– Fo
unde
r and
Cha
ir o
f the
Rea
ding
& W
riti
ng F
ound
atio
n (S
ticht
ing
Lez
en &
Sch
rijve
n) in
the N
ethe
rland
s, U
NE
SCO
Sp
ecia
l Env
oy o
n L
itera
cy fo
r Dev
elop
men
t and
pat
ron
of
vari
ous
lang
uage
-rel
ated
org
anis
atio
ns.
Pro
f. G
reg
Bro
oks –
Em
erit
us P
rofe
ssor
of E
duca
tion,
Uni
-ve
rsit
y of
She
)el
d, U
K, 2
001-
07. F
or th
e pr
evio
us 2
0 ye
ars
he w
orke
d fo
r th
e N
atio
nal
Foun
dati
on f
or E
duca
tion
al
Res
earc
h in
Eng
land
and
Wal
es at
its h
eadq
uart
ers i
n Sl
ough
.
Pro
f. R
ob
erto
Car
nei
ro –
For
mer
Min
iste
r of
Edu
cati
on
Uni
vers
ity
and
Cha
ir o
f th
e E
dito
rial
Boa
rd o
f th
e E
uro-
pean
Jour
nal o
f Edu
cati
on.
Pro
f. M
arie
&ér
èse
Ge+
roy
– P
resi
dent
of
the
Fren
ch
Nat
iona
l A
genc
y to
Fig
ht I
llit
erac
y (A
NL
CI)
, fo
rmer
D
irec
tor,
Gen
eral
Ins
pect
or o
f Nat
iona
l Edu
cati
on.
Dr
Att
ila
Nag
yat
the
Lor
and
Eot
vos
Uni
vers
ity
in B
udap
est,
foun
der
of
the
Hun
gari
an R
eadi
ng A
ssoc
iati
on.
Dr
Sar
i S
ulk
un
en –
Sen
ior
rese
arch
er a
t th
e F
inni
sh
Inst
itut
e fo
r Edu
cati
onal
Res
earc
h an
d at
the
Dep
artm
ent
of L
angu
ages
at t
he U
nive
rsit
y of
Jyvä
skyl
ä, F
inla
nd.
Pro
f. K
arin
Tau
be
– P
rofe
ssor
of E
duca
tion
(em
erita
) Um
eå
Uni
vers
ity,
200
7-11
, pre
viou
sly
Pro
fess
or o
f E
duca
tion
at
Mid
-Sw
eden
Uni
vers
ity
(200
2-07
) an
d U
nive
rsit
y of
K
alm
ar, S
wed
en (2
000-
02).
Pro
f. G
eorg
ios
Tsi
akal
os
– P
rofe
ssor
of
Peda
gogy
at
the
Ari
stot
le U
nive
rsit
y of
+es
salo
niki
, Gre
ece.
Pro
f. R
enat
e V
alti
n –
Pro
fess
or o
f pr
imar
y ed
ucat
ion
2008
, pre
viou
sly
Pro
fess
or o
f Edu
catio
n at
Fre
ie U
nive
rsitä
t
Jerz
y W
iśn
iew
ski –
Edu
cati
on p
olic
y ex
pert
fro
m P
olan
d,
mem
ber
of t
he G
over
ning
Boa
rd o
f th
e C
entr
e fo
r E
duca
tion
al R
esea
rch
and
Inno
vati
on C
ER
I (O
EC
D).
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > FIN
AL R
EPORT
1716
+e
orga
nisa
tion
s lis
ted
belo
w a
re th
ose
that
resp
onde
d to
a
wid
e co
nsul
tati
on o
f sta
keho
lder
s:
Alli
ance
for C
hild
hood
Edu
cati
on N
etw
ork
Gro
up
(Alli
ance
)
Ass
ocia
tion
pou
r l’E
nsei
gnem
ent e
t la
Form
atio
n
des
Tra
vaill
eurs
Im
mig
rés
(AE
FT
I)P
rof.
W. G
. Bro
zoE
duca
tion
Sco
tlan
dE
envo
udig
Com
mun
icer
en, t
he N
ethe
rlan
dsE
urop
ean
Age
ncy
for D
evel
opm
ent i
n Sp
ecia
l Nee
ds
Edu
cati
on (E
urop
ean
Age
ncy)
Eur
opea
n A
ssoc
iati
on fo
r the
Edu
cati
on o
f Adu
lts
(EA
EA
)E
urop
ean
Ass
ocia
tion
of C
raft
, Sm
all a
nd M
ediu
m-
size
d E
nter
pris
es (
UE
AP
ME
)E
urop
ean
Bur
eau
of L
ibra
ry I
nfor
mat
ion
and
Doc
umen
tati
on (E
BL
IDA
)E
urop
ean
Mag
azin
e M
edia
Ass
ocia
tion
(EM
MA
)E
urop
ean
New
spap
er P
ublis
hers
’ Ass
ocia
tion
(EN
PA)
Eur
opea
n W
rite
rs’ C
ounc
il (E
WC
)Fe
dera
tion
of E
urop
ean
Pub
lishe
rs (
FE
P)Fe
dera
tion
of E
urop
ean
Lite
racy
Ass
ocia
tion
s (F
EL
A)
Flo
raH
olla
ndP
rof.
Chr
isti
ne G
arbe
Gem
eent
elijk
e of
Gem
eens
chap
pelij
ke
Gez
ondh
eids
dien
st (G
GD
)In
tern
atio
nal A
ssoc
iati
on fo
r the
Eva
luat
ion
of
Edu
cati
onal
Ach
ieve
men
t (IE
A)
Ass
ocia
tion
of G
ener
al P
ract
itio
ners
, the
Net
herl
ands
Pro
f. P
irjo
Lin
naky
läL
ire
et é
crir
e co
mm
unau
té fr
ança
ise
Lir
e et
fair
e lir
eN
atio
nal A
genc
y to
Fig
ht I
llite
racy
, AN
LC
I, F
ranc
eP
rof.
Ingv
ar L
undb
erg
Pro
f. M
ats
Myr
berg
Nat
iona
l Adu
lt L
itera
cy A
genc
y (N
AL
A)
OE
CD
/CE
RI
Phi
lips
Res
earc
h an
d P
ract
ice
in A
dult
Lite
racy
(R
aPA
L) N
etw
ork
Swed
ish
Cen
tre
for E
asy-
to R
ead
and
E
asy-
to-R
ead
Net
wor
k+
e L
ondo
n E
ven
ing
Sta
nda
rd n
ewsp
aper
+e
Soci
al P
artn
ers
in th
e N
ethe
rlan
dsU
nesc
o In
stit
ute
for L
ifel
ong
Lea
rnin
g
We
appr
ecia
te th
e in
put
from
man
y di
sting
uish
ed i
ndiv
idua
ls an
d or
gani
zatio
ns.
AC
KN
OW
LE
DG
EM
EN
TS
We
grea
tly a
ppre
ciat
e th
e co
-ope
ratio
n w
ith a
nd s
uppo
rt
of th
e se
cret
aria
t and
sup
port
ser
vice
s:
Eur
opea
n C
omm
issi
on, D
irec
tora
te-G
ener
al
for E
duca
tion
and
Cul
ture
; I
CF-
GH
K s
uppo
rt c
onsu
ltanc
y se
rvic
es, i
n pa
rtic
ular
th
e ra
ppor
teur
to th
e H
igh
Lev
el G
roup
: J.
D. C
arpe
ntie
ri –
Sen
ior P
olic
y an
d R
esea
rch
O)
cer,
Nat
iona
l Res
earc
h an
d D
evel
opm
ent C
entr
e fo
r Adu
lt L
itera
cy a
nd N
umer
acy,
Ins
titu
te o
f Edu
cati
on,
Uni
vers
ity
of L
ondo
n, U
K.
2120
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > W
HY L
ITERACY IS A
BIG
DEAL
1.1
LA
RG
E N
UM
BE
RS
OF
CIT
IZE
NS
LA
CK
T
HE
NE
CE
SS
AR
Y L
ITE
RA
CY
SK
ILL
S
Lit
erac
y is
mor
e es
sent
ial
than
eve
r be
fore
. In
soc
ieti
es
dom
inat
ed b
y th
e w
ritt
en w
ord,
it is
a fu
ndam
enta
l req
uire
-m
ent
for
citi
zens
of
all a
ges
in m
oder
n E
urop
e. L
itera
cy
empo
wer
s the
indi
vidu
al to
dev
elop
cap
acit
ies o
f reV
ecti
on,
crit
ique
and
em
path
y, le
adin
g to
a s
ense
of
self-
e)ca
cy,
iden
tity
and
full
part
icip
atio
n in
soci
ety.
Lite
racy
skill
s are
cr
ucia
l to
pare
ntin
g, !
ndin
g an
d ke
epin
g a
job,
par
tici
pat-
ing
as a
cit
izen
, bei
ng a
n ac
tive
con
sum
er, m
anag
ing
one’s
he
alth
and
taki
ng a
dvan
tage
of d
igita
l dev
elop
men
ts, b
oth
soci
ally
and
at w
ork.
Yet a
star
tlin
gly
high
num
ber o
f Eur
opea
ns d
o no
t hav
e su
f-!c
ient
lite
racy
skill
s to
ful!
l the
se ro
les.
An
esti
mat
ed 2
0 %
of
adu
lts la
ck t
he li
tera
cy s
kills
the
y ne
ed to
fun
ctio
n fu
lly
in a
mod
ern
soci
ety1 .
An
esti
mat
ed 7
3 m
illio
n E
urop
ean
adul
ts la
ck q
uali!
catio
ns a
bove
upp
er se
cond
ary
scho
ol le
vel,
man
y be
caus
e th
eir p
oor l
itera
cy m
akes
edu
catio
nal p
rogr
ess
impo
ssib
le2 .
+e
next
gen
erat
ion
of a
dults
is o
n co
urse
to d
o no
bet
ter.
The
lat
est
resu
lts
from
PIS
A,
the
OE
CD
’s Pr
ogra
mm
e for
Inte
rnat
iona
l Stu
dent
Ass
essm
ent,
show
that
+e
EU
has
mad
e al
mos
t no
prog
ress
ove
r th
e pa
st d
ecad
e in
redu
cing
this
per
cent
age3 .
Eve
n as
lite
racy
bec
omes
mor
e ne
cess
ary,
read
ing
leve
ls h
ave
stag
nate
d.
+is
doe
s not
bod
e w
ell f
or E
urop
e. P
eopl
e w
ith lo
w li
tera
cy
are
less
like
ly to
!ni
sh sc
hool
, mor
e lik
ely
to b
e un
empl
oyed
, m
ore
likel
y to
be
on so
cial
ben
e!ts
, and
mor
e lik
ely
to su
0er
from
poo
r he
alth
(e.g
. mor
e lik
ely
to s
mok
e, le
ss li
kely
to
exer
cise
)4 . Po
or li
tera
cy d
oes n
ot ju
st th
war
t edu
cati
on a
nd
empl
oym
ent,
it th
war
ts a
spir
atio
n an
d am
biti
on. C
hild
ren
of a
dults
wit
h po
or li
tera
cy a
re m
ore
likel
y to
stru
ggle
wit
h lit
erac
y th
emse
lves
, and
less
lik
ely
to d
o w
ell i
n sc
hool
5 . M
ore
broa
dly,
poo
r lite
racy
lim
its in
divi
dual
s’ ca
pabi
litie
s an
d ci
vic
part
icip
atio
n, in
crea
ses
pove
rty,
hin
ders
inno
va-
tion,
redu
ces p
rodu
ctiv
ity
and
hold
s bac
k ec
onom
ic g
row
th6 .
Tac
klin
g ill
itera
cy is
sues
is c
ompl
ex, a
s it
tend
s to
invo
lve
seve
ral p
laye
rs. B
ut w
ith su
stai
ned
com
mitm
ent a
nd a
com
-bi
natio
n of
app
roac
hes,
it is
a so
lvab
le p
robl
em. E
U M
embe
r St
ates
that
hav
e fo
cuse
d th
eir e
0ort
s on
impr
ovin
g lit
erac
y ha
ve s
een
posi
tive
ret
urns
. Fiv
e M
embe
r St
ates
sho
wed
si
gni!
cant
gai
ns fo
r 8-1
0 ye
ar-o
lds b
etw
een
2001
and
200
6:
Slov
enia
, Slo
vaki
a, It
aly,
Ger
man
y, a
nd H
unga
ry7 .
For t
he
olde
r age
rang
e, L
atvi
a, P
ortu
gal,
Lux
embo
urg
and
Pola
nd,
for
exam
ple,
hav
e im
prov
ed t
heir
rea
ding
lev
els
amon
g 15
-yea
r-ol
ds s
ubst
anti
ally
ove
r the
last
dec
ade8 .
And
cou
n-tr
ies
wit
h su
stai
ned
cam
paig
ns a
imed
at
broa
d so
ciet
al
enga
gem
ent
(suc
h as
Fra
nce
and
the
Net
herl
ands
) ha
ve
man
aged
to ra
ise
awar
enes
s abo
ut li
tera
cy a
nd p
ut th
e is
sue
high
er o
n th
e po
litic
al a
gend
a. A
ll go
vern
men
ts c
an a
im
for a
nd a
chie
ve s
imila
r im
prov
emen
ts.
Ask
ing
why
lit
erac
y is
so
impo
rtan
t m
ay s
oun
d li
ke
a re
dun
dan
t qu
esti
on.
Aft
er a
ll,
read
ing
and
wri
t-
ing
are
such
bas
ic s
kill
s. B
ut,
by a
nd
larg
e, w
e ta
ke
thes
e sk
ills
for
gra
nte
d in
mod
ern
Eur
opea
n s
ocie
ties
.
Indi
vid
uals
oft
en f
eel
asha
med
tha
t th
ey c
ann
ot r
ead
and
wri
te w
ell e
nou
gh. L
ow li
tera
cy h
as th
us b
ecom
e a
hidd
en is
sue
and
even
a ta
boo
subj
ect i
n m
ost E
urop
ean
soci
etie
s. C
hild
ren
hid
e it
fro
m th
eir
teac
hers
. Pat
ien
ts
hide
it
from
the
ir d
octo
rs.
Wor
kers
hid
e it
fro
m t
heir
empl
oyer
s. P
aren
ts h
ide
it f
rom
the
ir c
hild
ren
.
!er
e is
a l
ack
of a
war
enes
s am
ong
poli
tici
ans,
pol
icy-
mak
ers
and
man
y ot
her
play
ers
in s
ocie
ty t
hat
lite
racy
is a
n i
ssue
ev
en i
n E
urop
ean
soc
ieti
es.
Des
pite
the
educ
atio
nal
sys
tem
s an
d st
ruct
ures
we
hav
e pu
t in
plac
e an
d th
e un
prec
eden
tedl
y hi
gh l
evel
s of
acc
ess
to
educ
atio
n a
nd
trai
nin
g, s
ome
peop
le s
till
lea
ve
scho
ol
wit
hout
su#
cien
t li
tera
cy s
kill
s an
d of
ten
fail
to
mak
e
up f
or t
his
de$
cit
in a
dult
hood
. It
is p
reci
sely
thi
s la
ck
of a
war
enes
s th
at w
arra
nts
the
bas
ic q
uest
ion
: why
is
lite
racy
a b
ig d
eal?
01
UN
DE
RS
TA
ND
ING
TH
E P
RO
BL
EM
S &
OP
PO
RT
UN
ITIE
S:
WH
Y L
ITE
RA
CY
IS
A B
IG D
EA
L
2322
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > W
HY L
ITERACY IS A
BIG
DEAL
IRELAND
CZECH REPUBLIC
SWEDEN
FRANCE
SPAIN
ITALY
FINLAND
BULGARIA
ROMANIA
BELGIUM
DENMARK
GREECE
GERMANY
HUNGARY
POLAND
PORTUGAL
LATVIA
PPrrrooogggggggggrr
eessss iiinnn
rreeddddddd
uuuccciiinnngggggggggggggg
lllooowwwwww
aaaaaaacchhhhhiiieevvv
eeemmmmmmeennn
ttt
PIS
A 2
00
0000-2
00000
9999
Low
achihie
vevemem
ent t t
gegettttttttttttttininininining
g wowowoworsrsee
1.2
L
ITE
RA
CY
IS
KE
Y F
OR
IM
PO
RT
AN
T
SO
CIO
-EC
ON
OM
IC T
RE
ND
S
AN
D A
MB
ITIO
NS
Eur
ope
has
chan
ged
radi
cally
in
the
past
dec
ades
, wit
h m
ajor
impl
icat
ions
for
lite
racy
. Cha
nges
in t
he n
atur
e of
w
ork
and
the
role
of t
he m
edia
, as
wel
l as
in t
he e
cono
my
and
soci
ety
mor
e ge
nera
lly, h
ave
mad
e re
adin
g an
d w
riti
ng
muc
h m
ore
impo
rtan
t.
TH
E D
IGIT
AL
WO
RL
D I
S C
EN
TR
ED
AR
OU
ND
TH
E W
RIT
TE
N W
OR
D
Dig
itisa
tion
has a
dded
ent
irel
y ne
w d
imen
sion
s to
our w
ays
of c
onne
ctin
g an
d co
mm
unic
atin
g. W
hat t
hey
tend
to h
ave
in c
omm
on, i
s th
at t
hey
cent
re o
n th
e w
ritt
en w
ord.
+is
m
akes
lite
racy
mor
e an
d m
ore
entw
ined
wit
h th
e w
ay w
e liv
e ou
r liv
es in
a d
igita
l wor
ld10
.
+e
Inte
rnet
, com
pute
rs, t
able
ts a
nd sm
artp
hone
s are
bec
om-
ing
ubiq
uito
us. M
any
jobs
and
ser
vice
s inc
reas
ingl
y re
quir
e so
me
form
of I
CT
skill
s. B
ut th
e ne
w o
ppor
tuni
ties o
0ere
d by
new
dig
ital d
evic
es m
ean
muc
h le
ss if
larg
e nu
mbe
rs o
f pe
ople
lack
the
nece
ssar
y re
adin
g an
d w
riti
ng sk
ills t
o m
ake
use o
f the
m. L
itera
cy co
mpe
tenc
es th
us b
ecom
e mor
e cen
tral
to
our
wor
k as
wel
l as o
ur p
riva
te, s
ocia
l and
civ
ic li
ves.
Dig
itisa
tion
is a
lso
chan
ging
the
very
nat
ure
of li
tera
cy: t
he
digi
tal w
orld
req
uire
s hi
gher
-ord
er p
robl
em-s
olvi
ng s
kills
. R
eadi
ng p
rint
on
pape
r and
read
ing
onlin
e sh
are
man
y co
re
char
acte
rist
ics,
but
read
ing
onlin
e de
man
ds a
gre
ater
abi
lity
to e
valu
ate
info
rmat
ion
crit
ical
ly w
ithi
n th
e co
ntex
t of
a
seem
ingl
y in
!nite
uni
vers
e of
ava
ilabl
e op
tions
11. L
ikew
ise,
th
ere
is a
n in
crea
sing
nee
d fo
r the
abi
lity
to e
xtra
ct a
nd u
se
know
ledg
e fro
m a
n ev
er-g
row
ing
num
ber o
f onl
ine r
esou
rces
.
WR
ITIN
G I
S I
NC
RE
AS
ING
LY
IM
PO
RT
AN
T
Wri
ting
is a
key
par
t of
lite
racy
in g
ener
al a
nd c
lass
room
in
stru
ctio
n in
par
ticu
lar,
espe
cial
ly in
an
incr
easi
ngly
dig
i-ti
sed
wor
ld. W
riti
ng h
as d
i0er
ent a
spec
ts, i
nclu
ding
: th
e au
thor
ial s
ide:
con
stru
ctin
g a
text
; th
e se
cret
aria
l sid
e: u
sing
cor
rect
spe
lling
and
gra
mm
ar;
and
the
tech
nica
l sid
e: w
riti
ng b
y ha
nd o
r by
mac
hine
.
Wri
ting
has
, how
ever
, rec
eive
d m
uch
less
att
enti
on a
t int
er-
nati
onal
pol
icy
leve
l tha
n re
adin
g. +
is is
larg
ely
a pr
oduc
t of
the
lack
of a
sses
smen
t ins
trum
ents
cap
able
of q
uant
ifyi
ng
how
wel
l chi
ldre
n an
d yo
ung
peop
le w
rite
in
an i
nter
na-
tion
al c
ompa
rati
ve p
ersp
ecti
ve. +
ere
has
been
no
rece
nt
inte
rnat
iona
l sur
vey
on w
riti
ng s
kills
, whi
ch m
eans
the
re
are
no re
liabl
e in
dica
tors
of h
ow w
ell E
urop
eans
are
doi
ng
at w
riti
ng, n
or a
re t
here
inte
rnat
iona
l ben
chm
arks
to a
im
for.
Mor
e re
sear
ch is
ther
efor
e ne
eded
.
Dig
itis
atio
n is
cha
ngin
g th
e na
ture
, fre
quen
cy, a
nd im
por-
tanc
e of
wri
ting
. Dig
ital t
ools
pro
vide
a c
lear
, str
ong
mot
i-va
tion
for
wri
ting
, one
tha
t is
par
ticu
larl
y ev
iden
t am
ong
youn
g pe
ople
. Com
mun
icat
ion
via
soci
al n
etw
orki
ng to
ols
such
as F
aceb
ook,
MSN
and
SM
S lie
s som
ewhe
re b
etw
een
spee
ch a
nd w
riti
ng in
ter
ms
of t
he t
ype
of la
ngua
ge u
sed.
T
exti
ng in
volv
es r
eadi
ng a
nd w
riti
ng in
a ‘b
ack
and
fort
h’,
conv
ersa
tion
al s
yste
m o
f co
mm
unic
atio
n12. B
ecau
se it
is
mor
e ea
sily
and
im
med
iate
ly a
cces
sibl
e, it
can
be
high
ly
mot
ivat
ing,
par
ticu
larl
y fo
r str
uggl
ing
read
ers.
+es
e in
for-
mal
pra
ctic
es a
re st
artin
g to
be i
ncor
pora
ted
into
the l
earn
ing
proc
esse
s in
som
e sc
hool
s an
d ot
her
educ
atio
nal i
nsti
tu-
tion
s, b
ut g
ener
ally
in
the
form
of
indi
vidu
al p
roje
cts.
H
owev
er, i
n lig
ht o
f the
ir m
otiv
atio
nal b
ene!
ts, t
hese
info
r-m
al p
ract
ices
nee
d to
be
bett
er r
ecog
nise
d by
edu
cati
on
syst
ems a
s a m
eans
to g
uidi
ng le
arne
rs fr
om n
on-f
orm
al to
fo
rmal
rea
ding
and
wri
ting
.
Tw
o co
mm
on c
once
rns
resu
rfac
e in
the
deb
ates
aro
und
wri
ting
wit
h di
gita
l m
edia
: whe
ther
wri
ting
by
hand
is
supe
rior
to
typi
ng w
hen
teac
hing
sm
all c
hild
ren
read
ing
and
wri
ting
; and
whe
ther
text
ing
mak
es fo
r bet
ter o
r wor
se
wri
ting
and
spel
ling.
In th
e lit
tle
evid
ence
that
exi
sts u
p to
no
w, t
he a
rgum
ents
seem
equ
ally
supp
orti
ve o
f bot
h st
and-
poin
ts. M
ore
evid
ence
on
the
impa
ct o
f dig
ital m
edia
and
ha
ndw
riti
ng is
nee
ded,
wit
h a
view
to d
eter
min
ing
appr
o-pr
iate
app
roac
hes
in th
is n
ew c
onte
xt.
TH
E L
AB
OU
R M
AR
KE
T R
EQ
UIR
ES
EV
ER
HIG
HE
R
LIT
ER
AC
Y S
KIL
LS
Cha
nges
in t
he e
cono
my
have
maj
or im
pact
s on
the
typ
es
of jo
b th
at a
re a
vaila
ble.
In
the
indu
stri
al a
ge, y
oung
ster
s co
uld
!nis
h sc
hool
wit
h po
or li
tera
cy s
kills
, yet
sti
ll w
alk
stra
ight
int
o re
lati
vely
sec
ure,
rel
ativ
ely
wel
l-pa
id m
anu-
fact
urin
g jo
bs. +
at e
ra n
o lo
nger
exi
sts.
+e
job
mar
ket f
or
low
-ski
lled
wor
kers
is ra
pidl
y sh
rink
ing:
the
perc
enta
ge o
f lo
w-s
kille
d jo
bs in
the
EU
is e
xpec
ted
to d
ecre
ase
by n
early
30
% b
etw
een
2010
and
202
0. +
is m
eans
16
mill
ion
few
er
jobs
ava
ilabl
e fo
r th
ose
wit
hout
upp
er s
econ
dary
qua
li!ca
-ti
ons13
. +e
man
ufac
turi
ng se
ctor
is sh
ifti
ng to
war
ds a
pre
-m
ium
on
desi
gn a
nd p
erso
nalis
ed p
rodu
ctio
n, a
nd t
he
know
ledg
e-dr
iven
sect
or is
exp
andi
ng, a
s are
the
reta
il an
d so
cial
car
e se
ctor
s. E
ven
low
-pai
d, in
secu
re jo
bs in
the
se
sect
ors
requ
ire
good
lite
racy
ski
lls. M
ore
spec
i!ca
lly, l
it-er
acy
skill
s ar
e ne
eded
, for
inst
ance
, for
wor
kpla
ce s
afet
y re
ason
s. W
orkp
lace
acc
iden
t and
inju
ry ra
tes i
ncre
ase
whe
n em
ploy
ees
are
unab
le to
rea
d sa
fety
and
ope
rati
ng in
stru
c-ti
ons
beca
use
of la
ngua
ge o
r lite
racy
de!
cien
cies
.* L
ow a
chie
vers
are
stu
dent
s pe
rfor
min
g at
or b
elow
PIS
A L
evel
2.
15
10 5 0 -5
-10
-15
LoLoLow w
acachihie
vevem
ent
gegegegegegegegegegegegegegegegegegegegegettttttttininining
g g g g g g g g g bebebetttttter
Decre
ase i in
n % %
lolow a
cacacacacachihihie
vevererers
*s*s* ( (p
epepepepepepepepepepepepercrce
nentag
egegegegegegegegegegege p p p p p poioin
tnts)s)
2524
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > W
HY L
ITERACY IS A
BIG
DEAL
assi
gned
to a
par
ticu
lar s
tree
t, vi
site
d ch
ildre
n’s h
omes
and
co
-ope
rate
d w
ith
pare
nts,
som
etim
es w
akin
g ch
ildre
n up
in
the
mor
ning
, and
pic
king
them
up
to g
o to
sch
ool.
From
the
beg
inni
ng, c
o-op
erat
ion
was
est
ablis
hed
wit
h lo
cal a
utho
riti
es a
nd e
spec
ially
wit
h th
e lo
cal c
hurc
h to
pr
ovid
e ch
ildre
n w
ith
brea
kfas
t and
gua
rant
ee th
e co
ntin
u- -gr
amm
e. T
oday
, the
loca
l chu
rch
is a
ctiv
ely
supp
orti
ng th
e e0
ort t
hrou
gh t
he ‘C
entr
e fo
r th
e P
rote
ctio
n of
Und
erag
e C
hild
ren’
, pro
vidi
ng b
reak
fast
and
oth
er m
eals
, and
als
o sp
aces
and
tui
tion
for
lear
ning
, pla
ying
and
soc
ialis
ing
to
over
60
youn
g R
oma.
+ro
ugh
thes
e e0
orts
, acc
ess
to e
du-
cati
on i
s gi
ven
to c
hild
ren,
im
prov
ing
liter
acy
leve
ls f
or
mos
t of
the
m. I
n re
cent
yea
rs, t
he !
rst
stud
ents
fro
m t
he
area
hav
e m
anag
ed to
att
end
univ
ersi
ty.
In C
YP
RU
S, a
pro
gram
me
for s
choo
ls in
dis
adva
ntag
ed a
reas
, ca
lled
‘Zon
es o
f Edu
catio
nal P
rior
ity’
(ZE
P), w
as la
unch
ed
in 2
003,
aim
ing
to ta
ckle
scho
ol u
nder
achi
evem
ent,
mai
nly
in l
itera
cy, a
nd e
arly
sch
ool l
eavi
ng. S
tude
nts
at r
isk
are
prov
ided
with
tailo
red
supp
ort i
n lit
erac
y an
d m
athe
mat
ics,
an
d he
lp in
faci
ng so
cial
and
beh
avio
ural
pro
blem
s. In
add
i-ti
on,
in 2
011,
aft
erno
on c
ours
es w
ere
adde
d, i
nclu
ding
G
reek
lan
guag
e le
arni
ng a
nd,
in s
ever
al c
ases
, m
othe
r to
ngue
tea
chin
g fo
r ch
ildre
n w
ith
a m
igra
nt b
ackg
roun
d.
Tod
ay, a
bout
7 %
of
all s
tude
nts
in c
ompu
lsor
y ed
ucat
ion
part
icip
ate
in Z
EP.
LIV
ING
LO
NG
ER
RE
QU
IRE
S O
NG
OIN
G
SK
ILL
S D
EV
EL
OP
ME
NT
Mos
t Eur
opea
ns li
ve lo
nger
than
eve
r bef
ore24
. +e
over
-65s
al
read
y ou
tnum
ber c
hild
ren
unde
r 1525
. For
eve
ry 1
0 ch
ildre
n un
der t
he a
ge o
f 15,
ther
e w
ill b
e 20
peo
ple
over
65;
eig
ht o
f th
ose
20 w
ill b
e ov
er 8
0 ye
ars o
ld. A
s the
ratio
of p
eopl
e ag
ed
65+
to t
hose
age
d 15
-64
rise
s, t
he p
rodu
ctiv
ity
of w
orke
rs
will
nee
d to
ris
e ac
cord
ingl
y in
ord
er to
fun
d th
e ne
cess
ary
stat
e se
rvic
es s
uch
as h
ealth
care
and
pen
sion
sch
emes
.
Eur
opea
ns w
ill t
here
fore
hav
e to
wor
k lo
nger
. In
addi
tion
, th
ey n
o lo
nger
ten
d to
hol
d on
e jo
b fo
r lif
e. +
is r
equi
res
empl
oyee
s to
deve
lop
di0e
rent
skill
s ove
r the
cou
rse
of th
eir
wor
king
liv
es. M
ovin
g in
to n
ew c
aree
r pa
ths
and
jobs
–
som
e th
at d
o no
t ye
t ex
ist
or a
re n
ot y
et e
ven
know
n –
requ
ires
on-
the-
job
trai
ning
and
retr
aini
ng, f
or in
stan
ce in
IC
T-dr
iven
ski
lls.
+is
tren
d re
quir
es a
shif
t in
min
dset
abo
ut th
e ro
le o
f edu
ca-
tion
and
ski
lls d
evel
opm
ent
in r
elat
ion
to e
mpl
oym
ent.
Lea
rnin
g in
form
al, i
nfor
mal
and
non
-for
mal
sett
ings
shou
ld
be re
cogn
ised
as a
life
long
task
that
lies
at th
e bas
is of
em
ploy
-m
ent,
econ
omic
suc
cess
and
soc
ial p
arti
cipa
tion
. Lite
racy
skill
s, in
turn
, are
the
basi
s of s
uch
lear
ning
and
con
tinuo
us
deve
lopm
ent.
Such
reco
gniti
on ca
n he
lp m
otiv
ate a
dole
scen
ts
and
adul
ts in
par
ticul
ar to
lear
n an
d de
velo
p th
e ne
cess
ary
skill
s to
func
tion
fully
in so
ciet
y an
d in
the
wor
kpla
ce.
LIT
ER
AC
Y H
AS
A G
RO
WIN
G M
IGR
AN
T
AN
D M
UL
TIL
ING
UA
L D
IME
NS
ION
Scho
ols
acro
ss t
he E
U p
rovi
de fo
r ra
pidl
y ri
sing
num
bers
15-y
ear-
old
scho
olch
ildre
n in
the
EU
had
bee
n bo
rn i
n an
othe
r cou
ntry
or h
ad b
oth
pare
nts b
orn
abro
ad, c
ompa
red
to 7
% in
200
0. I
n so
me
coun
trie
s, s
uch
as I
taly
or
Spai
n,
the
perc
enta
ge o
f mig
rant
chi
ldre
n ha
s ris
en !
ve-f
old
over
th
e de
cade
from
200
0 to
201
026. M
obili
ty a
cros
s Eur
ope
is
incr
easi
ng,
wit
h im
plic
atio
ns f
or s
ocie
ties
at
larg
e, t
he
labo
ur m
arke
t an
d ed
ucat
ion
in p
arti
cula
r. B
oth
inw
ard
mig
rati
on a
nd in
tern
al m
obili
ty a
re e
xpec
ted
to in
crea
se
sign
i!ca
ntly
in t
he n
ext
few
dec
ades
in t
he E
U, a
nd it
is
esti
mat
ed t
hat b
y 20
60, a
thi
rd o
f the
EU
pop
ulat
ion
will
ha
ve a
t lea
st o
ne p
aren
t bor
n ou
tsid
e th
e co
untr
y th
ey li
ve
in27
. Whi
le lo
w li
tera
cy is
not
pri
mar
ily a
mig
rati
on is
sue,
so
me
mig
rant
s fa
ce d
i)cu
lties
in a
cqui
ring
the
lang
uage
sk
ills
in th
e co
untr
y th
ey li
ve in
(see
als
o C
hapt
er 0
2).
By
the
sam
e to
ken,
Eur
ope
has
been
a m
ajor
sou
rce
of
mig
rant
Vow
s to
othe
r con
tine
nts.
Ful
ly li
tera
te E
urop
ean
mig
rant
s st
and
a m
uch
stro
nger
cha
nce
of s
ucce
ssfu
lly
adju
stin
g to
the
cul
ture
and
to
wor
king
con
diti
ons
in d
es-
tina
tion
coun
trie
s or t
o em
bark
on
entr
epre
neur
ial v
entu
res
in n
ew c
onte
xts.
In a
sea
mle
ss g
loba
l wor
ld, w
ith
hum
an m
obili
ty o
n th
e in
crea
se, l
itera
cy b
ecom
es m
ore
mul
tifa
cete
d. +
e ec
onom
y ha
s re
ache
d un
prec
eden
ted
leve
ls o
f in
terc
onne
cted
ness
, in
form
atio
n ci
rcul
ates
aro
und
the
plan
et in
rea
l tim
e, a
nd
child
ren
are
grow
ing
up in
a g
loba
lised
wor
ld. I
t is t
ime
to
revi
sit E
urop
e’s fu
ndam
enta
l ass
et: i
ts m
ulti
lingu
al n
atur
e an
d m
ulti
cult
ural
div
ersi
ty.
Lan
guag
e le
arni
ng is
the
refo
re e
ver
mor
e im
port
ant,
not
only
as
a to
ol o
f en
hanc
ed c
omm
unic
atio
n, b
ut a
lso,
and
pr
imar
ily, a
s a
road
to
mut
ual u
nder
stan
ding
. Lite
racy
is
incr
easi
ngly
abo
ut r
ethi
nkin
g ou
rsel
ves
and
our
iden
tity
w
hen
put i
nto
cont
act w
ith th
e ‘o
ther
’. +us
, und
erst
andi
ng
of c
ultu
res
and
a m
aste
ry o
f no
n-na
tive
lan
guag
es m
ust
beco
me
part
and
par
cel
of a
ny c
ompr
ehen
sive
lit
erac
y ap
proa
ch. F
rom
pri
mar
y ed
ucat
ion
onw
ards
, stu
dent
s mus
t be
cha
lleng
ed t
o th
ink
crit
ical
ly a
bout
the
wor
ld, a
bout
in
terd
epen
denc
y be
twee
n pe
ople
s fro
m d
i0er
ent c
onti
nent
s,
abou
t ap
prec
iati
ng d
isti
nct
mod
es o
f th
inki
ng,
pray
ing,
dr
essi
ng o
r beh
avin
g, in
an
open
-min
ded
and
tole
rant
way
. Fo
r all
of th
is, l
itera
cy s
kills
are
the
foun
dati
on.
So t
he w
orkp
lace
is
beco
min
g m
ore
liter
acy-
depe
nden
t. E
mer
ging
indu
stri
es in
crea
sing
ly r
equi
re k
now
ledg
e an
d in
nova
tion
from
mos
t wor
kers
, eve
n in
pos
ition
s tra
ditio
nally
co
nsid
ered
‘low
-ski
lled’
. Tod
ay’s
jobs
req
uire
bet
ter
skill
s an
d m
ore
educ
atio
n, a
nd li
tera
cy is
the
gate
way
to b
oth.
For
ex
ampl
e, m
any
bus d
rive
rs a
nd b
uild
ing
care
take
rs a
re n
ow
requ
ired
to
read
and
wri
te i
ncid
ent
repo
rts,
oft
en u
sing
co
mpu
ters
14. Y
oung
peo
ple
who
str
uggl
e w
ith
liter
acy
may
!n
d th
emse
lves
per
man
entl
y un
empl
oyab
le.
SO
CIA
L A
ND
CIV
IC P
AR
TIC
IPA
TIO
N A
RE
MO
RE
LIT
ER
AC
Y-D
EP
EN
DE
NT
Bei
ng a
ble
to re
ad a
nd w
rite
is ju
st a
s im
port
ant o
utsi
de th
e w
orkp
lace
. Eur
opea
ns in
crea
sing
ly n
eed
good
lite
racy
skill
s to
man
age
thei
r he
alth
, st
ay s
ocia
lly a
ctiv
e an
d en
gage
po
litic
ally
. Int
erac
tion
is in
crea
sing
ly c
ondu
cted
thr
ough
so
cial
net
wor
king
, pa
rtic
ular
ly a
mon
g yo
ung
peop
le.
How
ever
, goo
d lit
erac
y sk
ills
are
a pr
ereq
uisi
te t
o be
abl
e to
par
tici
pate
in th
is tr
end.
Par
adox
ical
ly, t
he in
crea
sed
use
of te
xtin
g as
a m
ediu
m o
f eve
ryda
y co
mm
unic
atio
n is
not
–
yet –
lead
ing
to im
prov
emen
ts in
lite
racy
skill
s or a
n aw
are-
ness
of t
he im
port
ance
of t
hese
ski
lls.
Eas
e of
acc
ess t
o di
gita
l inf
orm
atio
n is
one
of t
he k
ey p
illar
s of
e-G
over
nmen
t, pr
ovid
ing
bett
er, m
ore
e)ci
ent
publ
ic
serv
ices
thro
ugh
ICT
. +is
can
redu
ce co
sts f
or g
over
nmen
ts
and
mak
e in
form
atio
n m
uch
mor
e re
adily
ava
ilabl
e to
citi
-ze
ns, s
tim
ulat
ing
acce
ss, e
)ci
ency
and
gre
ater
dem
ocra
tic
invo
lvem
ent.
+e
Inte
rnet
can
als
o in
crea
se d
irec
t ac
cess
am
ong
polit
icia
ns a
nd th
e pu
blic
. How
ever
, e-G
over
nmen
t al
so e
xace
rbat
es in
equa
litie
s, a
s E
urop
eans
with
poo
r pr
int
or d
igita
l lite
racy
skill
s, or
who
can
not a
0ord
com
pute
r fac
ili-
ties,
are
una
ble
to ta
ke a
dvan
tage
of t
hese
ser
vice
s.
Sim
ilarl
y, m
any
busi
ness
es a
re s
hift
ing
thei
r w
ay o
f com
-m
unic
atin
g w
ith
curr
ent
and
pote
ntia
l cus
tom
ers
from
fa
ce-t
o-fa
ce t
o on
line
. Equ
ally
, !nd
ing
a jo
b is
inc
reas
-in
gly
done
onl
ine.
Whi
le t
his
may
be
a po
siti
ve t
rend
for
man
y, it
has
neg
ativ
e co
nseq
uenc
es fo
r ind
ivid
ual c
onsu
m-
ers
and
citi
zens
. As
such
ser
vice
s an
d ac
tivi
ties
bec
ome
mor
e di
giti
sed,
Eur
ope’
s di
sadv
anta
ged
!nd
them
selv
es
less
abl
e to
par
tici
pate
. Old
er E
urop
eans
hav
e a
doub
le
chal
leng
e to
ove
rcom
e: 7
1 %
of
55 t
o 74
-yea
r-ol
ds h
ave
neve
r use
d th
e In
tern
et, c
ompa
red
to 1
1 %
of t
he y
oung
er
gene
rati
on15
. T
his
tren
d to
war
ds o
nlin
e se
rvic
es a
lso
mea
ns m
isse
d op
port
unit
ies a
nd a
loss
of r
esou
rces
for t
he
publ
ic a
nd p
riva
te se
ctor
, as t
hese
sect
ors a
re n
ot re
achi
ng
thos
e th
ey w
ant t
o or
sho
uld
do.
In s
hort
, our
onl
ine
way
of l
ivin
g co
nsta
ntly
enh
ance
s th
e va
lue
of a
nd n
eed
for
liter
acy.
Soc
ial a
ctiv
itie
s, a
s w
ell a
s on
line
ser
vice
s by
gov
ernm
ents
and
bus
ines
ses
alik
e,
incr
easi
ngly
pre
supp
ose
that
cit
izen
s an
d co
nsum
ers
have
th
e ne
cess
ary
liter
acy
skill
s.
PO
VE
RT
Y A
ND
PO
OR
LIT
ER
AC
Y A
RE
LO
CK
ED
IN A
VIC
IOU
S C
IRC
LE
+er
e ar
e at
leas
t 27
mill
ion
child
ren
at r
isk
of p
over
ty in
th
e E
urop
ean
Uni
on. O
ne i
n te
n ch
ildre
n liv
e in
hou
se-
hold
s whe
re n
o on
e ha
s a jo
b. W
itho
ut so
cial
ben
e!ts
, chi
l-dr
en a
re 4
0 %
mor
e at
ris
k of
pov
erty
16. I
n 20
10, a
roun
d 23
% o
f the
Eur
opea
n po
pula
tion
wer
e co
nsid
ered
to b
e at
ri
sk o
f pov
erty
or s
ocia
l exc
lusi
on a
nd 8
% o
f adu
lts in
wor
k di
d no
t ea
rn e
noug
h to
mak
e it
abov
e th
e po
vert
y th
resh
-ol
d17. G
iven
thi
s co
ntex
t, ev
ery
polic
y to
impr
ove
liter
acy
shou
ld in
clud
e ap
prop
riat
e m
easu
res t
o gu
aran
tee
the
mat
e-ri
al w
ellb
eing
and
the
dig
nity
of a
ll ci
tize
ns li
ving
in p
ov-
erty
, in
part
icul
ar c
hild
ren.
+is
sho
uld
be d
one
thro
ugh
e)ci
ent
supp
ort
of t
heir
fam
ilies
, but
als
o th
roug
h m
eas-
ures
add
ress
ing
the
child
ren’
s m
ater
ial n
eeds
in e
duca
tion
. +
is in
clud
es f
ree
educ
atio
n an
d sc
hool
ing
from
an
earl
y ag
e, g
rant
s tha
t !na
nce
not o
nly
tuiti
on c
osts
but
als
o m
ain-
tena
nce
and
tran
spor
tati
on c
osts
for
the
poo
rest
stu
dent
s,
and
scho
ol a
id, f
or e
xam
ple
to f
und
book
s, c
loth
es, b
reak
-fa
sts
and
lunc
hes18
. Gap
s in
inco
me
crea
te g
aps
in li
tera
cy
at n
atio
nal l
evel
: cou
ntri
es w
ith g
reat
er e
cono
mic
ineq
ualit
y al
so h
ave
grea
ter i
nequ
alit
ies
in li
tera
cy le
vels
.
Pove
rty
is a
mul
tidi
men
sion
al p
heno
men
on a
nd a
ll of
its
dim
ensi
ons
have
a n
egat
ive
impa
ct o
n ch
ildre
n’s
liter
acy
and
educ
atio
n. M
any
poor
par
ents
are
less
like
ly to
be
able
to
sup
port
the
ir c
hild
ren
wit
h th
eir
scho
olin
g be
caus
e of
th
eir
low
er e
duca
tion
al b
ackg
roun
d20, a
nd b
ecau
se t
heir
ev
eryd
ay s
trug
gle
in t
he f
ace
of p
over
ty r
estr
icts
the
ir
oppo
rtun
itie
s to
be
wit
h th
eir
child
ren21
. Pov
erty
oft
en
resu
lts in
del
ayed
spe
ech
and
cogn
itiv
e an
d so
cial
dev
elop
-m
ent
for
child
ren
from
poo
r fa
mil
ies,
who
are
the
n le
ss
prep
ared
than
thei
r ric
her p
eers
for t
he st
art o
f sch
oolin
g22.
In th
e U
nite
d K
ingd
om, f
or in
stan
ce, i
t was
est
imat
ed th
at
by th
e ag
e of
six,
a le
ss a
ble
child
from
a ri
ch fa
mily
is li
kely
to
hav
e ov
erta
ken
a m
ore
able
chi
ld f
rom
a p
oor
fam
ily23
. E
arly
iden
ti!c
atio
n, a
sses
smen
t and
sup
port
in s
uch
situ
a-ti
ons
are
esse
ntia
l to
impr
ove
outc
omes
for
thes
e ch
ildre
n.
In th
is se
nse
it is
obv
ious
that
som
e of
the
reco
mm
enda
tions
of
our
rep
ort
cann
ot b
e re
alis
ed b
y po
or f
amili
es w
itho
ut
the
seri
ous s
uppo
rtiv
e en
gage
men
t of s
tate
and
soci
ety,
and
es
peci
ally
sch
ool s
yste
ms.
In G
RE
EC
E
area
s of +
essa
loni
ki, w
ith
the
aim
of e
nabl
ing
the
scho
ol
atte
ndan
ce a
nd l
iter
acy
of R
oma
child
ren
betw
een
the
ages
of
six
and
14 w
ho h
ad n
ever
bee
n to
sch
ool b
efor
e an
d of
ten
did
not
spea
k G
reek
. So
cial
wor
kers
, ea
ch
2726
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > W
HY L
ITERACY IS A
BIG
DEAL
There
is a
stro
ng a
nd r
obust
cor
relati
on b
etween
good
liter
acy
for
all a
nd st
rong
econ
omic
growt
h.
CO
NC
LU
DIN
G R
EM
AR
KS
Lit
erac
y fu
l$ls
a c
ruci
al f
unct
ion
tha
t go
es b
eyon
d th
e
tech
niq
ues o
f rea
ding
an
d w
riti
ng. L
iter
acy
is th
e ke
y to
enab
ling
indi
vid
uals
to p
arti
cipa
te e
%ec
tiv
ely
in so
ciet
y
in a
var
iety
of r
oles
, be
it a
s pri
vat
e in
div
idua
l, ci
tize
n,
empl
oyee
or
pare
nt.
In
deed
, rad
ical
cha
nges
in
Eur
ope
over
the
pas
t fe
w d
ecad
es m
ean
tha
t w
e n
ow li
ve
in a
n
incr
easi
ngl
y li
tera
cy-d
epen
den
t so
ciet
y. A
lac
k of
suc
h
fun
dam
enta
l ski
lls t
hwar
ts m
ore
than
just
lear
nin
g an
d
empl
oym
ent o
ppor
tun
itie
s – it
als
o ex
acer
bate
s pov
erty
,
redu
ces
self
-est
eem
, in
hibi
ts a
mbi
tion
, lim
its
civ
ic p
ar-
tici
pati
on a
nd,
ult
imat
ely,
hin
ders
eco
nom
ic g
row
th.
For
the
ben
e$t
of i
ndi
vid
uals
, soc
ieti
es a
nd
Eur
ope
as
a w
hole
, the
impo
rtan
ce a
nd
pote
nti
al o
f rai
sing
lite
racy
lev
els c
ann
ot b
e ov
eres
tim
ated
. We
nee
d to
act
now
. But
firs
t, w
e m
ust
en
sure
a s
tart
ing
poin
t of
com
mon
unde
rsta
ndi
ng.
1.3
INV
ES
TM
EN
TS
IN
LIT
ER
AC
Y M
AK
E
EC
ON
OM
IC S
EN
SE
GA
INS
FO
R I
ND
IVID
UA
LS
Impr
oved
lite
racy
lead
s to
high
er e
arni
ngs a
nd b
ette
r edu
ca-
tiona
l and
em
ploy
men
t op
port
uniti
es fo
r E
urop
eans
of a
ll ba
ckgr
ound
s28. I
mpr
oved
lite
racy
not
onl
y he
lps
over
com
e po
vert
y of
inco
me;
it h
elps
ove
rcom
e po
vert
y of
asp
irat
ion.
G
ood
liter
acy
incr
ease
s se
lf-co
n!de
nce,
im
prov
es h
ealt
h,
help
s ad
ults
to
be b
ette
r pa
rent
s an
d ca
rers
, and
incr
ease
s th
eir
soci
al a
nd c
ivic
par
tici
pati
on.
In a
mor
e lit
erat
e E
urop
e, t
hese
gai
ns w
ill a
ccru
e no
t ju
st t
o th
e in
divi
dual
s w
ho e
xper
ienc
e the
m, b
ut to
thei
r fam
ilies
, com
mun
ities
and
co
untr
ies.
And
bey
ond
mat
eria
l gai
ns, w
e m
ust
not
forg
et
that
bei
ng l
itera
te l
ies
at t
he c
ore
of b
eing
hum
an. O
nly
hum
ans c
an re
ad. I
n a
wor
ld d
omin
ated
by
the
wri
tten
wor
d,
bein
g lit
erat
e en
able
s us
to
part
icip
ate
acti
vely
. Whi
le s
elf-
con!
denc
e m
ay n
ot h
ave
a qu
anti
!abl
e ec
onom
ic v
alue
, it
stim
ulat
es e
cono
mic
and
soc
ial s
ucce
ss t
hrou
gh t
he a
spir
a-ti
on t
o be
suc
cess
ful.
Man
y fo
rmer
ly il
liter
ate
peop
le t
alk
abou
t the
pos
itive
e0e
cts
that
bec
omin
g lit
erat
e ha
s ha
d on
th
eir l
ives
, per
sona
lly, s
ocia
lly, a
nd a
t wor
k.
GA
INS
FO
R S
OC
IET
Y
By
fully
add
ress
ing
thei
r lit
erac
y pr
oble
ms,
EU
Mem
ber
Stat
es w
ill b
e in
a b
ette
r po
siti
on t
o re
duce
pov
erty
and
in
equa
lity
radi
cally
, to
rais
e am
bitio
ns, t
o im
prov
e the
hea
lth
and
wel
lbei
ng o
f th
eir
citi
zens
, an
d ul
tim
atel
y to
cre
ate
a fai
rer a
nd w
ealth
ier E
urop
e. Im
prov
ed li
tera
cy w
ill in
crea
se
the
stoc
k of
hum
an c
apita
l, ad
d to
soc
ial c
ohes
ion,
impr
ove
the
inno
vativ
e ca
paci
ty o
f the
eco
nom
y, a
nd h
elp
spre
ad n
ew
tech
nolo
gies
30 .
+es
e ar
e al
l ess
enti
al g
oals
if E
urop
e is
to
be th
e wor
ld’s
lead
ing
inno
vatio
n so
ciet
y. In
vie
w o
f lite
racy
’s ro
le a
s a g
atek
eepe
r to
lear
ning
and
em
ploy
men
t opp
ortu
ni-
ties,
impr
ovin
g lit
erac
y is
like
ly to
sig
ni!c
antly
rem
ove
bar-
rier
s to
fur
ther
edu
cati
on a
nd t
rain
ing,
and
red
uce
soci
al
ineq
ualit
ies31
. For
bus
ines
ses,
impr
ovin
g th
e lit
erac
y sk
ills o
f em
ploy
ees
has
huge
ben
e!ts
for
empl
oyer
s. I
t re
duce
s st
a0
turn
over
, inc
reas
es p
rodu
ctiv
ity,
impr
oves
the
use
of
new
te
chno
logy
in th
e w
orkp
lace
, red
uces
the
cost
s of c
omm
uni-
catio
n, s
aves
tim
e, a
nd in
crea
ses s
afet
y.
+er
e is
a s
tron
g an
d ro
bust
cor
rela
tion
bet
wee
n go
od li
t-er
acy
for
all a
nd s
tron
g ec
onom
ic g
row
th. O
n pa
st t
rend
s,
if E
urop
e ac
hiev
ed it
s cu
rren
t be
nchm
ark
of f
unct
iona
l lit
erac
y fo
r 85
% o
f 15-
year
-old
s, th
is c
ould
lead
to a
n ag
gre-
gate
GD
P g
ain
of E
UR
21
trill
ion
over
the
lifet
ime
of th
e ge
nera
tion
born
in 2
01032
. If a
ll E
U M
embe
r Sta
tes b
oost
ed
thei
r av
erag
e P
ISA
sco
res
by 2
5 po
ints
ove
r th
e ne
xt t
wo
deca
des,
Eur
ope
coul
d ex
peri
ence
an
aggr
egat
e G
DP
gai
n of
EU
R 3
2 tr
illio
n33. A
nd if
Eur
ope
coul
d ac
hiev
e th
e m
ore
ambi
tious
aim
of b
ring
ing
all M
embe
r Sta
tes u
p to
the
leve
l of
Fin
land
, for
exa
mpl
e, t
he c
onti
nent
wou
ld s
ee it
s G
DP
im
prov
e by
EU
R 8
7 tr
illio
n. W
hile
thes
e es
tim
ates
are
not
pr
omis
es o
f im
med
iate
cas
h ga
ins,
but
rat
her
esti
mat
es o
f th
e gr
eat o
ppor
tuni
ties
ahe
ad o
f us,
they
do
show
the
huge
co
sts o
f low
lite
racy
in te
rms o
f opp
ortu
nity
to o
ur so
ciet
ies,
to
the
orde
r of t
rilli
ons
of e
uro.
2928
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > A C
O-OPERATIV
E A
PPROACH
2.1
DIS
PE
LL
ING
WID
ELY
HE
LD
M
ISC
ON
CE
PT
ION
S
Acr
oss
Eur
ope,
som
e w
idel
y sh
ared
mis
conc
epti
ons
exis
t ab
out t
he n
atur
e, si
ze a
nd sc
ope
of d
i0er
ent d
imen
sion
s of
illit
erac
y. +
ese
ofte
n ha
mpe
r th
e id
enti
!cat
ion
of s
truc
-tu
ral s
olut
ions
. So
to a
chie
ve r
eal p
rogr
ess,
the
se m
isco
n-ce
ptio
ns n
eed
to b
e di
spel
led.
‘ Tho
se who l
earne
d to c
olabo
rate a
nd
improv
ise m
ost ef
ectiv
ely h
ave p
revail
ed.’
CH
AR
LE
S D
AR
WIN
,
ENGLISH N
ATURALIST A
ND A
UTHOR
MIS
CO
NC
EP
TIO
NS
TH
E F
AC
TS
‘Lo
w li
tera
cy is
som
eth
ing
that
h
app
ens
in d
evel
opin
g co
un
trie
s,
sure
ly n
ot in
Eu
rop
e!?’
kO
ne in
!ve
Eur
opea
n 15
-yea
r-ol
ds a
nd a
lmos
t one
in !
ve
adul
ts la
ck t
he li
tera
cy s
kills
req
uire
d to
suc
cess
fully
fun
c-ti
on in
a m
oder
n so
ciet
y34.
‘Lo
w li
tera
cy is
a p
rob
lem
imp
orte
d
by
mig
ran
ts, n
ot f
or t
ho
se b
orn
an
d b
red
in E
uro
pea
n c
ou
ntr
ies.
’
k+
e va
st m
ajor
ity
of c
hild
ren
and
adul
ts w
ith
poor
lite
racy
sk
ills w
ere
born
and
rais
ed in
the
coun
try
they
live
in, a
nd
spea
k its
lang
uage
of i
nstr
ucti
on a
s th
eir m
othe
r ton
gue35
.
‘Po
or li
tera
cy o
nly
a+
ects
th
ose
on
th
e m
arg
ins
of s
oci
ety.
’k
One
in !
ve a
dults
in E
urop
e la
ck s
u)ci
ent
liter
acy
skill
s an
d m
ost o
f the
m a
re e
mpl
oyed
36.
Rec
ogn
isin
g th
e in
crea
sing
impo
rtan
ce a
nd
pote
nti
al o
f
achi
evin
g go
od li
tera
cy le
vel
s has
hug
e be
ne$
ts fo
r in
di-
vid
uals
, soc
ieti
es a
nd
Eur
ope
at la
rge.
To
achi
eve
a ra
d-
ical
impr
ovem
ent i
n li
tera
cy d
evel
opm
ent,
a n
umbe
r of
fram
ewor
k co
ndi
tion
s n
eed
to b
e in
pla
ce, b
ecau
se c
ross
-
cutt
ing
soci
o-ec
onom
ic i
ssue
s de
man
d a
resp
onse
fro
m
soci
ety
as a
who
le,
not
jus
t fr
om t
he e
duca
tion
sec
tor.
Mos
t sol
utio
ns r
equi
re p
laye
rs to
wor
k to
geth
er.
02
FR
AM
ING
TH
E S
OL
UT
ION
S:
A C
O-O
PE
RA
TIV
E
AP
PR
OA
CH
3130
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > A C
O-OPERATIV
E A
PPROACH
2.2
CR
EA
TIN
G C
O-O
WN
ER
SH
IP
+er
e ar
e th
us c
ompe
lling
rea
sons
tha
t ur
ge u
s to
act
: the
la
rge
num
bers
of
func
tion
ally
ill
iter
ate43
peo
ple
acro
ss
Eur
ope,
the
soc
io-e
cono
mic
tre
nds
ahea
d of
us,
and
the
en
orm
ous i
ndiv
idua
l and
soc
ieta
l gai
ns o
f lite
racy
dev
elop
-m
ent.
Eur
ope
shou
ld b
e bo
th a
mbi
tiou
s ab
out
boos
ting
lit
erac
y sk
ills
and
dete
rmin
ed t
o er
adic
ate
func
tion
al il
lit-
erac
y w
ithi
n its
Mem
ber
Stat
es. +
is a
mbi
tion
and
det
er-
min
atio
n sh
ould
be
at t
he h
eart
of
the
solu
tion
s to
poo
r lit
erac
y, w
hich
sta
rts
wit
h de
velo
ping
a c
ompr
ehen
sive
vi
sion
on
liter
acy
that
spa
ns t
he e
ntir
e lif
e co
urse
. Suc
h vi
sion
, bot
h at
Eur
opea
n an
d na
tion
al le
vels
, for
ms
solid
gr
ound
for
dev
elop
ing
deta
iled
and
resu
lt-or
ient
ed s
trat
e-gi
es t
hat
take
int
o ac
coun
t th
e sp
eci!
c ci
rcum
stan
ces
in
each
Mem
ber
Stat
e. W
hile
eac
h na
tion
al li
tera
cy s
trat
egy
may
hav
e its
spec
i!c
area
s of f
ocus
, the
re is
one
cor
e no
tion
th
at e
ach
stra
tegy
shou
ld e
mbr
ace:
co-
owne
rshi
p. +
is h
as
vari
ous
dim
ensi
ons,
suc
h as
: c
o-ow
ners
hip
amon
g al
l pla
yers
in th
e pr
ivat
e an
d pu
blic
se
ctor
s an
d ac
ross
min
iste
rial
dep
artm
ents
; c
onti
nuin
g ow
ners
hip,
reac
hing
acr
oss p
oliti
cal t
imet
able
s;
and
cro
ss-t
arge
t aud
ienc
es: (
youn
g) c
hild
ren,
ado
lesc
ents
and
ad
ults
.
CO
-OW
NE
RS
HIP
AM
ON
G A
LL
PL
AY
ER
S
Rea
ding
and
wri
ting
hav
e fo
r too
long
bee
n vi
ewed
as s
olel
y a
mat
ter f
or t
he e
duca
tion
syst
em. W
rong
ly s
o, a
s th
e ne
ed
for
a su
bsta
ntia
l im
prov
emen
t in
liter
acy
leve
ls is
dri
ven
to
a la
rge
exte
nt b
y a
num
ber
of i
mpo
rtan
t so
cio-
econ
omic
tr
ends
, now
and
in th
e fut
ure.
So
liter
acy
is an
issu
e for
whi
ch
both
the
caus
es a
nd th
e so
lutio
ns sh
ould
be
soug
ht in
soci
ety
as a
who
le: i
nsid
e an
d ou
tsid
e go
vern
men
t, an
d in
side
and
ou
tsid
e th
e ed
ucat
iona
l sec
tor.
+er
e ar
e th
ree
reas
ons
why
ow
ners
hip
shou
ld b
e sh
ared
am
ong
thes
e pl
ayer
s:1.
Soc
iety
at l
arge
cre
ates
the
dem
and
for l
itera
cy sk
ills a
nd
has t
o de
al w
ith th
e co
nseq
uenc
es if
peo
ple
do n
ot m
aste
r th
em s
u)ci
entl
y. A
ny s
usta
inab
le s
olut
ion
to t
ackl
ing
the
liter
acy
cris
is in
Eur
ope
shou
ld t
here
fore
mak
e al
l so
ciet
al p
laye
rs jo
intl
y re
spon
sibl
e fo
r E
urop
e’s li
tera
cy
deve
lopm
ent.
2. +
ere
are
man
y pl
aces
out
side
scho
ol th
at p
rovi
de o
ppor
-tu
niti
es t
o de
velo
p th
e lit
erac
y sk
ills
of
child
ren
and
adol
esce
nts.
+e
prob
lem
of
poor
lit
erac
y w
ill
not
be
solv
ed b
y fo
cusi
ng o
n ed
ucat
ion
alon
e. In
par
ticu
lar,
low
- lit
erat
e ad
ults
are
unl
ikel
y to
be
‘foun
d’ i
n th
e ed
uca-
tion
al s
yste
m, b
ut r
athe
r, w
hen
visi
ting
a d
octo
r, w
hen
goin
g to
an
empl
oym
ent
cent
re,
whe
n br
ingi
ng t
heir
ch
ildre
n to
sch
ool,
or o
n th
e sh
op V
oor.
All
such
pla
ces
prov
ide
oppo
rtun
itie
s to
tac
kle
liter
acy
prob
lem
s. +
is
mak
es s
ocie
tal m
obili
sati
on c
ruci
al. S
igni
!can
t lite
racy
ga
ins
will
onl
y ha
ppen
if a
bro
ad r
ange
of s
ocia
l act
ors
acce
pt o
wne
rshi
p of
the
prob
lem
toge
ther
. 3.
Lit
erac
y de
velo
pmen
t fo
rms
the
basi
s of
a s
olut
ion
to
man
y is
sues
we
face
in so
ciet
y. E
mpl
oym
ent,
heal
th, c
ivic
pa
rtic
ipat
ion,
a s
usta
inab
le l
ifes
tyle
: al
l re
quir
e ba
sic
read
ing
and
wri
ting
ski
lls. B
usin
esse
s, N
GO
s an
d go
v-er
nmen
tal o
rgan
isat
ions
dea
ling
wit
h th
ese
issu
es a
ll ha
ve a
n in
tere
st in
tack
ling
the
liter
acy
issu
e.
To
achi
eve
this
mea
ns d
evel
opin
g an
enh
ance
d un
ders
tand
-in
g of
the
way
s th
at p
aren
ts, N
GO
s, e
mpl
oyer
s an
d ot
her
orga
nisa
tion
s ca
n su
ppor
t lit
erac
y de
velo
pmen
t, an
d ho
w
gove
rnm
ents
can
in t
urn
supp
ort t
hem
to t
ake
acti
on a
nd
co-o
pera
te w
ith
each
oth
er.
EP
IS,
Em
pres
ário
s Pe
la I
nclu
são
Soci
al (
esta
blis
hed
in
2006
), is
a P
OR
TU
GU
ES
E N
GO
cre
ated
and
sup
port
ed b
y m
ore
than
227
com
pani
es. I
t is t
he la
rges
t and
mos
t soc
ially
re
pres
enta
tive
pri
vate
pro
gram
me
in P
ortu
gal f
or t
he p
ro-
mot
ion
of e
duca
tion
for s
ocia
l inc
lusi
on. C
ompa
nies
rang
e fr
om th
e la
rge
corp
orat
e se
ctor
to th
e SM
E s
ecto
r and
dis
-pl
ay a
ver
y go
od sp
read
nat
ionw
ide.
+e
EP
IS p
rogr
amm
e ai
ms a
t im
prov
ing
stud
ent a
chie
vem
ent a
nd re
duci
ng e
arly
sc
hool
leav
ing
in P
ortu
gues
e sc
hool
s. +
e pr
ogra
mm
e !r
st
scre
ens
stud
ents
to fo
cus
only
on
thos
e m
ore
likel
y to
per
-fo
rm p
oorl
y; a
nd t
hen
cond
ucts
a n
umbe
r of
sm
all-
grou
p se
ssio
ns a
imed
at i
mpr
ovin
g th
eir n
on-c
ogni
tive
skill
s (e.
g.
stud
y sk
ills,
mot
ivat
ion,
sel
f-es
teem
). A
ddit
iona
lly, f
rom
20
11, E
PIS
has
incl
uded
a b
usin
ess v
olun
teer
initi
ativ
e th
at
addr
esse
s car
eer m
ento
ring
and
num
erac
y. S
ome
75 v
olun
-te
ers a
re re
crui
ted
from
with
in 2
5 co
mpa
nies
to m
ento
r ove
r 10
0 st
uden
ts. +
e am
biti
on is
to e
xten
d th
is p
rogr
amm
e to
co
ver
the
enti
re E
PIS
por
tfol
io o
f at
-ris
k st
uden
ts.
+e
resu
lts
of a
n ac
adem
ic e
valu
atio
n in
dica
te t
hat
the
pro-
gram
me
redu
ced
grad
e re
tent
ion
by a
t lea
st 1
0 pe
rcen
tage
po
ints
and
did
so
in a
cos
t-e0
ecti
ve w
ay44
.
AC
RO
SS
MIN
IST
ER
IAL
DE
PA
RT
ME
NT
S
AN
D P
OL
ICY
AR
EA
S
If w
e w
ant t
o de
velo
p a
visi
on o
n lit
erac
y an
d to
mak
e ou
r po
licie
s m
ore
e0ec
tive
, pol
icy-
mak
ers
mus
t wor
k to
geth
er
acro
ss d
epar
tmen
ts a
nd o
rgan
isat
ions
. E
urop
e an
d it
s M
embe
r Sta
tes s
houl
d po
siti
on li
tera
cy n
ot ju
st a
t the
hea
rt
of t
heir
edu
cati
onal
str
ateg
ies
but
at t
he h
eart
of
publ
ic
polic
ies
mor
e ge
nera
lly. W
e ne
ed p
olit
ical
ow
ners
hip
and
co-o
pera
tion
acr
oss
the
polic
y sp
ectr
um. A
s a
min
imum
, M
inis
trie
s of H
ealth
, Fam
ily, E
mpl
oym
ent,
Cul
ture
, Eco
-no
mic
A0a
irs a
nd F
inan
ce m
ust c
olla
bora
te w
ith M
inis
trie
s of
Edu
cati
on to
dev
elop
‘joi
ned-
up’ l
itera
cy v
isio
ns, s
trat
e-gi
es a
nd p
olic
ies.
MIS
CO
NC
EP
TIO
NS
TH
E F
AC
TS
‘Som
e p
eop
le ju
st c
ann
ot le
arn
to
read
an
d w
rite
.’k
Alm
ost
ever
yone
who
str
uggl
es w
ith
read
ing
and
wri
ting
co
uld
deve
lop
adeq
uate
lite
racy
ski
lls, g
iven
the
rig
ht s
up-
port
37. O
nly
peop
le w
ith
the
mos
t sev
ere
cogn
itiv
e di
)cu
l-ti
es a
re in
capa
ble
of d
evel
opin
g fu
ncti
onal
lite
racy
.
‘Sch
ool
s ar
e re
spon
sib
le
for
teac
hin
g ch
ild
ren
to
rea
d a
nd
wri
te.’
kSc
hool
s ha
ve a
n im
port
ant r
ole,
but
are
not
the
onl
y on
es
resp
onsi
ble.
A b
road
rang
e of
act
ors s
hape
s lite
racy
dev
elop
-m
ent,
from
par
ents
and
pee
rs to
hea
lth se
rvic
es a
nd o
ther
s.
Aft
er fo
rmal
edu
cati
on, e
mpl
oyer
s ha
ve a
vita
l rol
e to
pla
y,
wit
h po
siti
ve g
ains
for b
oth
empl
oyer
and
em
ploy
ee.
‘Dys
lexi
a is
an
incu
rab
le c
ond
itio
n,
so t
her
e’s
not
hin
g w
e ca
n d
o
abo
ut
it.’
kT
oday
’s ch
ildre
n ar
e in
crea
sing
ly e
xpec
ted
to p
rogr
ess
in
read
ing
and
wri
ting
at
a st
anda
rd s
peed
and
thr
ough
one
m
etho
dolo
gy. S
trug
glin
g re
ader
s ar
e of
ten
diag
nose
d as
dy
slex
ic. +
e di
agno
sis s
houl
d be
‘str
uggl
ing
read
er’38
, and
th
e fo
cus
shou
ld b
e on
sol
ving
the
pro
blem
. Eve
ry c
hild
ca
n, in
pri
ncip
le, l
earn
to r
ead
and
wri
te.
‘Im
pro
vin
g st
rug
glin
g re
ader
s’
skil
ls is
to
o ti
me-
con
sum
ing,
to
o d
i3cu
lt a
nd
to
o ex
pen
sive
to
be
wor
th t
he
e+or
t.’
kP
rogr
amm
es a
imed
at i
mpr
ovin
g st
rugg
ling
read
ers’
skill
s ha
ve a
hig
h ra
te o
f suc
cess
, and
are
ext
rem
ely
cost
-e0e
ctiv
e.
+is
inv
estm
ent
pays
for
itse
lf d
ozen
s an
d po
ssib
ly e
ven
hund
reds
of t
imes
ove
r the
cou
rse
of a
n in
divi
dual
’s lif
e40.
‘Par
ents
hav
e n
o in
4u
ence
on
th
eir
chil
dre
n’s
lite
racy
dev
elop
men
t af
ter
the
earl
y ye
ars.
’
kPa
rent
s’ at
titud
es a
nd li
tera
cy p
ract
ices
hav
e a
very
sig
ni!-
cant
inVu
ence
on
thei
r ch
ildre
n’s
liter
acy
deve
lopm
ent,
all
the
way
thro
ugh
seco
ndar
y sc
hool
. Int
erve
ntio
ns to
impr
ove
pare
nts’
sup
port
ski
lls
have
a l
arge
im
pact
on
chil
d lit
erac
y41.
‘It’
s to
o la
te t
o d
o an
yth
ing
abo
ut
lite
racy
pro
ble
ms
afte
r ch
ild
ren
#
nis
h p
rim
ary
sch
ool
.’
kM
illio
ns o
f ch
ildre
n en
ter
seco
ndar
y sc
hool
abl
e to
rea
d,
but n
ot w
ell e
noug
h to
do
wel
l in
scho
ol. W
ith
spec
ialis
ed
supp
ort,
the
se y
oung
peo
ple
can
deve
lop
good
or
even
ex
celle
nt li
tera
cy s
kills
42.
3332
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > A C
O-OPERATIV
E A
PPROACH
2.3
S
ET
TIN
G T
HE
ST
AG
E F
OR
L
ITE
RA
CY
DE
VE
LO
PM
EN
T
All
liter
acy
visi
ons a
nd st
rate
gies
nee
d to
take
into
acc
ount
fo
ur e
lem
ents
: r
aisi
ng a
war
enes
s; p
rovi
ding
evi
denc
e; r
ecog
nisi
ng li
tera
cy a
s th
e ba
sis
for e
duca
tion
; c
reat
ing
sust
aine
d co
mm
itmen
t.
RA
ISIN
G A
WA
RE
NE
SS
Poor
lite
racy
is a
hid
den
prob
lem
. Chi
ldre
n hi
de it
from
thei
r te
ache
rs, p
aren
ts h
ide
it fr
om t
heir
chi
ldre
n, a
nd w
orke
rs
hide
it fr
om th
eir e
mpl
oyer
s. In
crea
sing
the
visi
bilit
y of
low
lit
erac
y is
a p
reco
ndit
ion
for
indi
vidu
als
and
soci
ety
to
ackn
owle
dge
the
prob
lem
fully
and
add
ress
the
stig
ma
unju
s-ti
!abl
y as
soci
ated
wit
h it
. +e
med
ia a
nd o
ther
opi
nion
fo
rmer
s hav
e an
impo
rtan
t rol
e to
pla
y to
de-
stig
mat
ise
the
issu
e, t
here
by e
ncou
ragi
ng p
eopl
e w
ith
poor
lit
erac
y to
ov
erco
me
the
sham
e of
adm
ittin
g to
thei
r low
lite
racy
skill
s an
d se
ek h
elp.
Man
y N
GO
s an
d ot
her
com
mun
ity
orga
nisa
tion
s al
read
y re
cogn
ise
the
need
for
good
lite
racy
for
all.
But
to p
ut t
he
issu
e on
the
age
nda,
act
ive
enga
gem
ent
of t
he m
edia
is
cruc
ial.
Eur
ope
need
s la
rger
mov
emen
ts a
nd c
ampa
igns
re
ceiv
ing
mor
e su
ppor
t fro
m g
over
nmen
ts, b
usin
esse
s and
in
divi
dual
s. N
GO
s al
so h
elp
stim
ulat
e co
mm
unit
y sp
irit
arou
nd li
tera
cy, e
ncou
ragi
ng v
olun
teer
ing
in sc
hool
s, li
brar
-ie
s and
relig
ious
inst
itut
ions
, to
help
chi
ldre
n, a
dole
scen
ts
and
adul
ts d
evel
op th
is m
ost f
unda
men
tal s
kill.
In P
OL
AN
D, i
n 20
01, t
he c
ampa
ign
‘All
of P
olan
d R
eads
to
Kid
s’ w
as la
unch
ed w
ith
the
aim
to r
aise
aw
aren
ess
abou
t th
e im
port
ance
of d
aily
rea
ding
to c
hild
ren.
In
June
200
2,
the
Foun
dati
on o
rgan
ised
the
Fir
st N
atio
nal
Wee
k of
R
eadi
ng to
Chi
ldre
n, w
ith a
ctiv
e in
volv
emen
t of m
ore
than
15
0 vi
llage
s, t
owns
and
cit
ies.
+is
num
ber
has
grow
n to
ov
er 2
800
by
the
year
201
2. T
o re
ach
a br
oade
r pub
lic, t
he
Foun
dati
on p
rodu
ced
five
tel
evis
ion
adve
rtis
emen
ts,
14 sh
ort !
lms w
ith c
eleb
ritie
s rea
ding
to th
eir o
wn
child
ren,
11
clip
s w
ith
soap
ope
ra a
ctor
s re
adin
g to
thei
r soa
p op
era
child
ren,
and
eig
ht c
lips w
ith
popu
lar t
elev
isio
n pr
esen
ters
re
adin
g to
chi
ldre
n. In
May
200
4, th
e Fo
unda
tion
initi
ated
a
larg
e-sc
ale
cam
paig
n in
sup
port
of
libra
ries
. A
lmos
t 6
000
book
s ha
ve b
een
sent
to li
brar
ies
as a
res
ult.
In th
e U
NIT
ED
KIN
GD
OM
, a 2
011
Lon
don
Eve
ning
Sta
ndar
d ne
wsp
aper
cam
paig
n ‘G
et L
ondo
n R
eadi
ng’ m
ade
liter
acy
prob
lem
s – a
nd th
eir s
olut
ions
– fr
ont-
page
new
s. +
e ai
m
is t
o m
ake
peop
le a
war
e of
the
iss
ue t
hrou
gh a
ser
ies
of
inve
stig
ativ
e pi
eces
, har
d-hi
ttin
g st
atis
tics
, and
com
pelli
ng
pers
onal
nar
rati
ves.
+e
cam
paig
n is
boo
stin
g th
e nu
mbe
r of
rea
ding
vol
unte
ers,
and
rai
sing
mon
ey t
o fu
nd t
he v
ol-
unte
ers’
trai
ning
and
sup
port
. Mor
e th
an 7
00 p
eopl
e ha
ve
com
e fo
rwar
d to
bec
ome
volu
ntee
rs.
+e
cam
paig
n ha
s br
ough
t to
geth
er c
hild
ren
who
can
not
read
, peo
ple
who
ca
n re
ad a
nd h
ave
tim
e to
con
trib
ute,
don
ors
who
wan
t to
help
fun
d an
d fa
cilit
ate
this
pro
cess
, and
an
orga
nisa
tion
,
this
hap
pen.
In IT
ALY t
he p
rogr
amm
e ‘N
ati p
er le
gger
e’ (‘
Bor
n to
rea
d’)
earl
y ag
e. +
is i
s a
nati
onw
ide
prog
ram
me
that
aim
s at
in
volv
ing
the
com
mun
ity
in o
rder
to g
ive
child
ren
a be
tter
ch
ance
to g
row
and
dev
elop
from
an
inte
llect
ual a
nd e
mo-
tion
al p
oint
of v
iew
. +e
orga
nisa
tion
is b
ased
on
a ne
twor
k th
at in
clud
es li
brar
ians
, pae
diat
rici
ans,
teac
hers
, and
ass
o-ci
atio
ns w
illin
g to
put
the
ir e
nerg
ies
into
the
pro
ject
. At a
lo
cal
leve
l, a
com
mit
men
t is
und
erta
ken
to r
ealis
e th
e pr
ojec
t w
ith
the
grea
test
Vex
ibili
ty a
nd a
dapt
atio
n to
the
di
0ere
nt s
itua
tion
s46.
In t
he N
ET
HE
RL
AN
DS, ‘
Stic
htin
g L
ezen
& S
chri
jven
’ was
or
igin
ally
est
ablis
hed
in 2
004.
+e
initi
al g
oal w
as to
rai
se
awar
enes
s, b
ased
aro
und
the
noti
on o
f th
e ‘li
tera
cy c
hain
’ (f
rom
you
ng c
hild
ren
to a
dults
). +
roug
h ou
t the
yea
r, hi
gh
pro!
le c
ampa
igns
and
act
iviti
es in
volv
e a
broa
d ra
nge
of p
lay-
ers
– fr
om f
orm
erly
illi
tera
te p
eopl
e w
ho s
erve
as
liter
acy
amba
ssad
ors
to b
usin
esse
s an
d a
grou
p of
28
cele
brit
ies
(‘For
um A
to Z
’). +
e ap
proa
ch c
an c
erta
inly
be
repl
icat
ed
in o
ther
cou
ntri
es.
BU
ILD
ING
ON
EV
IDE
NC
E
E0e
ctiv
e lit
erac
y st
rate
gies
are
evi
denc
e-ba
sed.
+is
mea
ns
star
ting
fro
m a
bas
elin
e st
udy
on t
he li
tera
cy s
itua
tion
of
prim
ary-
aged
chi
ldre
n, a
dole
scen
ts a
nd a
dults
, and
hav
ing
a sy
stem
for
mon
itori
ng p
rogr
ess.
Par
tici
pati
on i
n in
ter-
nati
onal
lite
racy
sur
veys
can
pro
vide
the
dat
a ne
eded
for
m
onito
ring
pro
gres
s. S
urve
ys s
uch
as P
IRL
S (P
rogr
ess
in
Inte
rnat
iona
l R
eadi
ng L
iter
acy
Stud
y) a
nd p
arti
cula
rly
PIS
A h
ave
cont
ribu
ted
in a
num
ber o
f cou
ntri
es to
rais
ing
awar
enes
s of t
he g
aps i
n fu
ncti
onal
lite
racy
am
ong
prim
ary
scho
ol c
hild
ren
and
teen
ager
s res
pect
ivel
y. G
erm
any
wen
t th
roug
h a
‘PIS
A s
hock
’ aft
er t
he p
ublic
atio
n of
the
PIS
A
2000
resu
lts, l
eadi
ng to
a q
uest
ioni
ng o
f the
who
le st
ruct
ure
of s
choo
l edu
cati
on i
n m
any
Län
der
(reg
ions
). +
e 20
13
PIA
AC
(P
rogr
amm
e fo
r In
tern
atio
nal
Ass
essm
ent
of
Adu
lt C
ompe
tenc
es)
surv
ey w
ill h
ighl
ight
adu
lt sk
ills
in
a si
mila
r way
. In
part
icul
ar, i
t will
giv
e th
e !r
st s
yste
mat
ic
view
of t
he d
eman
ds m
ade
on a
dults
’ lite
racy
and
num
erac
y sk
ills
by
the
digi
tal a
ge. +
e re
sult
s sh
ould
be
care
fully
At
Eur
opea
n le
vel,
ther
e ar
e at
leas
t 22
init
iati
ves
by t
he
Eur
opea
n C
omm
issi
on t
hat
have
a s
ubst
anti
al l
iter
acy
dim
ensi
on. H
ow t
he li
tera
cy d
imen
sion
can
hel
p ac
hiev
e it
s ob
ject
ives
nee
ds t
o be
ass
esse
d fo
r ea
ch o
ne. L
eadi
ng
by e
xam
ple,
as
an u
rgen
t fo
llow
-up
to t
his
repo
rt,
the
Eur
opea
n C
omm
issi
on s
houl
d br
ing
the
di0
eren
t in
itia
-ti
ves t
oget
her t
o en
sure
coo
rdin
ated
act
ion
in ta
cklin
g th
e lit
erac
y is
sue.
AC
RO
SS
AG
ES
A v
isio
n un
derl
ying
lit
erac
y st
rate
gies
sho
uld
be b
uilt
arou
nd a
ll st
ages
of l
ife, s
tret
chin
g fr
om b
irth
, thr
ough
the
scho
ol y
ears
and
adu
lthoo
d in
to re
tire
men
t. L
itera
cy st
rate
-gi
es s
houl
d no
t ju
st f
ocus
on
child
ren’
s de
velo
pmen
t, no
r sh
ould
the
y de
al e
xclu
sive
ly w
ith
adul
t ed
ucat
ion.
+is
ap
proa
ch n
eces
sari
ly in
volv
es t
he e
ntir
e ra
nge
of r
elev
ant
indi
vidu
als a
nd o
rgan
isat
ions
. Fam
ily li
tera
cy p
rogr
amm
es
in p
arti
cula
r ca
n pl
ay a
n es
sent
ial r
ole
in p
olic
ies
whi
ch
cove
r th
e w
hole
spe
ctru
m o
f li
felo
ng l
earn
ing
(see
als
o C
hapt
er 0
3).
AC
RO
SS
PO
LIT
ICA
L T
IME
TA
BL
ES
Des
pite
the
urg
ency
of t
he li
tera
cy c
halle
nge,
nat
iona
l and
E
urop
ean
stra
tegi
es m
ust f
ocus
on
long
-ter
m im
prov
emen
ts,
and
be m
atch
ed b
y go
vern
men
tal c
omm
itmen
ts a
nd b
udge
ts
acco
rdin
gly.
The
re a
re n
o qu
ick
fixe
s fo
r po
or l
iter
acy.
A
chie
ving
our
am
bitio
ns w
ill ta
ke t
ime.
Wha
t we
do n
eed,
is
for
all p
laye
rs t
o w
ork
tow
ards
the
sam
e go
als
and
mor
e tr
ansp
aren
cy a
bout
wha
t wor
ks a
nd w
hat d
oes n
ot w
ork.
At
tim
es e
duca
tion
al p
olic
y su
0er
s th
e co
nseq
uenc
es o
f ‘re
form
chu
rn’,
wit
h ne
w m
inis
ters
laun
chin
g no
vel s
trat
e-gi
es b
efor
e th
e pr
evio
us a
ppro
ach
has h
ad ti
me
to ta
ke e
0ect
, le
t al
one
be a
sses
sed.
But
suc
cess
ful l
eade
rshi
p in
lite
racy
is
a lo
ng g
ame.
Suc
cess
ful s
choo
l ref
orm
ers,
for
exa
mpl
e,
have
ben
e!te
d fr
om lo
ng p
erio
ds o
f sta
bilit
y, a
llow
ing
tim
e to
impl
emen
t and
con
solid
ate
chan
ge45
. Cro
ss-p
arty
, lon
g-te
rm a
ppro
ache
s an
d st
able
ow
ners
hip
are
mor
e e0
ecti
ve
and
e)ci
ent,
part
icul
arly
in t
he a
rea
of l
itera
cy. F
inla
nd
owes
muc
h of
its
curr
ent
liter
acy
achi
evem
ent
to s
olid
ly
lead
ersh
ip a
lso
mea
ns k
eepi
ng a
n op
en m
ind
to in
nova
tive
ap
proa
ches
aim
ed a
t add
ress
ing
stru
ctur
al p
robl
ems.
NO
NO
NN L L
ITER
AC
Y-S
PEC
IFIC
EU
RO
RO
PPPEE 2 2 2 2
02
02
02
0200
OTH
ER
R
ININININ
ITITITIAIA
TI
TIV
ES
LITER
AC
Y-S
PEC
IC
IC
IC
IFI
FI
FI
FI
FICCC
3534
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > A C
O-OPERATIV
E A
PPROACH
of E
urop
eans
can
ach
ieve
leve
l 3 li
tera
cy. W
e re
cogn
ise
that
th
e ti
mes
cale
for
the
mea
suri
ng o
f e0
ecti
ve e
duca
tion
al
refo
rm is
one
of g
ener
atio
ns. +
eref
ore
we
reco
mm
end
that
E
urop
ean
min
iste
rs a
gree
upo
n a
‘Lite
rate
Eur
ope’
stra
tegy
, co
mpr
isin
g no
t onl
y sh
ort-
and
med
ium
-ter
m g
oals
ben
ch-
mar
ked
agai
nst l
evel
2 li
tera
cy p
erfo
rman
ce, b
ut a
lso
long
-te
rm s
trat
egie
s ca
pabl
e of
nur
turi
ng th
e un
rele
ntin
g am
bi-
tion
of b
ridg
ing
the
gap
to a
leve
l 3 li
tera
cy t
arge
t fo
r th
e m
axim
um p
opul
atio
n po
ssib
le.
THE C
HART O
N THE N
EXT PAGE SHOW
S THE LATEST
PIC
TURE C
ONCERNIN
G 15-Y
EAR-O
LD STUDENTS:
PU
TT
ING
EF
FE
CT
IVE
LIT
ER
AC
Y S
TR
AT
EG
IES
INT
O P
RA
CT
ICE
Nat
iona
l lite
racy
str
ateg
ies a
re e
ssen
tial
to p
utti
ng li
tera
cy
at th
e he
art o
f pub
lic p
olic
y. +
ey m
ust n
ot b
e ju
st a
pap
er
exer
cise
, but
sho
uld
be f
ound
ed o
n a
stro
ng v
isio
n of
the
im
port
ance
of
liter
acy
for
citi
zens
and
for
the
who
le o
f so
ciet
y.
Nat
iona
l lite
racy
str
ateg
ies
requ
ire
stro
ng le
ader
ship
and
sh
ould
: b
e fo
unde
d on
a c
lear
vis
ion
that
spa
ns a
cros
s di
0er
ent
polic
y de
part
men
ts a
s wel
l as b
usin
esse
s, tr
ade
unio
ns a
nd
NG
Os
from
wit
hin
and
outs
ide
the
educ
atio
nal s
ecto
r; s
pan
the
enti
re li
feti
me
of c
itiz
ens;
in
clud
e all
di0e
rent
dim
ensio
ns n
eede
d to
add
ress
illit
erac
y,
from
rea
ding
pro
mot
ion
to a
war
enes
s-ra
isin
g ca
mpa
igns
, fr
om su
ppor
t to
stru
gglin
g re
ader
s to
the
qual
ity
of li
tera
cy
teac
hing
and
teac
her e
duca
tion
, fro
m li
tera
cy a
t the
wor
k-pl
ace
to i
nvol
vem
ent
of v
olun
teer
s, a
nd f
rom
act
ions
at
nati
onal
leve
l to
acti
on a
t loc
al a
nd r
egio
nal l
evel
s; b
e ba
sed
on e
vide
nce;
allo
w fo
r tes
ting
of n
ew a
ppro
ache
s to
!nd
stru
ctur
al so
lu-
tion
s fo
r re
curr
ing
issu
es s
uch
as s
trug
glin
g re
ader
s an
d re
achi
ng m
ore
adul
ts;
be
adeq
uate
ly fu
nded
; s
et o
ut a
fram
ewor
k fo
r nat
iona
l, re
gion
al a
nd lo
cal a
ctio
n; h
ave
clea
r edu
cati
onal
goa
ls; a
nd a
sses
s reg
ular
ly w
heth
er p
eopl
e m
eet m
inim
um st
anda
rds
and
o0er
sup
port
for t
hose
who
do
not.
In t
he N
ET
HE
RL
AN
DS, t
he ‘M
eije
rink
Com
mis
sion
’ (20
08)
de!n
ed r
efer
ence
lev
els
of p
erfo
rman
ce i
n lit
erac
y an
d nu
mer
acy
from
pri
mar
y sc
hool
to a
dult
educ
atio
n, in
clud
-in
g th
e m
inim
um le
vel n
eces
sary
to fu
nctio
n fu
lly in
soci
ety.
+
ese
refe
renc
e le
vels
hav
e be
en e
ndor
sed
by se
vera
l sec
tor-
orga
nisa
tion
s. D
i0er
ent a
ctio
n pl
ans
and
a de
dica
ted
web
-si
te h
ave
been
laun
ched
in o
rder
to p
rom
ote
the
use
of re
fer-
ence
leve
ls.
+e
PO
RT
UG
UE
SE N
atio
nal R
eadi
ng P
lan
(200
6) fo
cuse
s not
on
ly o
n ch
ildre
n th
roug
h a
‘chi
ldho
od-w
ide’
app
roac
h, b
ut
also
on
the
enti
re li
fesp
an. I
t in
trod
uced
one
com
puls
ory
hour
of r
eadi
ng p
er d
ay in
ear
ly c
hild
hood
edu
cati
on a
nd
care
and
pri
mar
y ed
ucat
ion,
and
one
hou
r of i
n-cl
ass
read
-in
g pe
r w
eek
in lo
wer
sec
onda
ry. +
e P
lan
also
pro
vide
s na
tion
wid
e co
ntin
uing
pro
fess
iona
l de
velo
pmen
t pr
o-gr
amm
es i
n lit
erac
y in
stru
ctio
n fo
r te
ache
rs,
and
puts
a
stro
ng e
mph
asis
on
fam
ily li
tera
cy a
nd in
ter-
gene
rati
onal
ap
proa
ches
. It
also
has
a s
tran
d of
pro
mot
ion
of r
eadi
ng
deve
lope
d to
geth
er w
ith
publ
ic li
brar
ies,
focu
sing
on
book
a
colle
ctio
n of
age
-app
ropr
iate
e-B
ooks
. Por
tuga
l is a
mon
g th
e co
untr
ies
wit
h th
e m
ost
spec
tacu
lar
impr
ovem
ent
in
PIS
A-r
esul
ts in
the
past
dec
ade.
stud
ied
and
inte
grat
ed i
n th
e de
velo
pmen
t of
lit
erac
y vi
sion
s an
d st
rate
gies
.
Inte
rnat
iona
l sur
veys
are
not
sim
ply
a ‘h
ealt
h-ch
eck’
for
a
coun
try’
s lit
erac
y te
achi
ng. +
ey a
re r
ich
sour
ces
of d
ata,
pr
ovid
ing
evid
ence
for
impr
ovin
g le
arni
ng. H
owev
er, n
ot
all c
ount
ries
are
usi
ng in
tern
atio
nal l
itera
cy s
urve
y re
sults
as
a re
al in
put i
n po
licy-
mak
ing,
oft
en d
ue to
lack
of c
apac
-it
y to
ana
lyse
dat
a an
d co
nstr
uct
evid
ence
-bas
ed p
olic
ies.
+
ere
are
trem
endo
us o
ppor
tuni
ties
for
Mem
ber
Stat
es to
m
ake
bett
er u
se o
f th
e re
sults
of
such
sur
veys
, som
ethi
ng
that
can
not
easi
ly b
e do
ne b
y ea
ch c
ount
ry o
n it
s ow
n.
Co-
oper
atio
n ac
ross
the
EU
, sup
port
ed !
nanc
ially
by
EU
pr
ogra
mm
es,
has
an e
ssen
tial
rol
e in
enh
anci
ng p
rope
r ev
iden
ce-b
ased
pol
icy
appr
oach
es to
red
ress
lite
racy
gap
s.
In F
RA
NC
E, t
he ‘A
genc
e N
atio
nale
de
Lut
te c
ontr
e l’I
lle-
tris
me’
(A
NL
CI)
impl
emen
ted
a na
tion
al f
ram
ewor
k fo
r co
mba
ting
illit
erac
y. O
ne o
f the
ess
enti
al e
lem
ents
of t
his
fram
ewor
k is
that
it in
volv
es e
very
rele
vant
act
or. T
o co
unt
and
pro!
le p
eopl
e in
sit
uati
ons
of il
liter
acy,
they
use
d tw
o st
udie
s:
‘Jour
de
Pré
para
tion
à la
Déf
ense
’ (‘R
egis
trat
ion
day
for
defe
nce
prep
arat
ion’
): 20
02 r
esul
ts: 1
2 %
of
thes
e yo
ung
peop
le w
ere
enco
unte
ring
di)
culti
es in
rea
ding
and
wri
t-in
g, a
nd h
alf o
f the
m w
ere
copi
ng w
ith il
liter
acy,
repr
esen
t-in
g 6
% o
f the
age
gro
up.
the
INSE
E (N
atio
nal I
nstit
ute
of E
cono
mic
and
Sta
tistic
al
Info
rmat
ion)
, in
asso
ciat
ion
wit
h th
e m
ain
Min
istr
y st
a-ti
stic
s o)
ces a
nd p
ublic
rese
arch
inst
itut
es, p
rovi
des m
ore
deta
iled
anal
ysis
.
TR
EA
TIN
G L
ITE
RA
CY
AS
AN
ES
SE
NT
IAL
PA
RT
OF
TH
E H
UM
AN
RIG
HT
TO
ED
UC
AT
ION
The
rig
ht t
o ed
ucat
ion
is e
nshr
ined
bot
h in
the
UN
C
onve
ntio
n on
Hum
an R
ight
s an
d in
the
EU
Cha
rter
of
Fun
dam
enta
l Rig
hts.
As l
itera
cy is
the
gate
way
to le
arni
ng
and
educ
atio
n, t
he r
ight
to
educ
atio
n ca
nnot
be
exer
cise
d w
itho
ut a
dequ
ate
liter
acy
leve
ls. M
embe
r St
ates
sho
uld
prov
ide
a le
gal g
uara
ntee
of t
he m
eans
to d
evel
op li
tera
cy,
as w
ell a
s rei
nfor
cing
the
polit
ical
and
soci
etal
com
mitm
ent
to it
. A t
ruly
lite
rate
soc
iety
is b
uilt
on a
!rm
lega
l bas
is,
mob
ilisi
ng in
stit
utio
ns a
nd r
esou
rces
to m
eet t
he n
eeds
of
indi
vidu
als47
.
+e
righ
t to
liter
acy
shou
ld tr
ansl
ate
into
a ri
ght t
o su
ppor
t: no
body
str
uggl
ing
wit
h lit
erac
y sh
ould
be
left
to
stru
ggle
al
one.
All
Eur
opea
n ci
tize
ns –
chi
ldre
n, a
dole
scen
ts a
nd
adul
ts –
sho
uld
have
a le
gal r
ight
to
rece
ive
all t
he h
elp
reas
onab
ly r
equi
red
to b
ecom
e lit
erat
e en
ough
to
achi
eve
thei
r ful
l pot
enti
al. +
ere
shou
ld b
e br
oadl
y ac
cess
ible
indi
-vi
dual
ised
lear
ning
sup
port
insi
de a
nd o
utsi
de s
choo
l for
al
l ch
ildr
en,
adol
esce
nts
and
adul
ts s
trug
glin
g w
ith
liter
acy.
Und
er th
e S
WE
DIS
H S
choo
ls A
ct, p
upils
hav
e a
righ
t to
spe-
cial
sup
port
whe
re t
hey
are
unab
le t
o re
ach
min
imum
kn
owle
dge
obje
ctiv
es in
the
curr
icul
um. L
earn
ing
supp
ort
is p
rovi
ded
acco
rdin
g to
an
indi
vidu
al l
earn
ing
plan
. Pa
rent
s hav
e a
righ
t to
chal
leng
e th
e de
cisi
on o
f the
scho
ol
on p
rovi
sion
or n
on-p
rovi
sion
of l
earn
ing
supp
ort.
In F
INL
AN
D, a
sub
ject
ive
righ
t to
lear
ning
sup
port
is g
iven
to
all
pupi
ls t
hrou
gh t
he B
asic
Edu
cati
on A
ct. I
f ge
nera
l su
ppor
t is
not
su)
cien
t, t
here
is
a re
quir
emen
t th
at a
ll pu
pils
ben
e!t f
rom
a m
ulti-
prof
essi
onal
ped
agog
ical
ass
ess-
men
t, as
a b
asis
for a
n in
divi
dual
lear
ning
pla
n.
DE
VE
LO
PIN
G A
ND
CO
MM
ITT
ING
TO
A L
ON
G-T
ER
M G
OA
L
In o
rder
to
addr
ess
liter
acy
in a
str
uctu
ral
man
ner,
all
play
ers i
n so
ciet
y ne
ed to
dev
elop
and
com
mit
to a
dot
on
the
hori
zon
– an
d st
ick
wit
h it
for
a su
stai
ned
peri
od o
f ti
me.
For
thi
s ul
tim
ate
goal
, Eur
opea
n so
ciet
ies
shou
ld
stri
ve t
owar
ds 1
00 %
fun
ctio
nal l
iter
acy.
Gov
ernm
enta
l an
d so
ciet
al p
laye
rs su
ch a
s min
istr
ies,
scho
ols,
em
ploy
ers
and
NG
Os
shou
ld c
omm
it th
emse
lves
to
achi
evin
g th
is
and
not g
ivin
g up
on
anyb
ody.
Str
ateg
ies
and
appr
oach
es
can
vary
and
the
are
as o
f fo
cus
may
shi
ft o
ver
tim
e.
Mem
ber S
tate
s are
bes
t abl
e to
de!
ne sh
orte
r-te
rm ta
rget
s an
d bu
dget
s, tr
ansl
ated
into
mea
ning
ful o
bjec
tive
s for
all
acto
rs. Y
et t
his
unco
mpr
omis
ing
ambi
tion
of 1
00 %
fun
c-ti
onal
lit
erac
y on
ly m
akes
sen
se i
f e0
orts
tow
ards
it a
re
base
d on
a s
ense
of
co-r
espo
nsib
ilit
y an
d co
-ow
ners
hip
amon
g al
l pla
yers
.
+e
curr
ent
EU
tar
get
is t
o lo
wer
the
pro
port
ion
of lo
w-
achi
evin
g 15
-yea
r-ol
ds i
n re
adin
g sk
ills
bel
ow 1
5 %
by
2020
. +is
tar
get
is e
quiv
alen
t to
Lev
el 2
in P
ISA
(‘b
asic
re
adin
g ta
sks’)
and
con
fron
ts E
urop
e w
ith
an e
norm
ous
chal
leng
e fo
r the
nex
t sev
en y
ears
. How
ever
, it i
s not
am
bi-
tiou
s eno
ugh.
In fa
ct, E
urop
e sh
ould
com
mit
to th
e pu
rsui
t of
a lo
nger
-ter
m o
bjec
tive
: for
all
Eur
opea
n ci
tize
ns to
reac
h L
evel
3 (‘
task
s of m
oder
ate
com
plex
ity’
), w
hich
, acc
ordi
ng
to t
he O
EC
D d
e!ni
tion
48, i
s th
e m
inim
um t
hres
hold
ena
-bl
ing
peop
le to
ach
ieve
life
long
lite
racy
requ
irem
ents
. +us
w
e re
com
men
d th
e es
tabl
ishm
ent,
and
impl
emen
tati
on, o
f ro
bust
met
rics
dea
ling
with
Lev
el 3
lite
racy
in o
rder
to m
oni-
tor
our
join
t pr
ogre
ss t
owar
ds t
his
mor
e am
biti
ous
targ
et.
To
achi
eve
this
end
, we
mus
t st
rive
to
deve
lop
inno
vati
ve
lear
ning
app
roac
hes,
mot
ivat
ing
peop
le t
o co
ntin
ue t
o de
velo
p th
eir l
itera
cy sk
ills s
o th
at a
n ev
er la
rger
pro
port
ion
3736
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > A C
O-OPERATIV
E A
PPROACH
CO
NC
LU
DIN
G R
EM
AR
KS
On
e of
the
mos
t pr
evai
ling
myt
hs i
s th
at t
he e
duca
tion
syst
em a
lon
e is
res
pon
sibl
e fo
r re
adin
g an
d w
riti
ng
–
a v
iew
poin
t tha
t is n
ot si
mpl
y ou
t of d
ate b
ut ca
n ha
mpe
r
prog
ress
. Tre
nds
in
soc
iety
dem
and
bett
er li
tera
cy s
kill
s
– an
d so
soc
iety
mus
t $
nd
solu
tion
s. I
n o
rder
to
achi
eve
this
, bro
ad co
-ow
ner
ship
acr
oss s
ecto
rs, p
olic
y ar
eas a
nd
poli
tica
l gro
ups,
ser
vic
e pr
ovid
ers,
sta
keho
lder
org
ani-
sati
ons,
an
d ev
en a
ges i
s cru
cial
. Fur
ther
mor
e, th
e suc
cess
of su
ch co
-ow
ner
ship
dep
ends
upo
n a
cohe
rent
vis
ion
and
stra
tegy
at
EU
an
d in
tern
atio
nal
lev
els,
un
derp
inn
ed
by r
aisi
ng a
war
enes
s, p
rov
idin
g ev
iden
ce a
nd
crea
ting
sust
ain
ed co
mm
itm
ent a
mon
g al
l act
ors.
In o
rder
to ta
ke th
ings
on
e st
ep fu
rthe
r, w
e n
eed
to id
en-
tify
the
un
derl
yin
g pr
econ
diti
ons
for
succ
ess
to m
ake
impr
ovem
ent o
f lit
erac
y le
vel
s in
Eur
ope
a re
alit
y.
Socie
ty a
s a w
hole
need
s to
respo
nd, n
ot jus
t the
educa
tion
sector
.
PPPPPPPPPPPPPPPPPPPPPPIIIIIIIIISSSSSSSSSS
AAAAAAAAAAAAAAAA 222222222222
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999999999999
PePePePePePePePePePePePePePePePePercrcrcrcrcrcrcrcrcrcrcrcrce
nenenenenenenenenentatatatatatatatatatatatatata
gegegegegegegegegegegegegegegegegegegegege o o o o o o o o o o o o o o o o o o o o o o o o o o o of f f f f f f f f f f f f f f f f f f f f f
lolololololololololololololololololow w w w w w w w w w w w w w w w w acacacacacacacacacacacacacacacac
hihihihihihihihihihihihihihihihihihihihihihihievevevevevevevevevev
ererererererererererererererers s s s s s s s s i
ninininininininininininininininininininininin r r r r r r r
eaeaeaeaeaeaeaeaeaeaeaeaeaeaeaeaeaeaeaeadidididididididididididididididi
ngngngngngngngngngngngngngngngngngngngngngngngngngng l l l l l l l l l li
tititititititititititititititerererererererererererererererereracacacacacacacacacacac
yyyyyyyyyyyy
ShShShShShShShShShShShShShShShararararararararararararararararar
e e e e e e e e e e e e e ofofofofofofofofofofofofofofofofofofofofofofofofofofofofofofof
1 1 1 1 1 1 1 1 1 1 1 15555555555555 -
yeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeyeararararararararararararararararar
----
ararolololololololololololololololololold
sdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsdsds s s s s s s sc
ocococococococococococococococoririririririririririririririririririririririririririririn
gngngngngngngngngngngngngngngng a a a a a a a a
t t t t t t t t t t t t t t t t t t t t t t t t t t t t t orororororororororororororor b b b b b b b b b b b b b b b b
elelelelelelelelelelelelelelelelelelelelelelelelelowowowowowowowowowow L L L L L L L L L L L L L L L L L L L
evevevevevevevevevevevevevevevevevevevevevevelelelelelelelel
2 2 2 2 2 2 2 2 2 2 2 2 2
--inininininininininininininininininin
P P P P P P P P P PISISISISISISISISISISISISISA
A A A A A A A A A A A A A A A A A A A 2020202020202020202020202020
090909090909090909090909090909090909090909
IIIIIIIIIIIIIIIIIIIII 0000000000000000000IIIIIIIIIIIIIIIIII 5%5%5%5%5%5%5%5%5%5%5%5%5%5%5%5%
IIIIIIIIIIIIIIIIIIIIIIIII10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%10
%IIIIIIIIIIIIIIIII
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
15%
IIIIIIIIIIIIIIIIIIII20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
20%
IIIIIIIIIIIIIIIIIIIIIII2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%2
5%IIIIIIIIIIIIIIIIIIIIII
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
30%
IIIIIIIIIIIIIIIIIII35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
35%
IIIIIIIIIIIIIIIIIIII40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
40%
IIIIIIIIIIIIIIIIIIII45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
45%
FINL
FINL
FINL
FINL
FINL
FINL
FINL
FINL
FINL
FINL
FINLAND
AND
AND
AND
AND
AND
AND
AND
AND
AND
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
8,1
ESTO
ESTO
ESTO
ESTO
ESTO
ESTO
ESTONIA
NIA
NIA
NIA
NIA
NIA
NIA
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
13,3
NE
NE
NE
NE
NE
NETH
TH
TH
TH
TH
TH
THEEEEEEEERLAN
RLAN
RLAN
RLAN
RLAN
RLAN
RLAN
RLANDS
DS
DS
DS
DS
DS
DS
DS 14,3
14,3
14,3
14,3
14,3
14,3
14,3
14,3
14,3
14,3
POLA
POLA
POLA
POLA
POLA
POLA
POLA
POLA
POLAND
ND
ND
ND
ND
ND
ND
15
15
15
15
15
15
15
15
DE
DE
DE
DE
DE
DENMAR
NMAR
NMAR
NMAR
NMAR
NMAR
NMAR
NMAR
NMAR
NMARK
K
K
K
K
K
K
K
K 15,2
15,2
15,2
15,2
15,2
15,2
15,2
15,2
15,2
15,2
IIIIIRRRRREEEEELAND
LAND
LAND
LAND
LAND
LAND
LAND
LAND
LAND
LAND
LAND 17,2
17,2
17,2
17,2
17,2
17,2
17,2
17,2
17,2
SSSSSSSSSWWWWWWEEEEEEEEEEDDDDDDDDEEEEEEEEEEEEEEN
N
N
N
N
N
N
N
N 17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
17,4
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORT
PORTUGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL
UGAL 17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
HHHHHHHHHHUNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGA
UNGARY
RY
RY
RY
RY
RY
RY
RY
RY
RY
RY
RY 17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
LLLATVI
ATVI
ATVI
ATVI
ATVI
ATVI
ATVI
ATVIA
A
A 17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
17,6
BBBBBBBBBEEEEEEEEEEEEELGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIU
LGIUM
M
M
M
M
M
M
M
M 17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
17,7
UK
UK
UK
UK
UK
UK
UK
UK
UK
18,4
18,4
18,4
18,4
18,4
18,4
18,4
18,4
GE
GE
GE
GE
GE
GE
GE
GERMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMAN
RMANY
Y
Y
Y
Y
Y
Y
Y 18,5
18,5
18,5
18,5
18,5
18,5
18,5
18,5
18,5
18,5
18,5
18,5
SP
SP
SP
SP
SP
SP
SP
SP
SPAIN
AIN
AIN
AIN
AIN
AIN
AIN
AIN
AIN
AIN
AIN
AIN 19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
19,6
EEEEEEEEEEEEEUUUUU (26
(26
(26
(26
(26
(26
(26
(26
(26
(26
(26
(26 COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COU
COUNTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRI
NTRIEEEEEEEEEEES)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)S)******
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
19,7
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRANCCCCCCCCCCCCCEEEEEEEEEEEE
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
19,8
IIIIIITALY
TALY
TALY
TALY
TALY
TALY
TALY
TALY
TALY
21
21
21
21
21
21
21
21
21
21
21
SSSSSSSLOV
LOV
LOV
LOV
LOV
LOV
LOV
LOV
LOV
LOV
LOV
LOV
LOVEEEEEEEEEENIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA
NIA 21,2
21,2
21,2
21,2
21,2
21,2
21,2
21,2
21,2
21,2
21,2
GGGGGRRRRRREE
EE
EE
EE
EE
EE
EE
EE
EECCCCCCCCE
E
E
E
E
E
E
E 21,3
21,3
21,3
21,3
21,3
21,3
21,3
21,3
21,3
21,3
21,3
SSSSSSSSSSLOVA
LOVA
LOVA
LOVA
LOVA
LOVA
LOVA
LOVA
LOVA
LOVAKIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
KIA
22,3
22,3
22,3
22,3
22,3
22,3
22,3
22,3
22,3
22,3
CCCCCCCCCZZZZZZZZEEEEEEEEEEECH
CH
CH
CH
CH
CH
CH
CH
CH
CH REP
REP
REP
REP
REP
REP
REP
REP
REPUUUUUUUUBBBBBBBLIC
LIC
LIC
LIC
LIC
LIC
LIC
LIC
LIC
LIC
LIC
23,1
23,1
23,1
23,1
23,1
23,1
23,1
23,1
23,1
23,1
LLLLLLLITHU
ITHU
ITHU
ITHU
ITHU
ITHU
ITHU
ITHUANIA
ANIA
ANIA
ANIA
ANIA
ANIA
ANIA
ANIA
24,3
24,3
24,3
24,3
24,3
24,3
24,3
24,3
24,3
24,3
LLLLLLLLUX
UX
UX
UX
UX
UX
UX
UX
UXEEEEEEEMMMMMMMMBBBBBBOURG
OURG
OURG
OURG
OURG
OURG
OURG
OURG
OURG
26
26
26
26
26
26
26
26
AAAAAAAAUSTR
USTR
USTR
USTR
USTR
USTR
USTR
USTR
USTR
USTRIA
IA
IA
IA
IA
IA
IA
IA
IA
IA
27,5
27,5
27,5
27,5
27,5
27,5
27,5
27,5
27,5
27,5
MMMMMMALTA
ALTA
ALTA
ALTA
ALTA
ALTA
ALTA
ALTA
36,3
36,3
36,3
36,3
36,3
36,3
36,3
36,3
36,3
RRRRRRRRROMAN
OMAN
OMAN
OMAN
OMAN
OMAN
OMAN
OMAN
OMAN
OMANIA
IA
IA
IA
IA
IA
IA
IA
IA
IA
IA
40,4
40,4
40,4
40,4
40,4
40,4
40,4
40,4
40,4
40,4
40,4
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULGARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
ARIA
41414141414141
3938
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
3.1
A
LIT
ER
AT
E E
NV
IRO
NM
EN
T
A li
tera
te e
nvir
onm
ent i
s one
that
ack
now
ledg
es th
e im
por-
tanc
e of
lang
uage
and
enc
oura
ges a
nd su
ppor
ts th
e lit
erac
y de
velo
pmen
t of a
ll, n
o m
atte
r wha
t the
ir a
ge o
r bac
kgro
und.
It
all
star
ts w
ith
mot
ivat
ion.
So
the
prim
ary
obje
ctiv
e of
a
liter
ate
envi
ronm
ent i
s to
incr
ease
lite
racy
mot
ivat
ion
and
enga
gem
ent
by e
ncou
ragi
ng a
nd s
uppo
rtin
g re
adin
g an
d w
riti
ng f
or p
leas
ure.
+is
mea
ns c
ulti
vati
ng a
cul
ture
of
read
ing,
incr
easi
ng th
e vi
sibi
lity
and
avai
labi
lity
of re
adin
g m
ater
ials
and
pro
mot
ing
read
ing
in a
ll its
form
s, t
hrou
gh
dive
rse
mat
eria
ls, o
nlin
e an
d o`
ine.
TH
E F
AM
ILY
CO
NT
EX
T P
LA
YS
A C
EN
TR
AL
RO
LE
+e
fam
ily is
gen
eral
ly r
ecog
nise
d as
the
mos
t in
Vuen
tial
st
ruct
ure
in s
ocie
ty. I
t is
no
di0e
rent
whe
n it
com
es t
o lit
-er
acy.
Mot
ivat
ion
and
supp
ort
for
enga
ging
wit
h re
adin
g be
gin
in t
he h
ome.
Par
ents
and
car
ers
are
child
ren’
s !r
st
teac
hers
, and
man
y of
the
mos
t im
port
ant
step
s to
war
ds
good
life
long
lite
racy
are
take
n in
the
hom
e.
+e
fam
ily s
truc
ture
is o
ften
ove
rlook
ed w
hen
addr
essi
ng
liter
acy-
rela
ted
issu
es. I
nste
ad, t
he m
ain
focu
s is o
n sc
hool
s.
Yet
for
a nu
mbe
r of
rea
sons
, no
liter
acy
appr
oach
can
be
succ
essf
ul w
itho
ut i
nclu
ding
a f
amily
dim
ensi
on.
+is
re
quir
es a
shi
ft in
min
dset
and
dev
elop
men
t of f
amily
pro
-gr
amm
es th
at s
houl
d be
con
ceiv
ed a
cros
s ge
nera
tion
s, n
ot
just
focu
sed
on o
ne a
ge g
roup
.
At a
ll st
ages
of c
hild
hood
, par
ents
pla
y a
cent
ral r
ole
in th
eir
child
ren’
s lit
erac
y de
velo
pmen
t. C
hild
ren
spen
d fa
r m
ore
tim
e at
hom
e w
ith
thei
r fa
mili
es a
nd o
nly
appr
oxim
atel
y on
e-th
ird
of e
ach
wee
kday
in
scho
ol. C
hild
ren
can
also
su
ppor
t par
ents
’ lite
racy
gro
wth
. One
of t
he k
ey m
otiv
ator
s dr
ivin
g ad
ults
to
impr
ove
thei
r lit
erac
y sk
ills
is t
he d
esir
e to
be
a be
tter
par
ent:
to b
e ab
le t
o re
ad t
o th
eir
child
ren,
he
lp th
em w
ith h
omew
ork,
and
serv
e as
a li
tera
cy ro
le m
odel
.
It c
anno
t be
tak
en f
or g
rant
ed t
hat
all h
omes
are
abl
e to
pr
ovid
e a
su)
cien
tly
liter
ate
envi
ronm
ent,
eith
er to
supp
ort
child
ren’
s suc
cess
in e
duca
tion,
or t
o fo
ster
the
liter
acy
deve
l-op
men
t of p
aren
ts –
or b
oth.
Som
e ch
ildre
n st
art s
choo
l not
ye
t ab
le t
o co
mm
unic
ate
clea
rly a
nd c
on!d
ently
in t
he la
n-gu
age
of in
stru
ctio
n. +
is m
eans
tha
t man
y ch
ildre
n –
par-
ticu
larl
y th
ose
in p
over
ty o
r w
hose
hom
e la
ngua
ge is
not
th
at o
f the
scho
ol –
star
t sch
ool a
t a d
isad
vant
age,
car
ryin
g th
is w
ith
them
thr
ough
out
thei
r sc
hool
car
eers
. Par
ents
th
emse
lves
nee
d to
be
equi
pped
wit
h su
)ci
ent
liter
acy
skill
s to
supp
ort t
he la
ngua
ge d
evel
opm
ent o
f the
ir c
hild
ren.
If
the
y ha
ve d
i)cu
ltie
s, t
hese
nee
d to
be
reco
gnis
ed a
nd
the
pare
nts
help
ed t
o ov
erco
me
them
. In
othe
r ca
ses,
par
-en
ts n
eed
mor
e su
ppor
t to
beco
me
good
read
ing
role
mod
els
and
help
thei
r chi
ldre
n de
velo
p go
od o
ral,
prin
t and
dig
ital
liter
acy.
E0e
ctiv
e su
ppor
t is a
vaila
ble,
but
is n
ot w
ides
prea
d en
ough
. +
roug
hout
Eur
ope,
fam
ily li
tera
cy p
rogr
amm
es te
ach
par-
ents
how
to h
elp
thei
r ch
ildre
n im
prov
e th
eir
read
ing
and
wri
ting
. T
hese
pro
gram
mes
ach
ieve
im
pres
sive
res
ults
,
‘ Litera
cy is
not a
luxu
ry,
it is
a rig
ht an
d a
respon
sibilit
y. If
our w
orld
is to
meet
the
challe
nges o
f the
twent
y -fir
st cen
tury,
we m
ust h
arnes
s the
energ
y an
d cre
ativit
y of
all ou
r citiz
ens. ‘
BIL
L C
LIN
TO
N,
FORMER PRESID
ENT O
F THE U
NITED STATES O
F A
MERIC
A
03
TA
CK
LIN
G T
HE
LIT
ER
AC
Y C
HA
LL
EN
GE
:
PR
EC
ON
DIT
ION
S
FO
R S
UC
CE
SS
EU
Mem
ber
Sta
tes
mu
st $
nd
the
mos
t e#
cien
t, e
%ec
-
tiv
e w
ays
of a
ddre
ssin
g th
e li
tera
cy n
eeds
of
all
thei
r
citi
zen
s. !
e ro
utes
to
impr
ovem
ent
wil
l of
cour
se d
if-
fer
from
cou
ntr
y to
cou
ntr
y. H
owev
er, t
here
are
thr
ee
key
issu
es t
hat
all
Mem
ber
Sta
tes
shou
ld f
ocu
s on
as
they
cra
ft t
heir
ow
n li
tera
cy s
olut
ion
s:
1. C
reat
ing
a m
ore
lite
rate
en
vir
onm
ent
2. I
mpr
ovin
g th
e qu
alit
y of
tea
chin
g
3. I
ncr
easi
ng
part
icip
atio
n a
nd
incl
usi
on
4140
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
+e
avai
labi
lity
of b
ooks
is n
ot a
solu
tion
on
its o
wn.
Boo
ks
do n
ot r
ead
them
selv
es. P
aren
ts a
nd t
each
ers
and
othe
rs
not
only
nee
d to
pro
vide
chi
ldre
n w
ith
book
s, b
ut a
lso
to
take
the
tim
e to
read
to c
hild
ren
and
enga
ge th
em in
stor
y-te
lling
. In
addi
tion
to b
eing
read
to, c
hild
ren
need
lite
racy
ro
le m
odel
s. F
amili
es w
here
rea
ding
is v
alue
d as
a p
leas
ur-
able
act
ivit
y, w
here
ther
e is
act
ive
conv
ersa
tion
abou
t boo
ks,
prov
ide
a br
eedi
ng g
roun
d fo
r in
tere
st i
n re
adin
g54. +
e in
volv
emen
t of p
aren
ts in
read
ing
acti
viti
es o
f the
ir 1
5-ye
ar-
old
child
ren
has
a kn
own
posi
tive
e0
ect
on r
eadi
ng p
er-
form
ance
of 1
5-ye
ar-o
lds55
.
Seve
ral
coun
trie
s ha
ve i
mpl
emen
ted
book
-gif
ting
pro
-gr
amm
es b
ased
on
Boo
ksta
rt. +
e or
igin
al b
ook-
gift
ing
prog
ram
me,
Boo
ksta
rt,
was
ini
tiat
ed i
n B
irm
ingh
am,
UN
ITE
D K
ING
DO
M
base
d in
Lon
don,
and
eve
ntua
lly sp
read
to a
ll ar
eas o
f the
U
K a
nd, a
t le
ast
in i
nten
tion
, to
the
pare
nts
of a
ll ne
w-
born
s in
the
cou
ntry
. Stu
dies
in
Bir
min
gham
sug
gest
ed
that
, whe
n ch
ildre
n in
the
orig
inal
coh
ort w
ere
aged
2½
-3,
they
sho
wed
gre
ater
eng
agem
ent w
ith
book
s th
an a
com
-pa
riso
n gr
oup
(and
at
this
poi
nt t
he p
aren
ts a
lso
show
ed
bett
er a
bilit
y to
hel
p th
eir
child
ren)
, and
tha
t, w
hen
the
child
ren
wer
e ag
ed 5
(i.e
. at
scho
ol e
ntry
) an
d ag
ain
at
age
7, t
hey
wer
e ah
ead
of c
ompa
riso
n gr
oups
in b
oth
lit-
erac
y an
d nu
mer
acy56
.
‘Les
esta
rt’,
GE
RM
AN
Y, i
s a
thre
e-st
age
proj
ect
to p
rom
ote
read
ing
to y
oung
chi
ldre
n. +
e !r
st s
tage
run
s fr
om 2
011
to 2
013,
and
foc
uses
on
pare
nts
of o
ne-y
ear-
olds
: th
ey
rece
ive
a bo
ok a
nd in
form
atio
n ab
out h
ow to
rea
d to
the
ir
child
. +e
seco
nd st
age
(201
3-20
15) i
s foc
used
on
libra
ries
, an
d w
ill o
0er a
furt
her s
et o
f Les
esta
rt b
ooks
(and
info
rma-
tion
) to
thr
ee-y
ear-
olds
. +e
!nal
sta
ge r
uns
from
201
6 on
war
ds:
Les
esta
rt b
ooks
wil
l be
pro
vide
d to
pri
mar
y sc
hool
s.
In F
INL
AN
D, a
mat
erni
ty p
ack
is a
vaila
ble
for f
ree
to a
ll fa
mi-
lies
wit
h a
new
-bor
n ch
ild i
nclu
ding
clo
thes
and
oth
er
nece
ssar
y eq
uipm
ent f
or th
e ne
w-b
orn
and
the
pare
nts.
+e
mat
erni
ty p
ack
also
inc
lude
s a
baby
’s !r
st p
ictu
re b
ook,
to
geth
er w
ith
guid
ance
for
par
ents
abo
ut t
he im
port
ance
of
ear
ly in
tera
ctio
n w
ith
the
baby
. In
the
NE
TH
ER
LA
ND
S, t
here
are
var
ious
pro
gram
mes
tha
t w
ork
wit
h lo
cal l
ibra
ries
and
the
loca
l age
ncie
s for
par
ents
an
d ne
w-b
orn
babi
es (t
he ‘C
onsu
ltati
ebur
eaus
’). +
e ai
m is
to
invo
lve
all p
aren
ts a
nd b
abie
s in
rea
ding
act
ivit
ies,
and
ge
t th
em i
nto
the
libra
ries
, whe
re l
ibra
rian
s su
ppor
t th
e pa
rent
s in
rea
ding
act
ivit
ies
wit
h th
e ch
ildre
n. S
ome
pro-
gram
mes
als
o in
clud
e ra
isin
g th
e lit
erac
y le
vel o
f the
sta
0 of
‘Con
sulta
tieb
urea
us’.
‘+e
Fir
st B
ook
of M
y B
aby’
in P
OL
AN
D, a
pro
ject
with
edu
-ca
tiona
l !lm
s and
lulla
bies
to b
e di
stri
bute
d fo
r fre
e am
ong
all m
othe
rs o
f new
born
s (ye
arly
, c. 4
00 0
00),
will
be l
aunc
hed
in 2
012
by t
he ‘A
BC
XX
I –
All
of P
olan
d R
eads
to
Kid
s’ Fo
unda
tion.
Boo
ks s
houl
d be
vis
ible
, ava
ilab
le a
nd u
sed
not
only
at
hom
e, b
ut in
soc
iety
at l
arge
. In
an a
ge w
here
sm
all b
ook-
shop
s ar
e di
sapp
eari
ng f
rom
the
urb
an la
ndsc
ape
due
to
com
peti
tion
fro
m o
nlin
e re
taile
rs, w
e ne
ed t
o !n
d ne
w,
crea
tive
way
s of
kee
ping
boo
ks in
com
mun
ity
life.
Mor
e th
an e
ver,
libra
ries
hav
e a
key
role
in m
akin
g bo
oks
and
stor
ies
avai
labl
e to
eve
ryon
e, w
hile
als
o m
akin
g re
adin
g m
ore
visi
ble.
+is
may
invo
lve
crea
tive
sol
utio
ns, s
uch
as
putt
ing
libra
ries
in
shop
ping
cen
tres
or
in t
rain
sta
tion
s ro
utin
ely
used
by
com
mut
ers,
or m
akin
g re
adin
g m
ater
ials
vi
sibl
e an
d av
aila
ble
in fa
mily
-foc
used
res
taur
ants
.
SW
ED
ISH
McD
onal
d’s
and
Mun
keda
ls p
aper
mill
s sta
rted
dis
cuss
ions
abo
ut h
ow
they
cou
ld s
tim
ulat
e ch
ildre
n’s
read
ing.
Tw
o ye
ars
late
r, 1.
2 m
illio
n bo
oks f
or c
hild
ren
and
youn
g ad
ults
had
bee
n in
clud
ed i
n th
e ‘H
appy
Mea
l’. S
ince
200
4, c
hild
ren’
s bo
oks a
nd p
ictu
re b
ooks
hav
e be
en fo
und
in H
appy
Mea
ls
for o
ne m
onth
eac
h au
tum
n. +
e bo
oks a
re b
y au
thor
s and
ill
ustr
ator
s fro
m S
wed
en, D
enm
ark,
Fin
land
and
Nor
way
an
d ar
e tr
ansl
ated
into
eac
h co
untr
y’s
lang
uage
. In
2003
, th
e R
eadi
ng M
ovem
ent
and
McD
onal
d’s
won
an
Art
s an
d B
usin
ess
Aw
ard
for
‘Bes
t C
o-op
erat
ion
Cul
ture
&
Indu
stry
200
3’.
Cre
atin
g a
mor
e lit
erat
e en
viro
nmen
t w
ill h
elp
stim
ulat
e a
cult
ure
of re
adin
g, i.
e. w
here
read
ing
for p
leas
ure
is s
een
as th
e no
rm fo
r all
child
ren
and
adul
ts. S
uch
a cu
ltur
e w
ill
fuel
rea
ding
mot
ivat
ion
and
read
ing
achi
evem
ent:
peop
le
who
like
to re
ad, r
ead
mor
e. B
ecau
se th
ey re
ad m
ore,
they
re
ad b
ette
r, an
d be
caus
e th
ey r
ead
bett
er t
hey
read
mor
e:
a vi
rtuo
us c
ircl
e w
hich
ben
e!ts
indi
vidu
als,
fam
ilies
and
so
ciet
y as
a w
hole
57. A
true
cul
ture
of r
eadi
ng w
ill n
ot o
nly
enco
urag
e m
ore
and
bett
er r
eadi
ng, i
t sh
ould
enc
oura
ge
thos
e w
ho r
ead
poor
ly t
o se
ek s
uppo
rt a
nd p
rovi
de t
hat
supp
ort w
hen
and
whe
re it
is n
eede
d.
In L
ITH
UA
NIA
, the
‘Rea
ding
Pro
mot
ion
Pro
gram
me’
was
la
unch
ed in
200
6 an
d is
bas
ed o
n co
llabo
rati
on b
etw
een
the
Min
istr
ies o
f Cul
ture
and
Edu
cati
on. +
e pr
ogra
mm
e pr
omot
es i
niti
ativ
es s
uch
as t
he ‘b
ook
of t
he y
ear’,
boo
k lis
ting
s fo
r ado
lesc
ents
, and
pub
lic re
adin
gs w
ith
cele
brit
y ac
tors
in n
on-c
onve
ntio
nal p
lace
s, in
clud
ing
park
s, b
ridg
es,
man
ors
or e
ven
the
roof
of a
sch
ool.
incl
udin
g w
hen
targ
eted
at t
he m
ost d
isad
vant
aged
hom
es50
. Su
ch p
rogr
amm
es w
ork
best
whe
n th
ey c
ombi
ne te
chni
ques
fo
r tea
chin
g pa
rent
s how
to im
prov
e th
e ch
ild’s
liter
acy
with
tr
aini
ng in
par
enti
ng s
kills
. +is
join
t fo
cus
on c
ogni
tive
an
d no
n-co
gnit
ive
supp
ort
has
yiel
ded
sign
i!ca
nt s
ocia
l an
d ec
onom
ic g
ains
for s
ocie
ty, i
nclu
ding
hig
her s
econ
dary
sc
hool
gra
duat
ion
rate
s an
d be
tter
em
ploy
men
t in
adu
lt-ho
od51
. D
espi
te b
eing
e0
ecti
ve a
nd a
0or
dabl
e to
ols
for
impr
ovin
g na
tion
al l
iter
acy
leve
ls,
fam
ily
liter
acy
pro-
gram
mes
are
und
er-u
sed
by p
olic
y-m
aker
s52.
In F
RA
NC
E, t
he ‘A
ctio
n ed
ucat
ive
fam
ilial
e’ is
aim
ed a
t par
-en
ts w
hose
ow
n re
adin
g sk
ills n
eed
deve
lopm
ent.
Nat
halie
B
erna
rd is
a m
othe
r fr
om C
hâte
au-C
hino
n: ‘+
e “f
amily
ed
ucat
ion
prog
ram
me”
, whe
re I
follo
w a
lite
racy
cou
rse,
has
br
ough
t me
a lo
t of s
elf-
con!
denc
e an
d he
lped
me
to o
ver-
com
e be
ing
shy
[…] M
y ch
ildre
n ar
e ha
ppy
that
I am
taki
ng
part
. +ey
see
that
I ca
n he
lp th
em b
ette
r. +
ey c
an a
sk m
e th
ings
for
the
ir h
omew
ork,
and
I c
an h
elp
them
wit
hout
havi
ng to
say
“go
and
see
your
Dad
, I d
on’t
know
or I
don
’t un
ders
tand
.”’
BO
OK
S A
ND
OT
HE
R R
EA
DIN
G M
AT
ER
IAL
S N
EE
D T
O B
E
VIS
IBL
E A
ND
AV
AIL
AB
LE
+e
visi
bilit
y an
d av
aila
bilit
y of
boo
ks a
nd o
ther
rea
ding
m
ater
ials
are
key
com
pone
nts o
f a re
adin
g cu
ltur
e at
hom
e,
in sc
hool
s and
thro
ugho
ut so
ciet
y. C
hild
ren
grow
ing
up in
ho
mes
wit
h m
ore
book
s de
velo
p be
tter
rea
ding
ski
lls, n
o m
atte
r wha
t the
ir so
cial
bac
kgro
und53
. Sch
ools
shou
ld p
ro-
vide
a w
ide
rang
e of
rea
ding
mat
eria
ls t
hat
attr
acts
boy
s an
d gi
rls o
f all
ages
and
inte
rest
s. S
choo
l and
pub
lic li
brar
-ie
s can
pla
y a
sign
i!ca
nt ro
le in
hel
ping
and
insp
irin
g pu
pils
to
!nd
rea
ding
mat
eria
l tha
t the
y ca
n re
late
to.
-
tion
to t
he n
umbe
r of b
ooks
in t
he h
ome
is a
gra
phic
illu
s-tr
atio
n of
how
impo
rtan
t the
lite
rate
env
iron
men
t is.
650
650
650
650
650
650
650
650
— — — — — —
600
600
600
600
600
600
600
600 — — — — —
550
550
550
550
550
550
550
550
550 — — — — — — —
500
500
500
500
500
500
500
500
500
500 — — — — — — —
450
450
450
450
450
450
450
450
450
450
— — — — — —
400
400
400
400
400
400
400
400
400
400
400
400 — — — —
GaGaGaGaGaGaGap p p p p p
ininininininin r r r
eaeaeaeaeadidididididididi
ngngngngngngngngng a a a a a a a a
chchchchchchchchchieieieieieieiev
evevevevevevevevememememememememe
ntntntntntntntnt i i i i i i in
n n n n n 4t4t4t4t4t4t4t4t4t4t
h h h h h h h h h h grgrgrgrgrgrgr
adadadadadadadade e e e e e
bybybybybybyby n n n
umumumumumumumumbebebebebebebeber
r r r r r r r ofofofofofofof
b b b b b b b b b b boooooooooooooooo
ksksksksksksksks a a a a a a at t t t t t t t t h
ohohohohohohohohomemememememememememe
ngngngngngngngng
POIN POIN POIN POIN POIN POIN POINTS P TS P TS P TS P TS PIIIRLRLRLRLSSSSSS 200 200 200 200 200666
ROMA ROMA ROMA ROMA ROMA ROMANIA NIA NIA NIA NIA
BELG BELG BELG BELG BELGIUM IUM IUM IUM IUM (F(F(FRRRRR)))
SLOV SLOV SLOV SLOV SLOVAKIA AKIA AKIA AKIA AKIA AKIA AKIA
FRAN FRAN FRAN FRAN FRANCECECECECECE
SLOV SLOV SLOVENIA ENIA ENIA ENIA ENIA ENIA
UK ( UK ( UK ( UK ( UK ( UK (SSCOCOCOTLAN LAN LAN LAND)D)D)D)D)
SSSSPPPPAIN AIN AIN AIN AIN
PPOLAN OLAN OLAN OLAN OLANDD
GERM GERM GERM GERM GERM GERM GERM GERM GERMANANANANANANYYYYYYY
HUHUHUHUHUHUNGAR NGAR NGAR NGAR NGAR NGARYYYYYY
AUS AUS AUS AUS AUS AUS AUSTTTTTTTRIA RIA RIA RIA RIA RIA RIA
LALALALALALALALATTTTTTTTVIA VIA VIA VIA VIA VIA VIA VIA VIA VIA
LULULULULUXXXEMBO EMBO EMBO EMBO EMBOURG URG URG URG URG URG
SSSSWWWWWEEEEEEEEDDDDDENENENENENEN
LILILILILILILITTTTTTTHUAN HUAN HUAN HUAN HUAN HUAN HUANIAIAIAIAIAIAIAIA
BELG BELG BELG BELG BELG BELG BELG BELGIUM IUM IUM IUM IUM IUM (NL (NL (NL (NL (NL (NL (NL))) IUM IUM IUM IUM
BULG BULG BULG BULG BULG BULGARIA ARIA ARIA ARIA ARIA ARIA ARIA
DDDENMA ENMA ENMA ENMA ENMA ENMARKRKRKRKRKRK
NENENENENENETTTTTHERL HERL HERL HERL HERL HERL HERLANANANANANANANDDDDDSSS
IIITTALALALYY
MORE
MORE
MORE
MORE
MORE
MORE
MORE THA
THA
THA
THA
THA
THA
THAN 10
N 10
N 10
N 10
N 10
N 100 BO
0 BO
0 BO
0 BO
0 BO
0 BOOKS
OKS
OKS
OKS
OKS
OKS
LE
LE
LE
LE
LE
LESS T
SS T
SS T
SS T
SS T
SS THAN
HAN
HAN
HAN
HAN
HAN
HAN 10 B
10 B
10 B
10 B
10 BOOKS
OOKS
OOKS
OOKS
OOKS
OOKS
OOKS
4342
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
A c
urri
culu
m t
hat
max
imis
es la
ngua
ge a
nd li
tera
cy d
evel
-op
men
t fos
ters
hig
h-qu
alit
y te
achi
ng, a
llow
ing
the
mix
of
adeq
uate
ins
truc
tion
al s
trat
egie
s to
var
y to
add
ress
ind
i-vi
dual
nee
ds63
. Suc
h a
curr
icul
um sh
ould
pro
vide
a c
oher
ent
fram
ewor
k fo
r the
age
-rel
ated
dev
elop
men
t of r
eadi
ng a
bili-
ties
, not
onl
y in
pri
mar
y ed
ucat
ion,
but
als
o in
ear
ly c
hild
-ho
od e
duca
tion
and
car
e (E
CE
C),
in s
econ
dary
edu
cati
on
and
adul
t edu
cati
on. K
ey p
oint
s in
clud
e th
e fo
llow
ing:
Em
phas
isin
g em
erge
nt li
tera
cy a
ctiv
ities
in th
e E
CE
C c
ur-
ricu
lum
. Fos
teri
ng e
arly
lite
racy
act
ivit
ies i
n a
broa
d se
nse
(rea
ding
boo
ks,
tell
ing
tale
s, s
peak
ing
abou
t bo
oks)
in
EC
EC
lea
ds t
o be
tter
rea
ding
ski
lls
late
r in
pri
mar
y ed
ucat
ion64
. I
nclu
ding
inst
ruct
ion
in re
adin
g st
rate
gies
. +es
e ar
e us
e-fu
l too
ls f
or a
ny s
tude
nt in
var
ious
rea
ding
and
lear
ning
si
tuat
ions
in s
uita
bly
chal
leng
ing
task
s. U
sing
str
ateg
ies
inde
pend
entl
y bu
ilds
child
ren’
s pe
rsis
tenc
e an
d ac
adem
ic
resi
lienc
e65.
Allo
win
g ad
equa
te t
ime
for
read
ing
inst
ruct
ion.
Sch
ool
curr
icul
a sh
ould
allo
w t
ime
for
free
rea
ding
act
ivit
ies,
so
that
pup
ils m
ay c
hoos
e th
eir
read
ing
mat
eria
l and
the
ir
own
pace
whi
le re
adin
g. P
IRL
S 20
06 sh
owed
that
in 4
th
grad
e no
t on
ly t
he o
vera
ll in
stru
ctio
n ti
me,
but
als
o th
e in
stru
ctio
nal t
ime
for
lang
uage
s an
d re
adin
g, v
arie
d co
n-si
dera
bly
amon
g E
urop
ean
coun
trie
s66.
Mai
nstr
eam
ing
read
ing
liter
acy
acro
ss t
he c
urri
culu
m,
addr
essi
ng r
eadi
ng a
spec
ts i
n th
e su
bjec
t cu
rric
ula
thro
ugho
ut s
econ
dary
edu
cati
on, w
heth
er in
aca
dem
ic o
r vo
catio
nal r
oute
s. C
urri
cula
nee
d to
inte
grat
e m
ore
read
ing
and
com
preh
ensi
on a
spec
ts in
oth
er s
ubje
ct a
reas
bes
ides
th
e na
tion
al la
ngua
ge, s
uch
as m
athe
mat
ics,
sci
ence
and
te
chno
logy
. D
evel
opin
g a
curr
icul
um fo
r adu
lt lit
erac
y. F
or a
dults
, cur
-ri
cula
sho
uld
focu
s on
acq
uiri
ng l
iter
acy
skil
ls t
hrou
gh
prac
tica
l, re
al-l
ife
and/
or w
orkp
lace
exa
mpl
es.
Hal
f of E
U M
embe
r Sta
tes h
ave
intr
oduc
ed m
ajor
cha
nges
to
thei
r rea
ding
cur
ricu
lum
in th
e pa
st 1
0 ye
ars,
whi
le th
e ot
her
half
int
ends
to
do s
o in
the
nex
t fe
w y
ears
. +is
is
wel
com
e, a
nd it
has
to b
e do
ne c
aref
ully
and
syst
emat
ical
ly.
Cur
ricu
lum
ref
orm
s an
d th
eir
impl
emen
tati
on t
ake
tim
e an
d in
ord
er to
succ
eed
init
ial t
each
er e
duca
tion
and
teac
h-er
s’ co
ntin
uing
pro
fess
iona
l dev
elop
men
t hav
e to
be
alig
ned
wit
h th
e ne
w d
evel
opm
ents
.
In C
YP
RU
S, t
he n
atio
nal c
urri
culu
m r
efor
m t
hat s
tart
ed in
20
08 y
ield
ed a
new
lan
guag
e an
d lit
erac
y cu
rric
ulum
, w
hich
was
intr
oduc
ed in
the
sch
ool s
yste
m in
Sep
tem
ber
2011
aft
er p
arti
al i
mpl
emen
tati
on i
n 20
10. +
e ne
w c
ur-
ricu
lum
aim
s to
culti
vate
read
ing
and
wri
ting
skill
s as p
art
of a
bro
ader
cri
tica
l lite
racy
age
nda,
mov
ing
beyo
nd f
unc-
tion
al li
tera
cy to
the
honi
ng o
f cri
tica
l lan
guag
e-aw
aren
ess
skil
ls. L
itera
cy s
kills
are
vie
wed
as
dyna
mic
and
Vex
ible
and
the
aim
of l
itera
cy le
arni
ng is
(a) t
o en
able
stu
dent
s to
co
ntro
l con
scio
usly
a h
ost o
f var
ied
liter
acy
skill
s and
(b) t
o de
velo
p cr
itic
al a
ppro
ache
s to
the
inte
rrel
atio
ns b
etw
een
liter
acy
prac
tice
s, s
ocie
ty a
nd c
ultu
re.
ES
TA
BL
ISH
ING
AG
E-S
PE
CIF
IC
AC
HIE
VE
ME
NT
GO
AL
S A
ND
ST
AN
DA
RD
S
Lea
rner
s pro
gres
s at d
i0er
ent s
peed
s. S
tand
ards
of r
eadi
ng
achi
evem
ent a
llow
teac
hers
, par
ents
and
sch
ool l
eade
rs to
un
ders
tand
the
rat
es o
f pr
ogre
ss o
f le
arne
rs, i
dent
ify
indi
-vi
dual
stre
ngth
s and
wea
knes
ses,
and
allo
cate
att
entio
n an
d re
sour
ces a
ccor
ding
ly. S
uch
stan
dard
s sho
uld
be in
tegr
ated
in
the
cur
ricu
lum
and
ade
quat
ely
reVe
cted
in a
sses
smen
t to
ols.
Min
imum
sta
ndar
ds s
houl
d be
ado
pted
, ent
itlin
g pu
pils
who
are
not
yet
abl
e to
mee
t the
m to
rece
ive
spec
ial
supp
ort.
Adu
lt lit
erac
y cu
rric
ula
shou
ld a
lso
deve
lop
stan
d-ar
ds, a
llow
ing
adul
t le
arne
rs t
o tr
ack
thei
r pr
ogre
ss a
nd
teac
hers
to
furt
her
indi
vidu
alis
e pr
ovis
ion.
It
is e
ssen
tial
th
at a
ll as
sess
men
ts a
gain
st a
ge-s
peci
!c a
chie
vem
ent g
oals
an
d st
anda
rds g
ive
acce
ss to
ext
ra su
ppor
t whe
re th
ey sh
ow
this
is n
eede
d.
All
EU
Mem
ber S
tate
s hav
e de
!ned
lear
ning
obj
ecti
ves i
n re
adin
g to
be
reac
hed
at th
e en
d of
pri
mar
y an
d se
cond
ary
educ
atio
n cy
cles
. How
ever
, onl
y a
few
EU
cou
ntri
es ‒
such
as
UK
(Eng
land
) and
Lit
huan
ia ‒
hav
e de
taile
d st
anda
rds
at e
ach
grad
e (s
choo
l yea
r), w
hich
form
the
bas
is o
f ass
ess-
men
ts a
llow
ing
earl
y id
enti
!cat
ion
of r
eadi
ng d
i)cu
lties
. +
ese
stan
dard
-bas
ed a
sses
smen
ts c
an b
e he
lpfu
l for
teac
h-er
s and
scho
ol le
ader
s in
judg
ing
child
ren’
s pro
gres
s and
for
targ
etin
g ad
diti
onal
rea
ding
sup
port
. +es
e st
anda
rds
are
not
the
sam
e as
nat
iona
l te
sts,
oft
en u
sed
for
rank
ing
scho
ols
in ‘l
eagu
e ta
bles
’ or
for
sele
ctin
g st
uden
ts f
or d
if-fe
rent
aca
dem
ic s
trea
ms.
In 2
006,
the
GE
RM
AN
sta
te o
f H
ambu
rg i
ntro
duce
d th
e
pupi
ls a
re t
este
d on
the
ir s
peec
h, r
eadi
ng a
nd s
pell
ing
achi
evem
ent w
ith
stan
dard
ised
test
s. A
ll pu
pils
acr
oss
the
city
wit
h lo
w s
core
s (b
elow
the
10t
h pe
rcen
tile
) ge
t ad
di-
tion
al s
uppo
rt f
rom
spe
cial
ly t
rain
ed l
angu
age/
liter
acy
teac
hers
, bas
ed o
n an
indi
vidu
al re
med
iatio
n pl
an, n
orm
ally
in
sm
all g
roup
s in
the
aft
erno
on (
Ger
man
y ha
s ha
lf-da
y sc
hool
s), u
ntil
thei
r ac
hiev
emen
t im
prov
es. S
choo
ls w
ith
a la
rge
num
ber
of lo
w a
chie
vers
get
add
itio
nal !
nanc
ial
supp
ort.
Scho
ols a
re o
blig
ed to
dev
elop
a c
once
pt fo
r rem
e-di
atio
n an
d ar
e ev
alua
ted
ever
y ye
ar. +
e ev
alua
tion
repo
rt
on th
is p
rogr
amm
e sh
ows t
hat t
he n
umbe
r of l
ow a
chie
vers
ha
s be
en re
duce
d in
rece
nt y
ears
67. +
e ov
eral
l app
roac
h is
po
wer
ful i
n gi
ving
supp
ort t
o th
ose
who
nee
d it,
pro
vidi
ng
mor
e m
oney
for s
choo
ls in
pro
blem
are
as, t
rain
ing
teac
hers
to
be
‘lang
uage
teac
hers
’, te
stin
g fo
r lan
guag
e, re
adin
g an
d
Eve
ry S
epte
mbe
r, t
he H
UN
GA
RIA
N R
eadi
ng A
ssoc
iati
on
orga
nise
s a
‘Nat
iona
l Day
of
Folk
Tal
es’ i
n hu
ndre
ds o
f lib
rari
es a
roun
d th
e co
untr
y, in
pub
lic a
nd s
choo
l lib
rari
es
and
also
in th
eatr
es, m
useu
ms,
teac
her t
rain
ing
inst
itut
ions
an
d ki
nder
gart
ens,
with
stor
ytel
lers
, pup
pet s
how
s, le
ctur
es
abou
t the
mea
ning
of f
olk
tale
s and
the
role
s of p
aren
ts a
nd
teac
hers
. In
2012
, the
focu
s w
ill b
e on
Rom
a fo
lk ta
les.
MA
KE
US
E O
F T
HE
FU
LL
DIV
ER
SIT
Y O
F M
AT
ER
IAL
S
+er
e sh
ould
not
be
a hi
erar
chic
al ra
nkin
g of
read
ing
mat
e-ri
al.
Boo
ks,
com
ic b
ooks
, ne
wsp
aper
s, m
agaz
ines
and
on
line
read
ing
mat
eria
ls a
re e
qual
ly v
alid
and
impo
rtan
t en
try
poin
ts to
read
ing
for c
hild
ren
and
adul
ts a
like.
A li
ter-
ate,
mot
ivat
ing
envi
ronm
ent
is o
ne t
hat
enco
urag
es a
nd
supp
orts
a w
ide
dive
rsit
y of
read
ing
mat
eria
ls a
nd re
adin
g pr
acti
ces.
Boo
ks a
nd o
ther
pri
nted
text
s are
impo
rtan
t. B
ut
in r
ecog
niti
on o
f th
e di
gita
l opp
ortu
niti
es, p
eopl
e sh
ould
be
enc
oura
ged
to re
ad w
hat t
hey
enjo
y re
adin
g, in
wha
teve
r fo
rmat
is m
ost
plea
sura
ble
and
conv
enie
nt f
or t
hem
. +is
in
clud
es r
eadi
ng a
nd w
riti
ng o
nlin
e.
Com
pute
rs, t
able
ts a
nd sm
artp
hone
s pro
vide
a c
lear
, str
ong
mot
ivat
ion
for r
eadi
ng a
nd w
riti
ng, o
ne th
at is
par
ticu
larl
y ev
iden
t am
ong
youn
g pe
ople
58. S
ocia
l net
wor
king
too
ls
stim
ulat
e te
enag
ers
to s
pend
a s
igni
!can
t pe
rcen
tage
of
thei
r le
isur
e ti
me
read
ing
and
wri
ting
. +e
chal
leng
e fo
r th
e fo
rmal
edu
cati
on s
yste
m is
to c
apita
lise
on y
oung
peo
-pl
e’s in
form
al d
igita
l lite
racy
pra
ctic
es. I
n th
eir l
eisu
re ti
me,
pe
ople
of a
ll ag
es re
ad d
i0er
ent t
ypes
of t
ext u
sing
a b
road
ra
nge
of t
ools
suc
h as
pri
nted
boo
ks, t
able
ts, c
ompu
ters
, an
d In
tern
et si
tes.
All
thes
e ac
tivi
ties
shou
ld b
e co
nsid
ered
as
val
id a
nd v
alua
ble
in r
elat
ion
to li
tera
cy d
evel
opm
ent.
In S
PA
IN, t
he ‘P
lan
for
the
Pro
mot
ion
of R
eadi
ng’,
unde
r th
e au
thor
ity
of t
he M
inis
try
of C
ultu
re,
build
s on
an
exte
nsiv
e ye
arly
mon
itori
ng o
f rea
ding
hab
its a
cros
s Spa
in.
Eve
ry y
ear,
it
publ
ishe
s a
surv
ey o
f re
adin
g ha
bits
(O
bser
vato
rio
del l
ibro
y la
lect
ura)
, rai
sing
nat
iona
l aw
are-
ness
thro
ugh
the
med
ia. +
e pl
an a
ims
to a
ssis
t the
pub
lic
libra
ry n
etw
ork
in t
he t
rans
itio
n to
new
rea
ding
hab
its,
in
clud
ing
digi
tal r
eadi
ng. I
t org
anis
es s
peci
!c in
stru
ctio
n w
ithi
n in
itia
l tea
cher
edu
cati
on o
n co
ntem
pora
ry a
utho
rs.
It b
uild
s on
a la
rge
netw
ork
of p
artn
ersh
ips,
pri
mar
ily w
ith
the
Pub
lishe
rs’ A
ssoc
iati
on, b
ut a
lso
wit
h ot
her
rele
vant
au
thor
itie
s, s
uch
as th
e P
riso
ns A
utho
rity
.
3.2
Q
UA
LIT
Y O
F L
EA
RN
ING
AN
D T
EA
CH
ING
Lea
rnin
g to
rea
d an
d w
rite
doe
s no
t jus
t hap
pen
– pe
ople
ne
ed t
o be
mot
ivat
ed t
o le
arn.
Sim
ilar
ly,
high
-qua
lity
teac
hing
doe
s no
t ju
st h
appe
n –
it re
quir
es h
igh-
qual
ity
teac
hers
and
inst
ruct
ors.
In
addi
tion
, the
con
text
in w
hich
le
arni
ng a
nd te
achi
ng ta
kes p
lace
als
o he
lps d
eter
min
e th
e e0
ect
on b
oth
lear
ners
and
tea
cher
s. I
n ot
her
wor
ds, a
ll el
emen
ts a
re in
terr
elat
ed a
nd n
o on
e as
pect
is s
u)ci
ent i
n its
elf.
Whi
le c
ultu
res
di0e
r fr
om c
ount
ry t
o co
untr
y an
d th
ere
is n
o ex
act ‘
blue
prin
t’, a
num
ber o
f ski
lls a
nd c
hara
c-te
rist
ics a
re c
onsi
dere
d ce
ntra
l to
mak
ing
teac
hers
out
stan
d-in
g. +
ey60
: h
ave
exce
llent
kno
wle
dge
of h
ow li
tera
cy is
lear
ned,
how
to
teac
h re
adin
g an
d w
riti
ng, a
nd h
ow to
det
ect a
nd h
andl
e le
arni
ng d
i)cu
lties
, and
are
abl
e to
use
a m
ix o
f app
roac
hes
to m
eet t
he n
eeds
of i
ndiv
idua
l lea
rner
s; in
crea
se le
arne
rs’ m
otiv
atio
n to
read
and
wri
te, a
nd th
eir
skill
s in
doi
ng s
o;
hav
e hi
gh e
xpec
tati
ons f
or a
ll pu
pils
, wha
teve
r the
ir b
ack-
grou
nd; a
nd h
ave
a st
rong
per
sona
l int
eres
t in
and
pass
ion
for t
each
ing
and
read
ing
in p
arti
cula
r.
Mor
e br
oadl
y, ju
st a
s in
any
wor
kpla
ce, t
he s
choo
l sys
tem
m
ust
crea
te a
pos
itiv
e w
ork
envi
ronm
ent,
sti
mul
atin
g te
ache
rs t
o th
rive
. Cou
ntri
es w
ith
the
high
est
leve
ls o
f lit
erac
y ac
hiev
emen
t do
not
jus
t ha
ve h
ighl
y ta
lent
ed,
wel
l-qu
ali!
ed, w
ell-
trai
ned
teac
hers
, the
y ha
ve t
each
ers
who
are
trus
ted
to m
ake
key
deci
sion
s abo
ut w
hat t
o te
ach,
ho
w to
teac
h, a
nd w
hat m
ater
ials
to u
se61
. +is
aut
onom
y is
use
d no
t to
conc
entr
ate
on o
ne o
r tw
o pe
dago
gica
l str
at-
egie
s, b
ut t
o us
e a
broa
d ra
nge
of i
nteg
rate
d ap
proa
ches
ba
sed
on in
divi
dual
pup
ils’ n
eeds
62. T
each
ers n
eed
a sc
hool
en
viro
nmen
t in
whi
ch c
onti
nuou
s le
arni
ng f
or t
each
ers
is s
tim
ulat
ed.
A C
OH
ER
EN
T L
ITE
RA
CY
CU
RR
ICU
LU
M
Too
oft
en, c
urri
cula
hav
e a
limite
d vi
ew o
f lite
racy
, nam
ely
as ju
st t
he a
bilit
y to
dec
ode
and
enco
de, r
ead
and
wri
te,
or, i
f som
ewha
t mor
e ad
vanc
ed, t
o pr
oduc
e a
vari
ed s
et o
f te
xts o
f di0
eren
t gen
res a
ppro
pria
te to
di0
eren
t sit
uati
ons.
O
ver
and
abov
e th
ese
basi
c ai
ms,
how
ever
, the
lit
erac
y cu
rric
ulum
shou
ld fo
cus o
n de
velo
ping
a se
t of c
ompo
site
sk
ills
tha
t w
ill e
nabl
e le
arne
rs t
o de
code
and
neg
otia
te
crit
ical
ly t
he c
ultu
ral,
soci
al,
polit
ical
and
ide
olog
ical
as
pect
s of
lang
uage
use
. It
is t
here
fore
ess
enti
al t
o cu
lti-
vate
cri
tica
l lit
erac
y sk
ills
, be
ing
able
to
‘read
’ cul
ture
, id
enti
ties
and
ideo
logi
es a
nd d
i0er
ent u
ses
of la
ngua
ge.
4544
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
In S
chle
swig
-Hol
stei
n, G
ER
MA
NY,
‘Rea
ding
Em
pow
ers’
(‘Les
en m
acht
sta
rk’)
targ
eted
som
e of
the
wea
kest
per
-fo
rmin
g 21
0 se
cond
ary
scho
ols
in t
he r
egio
n (L
and)
, re
achi
ng 4
0 00
0 st
uden
ts b
etw
een
2006
and
201
0. +
e in
terv
enti
on w
as b
ased
on
addi
tion
al i
ndiv
idua
l rea
ding
su
ppor
t un
derp
inne
d by
a s
choo
l-w
ide
read
ing
deve
lop-
men
t str
ateg
y an
d te
ache
r tr
aini
ng in
ear
ly id
enti
!cat
ion
of re
adin
g di
)cu
lties
acr
oss s
ubje
cts.
An
eval
uati
on o
f the
pr
ojec
t us
ing
com
pari
son
grou
ps s
how
s th
e pr
ogra
mm
e he
lped
man
y lo
w-a
chie
ving
scho
ols c
atch
up,
but
for t
hose
sc
hool
s th
at d
id n
ot im
prov
e m
ore
e0or
t is
need
ed78
.
In P
OR
TU
GA
L, ‘
+e
Boo
k T
ime’
pro
gram
me
is d
esig
ned
to
stim
ulat
e ch
ildre
n’s
and
adol
esce
nts’
inte
rest
in
book
s,
intr
oduc
ing
read
ing,
gam
es a
nd o
ther
rec
reat
iona
l/ed
uca-
tion
al a
ctiv
itie
s w
ith
book
s in
to c
lass
room
act
ivit
ies.
+e
prog
ram
me
prom
otes
mee
ting
s w
ith
auth
ors
and
illus
tra-
tors
, boo
k fa
irs,
com
peti
tion
s an
d re
crea
tion
al a
ctiv
itie
s ba
sed
on b
ooks
. It p
rovi
des t
echn
ical
ori
enta
tion
on re
adin
g pr
omot
ion
and
a bu
dget
for
sch
ool l
ibra
ries
to
purc
hase
di
0er
ent
type
s of
boo
k to
be
used
in
clas
sroo
m r
eadi
ng
acti
viti
es a
nd p
rom
ote
inde
pend
ent c
onta
ct w
ith
book
s.
PR
OF
ES
SIO
NA
L D
EV
EL
OP
ME
NT
:
MIN
DS
ET
OF
CO
NT
INU
OU
S L
EA
RN
ING
Tra
inin
g ca
nnot
end
onc
e yo
ung
teac
hers
are
in t
he c
lass
-ro
om. +
e be
st te
ache
rs a
re n
ot ju
st t
rain
ed w
ell,
they
are
tr
aine
d of
ten,
thr
ough
out
thei
r en
tire
car
eers
. E0
ecti
ve
Con
tinu
ous
Pro
fess
iona
l D
evel
opm
ent
give
s te
ache
rs
oppo
rtun
itie
s to
reV
ect
on t
heir
wor
k in
the
cla
ssro
om in
lig
ht o
f res
earc
h ev
iden
ce a
bout
e0e
ctiv
e pr
acti
ce in
teac
h-in
g re
adin
g an
d w
riti
ng80
. It
also
giv
es t
each
ers
an o
ppor
-tu
nity
to
keep
up
wit
h ne
w d
evel
opm
ents
in
the
!eld
. G
over
nmen
ts s
houl
d pr
omot
e co
ntin
uous
lear
ning
abo
ut
liter
acy
teac
hing
, and
for e
xpan
ding
teac
hers
’ cap
acit
ies t
o pe
rson
alis
e te
achi
ng.
Dig
ital l
itera
cy is
a p
arti
cula
r ch
alle
nge.
Tea
cher
s ac
ross
E
urop
e ra
nk I
CT
ski
lls a
s th
eir
seco
nd-l
arge
st t
rain
ing
need
81. M
embe
r St
ates
nee
d to
mak
e si
gni!
cant
impr
ove-
men
ts in
ICT-
rela
ted
teac
her t
rain
ing,
not
leas
t in
the
area
of
lite
racy
, whe
re I
CT
is v
ery
poor
ly in
tegr
ated
into
ped
a-go
gy82
. +es
e is
sues
sho
uld
be a
focu
s of
mor
e co
ntin
uous
pr
ofes
sion
al d
evel
opm
ent (
CP
D) p
rogr
amm
es, a
nd sh
ould
al
so p
lay
a m
ore
cent
ral r
ole
in I
niti
al T
each
er E
duca
tion
.
ST
RU
GG
LIN
G L
EA
RN
ER
S
NE
ED
IN
DIV
IDU
AL
ISE
D S
UP
PO
RT
Stru
gglin
g re
ader
s, w
hate
ver t
heir
age
, nee
d on
e-to
-one
or
smal
l-gr
oup-
base
d in
stru
ctio
n. +
is su
ppor
t sho
uld
be p
ro-
vide
d by
wel
l-tr
aine
d lit
erac
y sp
ecia
lists
for
as
long
as
it
take
s lea
rner
s to
catc
h up
wit
h th
eir p
eers
. Nei
ther
scho
ols
nor
pare
nts
shou
ld a
ccep
t the
myt
h of
the
‘lat
e de
velo
per’.
If
chi
ldre
n ar
e fa
lling
beh
ind
in re
adin
g, th
ey n
eed
targ
eted
ea
rly
supp
ort
from
tea
cher
s w
ith
spec
ialis
t lit
erac
y ex
per-
tise
: oth
erw
ise
they
are
like
ly to
fall
even
furt
her b
ehin
d.
+er
e is
a h
igh
dem
and
for r
emed
ial i
nstr
ucti
on in
read
ing
acro
ss t
he E
U. A
t lea
st o
ne t
hird
of 4
th g
rade
pup
ils w
ho,
in t
he o
pini
on o
f th
eir
teac
hers
, sh
ould
get
rem
edia
l
pupi
ls a
cros
s th
e E
U h
ad a
cces
s on
a p
erm
anen
t ba
sis
to
a su
ppor
t per
son
to h
elp
wit
h re
adin
g83.
Tea
chin
g as
sist
ants
and
supp
ort s
ta0
are
ofte
n no
t per
ceiv
ed
as c
ore
educ
atio
nal p
rovi
sion
, mak
ing
thes
e po
sts p
rone
to
budg
et c
uts.
How
ever
, the
ben
e!ts
of i
nves
ting
in a
net
wor
k of
in-c
lass
supp
ort t
o te
ache
rs ‒
whe
ther
in th
e fo
rm o
f rea
d-in
g sp
ecia
lists
, tea
chin
g as
sist
ants
or s
peci
al n
eeds
teac
hers
sp
ecia
lised
in re
adin
g di
)cu
lties
‒ fa
r out
wei
gh th
e co
sts o
f th
is p
rovi
sion
84.
Adu
lt lit
erac
y te
achi
ng a
lso
need
s to
be
lear
ner-
cent
red.
B
ecau
se m
any
lear
ners
had
ver
y ne
gati
ve e
xper
ienc
es o
f co
mpu
lsor
y sc
hool
ing,
it is
impo
rtan
t to
hav
e a
safe
, sup
-po
rtiv
e en
viro
nmen
t th
at r
ecog
nise
s kn
owle
dge
gain
ed
thro
ugh
info
rmal
and
non
-for
mal
lear
ning
. Adu
lts a
re e
lec-
tive
lear
ners
– th
e va
st m
ajor
ity
atte
nd c
ours
es b
ecau
se th
ey
wan
t to,
not
bec
ause
they
are
requ
ired
to –
so a
dult
liter
acy
prov
isio
n m
ust a
ppea
l to
thei
r obj
ecti
ves
and
inte
rest
s.
CH
AN
GE
OF
MIN
DS
ET
ON
DY
SL
EX
IA
Tod
ay’s
child
ren
are
incr
easi
ngly
exp
ecte
d to
pro
gres
s at
a
‘nor
mal
’ rat
e in
rea
ding
. +os
e w
ho f
all b
ehin
d ar
e co
n-si
dere
d pr
oble
mat
ic a
nd a
re o
ften
dia
gnos
ed a
s dy
slex
ic.
How
ever
, suc
h la
belli
ng is
mis
lead
ing.
+er
e ar
e m
any
con-
Vict
ing
de!n
itio
ns o
f dy
slex
ia; a
Bri
tish
rev
iew
pub
lishe
d in
200
4 fo
und
28 d
e!ni
tion
s in
the
Eng
lish-
lang
uage
lit-
erat
ure
alon
e, o
nly
two
of w
hich
con
tain
ed th
e sa
me
crite
ria,
an
d on
e of
whi
ch e
ven
omit
ted
read
ing
diff
icul
ties
85.
Bec
ause
de!
niti
ons
and
diag
nost
ic c
rite
ria
vary
so
muc
h,
esti
mat
es o
f th
e pr
eval
ence
of
dysl
exia
als
o va
ry w
idel
y,
wit
h a
rang
e fr
om 4
% to
10
%.
Des
pite
the
abse
nce
of a
n ag
reed
de!
niti
on o
f dys
lexi
a, th
e m
edic
al c
onno
tati
on is
tha
t it
is a
n in
cura
ble
dysf
unct
ion
(ill
ness
) an
d di
ffic
ult
to o
verc
ome.
But
dys
lexi
a is
not
a
dist
inct
cat
egor
y; th
e de
!nit
ions
ove
rlap
wit
h ot
her r
ead-
ing
di)
cult
ies86
. +e
maj
orit
y of
str
uggl
ing
read
ers
can
mak
e ex
celle
nt p
rogr
ess87
.
A d
iagn
osis
of d
ysle
xia
can
give
teac
hers
, sch
ools
and
par
-en
ts a
fals
e se
nse
of c
omfo
rt b
y se
emin
gly
havi
ng id
enti
!ed
spel
ling
, ev
alua
ting
the
pro
gres
s of
the
chi
ldre
n, a
nd
repo
rtin
g on
the
e0ec
tive
ness
of t
he a
ppro
ach.
TE
AC
HE
R E
DU
CA
TIO
N,
RE
CR
UIT
ME
NT
AN
D P
RO
FE
SS
ION
AL
DE
VE
LO
PM
EN
T
+er
e is
litt
le d
irec
t ev
iden
ce o
r re
sear
ch o
n th
e e0
ect
of
recr
uitm
ent
polic
ies,
or
teac
hers
’ qua
li!ca
tion
s le
vels
on
stud
ent’s
lit
erac
y pe
rfor
man
ce. H
owev
er, i
t is
cle
ar t
hat
high
-qua
lity
teac
hers
and
teac
hing
lead
to b
ette
r le
arni
ng
outc
omes
, inc
ludi
ng li
tera
cy p
erfo
rman
ce. +
e qu
alit
y of
te
achi
ng li
es a
t th
e he
art
of d
evel
opm
ent
of li
tera
cy s
kills
fo
r eve
ry a
ge g
roup
.
The
re a
re t
wo
key
aspe
cts
to r
ecru
itin
g hi
gh q
ualit
y te
ache
rs:
rec
ruit
ing
teac
hers
sel
ecti
vely
; t
rain
ing
thos
e te
ache
rs w
ell,
both
at
the
star
t of
and
th
roug
hout
thei
r car
eers
.
Rec
ruit
men
t an
d q
ual
i#ca
tion
sC
ount
ries
wit
h th
e m
ost e
0ect
ive
educ
atio
n sy
stem
s, s
uch
as F
inla
nd a
nd S
inga
pore
, ten
d to
hav
e th
e m
ost s
elec
tive
te
ache
r rec
ruitm
ent p
olic
ies68
. In
thes
e ca
ses,
the
teac
hing
pr
ofes
sion
is
cons
ider
ed a
nd t
reat
ed a
s a
corn
erst
one
of
soci
ety,
ack
now
ledg
ing
that
tea
cher
s en
able
a c
ount
ry t
o m
axim
ise
its fu
ture
hum
an c
apita
l. O
nly
the
mos
t tal
ente
d ar
e en
cour
aged
to a
pply
, and
the
re a
re s
tric
t ent
ry c
rite
ria
base
d on
com
pete
nce
and
mot
ivat
ion.
+is
app
roac
h is
cru
-ci
al t
o he
lp b
oost
the
sta
tus
of t
he p
rofe
ssio
n. B
oost
ing
stat
us a
lso
requ
ires
goo
d pa
y, g
ood
wor
king
con
diti
ons,
a
high
deg
ree
of p
rofe
ssio
nal a
uton
omy
and
high
qua
li!ca
-ti
on r
equi
rem
ents
– f
or a
ll te
ache
rs. T
each
ers
in a
dult
educ
atio
n ne
ed t
o de
velo
p sp
ecia
list
skil
ls f
or e
duca
ting
ad
ult l
earn
ers.
See
Cha
pter
04,
Adu
lts.
Tea
cher
ed
uca
tion
Exc
elle
nt in
itia
l tea
cher
edu
cati
on is
ess
enti
al. +
e be
tter
qu
ali!
ed te
ache
rs a
re, t
he b
ette
r th
eir
lear
ners
’ res
ults
. But
qu
ali!
cati
ons
alon
e ar
e no
t en
ough
; tea
cher
s ne
ed a
hig
h le
vel o
f pro
fess
iona
l com
pete
nce.
Pro
spec
tive t
each
ers s
houl
d be
taug
ht d
etai
led
subj
ect-
spec
i!c
know
ledg
e ab
out l
itera
cy
(e.g
. the
pro
cess
es in
volv
ed in
read
ing
and
wri
ting
), ge
nera
l pe
dago
gica
l ski
lls (e
.g. c
ontr
ollin
g an
d m
otiv
atin
g cl
asse
s),
and
a w
ide
rang
e of
lite
racy
-spe
ci!c
tea
chin
g st
rate
gies
, in
clud
ing
thos
e fo
r wor
d id
enti
!cat
ion
and
com
preh
ensi
on;
they
shou
ld a
lso
be ta
ught
appr
opri
ate a
sses
smen
t tec
hniq
ues
and
how
to
diag
nose
and
add
ress
rea
ding
pro
blem
s70.
How
ever
, mos
t Eur
opea
n co
untr
ies’
o)ci
al c
urri
cula
r doc
u-m
ents
do
not h
ave
clea
r gui
delin
es o
n th
e co
mpe
tenc
es th
at
teac
hers
nee
d to
tea
ch r
eadi
ng a
nd w
riti
ng71
. M
oreo
ver,
whe
re su
ch g
uide
lines
exi
st, t
hey
mos
t oft
en d
o no
t inc
lude
core
ski
lls, s
uch
as ta
cklin
g re
adin
g di
)cu
lties
, ass
essm
ent
skill
s for
read
ing,
or s
elec
tion
of re
adin
g m
ater
ials72
.
Usi
ng
teac
hin
g te
chn
iqu
es a
dap
ted
to
the
lear
ner
s’ n
eed
sN
o si
ngle
tea
chin
g st
rate
gy w
orks
for
all
lear
ners
. Goo
d te
ache
rs k
now
thi
s an
d ad
just
the
ir t
each
ing
acco
rdin
gly.
Si
nce
ther
e is
no
sing
le b
est
met
hod
for
teac
hing
lite
racy
, al
l tea
cher
s sh
ould
be
fam
iliar
wit
h a
rang
e of
str
ateg
ies.
L
ikew
ise
all t
each
ers
mus
t be
aw
are
of t
he im
port
ance
of
teac
hing
in w
ays t
hat a
re m
otiv
atin
g an
d en
gagi
ng a
nd y
et
opti
mal
ly c
halle
ngin
g fo
r ch
ildre
n. A
ll st
uden
ts n
eed
the
expe
rien
ce o
f su
cces
s in
mee
ting
cha
lleng
es s
o th
at t
hey
can
deve
lop
thei
r age
ncy
and
sens
e of
self-
e)ca
cy, a
nd th
us
beco
me
mor
e m
otiv
ated
to
read
, whi
ch in
tur
n gi
ves
stu-
dent
s opp
ortu
niti
es to
pra
ctic
e th
eir r
eadi
ng li
tera
cy73
. +e
mos
t su
cces
sful
inst
ruct
iona
l pra
ctic
es in
AD
OR
E –
the
pr
ojec
t st
udyi
ng g
ood
prac
tice
s in
tea
chin
g ad
oles
cent
st
rugg
ling
rea
ders
in
Eur
opea
n co
untr
ies
– fo
cuse
d on
im
prov
ing
stud
ents
sel
f-e)
cacy
in
read
ing
as t
he m
ain
obje
ctiv
e of
inst
ruct
ion74
.
Goo
d te
ache
rs a
lso
mak
e sk
illed
use
of a
sses
smen
t too
ls; t
o re
med
y a
prob
lem
, tea
cher
s ne
ed to
rec
ogni
se it
. E0e
ctiv
e as
sess
men
t too
ls h
elp
teac
hers
iden
tify
and
dia
gnos
e re
ad-
ing
prob
lem
s in
the
ir e
arly
sta
ges,
bef
ore
they
gro
w i
nto
maj
or d
i)cu
lties
75. A
dapt
ive
com
pute
r tes
ts, p
rovi
ded
they
ha
ve a
goo
d th
eore
tical
foun
datio
n, c
an p
rovi
de re
liabl
e an
d in
stan
t fe
edba
ck t
o te
ache
rs, p
rovi
ding
a s
tron
g to
ol f
or
quic
kly
diag
nosi
ng s
tren
gths
and
wea
knes
ses
of t
heir
stu
-de
nts.
Key
to re
med
ying
pro
blem
s is g
reat
er u
se o
f qua
lita-
tive
feed
back
, or ‘
form
ativ
e as
sess
men
t’, ra
ther
than
scor
es.
Form
ativ
e as
sess
men
t is o
ne o
f the
mos
t pow
erfu
l tea
chin
g to
ols
know
n to
the
pro
fess
ion76
. It
give
s te
ache
rs a
nd s
tu-
dent
s tim
ely,
indi
vidu
alis
ed in
form
atio
n ab
out p
upils
’ rea
d-in
g pr
oble
ms,
so th
at in
stru
ctio
n ca
n be
bas
ed o
n in
divi
dual
st
uden
ts’ s
tren
gths
and
wea
knes
ses.
+is
can
be
part
icul
arly
be
ne!c
ial f
or lo
w-a
chie
ving
pup
ils –
such
pup
ils sh
ould
be
asse
ssed
reg
ular
ly b
y te
ache
rs w
ho a
re w
ell t
rain
ed in
rec
-og
nisi
ng re
adin
g pr
oble
ms –
but
this
can
lead
to st
igm
atis
a-ti
on a
nd fu
rthe
r dis
adva
ntag
e if
badl
y ha
ndle
d77.
Tur
ning
sec
onda
ry s
choo
ls in
to in
stit
utio
ns w
here
lite
racy
is
the
ir c
ore
busi
ness
is
a m
atte
r fo
r sc
hool
lea
ders
and
te
ache
rs, b
ut n
ot ju
st f
or t
hem
. Pol
icy-
mak
ers
also
hav
e a
role
to
play
, to
ensu
re t
hat
thei
r in
itia
l tra
inin
g en
able
s te
ache
rs in
sec
onda
ry s
choo
l to
play
the
ir r
ole
as t
each
ers
of re
adin
g, a
nd to
giv
e sc
hool
lead
ers i
ncen
tive
s and
supp
ort
to in
trod
uce
scho
ol-w
ide
liter
acy
stra
tegi
es. +
is is
not
eve
n a
mat
ter
of in
vest
ing
muc
h m
ore
mon
ey; i
t is
mor
e a
ques
-ti
on o
f ch
angi
ng m
inds
ets,
set
ting
cle
ar p
rior
itie
s an
d ad
just
ing
orga
nisa
tion
and
gov
erna
nce
stru
ctur
es.
4746
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
FINL
FINLAND
AND
ESTONIA
NE
NETH
THEERLAN
RLAN
RLANDS
DS
DS
POLAND
DENMARK
SWEDEN
BELGIUM
IRELAND
HUNGARY
GE
GE
GERMAN
RMANYY
PORTUGAL
UUNIT
NITEED
D KKINGD
INGD
INGDOM
OM
OM
FRANCE
LLLLLATVI
ATVI
ATVI
ATVIAAA
SPAIN
IITALY
TALY
SLOVENIA
GGGRREE
EECCCE
SLOVAK REPUBLIC
CZECH
CH REPUBLIC
LLITHUANIA
LUXEMBOURG
AAAAUSTR
USTR
USTR
USTR
USTR
USTRIA
IA
IA
IA
IA
IA
ROMANIA
BULG
BULG
BULG
BULG
BULG
BULG
BULG
BULGARIA
ARIA
ARIA
ARIA
ARIA
ARIA
PPPPPPPPIIIIIIIISSSSSSSSSSSSS
AAAAAAAA 22222222222222
00000000000000
999999
SoSocicicioo
-econonononononononononononononon
omomomomomomomomomomomomomicic
s s s s s statatatatutututututututututututu
s s s ananananananananananananand d d d d d
lilililililililiteteteteteteteteteteter
ararararacycycycycycycycycycycycycycycycycy
a a a a a a achchchchchchchchchchchchchch
ieieievevevevevevevevememememememememe
ntntntntntntntnt--
AvAvAvAvAvAvAvAvAvAvAvAvAvAvererer
agagage e e e e e e e
acacachihihihihihihihihihihihihihihihihihi
evevevememememememememememememem
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DISA
DISA
DISADDDDDDVANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANT
VANTAGE
AGE
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AGE
AGE
AGE
AGE
AGE
AGE
AGE
AGEDDDD STU
STU
STU
STU
STU
STU
STU
STU
STU
STU
STUDDDDDDENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
ENTS
(BOTTOM
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TOM
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QUAR
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QUAR
QUAR
QUARTILE)))))
WELL
WELL
WELL
WELL
WELL
WELL
WELL
WELL
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WELL-OFF
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-OFF
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-OFF
-OFF
-OFF STU
STU
STU
STU
STU
STU
STU
STU
STUDDDDENTS
ENTS
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ENTS
ENTS
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ENTS
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(TOP
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(TOP
(TOP
(TOP
(TOP
(TOP QUA
QUA
QUA
QUA
QUA
QUA
QUA
QUARTIL
RTIL
RTILE)
IIIII300
300
300
300
300
IIIIII350
350
350
350
350
350
350
350
350
350
IIIIII400
400
400
400
400
400
400
IIIIIIIIIII450
450
450
450
450
450
450
450
450
450
450
IIIIIIII50
050
050
050
050
050
050
0IIIIIIII
550
550
550
550
550
550
550
550
IIIIIIIII600
600
600
600
600
600
IIIIIIII650
650
650
650
650
650
650
the
issu
e. C
hild
ren,
and
par
ticu
larl
y pa
rent
s, c
an !
nd it
a
relie
f to
be g
iven
a d
iagn
osis
of t
he re
adin
g pr
oble
m, b
ut
ther
e is
a r
isk
of a
vic
ious
cir
cle
of d
isem
pow
erm
ent
and
low
exp
ecta
tion
s88. I
n fa
ct, i
t ca
n gi
ve a
n in
cent
ive
not
to
addr
ess r
eadi
ng d
i)cu
lties
edu
cati
onal
ly, l
eavi
ng th
e pr
ob-
lem
-sol
ving
to o
ther
s out
side
the
clas
sroo
m. P
erha
ps m
ost
impo
rtan
tly,
the
com
mon
per
cept
ion
of d
ysle
xia
as in
cur-
able
can
und
erm
ine
a ch
ild’s
self
-con
!den
ce,
redu
cing
m
otiv
atio
n to
impr
ove.
A d
iagn
osis
of d
ysle
xia
can
even
be
harm
ful i
f ch
ildre
n re
ceiv
e on
ly ‘a
ltern
ativ
e’ t
hera
peut
ic
inte
rven
tion
s, fo
r exa
mpl
e al
l kin
ds o
f tra
inin
g of
aud
itory
or
vis
ual p
erce
ptio
n an
d m
ovem
ent p
rogr
amm
es. +
ere
is
no e
mpi
rica
l evi
denc
e th
at th
ese
ther
apie
s ar
e e0
ecti
ve.
+er
e is
an
urge
nt n
eed
for
a ch
ange
in m
inds
et a
nd a
war
e-ne
ss a
mon
g pa
rent
s, te
ache
rs, r
eadi
ng sp
ecia
lists
, edu
catio
nal
psyc
holo
gist
s an
d th
ose
o0er
ing
med
ical
and
phy
siol
ogic
al
solu
tions
. We
reco
mm
end
that
all
conc
erne
d sh
ould
agr
ee
that
: a
nyon
e ca
n le
arn
to re
ad, g
iven
ade
quat
e ti
me
and
met
hod;
te
ache
rs n
eed
mor
e su
ppor
t ins
ide
the
clas
sroo
m fo
r hel
p-in
g st
rugg
ling
read
ers;
str
enuo
us e
0ort
s sho
uld
be m
ade
to p
reve
nt re
adin
g pr
ob-
lem
s (fa
mily
lite
racy
pro
gram
mes
, lite
racy
env
iron
men
t in
kind
erga
rten
, app
rove
d m
etho
ds o
f tea
chin
g to
beg
in re
ad-
ing,
ear
ly d
iagn
osis
of w
eakn
esse
s in
the
rea
ding
pro
cess
) an
d to
sup
port
str
uggl
ing
read
ers;
str
uggl
ing
read
ers
need
pri
mar
ily e
duca
tion
al s
uppo
rt to
im
prov
e th
eir r
eadi
ng sk
ills,
and
psy
chol
ogic
al su
ppor
t to
build
up
mot
ivat
ion
and
self-
con!
denc
e (w
hich
will
als
o ar
ise
from
impr
ovin
g th
eir s
kills
); an
d in
divi
dual
lear
ners
’ nee
ds s
houl
d be
car
eful
ly id
enti
!ed
and
prov
isio
n m
ade
for t
hose
nee
ds, r
athe
r tha
n st
igm
atis
-in
g or
cat
egor
isin
g ne
eds
base
d on
de!
niti
ons
.
PE
OP
LE
WIT
H S
PE
CIA
L N
EE
DS
RE
QU
IRE
SP
EC
IAL
AT
TE
NT
ION
Peop
le w
ith sp
ecia
l nee
ds o
ften
exp
erie
nce
seri
ous o
bsta
cles
an
d ev
en e
xclu
sion
. E
very
one
shou
ld h
ave
a ch
ance
to
deve
lop
good
lite
racy
ski
lls. +
is r
equi
res
appr
opri
ate
cur-
ricu
la, i
nstr
ucti
on a
nd s
uppo
rtiv
e le
arni
ng e
nvir
onm
ents
. E
xam
ples
incl
ude:
t
rans
crib
ing
prin
ted
mat
eria
ls in
to b
raill
e, s
o th
at b
lind
pers
ons
are
able
to
part
icip
ate
equa
lly a
nd a
uton
omou
sly
in e
very
!el
d of
the
liter
ate
wor
ld; a
nd r
ecog
nisi
ng th
at d
eaf p
eopl
e ar
e bi
lingu
al (w
hen
sign
lan-
guag
e is
thei
r mot
her t
ongu
e), a
nd to
org
anis
e th
eir l
itera
cy
in th
eir !
rst a
nd s
econ
d la
ngua
ges
acco
rdin
gly.
3.3
P
AR
TIC
IPA
TIO
N A
ND
IN
CL
US
ION
Acc
ess
to e
duca
tion
mea
ns li
ttle
wit
hout
hig
h-qu
alit
y pr
o-vi
sion
and
spe
cial
ised
sup
port
targ
eted
at t
hose
who
mos
t ne
ed it
. Alm
ost a
ll ch
ildre
n pa
rtic
ipat
e in
form
al e
duca
tion
fo
r at l
east
10
year
s; y
et, a
s we
have
see
n, n
earl
y on
e in
!ve
re
ache
s the
age
of 1
5 w
itho
ut h
avin
g de
velo
ped
good
read
-in
g sk
ills.
To
clos
e th
e ga
ps b
etw
een
thos
e w
ho h
ave
good
lit
erac
y sk
ills
and
tho
se w
ho s
trug
gle,
Eur
ope
need
s to
pl
ace
grea
ter e
mph
asis
on
incl
usio
n an
d fa
ir a
cces
s: p
arti
ci-
pati
on c
oupl
ed w
ith
qual
ity,
and
bol
ster
ed b
y sp
ecia
lised
su
ppor
t for
eve
ryon
e w
ho n
eeds
it.
+er
e ar
e fo
ur m
ain
liter
acy
achi
evem
ent g
aps t
hat E
urop
e m
ust
addr
ess.
+es
e ar
e th
e so
cio-
econ
omic
gap
, the
gap
be
twee
n m
igra
nts a
nd n
ativ
e-bo
rn st
uden
ts, t
he g
ende
r gap
an
d th
e di
gita
l gap
.
TH
E S
OC
IO-E
CO
NO
MIC
GA
P
Pove
rty
incr
ease
s th
e lik
elih
ood
of p
oor
liter
acy,
and
vic
e ve
rsa,
but
pov
erty
doe
s no
t cr
eate
poo
r lit
erac
y. S
ome
Mem
ber
Stat
es a
re b
ette
r th
an o
ther
s at
hel
ping
chi
ldre
n an
d ad
ults
dev
elop
goo
d lit
erac
y sk
ills
, w
hate
ver
thei
r so
cio-
econ
omic
sta
tus.
It a
lso
mea
ns t
hat s
ocio
-eco
nom
ic
gaps
can
be
over
com
e.
Succ
essf
ul s
choo
l sys
tem
s –
thos
e th
at h
ave
abov
e av
erag
e ov
eral
l sco
res,
cou
pled
wit
h be
low
ave
rage
soci
o-ec
onom
ic
ineq
ualit
ies
– pr
ovid
e st
uden
ts o
f al
l ba
ckgr
ound
s w
ith
sim
ilar o
ppor
tuni
ties
to le
arn
. In
cont
rast
, sch
ool s
yste
ms
base
d on
di0
eren
t ex
pect
atio
ns a
nd d
irec
tion
s fo
r pu
pils
te
nd t
o pr
oduc
e le
ss e
quita
ble
outc
omes
wit
hout
impr
ove-
men
ts in
ove
rall
scor
es. E
arly
sele
ctio
n (a
roun
d ag
e 10
-12)
of
chi
ldre
n in
to d
i0er
ent
scho
ol t
ypes
can
low
er a
chie
ve-
men
t, es
peci
ally
for t
hose
from
dis
adva
ntag
ed b
ackg
roun
ds,
by c
once
ntra
ting
the
m in
less
pre
stig
ious
‘tra
cks’.
Mak
ing
stud
ents
rep
eat a
yea
r al
so le
ads
to p
oor
liter
acy
outc
omes
fo
r in
divi
dual
s an
d na
tion
s. B
y ad
dres
sing
the
des
ign
of
thei
r sch
ool s
yste
ms,
and
mon
itori
ng th
e in
ter-
scho
ols v
ari-
ance
in a
chie
vem
ent,
Mem
ber
Stat
es c
ould
gre
atly
red
uce
the
soci
o-ec
onom
ic g
ap in
par
tici
pati
on a
nd a
chie
vem
ent.
4948
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
BELG
BELG
BELG
BELG
BELG
BELG
BELGIUM
IUM
IUM
IUM
IUM
IUM
IUM
DENM
DENM
DENM
DENM
DENM
DENM
DENM
DENM
DENMARK
ARK
ARK
ARK
ARK
ARK
ARK
SPAI
SPAI
SPAI
SPAI
SPAI
SPAI
SPAI
SPAI
SPAINNNNNN
HUNG
HUNG
HUNG
HUNG
HUNG
HUNG
HUNG
HUNGARY
ARY
ARY
ARY
ARY
ARY
ARY
PPPPPPORTU
ORTU
ORTU
ORTU
ORTU
ORTU
ORTU
ORTU
ORTUGAL
GAL
GAL
GAL
GAL
GAL
GAL
IIIIIIIIIRELA
RELA
RELA
RELA
RELA
RELA
RELA
RELANNNNNDDDDDDDD
GGGGGGGGGGERMA
ERMA
ERMA
ERMA
ERMA
ERMA
ERMA
ERMA
ERMANY
NY
NY
NY
NY
NY
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRAN
FRANCE
CE
CE
CE
RRRRROMAN
OMAN
OMAN
OMANIA
IA
IA
SWE
SWE
SWE
SWE
SWEDDDDEN
EN
EN
IITALY
TALY
TALY
TALY
GREEC
REEC
REEC
REEC
REECEEE
LATVI
ATVI
ATVI
ATVI
ATVIAAA
CCCZEC
ZECHHH
RREPU
EPU
EPUBBBBBLIC
LIC
LIC
POLAN
OLAN
OLAN
OLAN
OLANDD
FINL
FINL
FINL
FINL
FINLAN
AN
ANDD
BULG
BULG
BULG
BULG
BULGARIA
ARIA
ARIA
ARIA
ARIA
ThThThThThThThThThThThe e w
iwiwiwiwiwiwidedededededededede
ninininingngngngngngngngng
g g g g g g g g genenenenend
edededededededededer r r r r r r g
agagagagagagagap p p p p p p p i
nininin l l l lititititit
ererererererereracacacacacacacacacacacyyyyyyyy
PoPoPoPoPoPoPoPoinininininininininininint
ststststststs d d d d d d d d dififififififififf
efefefefefefefefererererereren
cncncncncncncncncncncncncncncncncncncncncncncncncnce e e e e e e e e b
ebebebebebebebebebebebebetwtwtwtwtwtwtwtwe
eeeeeeeeeeeeeeen n n n n n n gigigigigigigigigigir
lrlrlrlrlrlrlrlrlrlrls s s s s s s s s s anananananananananan
d d d d d d boboboboboboboboboboboboy
sysysysysysysysysysysysys’ ’ ’ ’ ’ ’ a
cacacacacacacacacacacacachihihihihihihihihihihihihihie
vevevevevevevevevevememememememem
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i i i in n n n n PIPIPIPIPIPIPIPIPIPIS
ASASASASASASASASASA t t t t t t t t te
sesesesesesesesestststststs
GEND
GEND
GEND
GENDER
ER
ER
ER GGGAP 2
AP 2
AP 2
AP 2000
000
000
000
GEND
GEND
GEND
GENDER
ER
ER
ER GGGAP 2
AP 2
AP 2
AP 2009
009
009
009
IIIIIIIIIIIIIII 0000000000IIIIIIIIII 10101010
IIIIIII 20
20
20
20
IIIIIIIIIIII 30
30
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IIIIIII 40
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IIIIIIIIIII 5050505050IIIIIII 60
60
60
IIIIIIII 70
70
70
70
TH
E M
IGR
AN
T G
AP
Mig
rant
stu
dent
s ha
ve lo
wer
ave
rage
rea
ding
leve
ls in
the
la
ngua
ge o
f in
stru
ctio
n in
all
but
Hun
gary
. +is
is t
rue
even
for
seco
nd-g
ener
atio
n m
igra
nt-b
ackg
roun
d st
uden
ts
and
som
e et
hnic
min
orit
ies,
esp
ecia
lly R
oma
. Som
e of
th
is u
nder
-per
form
ance
is d
rive
n by
pov
erty
, but
not
all.
To
reap
the
ful
l be
ne!t
s of
a d
iver
se a
nd d
ynam
ic E
urop
e,
Mem
ber
Stat
es w
ill n
eed
to d
o a
bett
er jo
b of
sup
port
ing
mig
rant
s. +
is in
clud
es la
ngua
ge a
nd li
tera
cy sc
reen
ing
for
new
ly a
rriv
ed m
igra
nt st
uden
ts a
nd p
re-s
choo
l chi
ldre
n, a
s w
ell a
s in
divi
dual
ised
sup
port
in in
clus
ive
sett
ings
. It a
lso
incl
udes
men
tors
hip
sche
mes
and
out
reac
h ac
tivi
ties
to
mig
rant
and
min
orit
y pa
rent
s, in
volv
ing
the
who
le s
choo
l co
mm
unit
y.
Mig
rant
chi
ldre
n de
velo
p be
tter
lite
racy
in th
e la
ngua
ge o
f in
stru
ctio
n if
the
y al
so d
evel
op e
xcel
lent
lite
racy
in t
heir
na
tive
lang
uage
. Bili
ngua
lism
sho
uld
no lo
nger
be
per-
ceiv
ed a
s a
de!c
it, b
ut t
urne
d in
to a
n as
set
whi
ch c
an b
e us
ed a
nd c
heri
shed
in s
choo
ls. S
uch
prin
cipl
es a
lso
appl
y to
man
y le
arne
rs fr
om li
ngui
stic
min
orit
ies.
Adu
lt m
igra
nts
tend
to fa
ll in
to th
ree
di0e
rent
cat
egor
ies:
th
ose
who
are
lite
rate
in th
eir o
wn
lang
uage
and
skill
ed in
th
e ho
st c
ount
ry la
ngua
ge;
thos
e w
ho a
re li
tera
te in
thei
r ow
n la
ngua
ge b
ut n
eed
host
la
ngua
ge in
stru
ctio
n;
thos
e w
ho a
re n
ot li
tera
te in
any
lang
uage
.
If te
achi
ng a
ppro
ache
s do
not
take
acc
ount
of t
hese
di0
er-
ence
s, a
dult
mig
rant
s w
ill n
ot r
ecei
ve t
he ta
rget
ed in
stru
c-ti
on th
ey n
eed
to im
prov
e th
eir s
kills
.
In S
WE
DE
N, a
‘Sw
edis
h as
a S
econ
d L
angu
age’
cur
ricu
lum
ha
s be
en d
evel
oped
for
imm
igra
nt c
hild
ren.
+is
cur
ricu
-lu
m st
ress
es th
e ri
ght o
f mul
tilin
gual
chi
ldre
n to
hav
e th
eir
lang
uage
dev
elop
men
t ful
ly su
ppor
ted
in b
oth
Swed
ish
and
thei
r mot
her t
ongu
e. S
uppo
rt fo
r bot
h m
othe
r ton
gue
and
host
lang
uage
inst
ruct
ion
is e
ssen
tial
. Adu
lt m
igra
nts b
en-
efit
fro
m f
ree,
cur
ricu
lum
-bas
ed t
each
ing
by q
uali
fied
te
ache
rs o
f Sw
edis
h as
a s
econ
d la
ngua
ge.
The
rec
ent
Swed
ish
for I
mm
igra
nt A
dults
refo
rms i
nclu
de a
sses
smen
t to
hel
p ed
ucat
ors s
hape
trai
ning
to m
eet t
he sp
eci!
c ne
eds
of m
igra
nts,
spe
edin
g so
cial
and
eco
nom
ic in
tegr
atio
n.
In P
OR
TU
GA
L, ‘
Ent
recu
ltur
as’ w
as e
stab
lishe
d as
ear
ly a
s
child
ren
in s
tate
sch
ools
. Mor
eove
r, th
is p
rogr
amm
e ha
s ex
tens
ive
expe
rien
ce i
n bu
ildin
g th
e aw
aren
ess
of n
ativ
e ch
ildre
n to
the
valu
e of
hum
an d
i0er
ence
and
soc
ial d
iver
-si
ty. ‘
Ent
recu
ltur
as’ i
s pr
ojec
t-ba
sed
and
dire
cts
cons
ider
-ab
le re
sour
ces t
o th
e tr
aini
ng o
f tea
cher
s, th
e pr
oduc
tion
of
inte
rcul
tura
l mat
eria
ls fo
r cla
ssro
oms,
and
the
deve
lopm
ent
of a
ddit
ive
lear
ning
str
ateg
ies
as o
ppos
ed t
o su
btra
ctiv
e cl
assr
oom
stra
tegi
es –
enh
anci
ng th
e va
lue
of d
iver
se id
enti-
ties
, m
emor
ies,
cre
eds,
lan
guag
es a
nd c
ultu
res
that
are
in
crea
sing
ly a
vaila
ble
in s
choo
ls a
s an
inva
luab
le a
sset
to
real
ise
the
purp
ose
of le
arni
ng to
live
toge
ther
.
TH
E G
EN
DE
R G
AP
+e
di0e
renc
es in
rea
ding
com
pete
nce
betw
een
boys
and
gi
rls w
iden
bet
wee
n pr
imar
y an
d se
cond
ary
educ
atio
n. O
n av
erag
e, E
urop
ean
girl
s ar
e ab
out
one
year
ahe
ad o
f bo
ys
in re
adin
g pe
rfor
man
ce b
y th
e ag
e of
15
. +e
gap
betw
een
boys
and
gir
ls i
s so
lar
ge t
hat,
if
only
gir
ls w
ere
bein
g co
unte
d, E
urop
e w
ould
hav
e al
read
y ac
hiev
ed it
s E
urop
e 20
20 g
oal o
f 85
% o
f 15-
year
-old
s hav
ing
adeq
uate
read
ing
skill
s: o
nly
13 %
of E
urop
ean
girl
s are
poo
r rea
ders
. +is
is
in s
tark
con
tras
t to
boy
s, 2
7 %
of
who
m h
ave
low
ski
lls.
Ado
lesc
ent b
oys l
ag w
ell b
ehin
d gi
rls i
n al
l Mem
ber S
tate
s –
and
in a
ll bu
t on
e E
U M
embe
r St
ate
boys
hav
e fa
iled
to
reac
h th
e E
urop
e 20
20 g
oal o
f 85
% g
ood
read
ers
.
+is
gen
der
gap
is m
uch
larg
er in
rea
ding
tha
n in
mat
he-
mat
ics
and
scie
nce
– an
d is
gro
win
g ra
ther
than
shr
inki
ng
in a
dole
scen
ce10
0 . It
shou
ld b
e no
ted
that
par
t of t
he g
ende
r di
0ere
nce
in r
eadi
ng m
ay b
e re
late
d to
test
cha
ract
eris
tics
. B
oys
show
ed p
oore
r pe
rfor
man
ce i
n te
st it
ems
requ
irin
g w
ritt
en a
nsw
ers
to o
pen-
ende
d qu
esti
ons,
whi
ch m
ay b
e at
trib
uted
to lo
wer
eng
agem
ent10
1 . G
ende
r di0
eren
ces
per-
sist
acr
oss
the
lifes
pan.
In
adul
thoo
d, f
or e
xam
ple,
mal
es
are
less
like
ly to
read
than
fem
ales
102 .
At a
ll ag
es, m
ales
are
le
ss li
kely
to r
ead
for p
leas
ure.
Whe
n ta
lkin
g ab
out
the
gend
er g
ap, t
he m
ain
issu
es a
re
mot
ivat
ion
and
enga
gem
ent10
3 . +
is is
con
sist
ent w
ith
the
fact
that
the
gend
er d
i0er
ence
s in
onlin
e re
adin
g ar
e m
uch
smal
ler10
4 . Fo
rtun
atel
y, m
otiv
atio
n is
mal
leab
le: i
f sch
ools
an
d sc
hool
sys
tem
s ad
opt
the
righ
t ed
ucat
iona
l str
ateg
ies,
bo
ys c
an b
ecom
e m
uch
mor
e m
otiv
ated
to r
ead
and
wri
te.
In p
arti
cula
r, sc
hool
read
ing
mat
eria
ls n
eed
to ta
ke g
reat
er
acco
unt
of b
oys’
indi
vidu
al in
tere
sts
and
give
the
m m
ore
scop
e to
cho
ose
wha
t to
read
105 .
Ens
urin
g vi
sibi
lity
of m
ale
role
mod
els s
how
ing
read
ing
as a
mas
culin
e ac
tivi
ty is
cru
-ci
al, g
iven
our
incr
easi
ngly
fem
inis
ed t
each
ing
wor
kfor
ce.
Aft
er-s
choo
l pro
gram
mes
can
pla
y a
key
role
in a
ddre
ssin
g th
e m
ale
read
ing
gap.
In
succ
essf
ul v
ersi
ons o
f the
se in
itia
-ti
ves,
the
em
phas
is is
on
fun,
not
ach
ieve
men
t, an
d ac
tivi
-tie
s ten
d to
be d
ynam
ic a
nd h
ands
-on10
6 . Se
e als
o C
hapt
er 0
4,
Ado
lesc
ents
.
5150
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > PRECONDIT
IONS F
OR S
UCCESS
CO
NC
LU
DIN
G R
EM
AR
KS
In t
his
chap
ter,
we
hav
e ad
dres
sed
the
unde
rlyi
ng
fac-
tors
that
det
erm
ine
succ
ess i
n im
prov
ing
lite
racy
. At t
he
hear
t of
thes
e li
es th
e im
port
ance
of c
reat
ing
an a
ppet
ite
for
read
ing,
esp
ecia
lly
wit
hin
the
fam
ily
circ
le w
here
chil
dren
spen
d th
e maj
orit
y of
thei
r tim
e an
d ca
n, t
hrou
gh
thei
r in
crea
sed
mot
ivat
ion
, sim
ulta
neo
usly
in)
uen
ce th
e
habi
ts o
f the
ir p
aren
ts. I
t doe
s nee
d to
be r
ecog
nise
d, h
ow-
ever
, tha
t m
any
pare
nts
are
un
able
to
ful$
l the
ir n
eces
-
sary
sup
port
rol
e. !
is c
ontr
ibut
es t
o lo
ckin
g il
lite
racy
into
an
inte
r-ge
ner
atio
nal
vic
ious
cir
cle.
In
crea
sing
the
avai
labi
lity
an
d v
isib
ilit
y of
boo
ks th
roug
h cr
eati
ve s
olu-
tion
s is k
ey, a
s is p
rom
otin
g th
e v
alue
of a
div
erse
ran
ge
of r
eadi
ng
gen
res.
!es
e ap
proa
ches
go
han
d-in
-han
d
wit
h en
hanc
ing
the q
uali
ty o
f tea
chin
g an
d le
arni
ng, a
nd
empo
wer
ing
educ
atio
n p
rov
ider
s to
ass
ess
and
resp
ond
to i
ndi
vid
ual
stu
den
ts t
hrou
gh a
var
iety
of
met
hods
,
whi
le o
%er
ing
indi
vid
ual
ised
sup
port
whe
re n
eede
d.
Fin
ally
, acc
ess t
o ed
ucat
ion
shou
ld n
ot b
e un
derm
ined
by
a la
ck o
f qu
alit
y pr
ovis
ion
an
d ta
rget
ed s
upp
ort
to
addr
ess
fou
r sp
ecif
ic ‘
gaps
’, n
amel
y so
cio-
econ
omic
,
mig
ran
t, g
ende
r an
d di
gita
l gap
s.
!es
e ov
erar
chin
g is
sues
app
ly a
cros
s all
ages
. How
ever
,
ever
y ag
e gr
oup
has
its
spec
ific
cha
llen
ges
in l
iter
acy
acqu
isit
ion
an
d de
vel
opm
ent
and
ther
efor
e re
quir
es
a cu
stom
ised
app
roac
h. I
n t
he n
ext
chap
ter,
we
focu
s on
the
lite
racy
issu
es th
at a
pply
to fo
ur d
i%er
ent a
ge g
roup
s:
youn
g ch
ildr
en, p
rim
ary
age,
ado
lesc
ents
an
d ad
ults
.
In th
e UN
ITE
D K
ING
DO
M, t
he p
roje
ct ‘P
rem
ier L
eagu
e Rea
ding
St
ars’
targ
ets p
rim
ary
scho
ol p
upils
from
Yea
rs 5
and
6 (a
ge
thei
r ag
e an
d su
ppor
ts s
econ
dary
sch
ool p
upils
wit
h lo
w
atta
inm
ent w
ho a
re m
otiv
ated
by
foot
ball
but n
ot b
y lit
erac
y.
+e
Pre
mie
r Lea
gue
Rea
ding
Sta
rs p
roje
ct c
onsi
sts
of t
wo
part
s. O
ne is
an
onlin
e lit
erac
y ga
me
for i
ndiv
idua
l pup
ils
and
the
seco
nd is
a re
sour
ce p
ack
for t
each
ers a
nd li
brar
ians
to
del
iver
the
pro
ject
. +e
onlin
e ch
alle
nge
is a
vaila
ble
to
ever
yone
wit
h In
tern
et a
cces
s. C
hild
ren
can
wat
ch !
lms i
n w
hich
20
high
-pro
!le
Pre
mie
r L
eagu
e pl
ayer
s se
t 10
0 lit
-er
acy
chal
leng
es, a
nd p
upils
win
onl
ine
rew
ards
by
succ
ess-
fully
com
plet
ing
the
chal
leng
es. +
e pr
ojec
t als
o pr
ovid
es
an o
ppor
tuni
ty to
eng
age
wit
h, a
nd b
ring
ben
e!ts
to, p
ar-
ents
. +ei
r in
volv
emen
t ca
n he
lp in
ter
ms
of r
aisi
ng t
heir
ow
n co
n!de
nce
(40
% o
f par
ents
feel
mor
e co
n!de
nt sp
eak-
ing
in f
ront
of
othe
r pe
ople
aft
er t
akin
g pa
rt i
n P
rem
ier
Lea
gue
Rea
ding
Sta
rs),
as w
ell a
s ins
piri
ng th
em to
impr
ove
thei
r ow
n sk
ills
and
take
mor
e in
tere
st in
the
ir c
hild
ren’
s re
adin
g ha
bits
(84
% o
f par
ents
rea
d m
ore
wit
h th
eir c
hild
af
ter t
akin
g pa
rt in
this
pro
ject
)107 .
DIG
ITA
L G
AP
S
Seve
ral d
igita
l div
ides
mak
e lit
erac
y pr
oble
ms
even
mor
e ac
ute:
in a
cces
s, in
qua
lity
of u
se, b
etw
een
in-s
choo
l and
ou
t-of
-sch
ool p
atte
rns
of u
se, a
nd in
teac
hers
’ dig
ital c
om-
pete
nces
. +e
last
thre
e ga
ps s
houl
d be
add
ress
ed th
roug
h ex
plic
it po
licie
s. +
e di
gita
l env
iron
men
t is
und
erus
ed a
s a
med
ium
for
rea
ding
pro
mot
ion
and
for
supp
orti
ng
enga
gem
ent
in r
eadi
ng a
ctiv
itie
s. +
e m
arke
t fo
r ed
uca-
tion
al ‘a
pps’
is e
xplo
ding
and
edu
cati
onal
con
tent
is b
ecom
-in
g a
selli
ng p
oint
for h
andh
eld
devi
ces.
Nev
erth
eles
s, th
ere
are
limite
d ex
ampl
es o
f pro
gram
mes
har
ness
ing
the
enth
u-si
asm
of
adol
esce
nts
and
adul
ts f
or d
igit
al i
nter
acti
on i
n or
der t
o im
prov
e lit
erac
y an
d m
otiv
atio
n to
rea
d108 .
Gap
s in
acc
ess
and
qual
ity
of u
se l
ead
to e
mpl
oym
ent-
rela
ted
digi
tal d
ivid
es. J
obs i
ncre
asin
gly
requ
ire
the
abili
ty
not
just
to
read
and
wri
te t
ext,
but
to
use
‘hig
her
orde
r’ pr
oble
m-s
olvi
ng s
kills
, suc
h as
sea
rchi
ng fo
r rel
iabl
e in
for-
mat
ion
onlin
e. F
or in
divi
dual
s w
ho s
trug
gle
wit
h lit
erac
y,
this
pre
sent
s a
doub
le d
ivid
e. M
ost
adul
ts d
evel
op t
heir
di
gita
l sk
ills
on
the
job
– bu
t if
poo
r lit
erac
y re
duce
s em
ploy
men
t op
port
unit
ies,
it a
lso
redu
ces
the
oppo
rtun
i-ti
es t
o de
velo
p th
e di
gita
l sk
ills
req
uire
d by
em
ploy
ers,
cr
eati
ng a
vic
ious
cir
cle.
Acc
ess
+e
poor
ly e
duca
ted,
une
mpl
oyed
and
eld
erly
use
com
put-
ers a
nd th
e In
tern
et m
uch
less
than
oth
er g
roup
s110 .
Whe
re
peop
le l
ive
also
inV
uenc
es t
heir
acc
ess:
in
Icel
and
and
Nor
way
, old
er p
eopl
e w
ere
over
10
tim
es a
s lik
ely
to u
se
the
Inte
rnet
as t
heir
pee
rs in
Bul
gari
a, G
reec
e an
d It
aly11
1 . It
sho
uld
be n
oted
tha
t th
is g
ap is
dim
inis
hing
in im
por-
tanc
e: s
ince
200
8, t
he s
hare
of h
ouse
hold
s w
ith
acce
ss to
br
oadb
and
Inte
rnet
in E
urop
e ha
s do
uble
d.
Qu
alit
y of
use
Som
e peo
ple h
ave t
he li
tera
cy sk
ills a
nd o
ther
com
pete
nces
re
quir
ed to
use
com
pute
rs p
rodu
ctiv
ely
and
crea
tive
ly; o
th-
ers d
o no
t. Fo
r exa
mpl
e, d
isad
vant
aged
ado
lesc
ents
are
less
lik
ely
than
the
ir p
eers
to
use
com
pute
rs f
or s
choo
l wor
k,
and
mor
e li
kely
to
use
them
sol
ely
for
gam
ing
and
ente
rtai
nmen
t112 .
Gap
bet
wee
n in
-sch
ool
an
d o
ut-
of-s
cho
ol
(lit
erac
y) a
ctiv
itie
s.Sc
hool
act
iviti
es a
re b
ased
alm
ost e
xclu
sive
ly o
n pr
int,
and
out-
of-s
choo
l lit
erac
y pr
acti
ces
are
incr
easi
ngly
dig
ital
: a
sign
i!ca
nt c
halle
nge
faci
ng te
ache
rs a
nd s
choo
ls11
3 .
Gap
of
dig
ital
com
pet
ence
s of
tea
cher
s+
ere
is a
gro
win
g ga
p be
twee
n st
uden
ts w
ho a
re ta
ught
by
teac
hers
who
hav
e di
gita
l com
pete
nces
and
tho
se w
ho
are
not.
Add
ress
ing
teac
hers
’ lev
els o
f ski
ll in
usi
ng d
igita
l m
edia
is c
lear
ly e
ssen
tial
to a
chie
ving
the
othe
r obj
ecti
ves
in th
is a
rea,
and
will
req
uire
act
ion.
Litera
cy is th
e key
to
part
icip
ate
in soc
iety
...
5554
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
YYYooouuu
nnnggg
cccchhhhiiiilllldddd
rrrrreeennnn
PPPrrriiimmm
aaarrryyy sss
ccchhhoooooo
ll yyeeaarrr
ssssssss
AAdddooooollll
eeessssccccc
eeeennnnttttss
AAdduull
tttttsss
AD
DR
ES
SIN
G S
PE
CIF
IC L
ITE
RA
CY
IS
SU
ES
:
LIT
ER
AC
Y
FO
R A
LL
AG
ES
04
5756
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
Peop
le’s
liter
acy
skill
s as
adu
lts a
re la
rgel
y de
term
ined
in
thei
r ea
rly
year
s. S
ome
child
ren
are
luck
y en
ough
to
be
born
into
hom
es w
here
a lo
ve o
f lan
guag
e, st
oryt
ellin
g an
d so
ngs
is fo
ster
ed w
ithi
n a
lovi
ng r
elat
ions
hip
betw
een
the
pare
nts
and
thei
r yo
ung
child
ren.
But
man
y ch
ildre
n do
no
t gr
ow u
p in
suc
h ho
mes
. M
any,
esp
ecia
lly f
rom
dis
-ad
vant
aged
bac
kgro
unds
, ar
e al
read
y be
hind
bef
ore
they
st
art
scho
ol.
As
a re
sult,
not
all
child
ren
star
t pr
imar
y sc
hool
wit
h go
od e
mer
gent
lite
racy
ski
lls, a
nd t
he k
nock
-on
e0e
cts
are
felt
thro
ugho
ut th
eir l
ives
.
4.1
YO
UN
G C
HIL
DR
EN
‘Ch
ildre
n a
re m
ad
e r
ea
de
rs o
n th
e la
ps o
f th
eir
pa
rent
s.’
EM
ILIE
BU
CH
WA
LD,
AUTHOR
5958
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
In H
esse
n, G
ER
MA
NY, t
he p
rogr
amm
e ‘M
ein
Papa
lies
t vor
’ (‘M
y da
d re
ads
to m
e’)
prom
otes
rea
ding
to
child
ren
by
mal
e em
ploy
ees.
Thi
s pr
ogra
mm
e w
as d
evel
oped
by
‘Hes
sens
tift
ung
– Fa
mil
ie h
at Z
ukun
ft’ a
nd b
y St
iftu
ng
Les
en. I
n th
e pa
rtic
ipat
ing
!rm
s, f
athe
rs c
an d
ownl
oad
info
rmat
ion
and
read
ing
mat
eria
l for
the
ir c
hild
ren
from
th
e !r
m’s
Intr
anet
. Fat
hers
can
pri
nt t
he s
tori
es o
ut a
nd
read
them
to th
eir c
hild
ren12
4 . Fa
mily
lite
racy
pro
gram
mes
that
focu
s on
both
par
ents
and
ch
ildre
n, a
nd th
eir i
nter
acti
on, a
re h
ighl
y co
st-e
0ect
ive
in
incr
easi
ng th
e lit
erat
e en
viro
nmen
t at h
ome:
they
are
pow
-er
ful,
low
-cos
t in
terv
enti
ons12
5 . Su
ch p
rogr
amm
es c
an
resu
lt in
long
-ter
m b
ene!
ts la
stin
g w
ell i
nto
adul
thoo
d126 .
BO
OK
S A
ND
OT
HE
R R
EA
DIN
G M
AT
ER
IAL
SH
OU
LD
BE
BO
TH
AV
AIL
AB
LE
AN
D V
ISIB
LE
We
have
seen
that
chi
ldre
n’s l
itera
cy d
evel
opm
ent r
equi
res
a ho
me
that
is ri
ch in
read
ing
mat
eria
ls. G
etti
ng b
ooks
and
ot
her
read
ing
mat
eria
ls i
nto
ever
y fa
mily
’s ho
me
– es
pe-
cial
ly to
pro
vide
read
ing
mat
eria
ls fo
r par
ents
and
chi
ldre
n w
ho c
anno
t a0
ord
to b
uy t
hem
– i
s a
mon
umen
tal
and
nece
ssar
y ta
sk, b
ut it
is n
ot e
noug
h on
its
own.
Suc
cess
ful
book
-gif
ting
sch
emes
do
not j
ust p
rovi
de b
ooks
and
info
r-m
atio
n; t
hey
also
pro
vide
pra
ctic
al,
hand
s-on
sup
port
, gu
idan
ce a
nd a
dvic
e fo
r pa
rent
s. N
urse
s, l
ibra
rian
s an
d ot
her m
embe
rs o
f the
loca
l com
mun
ity
can
play
a v
ital r
ole
in e
ncou
ragi
ng p
aren
ts to
rea
d to
thei
r chi
ldre
n.
4.1
.2
PR
OV
IDE
MO
RE
, A
ND
MO
RE
AC
CE
SS
IBL
E,
HIG
H-Q
UA
LIT
Y E
AR
LY
CH
ILD
HO
OD
E
DU
CA
TIO
N A
ND
CA
RE
Ear
ly c
hild
hood
edu
cati
on a
nd c
are
(EC
EC
) fac
iliti
es p
lay
an e
ssen
tial
role
in c
hild
ren’
s de
velo
pmen
t, in
par
tner
ship
w
ith
pare
nts.
Whi
le m
ost
EC
EC
pol
icy
effo
rts
unti
l re
cent
ly h
ave
focu
sed
on i
ncre
asin
g en
rolm
ents
, it
is
incr
easi
ngly
reco
gnis
ed th
at th
e qu
alit
y of
pro
visi
on is
the
key
to E
CE
C’s
soci
al a
nd e
duca
tion
al b
ene!
ts.
Whe
re
EC
EC
is o
f hig
h qu
alit
y, it
goe
s bey
ond
look
ing
afte
r chi
l-dr
en’s
basi
c he
alth
, saf
ety
and
care
nee
ds a
nd p
rovi
des i
ntel
-le
ctua
l an
d so
cial
sim
ulat
ion
whi
ch s
uppo
rts
child
ren’
s w
ellb
eing
, psy
chom
otor
and
cog
niti
ve d
evel
opm
ent
and
soci
al c
ompe
tenc
es.
EC
EC
pro
vide
rs a
lso
need
to
deve
lop
e0ec
tive
way
s of
w
orki
ng w
ith
pare
nts:
supp
orti
ng e
ach
othe
r’s c
ompl
emen
-ta
ry ro
les
will
pro
duce
max
imum
ben
e!t f
or c
hild
ren.
In S
LO
VE
NIA
, a s
peci
!c P
re-s
choo
l Ins
titu
tion
Act
sta
tes
that
pre
-sch
ool s
houl
d im
plem
ent
pare
ntal
inv
olve
men
t ac
tivi
ties
, tha
t par
ents
hav
e th
e ri
ght t
o pa
rtic
ipat
e in
pla
n-ni
ng (e
duca
tion
al) a
ctiv
itie
s, a
nd e
stab
lishe
s pa
rent
s’ ri
ght
to in
form
atio
n on
the
deve
lopm
ent o
f the
ir c
hild
.
In B
EL
GIU
M (
FL
AN
DE
RS
), th
ere
are
seve
ral L
ocal
Con
sulta
tive
Fo
rum
s for
chi
ldca
re a
nd o
ut-o
f-sc
hool
car
e. +
ese
foru
ms
cons
ist
of p
rofe
ssio
nals
, cen
tre
man
ager
s, p
aren
ts, l
ocal
au
thor
ities
and
oth
er st
akeh
olde
rs. +
e Fo
rum
s fun
ctio
n as
a
mun
icip
al a
dvis
ory
body
and
giv
e ad
vice
on
child
care
to
the
loca
l adm
inis
trat
ion.
Par
ents
can
join
the
scho
ol b
oard
, sc
hool
cou
ncil
and
pare
nt c
ounc
il of
pre
-pri
mar
y sc
hool
s an
d be
invo
lved
in d
ecis
ion-
mak
ing
proc
esse
s.
Hig
h-qu
alit
y pr
e-sc
hool
ben
e!ts
all
child
ren,
whe
reas
low
-qu
alit
y E
CE
C c
an le
ad to
wor
se o
utco
mes
than
no
EC
EC
at
all.
Fur
ther
mor
e, th
e ga
ins f
rom
hig
h-qu
alit
y pr
e-sc
hool
ed
ucat
ion
last
, im
prov
ing
perf
orm
ance
in p
rim
ary
and
sec-
onda
ry s
choo
l, an
d le
adin
g to
bet
ter
econ
omic
and
soc
ial
outc
omes
in a
dulth
ood12
7 .
Inve
stin
g in
hig
h-qu
alit
y E
CE
C is
a lo
ng-t
erm
inve
stm
ent
in E
urop
e’s sk
ills.
Inc
reas
ed p
arti
cipa
tion
will
par
ticu
larl
y be
ne!t
chi
ldre
n fa
cing
lite
racy
cha
lleng
es, i
nclu
ding
thos
e w
hose
hom
e la
ngua
ge d
i0er
s fr
om t
he l
angu
age
of t
he
scho
ol. M
oreo
ver,
it is
cos
t-e0
ecti
ve. E
spec
ially
for
soci
o-ec
onom
ical
ly d
isad
vant
aged
chi
ldre
n, g
over
nmen
t sp
end-
ing
on E
CE
C p
ays
for i
tsel
f man
y ti
mes
ove
r128 .
TH
E F
AC
TS
&e
fou
nd
atio
n o
f li
tera
cy i
s in
sp
ok
en l
ang
uag
e at
an
ea
rly
age.
Rea
din
g co
mp
eten
ce s
tro
ng
ly b
uil
ds
on
ora
l la
ng
uag
e p
ro#
cien
cy,
wo
rd k
no
wle
dg
e, a
nd
syn
tact
ic
kn
ow
led
ge1
14.
Res
earc
her
s in
th
e U
S h
ave
esti
mat
ed t
hat
by
the
age
of
thre
e, c
hil
dre
n in
lite
racy
-ric
h h
ouse
hol
ds
wil
l hea
r so
me
20
mil
lion
mor
e w
ord
s th
an t
hei
r le
ss-a
dva
nta
ged
pee
rs11
5 .
In
the
Un
ited
Kin
gdom
, th
ree-
year
-old
ch
ild
ren
of h
igh
ly
edu
cate
d p
aren
ts h
ave
voca
bu
lari
es t
hat
are
nea
rly
a ye
ar
ahea
d o
f ch
ild
ren
wh
ose
par
ents
hav
e n
o qu
ali#
cati
ons11
6.
Ch
ild
ren
fro
m h
om
es t
hat
fo
ster
lit
erac
y, f
or
inst
ance
th
ose
wh
ere
par
ents
fre
qu
entl
y re
ad a
lou
d t
o t
hei
r ch
il-
dre
n, b
ecom
e b
ette
r re
ader
s. A
lon
g w
ith
th
e p
rese
nce
of
chil
dre
n’s
bo
oks
in t
he
hom
e, t
his
pre
dic
ts a
chie
vem
ent
late
r117 .
&er
e is
a p
osi
tive
co
rrel
atio
n b
etw
een
tim
e sp
ent i
n p
re-
pri
mar
y ed
uca
tio
n a
nd
4th
gra
de
stu
den
ts’
read
ing
ach
ieve
men
t. S
tud
ents
wh
o h
ad n
ot
atte
nd
ed p
re-p
ri-
mar
y sc
ho
ol
had
an
in
tern
atio
nal
ave
rag
e re
adin
g sc
ore
o
f 4
55,
com
par
ed t
o 5
10
fo
r th
ose
stu
den
ts w
ho
had
re
ceiv
ed t
hre
e ye
ars
or m
ore
of p
re-p
rim
ary
edu
cati
on11
8.
Ch
ild
ren
wh
o at
ten
d h
igh
-qu
alit
y E
CE
C s
ho
w a
bro
ad
ran
ge
of
cog
nit
ive,
lin
gu
isti
c, s
oci
al a
nd
em
otio
nal
ben
-e#
ts.
&is
im
pro
ves
thei
r p
erfo
rman
ce i
n p
rim
ary
and
se
con
dar
y sc
ho
ol,
lead
ing
to b
ette
r ec
onom
ic a
nd
so
cial
o
utc
omes
in a
du
lth
oo
d11
9 .
Eco
no
mic
an
alys
es o
f se
vera
l ea
rly
chil
dh
oo
d i
nte
rven
-ti
on
s d
emo
nst
rate
th
at e
+ec
tive
pro
gra
mm
es c
an r
epay
th
e in
itia
l in
vest
men
t w
ith
sav
ing
s to
go
vern
men
t an
d
ben
e#ts
to
soci
ety
do
wn
th
e ro
ad1
20.
,W
HA
T N
EE
DS
TO
BE
DO
NE
?
+e
fact
s ar
e cl
ear,
but t
he k
ey q
uest
ion
is w
hat t
o do
with
th
em. +
e an
swer
lies
with
two
key
acto
rs: p
aren
ts a
nd E
arly
C
hild
hood
Edu
cati
on a
nd C
are
(EC
EC
) st
a0,
and
one
impo
rtan
t pre
cond
ition
: par
ticip
atio
n an
d in
clus
ion.
4.1
.1
TH
E L
ITE
RA
TE
EN
VIR
ON
ME
NT
PA
RE
NT
S N
EE
D T
O F
OS
TE
R T
HE
IR C
HIL
DR
EN
’S
LIT
ER
AC
Y S
KIL
LS
Mot
ivat
ion
is th
e dr
ivin
g fo
rce
behi
nd le
arni
ng a
nd p
aren
ts
play
a k
ey r
ole
in c
hild
ren’
s at
titu
des
and
mot
ivat
ion
to
read
121 .
Pare
nts
wit
h po
or l
itera
cy s
kills
are
less
lik
ely
to
read
to th
eir c
hild
ren.
+ey
are
less
like
ly to
hav
e bo
oks i
n th
e ho
me,
less
like
ly to
see
read
ing
as a
ple
asur
able
par
ent-
child
bon
ding
act
ivit
y, a
nd m
ore
likel
y to
allo
w t
heir
chi
l-dr
en t
o w
atch
lot
s of
tel
evis
ion,
whi
ch g
oes
alon
g w
ith
poor
er li
tera
cy d
evel
opm
ent12
2 .
In m
ost
case
s, s
mal
l chi
ldre
n ar
e ta
ken
care
of b
y w
omen
(in
the
hom
es a
nd a
t EC
EC
) and
thes
e w
omen
talk
to a
nd
read
to th
em. +
e in
volv
emen
t of f
athe
rs is
als
o ve
ry im
por-
tant
for c
hild
ren’
s lea
rnin
g an
d de
velo
pmen
t. Se
eing
fath
ers
read
in
the
hom
e pr
ovid
es c
hild
ren
wit
h a
posi
tive
rol
e-m
odel
, whi
ch is
of
grea
t im
port
ance
(esp
ecia
lly f
or b
oys)
an
d ha
ving
fat
hers
inv
olve
d in
rea
ding
act
ivit
ies
is a
n im
por t
ant
fact
or f
or l
ater
rea
ding
and
sch
ool
succ
ess.
G
iven
tha
t th
e of
ten
low
per
cent
age
of c
hild
ren
who
are
re
ad to
by
thei
r fat
hers
is p
rim
arily
due
to ti
me
cons
trai
nts
rath
er th
an a
lack
of a
war
enes
s, th
e so
luti
on re
quir
es a
shif
t in
em
ploy
men
t an
d so
cial
org
anis
atio
n, s
uch
as p
olic
ies
targ
etin
g w
ork-
life
bala
nce12
3 .
6160
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
+e
DA
NIS
H g
over
nmen
t ha
s de
velo
ped
a co
mpr
ehen
sive
st
rate
gy o
n re
adin
g sk
ills f
or y
oung
chi
ldre
n. +
e am
biti
on
is th
at, b
y 20
20, a
ll ch
ildre
n !n
ishi
ng th
e se
cond
gra
de o
f sc
hool
will
hav
e ad
equa
te re
adin
g sk
ills a
nd th
at n
o st
uden
t w
ill le
ave
com
puls
ory
educ
atio
n w
itho
ut k
now
ing
how
to
read
. +e
stra
tegy
incl
udes
a c
ompu
lsor
y la
ngua
ge a
sses
s-m
ent a
t the
star
t of E
CE
C. +
is is
als
o us
ed to
bet
ter u
nder
-st
and
child
ren’
s in
divi
dual
nee
ds.
In B
aden
-Wür
ttem
berg
, GE
RM
AN
Y, t
he ‘I
nten
sive
Spr
ach-
trai
ning
in k
inde
rgar
ten’
) o0
ers
120
hour
s of
tra
inin
g in
a
kind
erga
rten
to
child
ren
who
hav
e a
diag
nosi
s of
poo
r la
ngua
ge c
ompe
tenc
e on
e ye
ar p
rior
to e
nter
ing
scho
ol, i
n gr
oups
of
two
to t
en c
hild
ren,
by
expe
rts
in l
angu
age
deve
lopm
ent.
In s
ome
kind
erga
rten
s, p
aren
ts a
re in
volv
ed
(‘Akt
ive
Elte
rnbe
teil
igun
g’ o
r ‘A
ctiv
e pa
rtic
ipat
ion
of p
ar-
ents
’), f
or e
xam
ple,
thr
ough
aft
erno
on m
eeti
ngs
wit
h pa
rent
s an
d th
eir
child
ren
to p
rom
ote
liter
acy
acti
viti
es
(rea
ding
pic
ture
boo
ks, f
airy
tal
es, s
ingi
ng)13
5 .
4.1
.3
PA
RT
ICIP
AT
ION
AN
D I
NC
LU
SIO
N
AL
L C
HIL
DR
EN
SH
OU
LD
BE
AB
LE
TO
BE
NE
FIT
FR
OM
EC
EC
Acc
ess t
o hi
gh-q
ualit
y E
CE
C a
t lea
st fr
om th
e ag
e of
four
sh
ould
be
100
%. C
hild
ren
atte
ndin
g hi
gh-q
ualit
y E
CE
C
show
a b
road
rang
e of
cog
niti
ve, l
ingu
isti
c, so
cial
and
em
o-ti
onal
ben
e!ts
, and
am
ong
othe
r th
ings
, dev
elop
bet
ter
liter
acy
skil
ls13
6 . Y
et,
enro
lmen
t ac
ross
the
EU
in
earl
y ch
ildho
od f
acili
ties
var
ies
sign
i!ca
ntly
bet
wee
n M
embe
r St
ates
, fro
m a
low
of 6
7.5
% in
Pol
and
to 1
00 %
in F
ranc
e,
mea
ning
tha
t in
som
e co
untr
ies
a la
rge
prop
orti
on o
f chi
l-dr
en d
oes
not
bene
!t f
rom
ear
ly e
duca
tion
and
car
e137 .
Soci
o-ec
onom
ical
ly d
isad
vant
aged
chi
ldre
n ha
ve th
e m
ost
to g
ain
from
hig
h-qu
alit
y ea
rly
lear
ning
138 .
Yet
it is
oft
en
thes
e ch
ildre
n w
ho a
re th
e le
ast l
ikel
y to
att
end,
par
ticul
arly
w
hen
fees
are
cha
rged
. Inc
reas
ing
EC
EC
par
tici
pati
on
amon
g so
cial
ly d
isad
vant
aged
chi
ldre
n ca
n th
us h
elp
redu
ce
liter
acy
gaps
late
r acr
oss
the
enti
re s
choo
l sys
tem
.
DE
SIG
N A
CU
RR
ICU
LU
M T
O M
EE
T C
HIL
DR
EN
’S N
EE
DS
As
in t
he h
ome,
the
pre
senc
e an
d us
e of
boo
ks in
pla
yful
ga
mes
are
impo
rtan
t fa
ctor
s in
cre
atin
g a
liter
ate
envi
ron-
men
t in
EC
EC
. +e
EC
EC
lear
ning
env
iron
men
t mus
t be
appr
opri
ate
to c
hild
ren’
s nee
ds. I
n pr
acti
ce, t
his m
eans
pro
-vi
ding
not
onl
y di
dact
ic b
ut a
lso
play
ful
and
enjo
yabl
e ac
tivi
ties
. +er
e ca
n be
a te
mpt
atio
n to
‘spe
ed u
p’ th
e pr
oc-
ess
of e
arly
lear
ning
and
foc
us t
each
ing
on ‘l
ess
play
’ and
‘m
ore
lear
ning
’. In
fact
, for
you
ng c
hild
ren,
pla
y is
lear
ning
, an
d fo
rmal
app
roac
hes
can
be a
hin
dran
ce r
athe
r th
an
a he
lp, r
educ
ing
mot
ivat
ion,
and
mak
ing
read
ing
seem
like
a
chor
e ra
ther
tha
n pl
easu
re. P
arad
oxic
ally
, pus
hing
chi
l-dr
en to
o ea
rly
is li
kely
to p
rodu
ce p
oor r
esul
ts la
ter.
Pre
-sch
ool p
rogr
amm
es s
houl
d fo
cus
on d
evel
opin
g ch
il-dr
en’s
emer
gent
lite
racy
ski
lls t
hrou
gh p
layf
ul e
xper
ienc
e w
here
chi
ldre
n se
e an
d in
tera
ct w
ith p
rint
as
they
bui
ld a
n aw
aren
ess
of it
s fu
ncti
ons
and
conv
enti
ons’
. Cur
ricu
la
shou
ld b
e ag
e-ap
prop
riat
e an
d de
sign
ed t
o m
eet
the
full
rang
e of
chi
ldre
n’s
need
s: co
gniti
ve, e
mot
iona
l, so
cial
and
ph
ysic
al13
0 . A
n em
phas
is o
n no
n-co
gniti
ve sk
ills s
uch
as p
er-
seve
ranc
e, m
otiv
atio
n, m
ovem
ent a
nd th
e ab
ility
to in
tera
ct
with
oth
ers i
n ea
rly y
ears
is e
ssen
tial
for a
ll fu
ture
lear
ning
.
Com
pete
nce
in t
he l
angu
age
of t
he s
choo
l is
the
key
to
lear
ning
to
read
and
spe
ll, s
o m
any
child
ren
need
a c
om-
preh
ensi
ve p
rogr
amm
e to
dev
elop
the
ir o
ral
lang
uage
be
fore
ent
erin
g sc
hool
. EC
EC
and
pre
-sch
ool p
rogr
amm
es
shou
ld b
e co
mpr
ehen
sive
, wit
h th
e ai
m o
f im
prov
ing
chil-
dren
’s cl
arit
y of
spe
ech
(vol
ume
and
enun
ciat
ion,
bot
h of
w
hich
dep
end
on a
nd re
info
rce
self-
con!
denc
e) a
nd b
road
-en
ing
thei
r voc
abul
ary,
gra
mm
atic
al a
ccur
acy
and
com
mu-
nica
tive
abi
litie
s, a
s w
ell a
s de
velo
ping
the
ir !
ne-m
otor
co
ntro
l whi
ch is
nee
ded
for
good
han
dwri
ting
and
use
of
the
keyb
oard
. EC
EC
sta0
shou
ld g
ive
child
ren
a va
riet
y of
si
tuat
ions
whe
re t
hey
can
lear
n an
d ex
peri
ence
di0
eren
t fu
ncti
ons
of la
ngua
ge: i
n so
cial
pla
y, in
con
Vict
sit
uati
ons,
an
d fo
r pr
oble
m-s
olvi
ng. +
e ab
ility
to s
hift
the
att
enti
on
from
con
tent
to
form
may
be
fost
ered
in la
ngua
ge g
ames
, us
ing
rhym
es, t
ongu
e-tw
iste
rs a
nd p
oem
s131 .
In F
RA
NC
E,
-an
te p
our
la v
ille
), an
ass
ocia
tion
of
volu
ntee
r st
uden
ts,
deve
lope
d a
prog
ram
me
that
invo
lves
stu
dent
s tak
ing
care
of
a c
hild
, at
thei
r ho
me
once
a w
eek,
and
o0e
ring
the
m
acti
viti
es a
roun
d bo
oks
and
read
ing.
ST
AF
F N
EE
D T
O B
E H
IGH
LY
QU
AL
IFIE
D
Whe
re E
CE
C s
ta0
are
mor
e hi
ghly
qua
li!e
d, c
hild
ren
tend
to
do b
ette
r, b
oth
in t
he s
hort
and
the
lon
g te
rm.
Rei
nfor
cing
the
qua
lity
of E
CE
C s
ta0
mea
ns n
ot o
nly
requ
irin
g hi
gher
deg
rees
, pay
ing
high
er s
alar
ies a
nd o
0er
-in
g be
tter
wor
king
con
diti
ons13
2 , bu
t al
so e
nsur
ing
that
th
ey h
ave
suita
ble
lang
uage
teac
hing
skill
s and
the
abili
ty
to e
ngag
e pa
rent
s in
thei
r chi
ldre
n’s l
angu
age
deve
lopm
ent
and
the
lear
ning
pro
cess
133 .
To m
aint
ain
qual
ity st
anda
rds f
or y
oung
chi
ldre
n, st
a0 m
em-
bers
nee
d bo
th g
ood
initi
al e
duca
tion
and
ongo
ing
trai
ning
, id
eally
bas
ed o
n na
tiona
l for
mal
com
pete
nce
requ
irem
ents
fo
r th
e pr
ofes
sion
. Con
tinu
ous
prof
essi
onal
dev
elop
men
t is
just
as
impo
rtan
t fo
r th
ose
cari
ng fo
r an
d ed
ucat
ing
youn
g ch
ildre
n as
it is
for t
each
ers o
f oth
er a
ge g
roup
s134 .
EA
RLY
SC
RE
EN
ING
AN
D I
NT
ER
VE
NT
ION
ID
EN
TIF
Y
SP
EE
CH
AN
D L
AN
GU
AG
E D
IFF
ICU
LT
IES
WH
EN
TH
ER
E I
S
ST
ILL
TIM
E T
O E
RA
DIC
AT
E T
HE
M
Ass
essm
ent
play
s a
key
role
in
supp
orti
ng c
ogni
tive
and
no
n-co
gnit
ive
deve
lopm
ent.
Thr
ough
lan
guag
e as
sess
-m
ents
at t
he st
art o
f EC
EC
, pre
-sch
ool t
each
ers c
an k
now
ab
out
and
take
into
acc
ount
eac
h ch
ild’s
indi
vidu
al le
arn-
ing
need
s. L
itera
cy p
robl
ems
can
have
ver
y si
mpl
e ca
uses
, an
d if
lang
uage
pro
blem
s ar
e ad
dres
sed
earl
y th
ey c
an b
e pr
even
ted
from
gro
win
g in
to m
uch
bigg
er e
duca
tion
al
obst
acle
s la
ter.
Lan
guag
e as
sess
men
ts s
houl
d fo
llow
the
ex
ampl
e of
suc
cess
ful h
ealt
h pr
ogra
mm
es w
hich
scr
een
youn
g ch
ildre
n fo
r he
arin
g, e
yesi
ght a
nd s
peec
h, a
nd p
ro-
vide
rel
iabl
e ac
cess
to
the
prof
essi
onal
sup
port
the
y ne
ed
to o
verc
ome
di)
cult
ies.
In F
INL
AN
D, t
he m
unic
ipal
itie
s ar
e ob
liged
to
prov
ide
the
serv
ices
of t
he m
ater
nity
and
chi
ld w
elfa
re c
linic
‘Neu
vola
’ fr
ee f
or a
ll fa
mil
ies
wit
h ch
ildre
n un
der
the
scho
ol a
ge.
Neu
vola
is a
tten
ded
by n
earl
y ev
ery
fam
ily, a
nd f
amili
es
visi
t N
euvo
la e
ight
tim
es d
urin
g th
e ch
ild’s
!rst
yea
r an
d la
ter
twic
e to
4 t
imes
a y
ear
unti
l the
chi
ld e
nter
s sc
hool
. N
euvo
la a
sses
ses t
he c
hild
ren’
s phy
sica
l, m
enta
l and
soci
al
cond
itio
n w
ith
the
emph
asis
on
coun
selli
ng, i
dent
ifyi
ng
prob
lem
s at
an
earl
y st
age
and
arra
ngin
g he
lp fo
r fa
mili
es
from
a m
ulti-
prof
essi
onal
team
. Chi
ldre
n’s g
row
th is
mon
i-to
red,
eye
sigh
t an
d he
arin
g ar
e ex
amin
ed r
egul
arly
, and
ne
urol
ogic
al d
evel
opm
ent i
s ass
esse
d. L
earn
ing
di)
culti
es
and
dela
ys in
lang
uage
dev
elop
men
t and
in c
omm
unic
atio
n ar
e de
tect
ed a
s ea
rly
as p
ossi
ble.
6362
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
Pri
mar
y sc
hool
age
is
a cr
itic
al t
ime
to t
ackl
e an
d cl
ose
emer
ging
gap
s in
liter
acy
deve
lopm
ent,
as g
aps a
re a
lrea
dy
evid
ent
whe
n ch
ildre
n st
art
prim
ary
scho
ol.
+ey
sub
-se
quen
tly
wid
en i
n ad
oles
cenc
e. C
hild
ren
who
did
not
re
ceiv
e th
e ne
cess
ary
supp
ort
befo
re e
nter
ing
scho
ol f
all
furt
her
behi
nd o
nce
they
ent
er fo
rmal
sch
oolin
g. +
is c
re-
ates
a ‘l
itera
cy s
uppo
rt g
ap’ a
mon
g pr
imar
y ag
e ch
ildre
n,
wit
h w
orry
ing
di0e
renc
es b
etw
een
pare
nts
who
hav
e th
e sk
ills
and
know
ledg
e to
sup
port
chi
ld l
itera
cy a
nd t
hose
w
ho d
o no
t. E
ven
thos
e w
ho r
ecei
ved
supp
ort
for
thei
r em
erge
nt l
itera
cy s
kills
whe
n th
ey w
ere
youn
g ch
ildre
n of
ten
!nd
that
sup
port
dis
appe
ars
once
the
y en
ter
scho
ol.
For
the
!rst
tim
e, t
here
may
be
a ga
p be
twee
n th
e ho
me
and
the
scho
ol in
wha
t chi
ldre
n re
ad. M
any
child
ren
have
en
tere
d th
e di
gita
l wor
ld b
y pr
imar
y ag
e; h
owev
er, t
his
is
ofte
n no
t reV
ecte
d in
thei
r lea
rnin
g en
viro
nmen
t in
scho
ol.
Gen
der d
ivis
ions
in li
tera
cy s
kills
are
alr
eady
vis
ible
dur
ing
prim
ary
scho
ol.
4.2
PR
IMA
RY
S
CH
OO
L Y
EA
RS
6564
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
Dur
ing
the
war
s fo
llow
ing
the
brea
k-up
of
Yug
osla
via
in
proj
ect
for
such
chi
ldre
n w
as c
arri
ed o
ut in
CR
OA
TIA
and
ne
ighb
ouri
ng a
reas
, and
in 2
001
its a
utho
rs w
ere
give
n th
e In
tern
atio
nal R
eadi
ng A
ssoc
iati
on A
war
d fo
r In
nova
tive
R
eadi
ng P
rom
otio
n in
Eur
ope.
+e
prog
ram
mes
con
sist
ed
of a
wid
e ra
nge
of li
tera
ry w
orks
hops
, com
bine
d w
ith
othe
r m
edia
of c
onte
mpo
rary
art
ther
apy
such
as d
raw
ing,
pai
nt-
ing
and
pupp
etry
. In
Cro
atia
alo
ne, a
net
wor
k of
45
publ
ic
libra
ries
was
inv
olve
d. L
ibra
rian
s w
orki
ng i
n ch
ildre
n’s
book
dep
artm
ents
and
sch
ool
libra
rian
s w
ere
spec
ially
tr
aine
d in
the
use
of th
emat
ical
ly s
elec
ted
read
ings
and
/or
vide
o m
ater
ials
in
thei
r w
orks
hops
. An
eval
uati
on s
tudy
fo
und
that
man
y ch
ildre
n be
ne!t
ed p
sych
olog
ical
ly,
as
show
n by
impr
ovem
ents
on
stan
dard
ised
mea
sure
s of m
en-
tal h
ealth
. +re
e le
sson
s: n
o ch
ild is
or
shou
ld b
e be
yond
he
lp; l
ibra
ries
hav
e a
key
role
to
play
; and
aw
ard
sche
mes
ne
ed to
be
mor
e nu
mer
ous
and
bett
er k
now
n152 .
CR
EA
TIN
G T
HE
DIG
ITA
L L
ITE
RA
TE
EN
VIR
ON
ME
NT
Com
pute
rs a
nd m
obile
dev
ices
ent
er t
he li
ves
of c
hild
ren
earl
ier
and
earl
ier.
+e
age
whe
n ch
ildre
n ar
e !r
st t
augh
t th
e al
phab
et o
ften
coi
ncid
es w
ith
thei
r !r
st t
ime
onlin
e.
+is
is th
e st
art o
f tw
o le
arni
ng jo
urne
ys: i
n sc
hool
thro
ugh
trad
itio
nal
prin
t m
ater
ial,
and
at h
ome
thro
ugh
digi
tal
devi
ces,
whi
ch o
0er a
mor
e im
med
iate
ly e
ngag
ing
med
ium
: th
e In
tern
et a
nd c
ompu
ter g
ames
. Chi
ldre
n us
e th
e In
tern
et -
ingl
y in
the
ir b
edro
oms
and
on h
andh
eld
devi
ces.
85
% o
f
of 1
.4 h
ours
a d
ay re
adin
g an
d on
e ho
ur a
day
bro
wsi
ng th
e In
tern
et, p
rim
arily
for s
choo
l wor
k153 .
+er
e ar
e hu
ge o
ppor
tuni
ties
to
inco
rpor
ate
digi
tal f
orm
s of
lear
ning
into
the
scho
ol e
nvir
onm
ent a
nd c
onne
ct th
ese
to a
chi
ld’s
life
at h
ome.
Yet
the
y ar
e al
so h
ugel
y un
der-
expl
oite
d. +
e ra
pid
spre
ad a
nd d
eclin
ing
cost
s of
hig
h-po
wer
ed m
obile
dev
ices
suc
h as
sm
artp
hone
s an
d ta
blet
s pr
esen
t po
ssib
iliti
es f
or p
orta
ble,
ubi
quito
us a
cces
s to
lit-
erac
y to
ols,
fro
m h
elp
wit
h vo
cabu
lary
and
gra
mm
ar t
o di
gita
l lib
rari
es fu
ll of
inst
antl
y ac
cess
ible
sto
ries
154 .
Tex
ting
, Fac
eboo
k an
d ot
her
form
s of
onl
ine
com
mun
ica-
tion
giv
e m
any
youn
g pe
ople
the
oppo
rtun
ity
and
ince
ntiv
e to
wri
te m
ore
exte
nsiv
ely
outs
ide
scho
ol t
han
they
oth
er-
wis
e w
ould
, with
pot
enti
ally
pos
itive
e0e
cts o
n w
riti
ng sk
ill
and
inte
rest
. Pol
icy-
mak
ers s
houl
d ur
ge sc
hool
s to
!nd
new
an
d in
nova
tive
way
s to
inco
rpor
ate
the
lear
ning
env
iron
-m
ent
at h
ome
into
the
pra
ctic
e of
rea
ding
and
wri
ting
de
velo
pmen
t at s
choo
l.
In S
LO
VA
KIA
, the
pro
ject
‘e-A
ktov
ka’ p
rovi
des a
cces
s to
digi
-ti
sed
text
book
s, li
tera
ture
and
oth
er m
ater
ials
for s
tude
nts,
pa
rent
s an
d te
ache
rs.
In L
AT
VIA
, the
pro
ject
‘For
um o
f Ide
as’ h
as d
evel
oped
tw
o w
ebsit
es w
here
chi
ldre
n ca
n !n
d bo
oks i
n au
dio
and
wri
tten
ve
rsio
ns. L
atvi
a al
so h
as a
pro
ject
cal
led
‘Chi
ldre
n’s B
ooks
W
eb P
ublis
hing
’: pup
ils, p
aren
ts a
nd te
ache
rs c
an w
rite
and
ill
ustr
ate
a st
ory,
whi
ch is
then
pub
lishe
d on
line.
In P
OR
TU
GA
L, t
he p
roje
ct ‘B
ook
Dig
ger’
is a
web
-bas
ed p
lat-
form
to fa
mili
aris
e yo
ung
child
ren
wit
h ke
y lit
erar
y bo
oks
in a
n in
tera
ctiv
e fa
shio
n. F
urth
erm
ore,
the
pro
ject
s ‘+
e W
ay o
f Let
ters
’ (‘C
amin
ho d
as le
tras
’) an
d ‘D
igita
l Lib
rary
’ ar
e pa
rts o
f the
Nat
iona
l Rea
ding
Pla
n de
sign
ed to
impr
ove
the
use
of d
igita
l res
ourc
es in
lite
racy
dev
elop
men
t.
In E
ST
ON
IA, t
he p
roje
cts
‘Sto
ries
’ and
‘Poe
ms’
wer
e de
vel-
oped
by
the
Tal
linn
Cen
tral
Lib
rary
Chi
ldre
n’s
Pag
e.
Chi
ldre
n w
rite
sto
ries
and
poe
ms
that
are
com
peti
tive
ly
sele
cted
and
then
pub
lishe
d on
line
on th
e lib
rary
web
site
.
+e
HU
NG
AR
IAN
‘Dig
ital L
ibra
ry’ i
s av
aila
ble
on t
he h
ome-
page
of t
he n
atio
nal l
ibra
ry a
nd th
e co
llect
ion
is in
crea
sing
co
ntin
uous
ly. +
is g
ives
acc
ess
to t
he f
ull t
ext
of b
ooks
on
line
free
of c
harg
e, a
nd c
over
s 10
300
tit
les
for
all a
ges,
in
clud
ing
!cti
on, h
andb
ooks
, and
text
book
s.
TH
E F
AC
TS
On
ly 5
5 %
of
fou
rth
gra
de
stu
den
ts (
9-1
1 ye
ar-o
lds)
are
ta
ugh
t b
y te
ach
ers
wit
h d
egre
es14
0.
On
ly 2
5 %
of f
ourt
h g
rad
e st
ud
ents
are
tau
ght b
y te
ach
ers
wh
ose
init
ial e
du
cati
on h
ad a
n e
mp
has
is o
n r
ead
ing14
1.
&er
e w
as li
ttle
imp
rove
men
t in
th
e re
adin
g ac
hie
vem
ent
of f
ou
rth
gra
de
stu
den
ts b
etw
een
20
00
and
20
06
. Of
the
14 E
U M
emb
er S
tate
s th
at p
arti
cip
ated
, on
ly #
ve s
ho
wed
im
pro
ved
rea
din
g142.
Fou
rth
gra
de
stu
den
ts w
ho
rep
orte
d t
hat
th
ey h
ave
mor
e th
an 1
00
boo
ks
at h
ome
scor
ed 4
3 p
oin
ts h
igh
er in
PIR
LS
th
an th
eir p
eers
wh
o re
por
ted
hav
ing
few
er th
an 1
00
boo
ks
at h
ome14
3.
Ch
ild
ren
wh
ose
par
ents
wer
e b
orn
ab
road
hav
e lo
wer
ave
r-ag
e re
adin
g sc
ores
than
thei
r pee
rs, a
lth
ough
ther
e is
a g
reat
d
eal o
f var
iati
on, d
epen
din
g on
th
e co
un
try
of o
rig
in14
4.
Som
e ge
nd
er d
i+er
ence
s in
rea
din
g ar
e al
read
y id
enti
#-
able
in t
he
fou
rth
gra
de,
wit
h g
irls
doi
ng
bet
ter
in r
ead
ing
lite
rary
tex
ts t
han
boy
s in
all
co
un
trie
s145.
On
ave
rage
in E
uro
pe,
18
% o
f fou
rth
gra
de
stu
den
ts (1
3 %
of
gir
ls, 2
4 %
of b
oys)
rep
orte
d n
ever
or
alm
ost
nev
er r
ead
-in
g fo
r fu
n o
uts
ide
sch
ool
146.
On
ly 7
.9 %
of
fou
rth
gra
de
stu
den
ts h
ave
per
man
ent
in-
clas
s ac
cess
to
a r
ead
ing
spec
iali
st,
wh
ile
36
.7 %
so
me-
tim
es d
o147 .
,W
HA
T N
EE
DS
TO
BE
DO
NE
?
4.2
.1
TH
E L
ITE
RA
TE
EN
VIR
ON
ME
NT
Chi
ldre
n of
pri
mar
y ag
e te
nd t
o en
joy
read
ing.
Onl
y 8
%
say
they
do
not
like
it. H
owev
er, t
his
gene
rally
pos
itiv
e at
titu
de d
oes
not a
lway
s tr
ansl
ate
into
mor
e re
adin
g: o
nly
40 %
of c
hild
ren
read
for p
leas
ure
daily
or a
lmos
t dai
ly, a
nd
a th
ird
read
for
ple
asur
e le
ss t
han
thre
e ti
mes
a m
onth
148 .
+is
leav
es a
lot
of r
oom
to
impr
ove
the
amou
nt c
hild
ren
read
for p
leas
ure
at th
is a
ge.
It i
s of
ten
wro
ngly
ass
umed
tha
t cr
eati
ng a
mor
e lit
erat
e en
viro
nmen
t for
pri
mar
y ag
e ch
ildre
n is
just
a jo
b fo
r sch
ools
. Pa
rent
s pl
ay a
n en
orm
ousl
y im
port
ant
role
in s
uppo
rtin
g th
eir c
hild
ren
in th
eir l
itera
cy d
evel
opm
ent t
hrou
ghou
t the
ir
scho
ol y
ears
. Whe
n ch
ildre
n en
ter
prim
ary
scho
ol, m
any
pare
nts
redu
ce t
he a
mou
nt o
f re
adin
g th
ey d
o w
ith
thei
r ch
ildre
n, s
eein
g lit
erac
y as
the
sch
ool’s
res
pons
ibil
ity
. Pa
rtic
ular
ly a
mon
g pa
rent
s who
do
not h
ave
stro
ng li
tera
cy
skill
s the
mse
lves
, tea
cher
s are
see
n as
the
liter
acy
expe
rts15
0 . A
ll pa
rent
s nee
d to
be
empo
wer
ed to
supp
ort t
heir
chi
ldre
n an
d th
eir l
itera
cy d
evel
opm
ent.
Lib
rari
es h
ave
a vi
tal r
ole
to
play
her
e, e
spec
ially
for
fam
ilies
who
can
not
a0or
d to
buy
m
any
book
s or o
ther
read
ing
mat
eria
l.
‘Lir
e et
Fai
re L
ire’
is a
nat
ionw
ide
prog
ram
me
in F
RA
NC
E,
buil
ding
int
er-g
ener
atio
nal
soli
dari
ty a
roun
d re
adin
g.
It m
obili
ses
adul
t vol
unte
ers
to o
rgan
ise
smal
l-gr
oup
read
-in
g al
oud
sess
ions
in p
rim
ary
scho
ols
at le
ast o
nce
a w
eek
duri
ng a
fter
-sch
ool a
ctiv
itie
s. +
e pr
ogra
mm
e ex
plic
itly
do
es n
ot t
arge
t le
arni
ng s
uppo
rt, b
ut r
athe
r cu
ltiva
tes
the
joy
of r
eadi
ng15
1 .
‘A b
ook
for e
very
chi
ld’ (
EN
BO
K Å
T A
LL
A) i
s a S
WE
DIS
H
prog
ram
me
to p
rom
ote
child
ren’
s re
adin
g th
roug
h bo
ok
talk
and
oth
er re
adin
g ac
tivi
ties i
n sc
hool
s and
libr
arie
s and
vi
sits
to
the
loca
l boo
ksho
p. E
very
chi
ld w
ho p
arti
cipa
tes
is in
vite
d by
the
boo
ksel
ler
to c
hoos
e a
free
boo
k to
kee
p.
Boo
k-in
-Sw
eden
Fou
ndat
ion
took
the
init
iati
ve, i
n cl
ose
co-o
pera
tion
wit
h th
e Sw
edis
h B
ooks
elle
rs A
ssoc
iati
on.
+e
prog
ram
me
has
sinc
e be
com
e na
tion
wid
e.
6766
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
ST
RU
GG
LIN
G R
EA
DE
RS
NE
ED
TA
RG
ET
ED
,
IND
IVID
UA
LIS
ED
SU
PP
OR
T
Stru
gglin
g re
ader
s do
not
cat
ch u
p by
the
mse
lves
. Eve
ry
pupi
l wit
h pr
oble
ms
in r
eadi
ng a
nd w
riti
ng s
houl
d th
ere-
fore
be
give
n on
e-to
-one
or s
mal
l gro
up-b
ased
inst
ruct
ion
in p
rim
ary
scho
ol u
ntil
they
hav
e ca
ught
up
with
thei
r pee
rs.
Thi
s w
ill
prev
ent
grow
ing
gaps
in
seco
ndar
y sc
hool
. C
urre
ntly
onl
y 12
% o
f fou
rth
grad
e pu
pils
rece
ive
rem
edia
l in
stru
ctio
n in
lit
erac
y161 .
+is
app
roac
h, c
entr
ed o
n th
e in
divi
dual
, is
esse
ntia
l for
suc
cess
fully
add
ress
ing
read
ing
prob
lem
s, o
r – b
ette
r – a
void
ing
them
alto
geth
er.
Stru
gglin
g re
ader
s are
a h
eter
ogen
eous
gro
up, s
o no
sing
le
teac
hing
str
ateg
y w
orks
for
all
of t
hem
. Chi
ldre
n at
thi
s ag
e be
ne!t
from
a m
ix o
f ins
truc
tion
al st
rate
gies
that
hav
e to
be
adap
ted
to t
he le
vel o
f co
mpe
tenc
e of
the
chi
ld. A
s w
ith
othe
r age
gro
ups,
a h
igh
leve
l of a
uton
omy
to u
se th
e br
oad
rang
e of
inte
grat
ed p
edag
ogic
al a
ppro
ache
s bas
ed o
n th
e ne
eds
of t
heir
indi
vidu
al p
upils
cha
ract
eris
es e
0ect
ive
prim
ary
scho
ol te
ache
rs16
2 .
Gre
ater
use
of f
orm
ativ
e as
sess
men
t is
need
ed fo
r th
is a
ge
grou
p. E
0ec
tive
ass
essm
ent
tool
s up
on e
ntry
to
prim
ary
scho
ol w
ill h
elp
teac
hers
iden
tify
lite
racy
ski
lls f
rom
the
ve
ry b
egin
ning
of
form
al e
duca
tion
. R
egul
ar f
orm
ativ
e as
sess
men
t thr
ough
out p
rim
ary
scho
ol w
ill e
nsur
e th
at li
t-er
acy
prob
lem
s do
not c
onti
nue
to g
o un
reco
gnis
ed a
nd th
at
stud
ents
rec
eive
the
sup
port
the
y ne
ed t
hrou
gh e
duca
tion
th
at m
atch
es th
eir l
earn
ing
need
s. +
is sh
ould
pre
vent
chi
l-dr
en l
eavi
ng p
rim
ary
scho
ol w
ith
unre
cogn
ised
lit
erac
y pr
oble
ms.
SP
EC
IAL
IST
RE
AD
ING
TE
AC
HE
RS
HA
VE
A H
UG
E R
OL
E T
O P
LA
Y
Indi
vidu
alis
ed in
stru
ctio
n w
orks
bes
t w
hen
it is
pro
vide
d by
teac
hers
with
spec
ialis
t tra
inin
g in
reco
gnis
ing
and
over
-co
min
g re
adin
g pr
oble
ms,
act
ing
as re
sour
ce p
erso
ns fo
r all
prim
ary
scho
ol te
ache
rs16
3 . Sp
ecia
list r
eadi
ng te
ache
rs a
re
expe
rts
in a
ddre
ssin
g in
divi
dual
lear
ning
di)
culti
es, a
nd
are
a gr
eat r
esou
rce
not o
nly
for o
ther
pri
mar
y sc
hool
teac
h-er
s, b
ut a
lso
for t
he d
evel
opm
ent o
f pos
itive
scho
ol-l
earn
ing
envi
ronm
ents
wit
h a
focu
s on
lite
racy
for a
ll.
Pup
ils s
trug
glin
g w
ith
read
ing
are
enti
tled
to
spec
ialis
ed
supp
ort i
n al
l Eur
opea
n co
untr
ies,
but o
nly
in M
alta
, Ire
land
, th
e U
K a
nd t
he !
ve N
ordi
c co
untr
ies
is s
peci
alis
ed h
elp
– ei
ther
spe
cial
ist
teac
hers
of
read
ing
or s
peci
al e
duca
tion
te
ache
rs w
ho sp
ecia
lise
in re
adin
g –
read
ily a
vaila
ble.
Man
y co
untr
ies
still
face
the
cha
lleng
e of
dev
elop
ing
a pr
ofes
sion
of
spec
ialis
t rea
ding
teac
her,
both
as p
art o
f tea
cher
edu
catio
n an
d as
par
t of l
earn
ing
supp
ort a
vaila
ble
to s
choo
ls.
In t
he U
NIT
ED
KIN
GD
OM
, the
‘Rea
ding
Rec
over
y T
each
ers’
proj
ect
prov
ides
spe
cial
ist
one-
to-o
ne t
each
ing
for
the
low
est-
perf
orm
ing
child
ren
in r
eadi
ng a
t ag
es 5
-6. +
ese
child
ren
are
ofte
n no
t ab
le t
o re
ad t
he s
impl
est
book
s or
ev
en w
rite
the
ir o
wn
nam
e be
fore
the
inte
rven
tion
, whi
ch
invo
lves
int
ensi
ve o
ne-t
o-on
e le
sson
s fo
r 30
min
utes
per
da
y w
ith a
trai
ned
Rea
ding
Rec
over
y te
ache
r, fo
r an
aver
age
of 2
0 w
eeks
. +e
prog
ram
me
is d
i0er
ent
for
ever
y ch
ild,
asse
ssin
g w
hat
the
child
kno
ws
and
wha
t he
/she
nee
ds t
o le
arn
next
. Som
e 81
% o
f chi
ldre
n ha
ve c
augh
t up
with
thei
r ag
e gr
oup
afte
r Rea
ding
Rec
over
y.
FIN
LA
ND
o0
ers
exte
nsiv
e le
arni
ng s
uppo
rt t
o a
larg
e pr
o-po
rtio
n of
pup
ils i
n th
e !r
st y
ears
of
prim
ary
educ
atio
n.
Ove
r 31
% o
f pu
pils
rec
eive
lea
rnin
g su
ppor
t in
spe
ech,
re
adin
g an
d w
riti
ng i
n th
eir
!rst
yea
r of
pri
mar
y ed
uca-
tion
. A re
form
of s
peci
al n
eeds
supp
ort i
n 20
10 in
trod
uced
a
grad
atio
n of
sup
port
, dep
endi
ng o
n th
e le
arni
ng d
i)-
cult
y. A
maj
or p
rinc
iple
is
earl
y an
d ra
pid
inte
rven
tion
. A
ddit
iona
l sup
port
is g
iven
in a
way
tha
t avo
ids
labe
lling
or
sti
gmat
isin
g st
uden
ts.
In S
WE
DE
N, ‘
code
-cra
cker
s’ is
a su
ppor
t sys
tem
for p
aren
ts o
f ch
ildre
n w
ith r
eadi
ng a
nd w
riti
ng d
i)cu
lties
. A d
edic
ated
w
ebpa
ge p
rovi
des i
nfor
mat
ion
to p
aren
ts a
nd te
ache
rs16
4 .
4.2
.2
QU
AL
ITY
OF
TE
AC
HIN
G A
ND
LE
AR
NIN
G
Whi
le t
he e
arly
yea
rs o
f a
child
’s lif
e la
y th
e gr
ound
wor
k fo
r the
ir li
tera
cy d
evel
opm
ent,
and
fam
ilies
pla
y a
key
role
th
roug
hout
chi
ldho
od,
mos
t of
wha
t ch
ildre
n fo
rmal
ly
lear
n ab
out r
eadi
ng a
nd w
riti
ng h
appe
ns in
pri
mar
y sc
hool
. +
e be
st sc
hool
s tea
ch a
ll th
eir p
upils
to re
ad, r
egar
dles
s of
thei
r so
cio-
econ
omic
bac
kgro
und,
eth
nici
ty,
lang
uage
s sp
oken
at h
ome
and
spec
ial n
eeds
or d
isab
iliti
es15
5 . +
ey d
o th
is b
y pr
ovid
ing
child
ren,
as
earl
y as
pos
sibl
e, w
ith
indi
-vi
dual
ised
sup
port
, hig
h-qu
alit
y te
achi
ng, e
ngag
ing
read
-in
g m
ater
ials
, and
a c
ultu
re th
at c
ombi
nes e
quit
y w
ith h
igh
expe
ctat
ions
whe
re a
ll ch
ildre
n ar
e ex
pect
ed to
suc
ceed
at
read
ing
– an
d ar
e gi
ven
the
supp
ort t
hey
need
to d
o so
.
HIG
H-Q
UA
LIT
Y T
EA
CH
ING
Pri
mar
y sc
hool
teac
hers
sho
uld
have
ext
ensi
ve k
now
ledg
e of
the
the
oret
ical
foun
dati
ons
of li
tera
cy le
arni
ng, a
nd b
e ab
le to
det
ect
and
hand
le t
heir
pup
ils’ r
eadi
ng d
i)cu
lties
. F
urth
erm
ore
they
nee
d to
be
trai
ned
in a
wid
e ra
nge
of
teac
hing
stra
tegi
es th
at a
re e
0ect
ive
wit
h pu
pils
of t
his a
ge,
but m
ost E
urop
ean
coun
trie
s do
not
hav
e cl
ear g
uide
lines
on
the
com
pete
nces
pri
mar
y sc
hool
teac
hers
nee
d in
ord
er
to t
each
rea
ding
and
wri
ting
. Mor
eove
r, w
here
suc
h cu
r-ri
culu
m g
uide
lines
exi
st, t
hey
mos
t of
ten
do n
ot in
clud
e co
re is
sues
, suc
h as
tack
ling
read
ing
di)
culti
es o
r ski
lls fo
r re
adin
g as
sess
men
t.
Esp
ecia
lly in
lang
uage
s w
ith c
ompl
ex s
pelli
ng-s
ound
rel
a-tio
nshi
ps, s
yste
mat
ic t
each
ing
of s
o-ca
lled
‘gra
phem
e-ph
o-ne
me
corr
espo
nden
ce r
ules
’ – a
lso
calle
d ph
onic
s –
shou
ld
not b
e sto
pped
too
early
at p
rim
ary
leve
l. Su
cces
sful
teac
hing
m
etho
ds m
ust b
e co
ntin
ued.
Sys
tem
atic
pho
nics
inst
ruct
ion
embe
dded
in re
adin
g ta
sks a
nd w
ithin
a b
road
and
ric
h la
n-gu
age
and
liter
acy
curr
icul
um e
nabl
es b
oth
norm
ally
dev
el-
opin
g ch
ildre
n an
d th
ose
at r
isk
of f
ailu
re t
o m
ake
bett
er
prog
ress
in r
eadi
ng t
han
inci
dent
al o
r no
pho
nics
inst
ruc-
tion15
6 . M
ost
EU
Mem
ber
Stat
es c
urre
ntly
hav
e cu
rric
ular
gu
idel
ines
for p
honi
cs in
stru
ctio
n, b
ut in
man
y it
stop
s aft
er
the
!rst
few
yea
rs o
f pri
mar
y ed
ucat
ion,
on
the
fals
e as
sum
p-tio
n th
at th
e ta
sk h
as b
een
com
plet
ed15
7 .
INT
EG
RA
TE
IC
T D
EV
EL
OP
ME
NT
S
INT
O C
UR
RIC
UL
UM
DE
SIG
N
+e
curr
ent
digi
tal d
ivid
e is
not
whe
ther
pri
mar
y ag
e ch
il-dr
en in
Eur
ope
are
usin
g di
gita
l too
ls, b
ut th
e qu
ality
of t
heir
us
e158 .
Onl
ine
read
ing
is la
rgel
y ig
nore
d du
ring
initi
al p
ri-
mar
y te
ache
r ed
ucat
ion,
alt
houg
h ev
iden
ce s
how
s th
at
a m
ajor
ity
of c
hild
ren
enga
ge a
lmos
t equ
ally
in d
igita
l and
pr
int r
eadi
ng fr
om e
arly
on
in p
rim
ary
educ
atio
n. O
nly
!ve
EU
Mem
ber S
tate
s cur
rent
ly re
quir
e co
mpe
tenc
es fo
r tea
ch-
few
cou
ntri
es d
e!ne
lear
ning
out
com
es fo
r di
gita
l rea
ding
. P
rim
ary
scho
ol te
ache
rs h
ave
foun
d it
di)
cult
to in
tegr
ate
tech
nolo
gy i
nto
thei
r te
achi
ng p
ract
ice
in t
he c
lass
room
. +
eir c
on!d
ence
and
skill
leve
ls in
usi
ng IC
T a
re g
ener
ally
lo
wer
tha
n am
ong
seco
ndar
y sc
hool
/lev
el t
each
ers,
who
of
ten
also
hav
e th
e be
ne!t
of s
peci
alis
ed I
CT
sta
0 to
sup
-po
rt t
hem
. Mos
t co
mpu
ter
use
in p
rim
ary
scho
ol a
ppea
rs
to b
e ‘b
olt-
on’ r
athe
r th
an in
tegr
ated
into
the
ped
agog
y.
Fur
ther
mor
e, a
s w
e hi
ghlig
hted
at t
he s
tart
of t
his
repo
rt,
digi
tisa
tion
is c
hang
ing
the
natu
re o
f lit
erac
y. A
cri
tica
l ev
alua
tion
of t
he s
ourc
es o
f wha
t is
bein
g re
ad, b
eing
abl
e to
eva
luat
e th
e re
liabi
lity
of c
onte
nt, m
anag
ing
quan
titi
es
of i
nfor
mat
ion
that
wou
ld h
ave
been
uni
mag
inab
le ju
st
10 y
ears
ago
– th
is is
wha
t we
are
aski
ng o
f our
chi
ldre
n at
a
youn
ger
and
youn
ger
age,
as
digi
tal m
edia
bec
ome
all-
perv
asiv
e. +
is is
a m
assi
ve c
halle
nge
to e
duca
tion
syst
ems,
on
e th
at th
ey a
re o
nly
just
beg
inni
ng to
tack
le. +
ere
is a
n ur
gent
nee
d to
reVe
ct th
e ra
nge
of im
pact
s of d
igita
l med
ia
in th
e de
sign
of n
atio
nal c
urri
cula
.
EA
RLY
IN
TE
RV
EN
TIO
N I
S B
ES
T
Ear
ly in
terv
enti
on is
mos
t e0
ecti
ve16
0 , so
chi
ldre
n sh
ould
re
ceiv
e ex
tens
ive
and
evid
ence
-bas
ed s
uppo
rt to
dea
l wit
h re
adin
g di
ffic
ulti
es f
rom
the
ver
y fi
rst
year
s at
sch
ool.
Whe
n le
arni
ng d
i)cu
ltie
s su
ch a
s la
ngua
ge a
nd s
peec
h pr
oble
ms a
re id
enti
!ed
duri
ng p
re-s
choo
l, it
is c
ruci
al th
at
they
are
com
mun
icat
ed to
the
scho
ol a
nd th
at su
ppor
t sta
rts
as e
arly
as
poss
ible
dur
ing
prim
ary
educ
atio
n. S
uch
inte
r-ve
ntio
n sh
ould
not
be
stig
mat
isin
g: it
shou
ld b
e em
bedd
ed
in d
ay-t
o-da
y ac
tivi
ties
in th
e sc
hool
.
6968
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
4.2
.3
PA
RT
ICIP
AT
ION
AN
D I
NC
LU
SIO
N
Chi
ldre
n ca
n on
ly p
artic
ipat
e ful
ly a
nd in
clus
ivel
y in
pri
mar
y ed
ucat
ion
if th
ey r
ecei
ve a
ll th
e ne
cess
ary
supp
ort
to m
eet
thei
r nee
ds. I
n pa
rtic
ular
, thi
s m
eans
ens
urin
g th
at p
aren
ts
who
stru
ggle
with
lite
racy
pro
blem
s the
mse
lves
are
in a
pos
i-tio
n to
supp
ort t
heir
child
ren,
and
ens
urin
g th
at te
ache
rs a
nd
pare
nts a
like
help
chi
ldre
n to
be
enga
ged
and
mot
ivat
ed.
SU
PP
OR
TIN
G P
AR
EN
TS
WH
O S
TR
UG
GL
E
WIT
H L
ITE
RA
CY
If E
urop
e is t
o ac
hiev
e its
nec
essa
ry a
mbi
tion
that
all
child
ren
deve
lop
solid
skill
s in
read
ing
and
wri
ting
, the
gap
bet
wee
n pa
rent
s w
ho h
ave
both
the
skill
s an
d th
e kn
owle
dge
to s
up-
port
the
ir c
hild
ren
in t
heir
lite
racy
dev
elop
men
t and
tho
se
pare
nts
who
do
not
will
hav
e to
be
clos
ed. D
isad
vant
aged
pa
rent
s w
ho d
o no
t ha
ve s
tron
g lit
erac
y sk
ills
them
selv
es
need
tar
gete
d su
ppor
t to
tran
slat
e th
eir
ambi
tions
for
thei
r ch
ildre
n in
to re
alit
y an
d th
ey n
eed
to b
e su
ppor
ted
to le
arn
the l
angu
age o
f the
scho
ol. P
rogr
amm
es th
at p
rovi
de li
tera
cy
and
gene
ral p
aren
ting
supp
ort t
o th
ese
pare
nts o
0er a
pro
m-
isin
g w
ay o
f pr
ovid
ing
pare
nts
wit
h in
form
atio
n an
d re
sour
ces
on t
heir
lite
racy
sup
port
rol
e. +
ese
prog
ram
mes
of
ten
emph
asis
e a w
hole
fam
ily a
ppro
ach
to li
tera
cy, w
here
by
pare
nts
emba
rk o
n a
jour
ney
of (
re-)
disc
over
ing
liter
acy
alon
gsid
e th
eir s
choo
l-ag
e ch
ildre
n.
In G
ER
MA
NY, t
he ‘H
ambu
rg F
amily
Lite
racy
Pro
ject
’ (F
LY
) fo
cuse
s on
enh
anci
ng li
tera
cy in
imm
igra
nt f
amili
es a
nd
prom
otin
g th
ese
fam
ilies
’ int
egra
tion
into
the
broa
der c
om-
mun
ity.
Tar
gete
d at
mig
rant
par
ents
in d
isad
vant
aged
dis
-tr
icts
of H
ambu
rg, t
he p
rogr
amm
e ai
ms t
o gi
ve m
othe
rs in
pa
rtic
ular
the
skill
s and
con
!den
ce th
ey n
eed
to e
ngag
e in
lit
erac
y ac
tivi
ties
wit
h th
eir
child
ren,
inc
ludi
ng h
elpi
ng
them
with
thei
r sch
oolw
ork.
In B
erlin
, the
‘dis
tric
t mot
hers
’ (‘S
tadt
teilm
ütte
r’) a
re im
mig
rant
s th
emse
lves
and
go
into
im
mig
rant
fam
ilies
not
onl
y to
sup
port
lite
racy
but
als
o to
gi
ve i
nfor
mat
ion
abou
t es
sent
ial s
ervi
ces
such
as
heal
th
syst
ems,
soc
ial w
elfa
re, a
nd t
he s
choo
l sys
tem
in o
rder
to
mak
e th
em m
ore
acce
ssib
le a
nd le
ss in
tim
idat
ing.
RE
INF
OR
CIN
G M
OT
IVA
TIO
N A
ND
EN
GA
GE
ME
NT
,
ES
PE
CIA
LLY
OF
DIS
AD
VA
NT
AG
ED
CH
ILD
RE
N
Mot
ivat
ion
and
com
pete
nce
go h
and
in h
and:
impr
ovin
g co
mpe
tenc
e is
mot
ivat
ing,
and
hig
her
mot
ivat
ion
lead
s to
be
tter
ski
lls d
evel
opm
ent.
As
men
tion
ed e
arlie
r, t
his
is
beca
use
child
ren
who
like
to re
ad, r
ead
mor
e. B
ecau
se th
ey
read
mor
e, t
hey
read
bet
ter,
and
beca
use
they
rea
d be
tter
, th
ey e
njoy
rea
ding
mor
e. I
t is
cru
cial
, the
refo
re, t
o cr
eate
th
is p
osit
ive
upw
ards
spi
ral.
Chi
ldre
n w
ho r
ead
for
plea
sure
rea
d si
gni!
cant
ly b
ette
r th
an th
ose
who
do
not16
5 . +
ose
who
do
not r
ead
for p
leas
-ur
e fa
ll in
to a
vic
ious
cir
cle
whe
re lo
w a
chie
vem
ent r
educ
es
mot
ivat
ion
to r
ead,
whi
ch d
rags
dow
n ac
hiev
emen
t st
ill
furt
her.
To
avoi
d th
is, s
choo
ls sh
ould
focu
s mor
e at
tent
ion
on re
info
rcin
g m
otiv
atio
n, p
arti
cula
rly
for p
upils
from
dis
-ad
vant
aged
gro
ups.
+e
emph
asis
sho
uld
be n
ot ju
st o
n re
adin
g w
ell,
but
also
on
read
ing
for
plea
sure
, as
one
sup-
port
s th
e ot
her.
Chi
ldre
n sh
ould
be
give
n fr
ee t
ime
for
plea
sure
read
ing
for r
elax
atio
n an
d es
cape
(‘re
adin
g co
rner
’ !l
led
wit
h a
wid
e ra
nge
of h
igh-
qual
ity
liter
atur
e). I
n th
is
proc
ess,
intr
insi
c m
otiv
atio
n is
key
– r
eadi
ng f
or it
s ow
n sa
ke ra
ther
than
for r
eapi
ng o
ther
rew
ards
. Whe
n re
war
ds
are
prov
ided
for o
utco
mes
, chi
ldre
n fo
cus t
oo m
uch
on su
c-ce
ss a
nd s
teer
cle
ar o
f e0
orts
tha
t th
ey f
eel h
ave
a ch
ance
of
end
ing
in fa
ilure
166 .
+e
FR
EN
CH
nat
ionw
ide
prog
ram
me
‘Cou
p de
Pou
ce C
lé’
prov
ides
sm
all r
eadi
ng g
roup
s fo
r ch
ildre
n w
ho a
re ‘f
ragi
le
in re
adin
g’ d
urin
g th
e !r
st p
rim
ary
clas
ses.
+e
prog
ram
me
mob
ilise
s a
who
le s
choo
l ear
ly d
urin
g ea
ch s
choo
l yea
r to
id
enti
fy c
hild
ren
at r
isk
of f
allin
g be
hind
in t
heir
rea
ding
ea
rly. C
hild
ren
join
an
afte
r-sc
hool
clu
b fo
r 1.5
hou
rs p
er d
ay,
led
by a
read
ing
spec
ialis
t. +
e ai
m fo
r the
chi
ldre
n is
to g
ain
early
suc
cess
in r
eadi
ng a
nd w
riti
ng, b
uild
the
ir s
elf-
con!
-de
nce
and
disc
over
the
plea
sure
of r
eadi
ng. P
aren
ts a
re fu
lly
invo
lved
in t
he c
lubs
: upo
n en
try
to t
he c
lubs
, par
ents
sig
n up
to fo
llow
ing
the
prog
ress
of t
heir
chi
ld16
7 .
In B
erlin
, GE
RM
AN
Y, a
bout
2 0
00 ‘L
esep
aten
’, ad
ult
volu
n-te
ers,
go
regu
larl
y to
sch
ools
in s
ocia
l pro
blem
are
as a
nd
read
to a
nd w
ith
child
ren
to c
ulti
vate
the
joy
of r
eadi
ng16
8 .
7170
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
+e
tran
siti
on f
rom
pri
mar
y to
sec
onda
ry s
choo
l of
ten
brin
gs l
ess
posi
tive
att
itud
es t
owar
ds r
eadi
ng,
part
icu-
larl
y am
ong
boys
. M
aint
aini
ng m
otiv
atio
n an
d re
adin
g fr
eque
ncy
is v
ital
for
achi
evin
g go
od r
esul
ts i
n re
adin
g an
d w
riti
ng. I
t sh
ould
not
be
assu
med
tha
t ch
ildre
n ha
ve
achi
eved
the
nec
essa
ry l
itera
cy s
kills
dur
ing
thei
r pr
i-m
ary
scho
ol y
ears
. Equ
ally
, it s
houl
d no
t be
assu
med
tha
t ch
ildre
n w
ho d
id n
ot l
earn
to
read
wel
l du
ring
pri
mar
y sc
hool
are
not
cap
able
of l
earn
ing
do so
late
r. Ig
nori
ng th
e lit
erac
y ne
eds
of a
dole
scen
ts a
nd f
ailin
g to
giv
e th
em t
he
supp
ort t
hey
need
mus
t be
avoi
ded
at a
ll co
sts.
In m
any
educ
atio
n sy
stem
s, s
tude
nts a
re d
i0er
enti
ated
into
se
para
te g
roup
s fo
r th
e !r
st t
ime
at t
his
age.
As
a re
sult,
st
uden
ts e
mba
rk o
n di
0ere
nt c
urri
cula
r pat
hs a
ccor
ding
to
di0e
rent
exp
ecta
tion
s of
the
ir a
bilit
ies,
whi
ch le
ad t
o le
ss
equi
tabl
e ou
tcom
es a
nd l
ower
lite
racy
sco
res.
+e
knoc
k-on
e0e
cts
of d
ecis
ions
mad
e fo
r st
uden
ts o
f thi
s ag
e ab
out
thei
r abi
litie
s ca
n be
felt
thro
ugho
ut th
eir l
ives
.
`Education is the most powerful weapon which
you can use to change the world.’
NE
LS
ON
MA
ND
EL
A,
FORMER PRESID
ENT O
F SOUTH A
FRIC
A
4.3
AD
OL
ES
CE
NT
S
* poe
m w
ritt
en b
y Jo
anne
Hoe
kstr
a
and
tran
slat
ed b
y A
te G
rijp
stra
, Eng
lish
teac
her,
C
hris
telij
k G
ymna
sium
Bey
ers
Nau
dé,
Lee
uwar
den,
the
Net
herl
ands
.
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ssssssssssssssaaaaaaaaaaaaa
wwwwwww iiiiiiii
ttttttttt oooooooo
pppppppppppeeeeeeeeeeennnnnnnnn
****
7372
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
US
ING
TH
E D
IGIT
AL
EN
VIR
ON
ME
NT
Ado
lesc
ents
dev
ote
mor
e ti
me
to e
lect
roni
c an
d di
gita
l m
edia
(in
clud
ing
tele
visi
on,
com
pute
rs a
nd e
lect
roni
c ga
mes
) th
an a
ny o
ther
sin
gle
acti
vity
180 .
Som
e 77
% o
f 13-
16
-yea
r-ol
ds in
Eur
ope
have
a s
ocia
l net
wor
king
pro
!le18
1 . T
ime
spen
t onl
ine
far s
urpa
sses
tim
e sp
ent r
eadi
ng fo
r the
ov
erw
helm
ing
maj
orit
y of
you
ng E
urop
eans
. +ou
gh t
his
may
be
view
ed n
egat
ivel
y, c
hild
ren
and
youn
g pe
ople
can
al
so d
evel
op t
he s
kills
nee
ded
to s
uppo
rt a
cade
mic
wor
k th
roug
h in
form
al c
ompu
ter
‘pla
y’18
2 . D
igita
l act
ivit
ies
can
be b
ene!
cial
for r
eadi
ng p
ro!c
ienc
y: te
enag
ers
who
spe
nd
mor
e ti
me
brow
sing
the
Inte
rnet
for f
un a
t hom
e ha
ve b
ette
r di
gita
l rea
ding
res
ults
183 .
+e
digi
tal e
nvir
onm
ent
is n
ot u
sed
enou
gh a
s a
med
ium
fo
r rea
ding
pro
mot
ion
and
for s
uppo
rtin
g th
e en
gage
men
t of
ado
lesc
ents
in re
adin
g. +
e m
arke
t for
edu
cati
onal
app
s is
exp
lodi
ng a
nd e
duca
tion
al c
onte
nt is
bec
omin
g a
selli
ng
poin
t fo
r ha
ndhe
ld d
evic
es. N
ever
thel
ess,
the
ava
ilabi
lity
of e
-Rea
ding
mat
eria
l spe
ci!c
ally
for t
eena
gers
, par
ticul
arly
in
lang
uage
s ot
her t
han
Eng
lish,
is li
mite
d.
SE
EIN
G T
HE
RE
LE
VA
NC
E O
F L
ITE
RA
CY
SK
ILL
S
IN T
HE
WO
RK
PL
AC
E
+e
impo
rtan
ce o
f cre
atin
g a
liter
ate
envi
ronm
ent d
oes n
ot
stop
at t
he c
onte
xt o
f the
hom
e or
at s
choo
l. A
soci
ety-
wid
e ap
proa
ch is
nee
ded
to p
rovi
de a
dole
scen
ts w
ith
a re
leva
nt
cont
ext f
or re
adin
g, a
t a ti
me
in th
eir l
ives
whe
n m
any
feel
di
seng
aged
fro
m e
duca
tion
and
tra
inin
g. B
usin
esse
s ca
n pl
ay a
maj
or r
ole
in p
rovi
ding
a m
eani
ngfu
l con
text
for
ad
oles
cent
s to
deve
lop
thei
r rea
ding
and
wri
ting
skill
s, a
nd
can
pow
erfu
lly in
crea
se th
eir m
otiv
atio
n to
do
so. S
ucce
ssfu
l co
-ope
ratio
n be
twee
n sc
hool
s and
bus
ines
ses i
s not
focu
sed
sole
ly o
n im
prov
ing
liter
acy
skill
s, b
ut c
an d
o so
impl
icit
ly
and
prov
ide
real
-lif
e ex
peri
ence
to s
how
pup
ils w
hat s
kills
th
ey n
eed
for
the
wor
kpla
ce, a
nd t
hus
rela
te le
arni
ng i
n ge
nera
l, an
d re
adin
g an
d w
riti
ng in
par
ticu
lar,
dire
ctly
to
thei
r fut
ure
livel
ihoo
ds.
In F
RA
NC
E, t
here
is a
spec
ial a
ppre
ntic
eshi
p ca
lled
the
‘CB
A
prog
ram
me’:
for
tw
o ye
ars
50 a
ppre
ntic
e tr
aini
ng c
entr
es
have
o0
ered
low
-lite
racy
app
rent
ices
spe
ci!c
tra
inin
g to
re
info
rce
thei
r rea
ding
and
wri
ting
abi
litie
s, li
nked
to th
eir
wor
kpla
ce18
4 .
4.3
.2
QU
AL
ITY
OF
TE
AC
HIN
G
Mos
t ch
ildre
n le
arn
to r
ead
in p
rim
ary
scho
ol. H
owev
er,
this
is n
ot t
he c
ase
for
a si
gni!
cant
min
orit
y. A
dole
scen
t st
rugg
ling
rea
ders
are
not
ill
iter
ate:
the
y ca
n re
ad,
but
stru
ggle
to re
ad w
ell e
noug
h to
suc
ceed
in s
ubje
cts s
uch
as
hist
ory,
sci
ence
and
lite
ratu
re18
5 . +
ese
adol
esce
nts,
man
y of
who
m e
njoy
ed r
eadi
ng a
s yo
unge
r ch
ildre
n, s
oon
com
e to
see
them
selv
es a
s non
-rea
ders
, dis
enga
ged
from
lite
racy
an
d th
us fr
om m
ost o
ther
sch
oolw
ork.
AL
L T
EA
CH
ER
S A
RE
TE
AC
HE
RS
OF
RE
AD
ING
Impr
oved
tea
chin
g ha
s th
e bi
gges
t po
siti
ve i
mpa
ct o
n im
prov
ing
liter
acy
deve
lopm
ent a
mon
g pu
pils
in se
cond
ary
scho
ol18
6 . A
par
ticu
larl
y im
port
ant i
ssue
at s
econ
dary
leve
l is
tha
t of r
eadi
ng a
cros
s th
e cu
rric
ulum
: pup
ils n
eed
good
re
adin
g an
d w
riti
ng s
kills
to
cope
wit
h th
e co
nten
t of
all
thei
r cou
rses
, e.g
. rea
ding
stra
tegi
es th
at e
nabl
e st
uden
ts to
un
ders
tand
and
act
ivel
y us
e w
ritt
en te
xts i
n al
l sub
ject
are
as.
Few
seco
ndar
y sc
hool
s o0e
r the
supp
ort r
equi
red
to d
evel
op
thes
e sk
ills
if p
upils
do
not
alre
ady
have
the
m. F
or s
trug
-gl
ing
read
ers,
the
pote
ntia
l rew
ards
are
hug
e. In
seco
ndar
y sc
hool
s w
here
tea
cher
s in
all
subj
ect
depa
rtm
ents
hav
e re
ceiv
ed tr
aini
ng in
teac
hing
lite
racy
and
whe
re a
ll le
sson
s in
clud
e lit
erac
y ob
ject
ives
, sch
ools
see
impr
ovem
ents
in a
ll su
bjec
ts, n
ot ju
st li
tera
cy18
7 .
A n
umbe
r of
rea
l or
perc
eive
d is
sues
ham
per
prog
ress
and
m
ore
e0or
t is
need
ed to
impl
emen
t rea
ding
acr
oss
the
cur-
ricu
lum
. Man
y se
cond
ary
scho
ol te
ache
rs h
ave
argu
ed th
at
inte
grat
ing
liter
acy
educ
atio
n in
to c
onte
nt a
rea
teac
hing
is
not
feas
ible
188 .
+is
is n
ot n
eces
sari
ly b
ecau
se t
each
ers
do
not b
elie
ve li
tera
cy is
a p
robl
em a
t thi
s lev
el. +
ere
are
thre
e ob
stac
les
to o
verc
ome:
tim
e, tr
aini
ng a
nd le
ader
ship
:
Tim
e: if
lite
racy
is tr
eate
d as
an
extr
a to
be
adde
d on
to a
n al
read
y cr
owde
d cu
rric
ulum
, the
n it
will
not
be
inte
grat
ed
on a
sys
tem
ic le
vel,
even
whe
n te
ache
rs h
ave
the
best
of
inte
ntio
ns.
Tra
inin
g: f
or c
onte
nt a
rea
teac
hers
to
inte
grat
e lit
erac
y in
to t
heir
tea
chin
g, li
tera
cy m
ust
be in
tegr
ated
into
the
ir
educ
atio
n an
d tr
aini
ng –
bot
h pr
e-se
rvic
e an
d in
-ser
vice
–
and
into
the
curr
icul
um.
Lea
der
ship
: lite
racy
mus
t be
seen
as
esse
ntia
l not
just
by
liter
acy
spec
ialis
ts, b
ut b
y th
e en
tire
scho
ol sy
stem
. Sch
ool
lead
ersh
ip p
lays
a c
ruci
al ro
le in
fost
erin
g te
ache
r col
labo
-ra
tion
on
read
ing.
TH
E F
AC
TS
Acr
oss
th
e E
U, o
ne
chil
d in
#ve
str
ug
gles
to r
each
a le
vel
of r
ead
ing
that
en
able
s th
em t
o re
ad t
o le
arn
by
the
tim
e th
ey a
re a
do
lesc
ents
. F
igu
res
ran
ge
fro
m a
lo
w o
f 8
%
stru
gg
lin
g r
ead
ers
in F
inla
nd
to
mo
re t
han
40
% i
n
Bu
lgar
ia a
nd
Rom
ania
170.
Fam
ily
soci
al b
ack
gro
un
d o
ften
has
a s
tro
ng
in4
uen
ce
on
in
div
idu
al r
ead
ing
ach
ieve
men
t le
vels
an
d o
n e
njo
y-m
ent o
f rea
din
g. &
ese
in4
uen
ces
on a
vera
ge e
xpla
in o
ver
14 %
of
the
di+
eren
ces
in a
chie
vem
ent
in t
he
EU
. &
is
vari
es s
ub
stan
tial
ly a
cro
ss c
ou
ntr
ies17
1.
Wit
hin
th
e E
U,
stu
den
ts w
ith
mig
ran
t b
ack
gro
un
ds
h
ave,
on
ave
rage
, lo
wer
rea
din
g ac
hie
vem
ent t
han
nat
ive-
bor
n s
tud
ents
172.
Nea
rly
hal
f o
f al
l 1
5-y
ear-
old
stu
den
ts (
46
%)
agre
ed
stro
ngl
y or
ag
reed
th
at t
hey
rea
d o
nly
to
ob
tain
th
e in
for-
mat
ion
th
ey n
eed
ed, w
hil
e al
mo
st a
s m
any
(41
%) r
epor
ted
th
at t
hey
rea
d o
nly
if t
hey
had
to17
3.
A q
uar
ter
of 1
5-ye
ar-o
lds
clai
m t
hat
rea
din
g is
a w
aste
of
tim
e, w
hil
e 37
% n
ever
rea
d f
or p
leas
ure
. Hal
f w
ou
ld n
ot
lik
e to
rec
eive
a b
ook
as
a p
rese
nt17
4.
Som
e 73
% o
f gir
ls a
nd
on
ly 5
3 %
of b
oys
rep
ort
that
th
ey
read
for
en
joym
ent.
Bet
wee
n 2
00
0 an
d 2
00
9, t
he
leve
l of
read
ing
fo
r en
joym
ent
dec
lin
ed s
tead
ily,
par
ticu
larl
y am
ong
boy
s an
d a
cro
ss a
ll k
ind
s of
pri
nt r
ead
ing
mat
eria
ls,
exce
pt
com
ic b
ook
s175.
&e
15-
to
16-y
ear-
old
age
gro
up
acr
oss
Eu
rop
e sp
end
s al
mo
st t
wo
ho
urs
per
day
on
lin
e. O
nly
15
% o
f 1
5-y
ear-
old
s sp
end
mor
e th
an o
ne
ho
ur
per
day
rea
din
g176.
As
man
y as
82
% o
f 15-
year
-old
s in
th
e E
U n
ever
use
a c
om-
pute
r d
uri
ng
thei
r cl
asse
s in
th
e la
ng
uag
e of
inst
ruct
ion
177 .
,W
HA
T N
EE
DS
TO
BE
DO
NE
?
4.3
.1
TH
E L
ITE
RA
TE
EN
VIR
ON
ME
NT
INV
OL
VE
PA
RE
NT
S
Des
pite
the
com
mon
opi
nion
that
par
ents
pla
y le
ss o
f a ro
le
at th
is st
age
than
whe
n th
eir c
hild
ren
wer
e yo
unge
r, pa
rent
al
supp
ort
for
read
ing
cont
inue
s to
inV
uenc
e m
otiv
atio
n to
re
ad i
n ad
oles
cenc
e178 .
Rea
ding
can
sti
ll be
an
inte
nsel
y so
cial
act
ivit
y, w
ith
pare
nts
and
thei
r ad
oles
cent
chi
ldre
n in
crea
sing
ly sh
arin
g th
e sa
me
read
ing
mat
eria
l, ra
ther
than
on
e re
adin
g to
the
othe
r. +
is a
dds
to th
e se
nse
of re
adin
g as
a p
leas
urab
le, s
hare
d pa
stim
e.
In c
ontr
ast,
whi
le n
on-r
eade
rs m
ay a
lso
be e
ncou
rage
d to
re
ad b
y th
eir
pare
nts,
it is
oft
en in
ord
er t
o ac
hiev
e so
me-
thin
g el
se (s
uch
as t
o do
bet
ter
in s
choo
l), n
ot t
o re
ad f
or
plea
sure
.
MO
BIL
ISE
PE
ER
S
In a
dole
scen
ce, t
he in
Vuen
ce o
f pee
rs in
crea
ses.
Whi
le th
e m
edia
ten
d to
em
phas
ise
the
nega
tive
inV
uenc
e of
pee
r gr
oups
, par
ticu
larly
for d
isad
vant
aged
boy
s, p
eers
can
hav
e st
rong
pos
itiv
e in
Vuen
ces,
bot
h in
form
al e
duca
tion
and
in
info
rmal
lear
ning
.
Youn
g pe
ople
gai
n m
uch
of t
heir
kno
wle
dge
and
skill
s in
co
ntex
ts t
hat
do n
ot i
nvol
ve f
orm
al i
nstr
ucti
on.
Self
-m
otiv
ated
lear
ning
resu
lts n
ot o
nly
from
scho
ols a
nd o
ther
in
stit
utio
ns s
etti
ng s
tand
ards
and
pro
vidi
ng i
nstr
ucti
on,
but
from
you
ng p
eopl
e’s
part
icip
atio
n, b
oth
soci
ally
and
al
one,
in le
isur
e in
tere
sts.
Tod
ay’s
teen
ager
s are
incr
easi
ngly
co
nnec
ted
onli
ne.
For
mor
e an
d m
ore
teen
ager
s, t
he
Inte
rnet
has
bec
ome
the
plac
e fo
r so
cial
inte
ract
ion.
Hal
f
Inte
rnet
tha
n in
fac
e-to
-fac
e in
tera
ctio
ns.
Des
pite
the
kn
own
inVu
ence
of p
eers
, rel
ativ
ely
few
lite
racy
cam
paig
ns
and
prog
ram
mes
mob
ilise
pee
rs fo
r rea
ding
.
In E
ST
ON
IA, t
he ‘R
eadi
ng is
Fun
’ (‘L
ugen
da o
m m
onus
’) pr
ojec
t tar
gets
11-
to 1
6-ye
ar-o
lds,
who
free
ly c
hoos
e bo
oks
to r
ead
and
disc
uss
them
aft
erw
ards
onl
ine
thro
ugh
chat
ro
oms.
Par
tici
pant
s m
eet
both
vir
tual
ly a
nd f
ace-
to-f
ace,
an
d ta
ke p
art i
n co
mpe
titi
ons
and
quiz
zes.
7475
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
4.3
.3
PA
RT
ICIP
AT
ION
AN
D I
NC
LU
SIO
N
RE
DU
CIN
G T
HE
GE
ND
ER
GA
P
Mos
t re
luct
ant
and
stru
gglin
g re
ader
s am
ong
adol
esce
nts
are
boys
, m
ost
ofte
n fr
om l
ow s
ocia
l cl
asse
s an
d w
ith
a m
igra
nt b
ackg
roun
d. +
e ge
nder
gap
is la
rge
at t
his
age,
an
d ge
ts la
rger
thro
ugho
ut th
e sc
hool
car
eer.
Muc
h of
the
gend
er l
itera
cy g
ap is
dri
ven
by m
otiv
atio
n. +
roug
hout
ch
ildho
od, g
irls
are
mor
e lik
ely
than
boy
s to
rea
d an
d to
en
joy
read
ing,
and
mor
e w
illin
g to
resp
ond
to th
e de
man
ds
of sc
hool
, sho
win
g m
ore
posit
ive
attit
udes
tow
ards
scho
ol20
2 . Pa
rt o
f the
pro
blem
is th
e lim
ited
rang
e of
read
ing
mat
eria
l. O
n av
erag
e bo
ys a
re b
ette
r at r
eadi
ng n
on-c
onti
nuou
s tex
ts,
and
have
a c
lear
pre
fere
nce
for e
xpos
itory
text
s, n
ewsp
aper
ar
ticl
es a
nd c
omic
s inc
ludi
ng c
ompu
ter-
base
d in
form
atio
n,
and
such
mat
eria
l sho
uld
be u
sed
mor
e in
the
clas
sroo
m a
s a
brid
ge f
rom
mat
eria
ls t
hat
are
rele
vant
and
int
eres
ting
to
stu
dent
s to
war
ds m
ore
dem
andi
ng a
nd u
nfam
ilia
r m
ater
ials
203 .
In N
OR
WA
Y, t
he ‘M
ake
Roo
m fo
r Rea
ding
!’ in
itia
tive
was
a
four
-yea
r na
tion
al a
ctio
n pl
an c
over
ing
all
scho
ols
and
scho
ol le
vels
in th
e co
untr
y, w
ith
a pa
rtic
ular
em
phas
is o
n im
prov
ing
read
ing
achi
evem
ent a
nd m
otiv
atio
n am
ong
13-
to 1
6-ye
ar-o
ld b
oys.
Pri
orit
ies
incl
uded
str
engt
heni
ng
teac
her
com
pete
nces
in
teac
hing
rea
ding
, im
prov
ing
the
use
of s
choo
l lib
rari
es a
nd in
crea
sing
ove
rall
awar
enes
s of
re
adin
g as
a s
ocia
l iss
ue20
4 .
The
IR
ISH
‘N
atio
nal
Stra
tegy
to
Impr
ove
Lit
erac
y an
d N
umer
acy’
aim
s at
ens
urin
g th
at t
he l
itera
cy c
urri
culu
m
and
read
ing
mat
eria
ls a
re r
elev
ant f
or b
oys.
Dis
enga
ged
adol
esce
nt b
oys
also
fac
e ot
her
barr
iers
to
beco
min
g en
gage
d re
ader
s, in
clud
ing
a la
ck o
f mal
es m
od-
ellin
g lit
erac
y, b
oth
in s
choo
l and
out
side
, and
the
y al
so
have
mor
e un
favo
urab
le a
ttit
udes
to
scho
ol. I
n E
urop
ean
scho
ols,
wom
en a
ccou
nt fo
r th
e la
rge
maj
orit
y of
teac
hers
, ev
en –
in s
ome
coun
trie
s –
at s
econ
dary
leve
l205 .
Rea
ding
m
ay b
e se
en a
s a fe
min
ine
acti
vity
, not
!tt
ing
a yo
ung
man
’s se
lf-im
age
and
som
ethi
ng th
ey m
ore
read
ily a
ssoc
iate
wit
h th
eir m
othe
rs w
hen
they
wer
e gr
owin
g up
and
ver
y se
ldom
so
met
hing
they
see
thei
r fat
hers
doi
ng20
6 .
Aft
er-s
choo
l pro
gram
mes
can
pla
y a
key
role
in p
lugg
ing
the
mal
e rea
ding
gap
. +e d
e!ni
tion
of w
hat i
s con
sider
ed ‘a
ccep
t-ab
le re
adin
g m
ater
ials’
nee
ds to
be e
xpan
ded,
giv
ing
boys
mor
e ch
oice
in ch
oosi
ng w
hat t
hey r
ead,
and
enco
urag
ing
mal
e rol
e m
odel
s. E
qual
ly, t
here
sho
uld
be r
oom
for
crea
tive
way
s of
m
otiv
atin
g bo
ys to
read
, for
inst
ance
by
putt
ing
the
emph
asis
on
fun
, no
t ac
hiev
emen
t, an
d th
roug
h ac
tivi
ties
tha
t ar
e
dyna
mic
and
han
ds-o
n207 .
Cam
paig
ns d
irect
ed at
boy
s spe
ci!-
cally
can
hel
p st
imul
ate
thei
r rea
ding
mot
ivat
ion.
A F
INN
ISH
pr
ojec
t su
ppor
ted
by t
he F
inni
sh C
ultu
ral
Foun
datio
n ca
lled
‘Boy
s’ W
ritin
g Sc
hool
’ was
a m
ajor
e0o
rt
to m
otiv
ate b
oys w
ith w
eak
read
ing
and
writ
ing
skill
s. A
wel
l-kn
own
mal
e au
thor
cam
e to
the
sch
ool a
nd, w
ith t
he b
oys,
co
mpo
sed
a beg
inni
ng fo
r a st
ory.
+is
took
two
or th
ree d
ays,
du
ring
whi
ch t
ime
the
boys
wer
e ex
empt
fro
m a
ll no
rmal
in
stru
ctio
n an
d w
ere
allo
wed
to c
once
ntra
te f
ully
and
exc
lu-
sivel
y on
brai
nsto
rmin
g an
d w
ritin
g th
e sto
ry. +
e aut
hor g
ave
feed
back
, foc
usin
g on
the
con
tent
and
str
uctu
re o
f the
sto
ry
in p
artic
ular
. Aft
er th
e in
itial
tw
o or
thre
e da
ys, t
he w
ritin
g w
as co
ntin
ued
as a
dist
ance
lear
ning
task
on
the I
nter
net,
with
th
e aut
hor p
rovi
ding
feed
back
by m
eans
of v
ideo
conf
eren
cing
. Si
nce
man
y bo
ys !
nd w
riti
ng b
y ha
nd a
rduo
us, t
hey
wer
e al
low
ed to
use
the c
ompu
ter.
+e c
ompu
ter n
ot o
nly m
otiv
ated
th
e bo
ys to
pro
duce
text
s, it
also
mad
e ed
iting
the
text
s eas
y.
+e
incr
ease
d m
otiv
atio
n to
wri
te, i
n tu
rn, r
esul
ted
in a
n in
crea
sed
mot
ivat
ion
to re
ad li
tera
ture
208 .
+e
US ‘G
uys
Rea
d’ i
niti
ativ
e m
otiv
ates
boy
s to
rea
d by
pr
ovid
ing
them
wit
h m
ater
ials
the
y w
ill w
ant
to r
ead
in
way
s th
ey li
ke to
rea
d.
PE
N P
OR
TR
AIT
:
Joan
ne
Ho
ekst
ra (t
he
Net
her
lan
ds)
,fo
rmer
str
uggl
ing
read
er a
nd v
oted
D
utch
You
ng P
oet o
f the
Yea
r in
June
201
2
‘I was a struggling reader, so Dutch
was not my favourite subject.
Then one day, a teacher dedicated
a lesson to poetry. I became
enjoy
ed playing w
ith words.
I started writing my own
poems,
being inspired by everyday
situations. I want to make people
smile,
even if the subject is very
serious. M
y aim is to m
otivate
my peers to w
rite poems.’
+e
EU
-fun
ded
BA
CU
LIT
(Bas
ic C
urri
culu
m fo
r Tea
cher
s’ In
-Ser
vice
Tra
inin
g in
Con
tent
Are
a L
itera
cy)
init
iati
ve
help
s all
type
s of s
econ
dary
scho
ol te
ache
rs u
nder
stan
d th
at
liter
acy
is t
heir
bus
ines
s, a
nd h
elps
the
m t
o de
velo
p th
e sk
ills
they
nee
d to
sup
port
str
uggl
ing
read
ers.
In D
EN
MA
RK
, th
e m
ain
teac
hers
’ tra
de u
nion
con
duct
ed
a na
tion
wid
e pr
ojec
t to
supp
ort r
eadi
ng a
cros
s th
e cu
rric
u-lu
m. +
e un
ion
prov
ided
con
tinu
ing
deve
lopm
ent c
ours
es
for
teac
hers
to
impr
ove
thei
r co
mpe
tenc
es i
n re
adin
g in
stru
ctio
n, p
arti
cula
rly
in t
each
ing
the
read
ing
com
pe-
tenc
es r
equi
red
for t
each
ing
othe
r sub
ject
s.
MO
TIV
AT
ING
ST
RU
GG
LIN
G R
EA
DE
RS
Whi
le e
very
chi
ld is
di0
eren
t, va
riou
s pol
icie
s and
pra
ctic
es
are
know
n to
hel
p im
prov
e th
e sk
ills
and
mot
ivat
ion
of
stru
gglin
g te
enag
e re
ader
s. T
wo
de!n
ing
char
acte
rist
ics
of a
dole
scen
ts w
ho s
trug
gle
wit
h re
adin
g ar
e a
lack
of c
on-
!den
ce in
thei
r ow
n ca
pabi
litie
s and
a la
ck o
f mot
ivat
ion
. In
terv
enti
ons b
y te
ache
rs a
imed
at i
mpr
ovin
g th
e ac
adem
ic
and
life
chan
ces
of th
ese
teen
ager
s th
eref
ore
need
to fo
cus
not j
ust o
n co
gnit
ive
skill
s, b
ut a
lso
on th
e de
velo
pmen
t of
non-
cogn
itiv
e co
mpe
tenc
es: m
otiv
atio
n, s
elf-
conc
ept
and
self-
e)ca
cy. W
here
stu
dent
s ha
ve a
fee
ling
of s
elf-
dete
r-m
inat
ion
and
are
able
to
see
thei
r ow
n ro
le in
the
edu
ca-
tiona
l pro
cess
, the
y ar
e m
uch
less
like
ly to
giv
e up
and
mor
e w
illin
g to
con
tinu
e to
dev
elop
the
ir s
kills
eve
n w
hen
they
en
coun
ter d
i)cu
lties
. For
stru
gglin
g re
ader
s, p
eer a
sses
s-m
ent
can
impr
ove
self-
reVe
ctio
n an
d bo
ost
self-
este
em,
self-
e)ca
cy a
nd m
otiv
atio
n to
rea
d.
US
ING
AP
PE
AL
ING
MA
TE
RIA
LS
AN
D C
UR
RIC
UL
A
Whe
n st
uden
ts le
ave
prim
ary
scho
ol, t
hey
are
face
d w
ith
a ra
dica
l shi
ft in
wha
t the
y ar
e ex
pect
ed to
read
, and
in th
e ti
me
they
hav
e to
rea
d. A
t sc
hool
, pup
ils !
nd t
hat
they
ha
ve le
ft th
e w
orld
of s
tory
book
s an
d en
tere
d th
e w
orld
of
text
book
s. E
ven
as t
hey
are
conf
ront
ed w
ith
thes
e m
ore
daun
ting
rea
ding
mat
eria
ls, t
hey
are
give
n le
ss s
uppo
rt in
un
ders
tand
ing
and
enga
ging
with
them
. At h
ome,
they
are
re
quir
ed to
do
mor
e ho
mew
ork,
leav
ing
less
tim
e fo
r lei
sure
re
adin
g. F
or m
any
teen
ager
s, th
e st
age
at w
hich
read
ing
take
s an
aca
dem
ic, c
ompe
titi
ve t
urn
is t
he m
omen
t w
hen
the
proc
ess
of r
eadi
ng lo
ses
its p
leas
ure.
Man
y st
rugg
ling
read
ers e
ngag
e in
‘ada
ptiv
e ap
athy
’, hid
ing
thei
r lite
racy
pro
blem
s beh
ind
a m
ask
of in
di0e
renc
e. ‘
We
can
read
if w
e w
ant t
o,’ t
his a
ttitu
de s
ugge
sts;
‘we
just
don
’t fe
el li
ke it
.’ +e
mai
n de
mot
ivat
ing
fact
or fo
r str
uggl
ing
read
-er
s is l
ack
of in
tere
st in
scho
ol re
adin
g m
ater
ials
. Man
y ar
e ha
ppy
to re
ad m
ater
ials
they
!nd
inte
rest
ing
– su
ch a
s gen
re
!ctio
n, m
agaz
ines
and
web
sites
– a
nd to
read
and
wri
te v
ia
Face
book
, tex
ting
and
oth
er so
cial
med
ia. A
t the
sam
e ti
me,
th
ey g
o to
ela
bora
te le
ngth
s to
avo
id a
ssig
ned
read
ing
they
co
nsid
er b
orin
g, r
elyi
ng o
n co
ping
str
ateg
ies
such
as
wat
ch-
ing
!lm
ver
sions
of a
ssig
ned
book
s. A
key
dan
ger h
ere
is th
at
‘lear
ning
how
to g
et b
y w
ithou
t rea
ding
’ can
take
pre
cede
nce
over
‘lea
rnin
g to
be
a be
tter
rea
der’,
est
ablis
hing
a li
feti
me
of d
isen
gage
men
t fro
m li
tera
cy.
Stud
ents
wit
h lo
w r
eadi
ng s
core
s –
incl
udin
g bo
ys, a
nd
stud
ents
wit
h po
or r
eadi
ng m
otiv
atio
n –
are
less
like
ly t
o !n
d th
eir
pref
erre
d re
adin
g m
ater
ials
at
scho
ol, a
nd t
hey
com
mon
ly h
ave
less
cho
ice
in w
hat t
o re
ad. W
hat t
hey
are
likel
y to
!nd
is
cano
nica
l lit
erat
ure
– se
t lit
erar
y te
xts
– w
hich
man
y pu
pils
do
not s
ee a
s re
leva
nt to
thei
r int
eres
ts
or li
ves.
Mos
t lite
ratu
re ta
ught
to te
enag
ers i
n sc
hool
s was
or
igin
ally
wri
tten
by
adul
ts fo
r adu
lts. W
e te
ach
this
lite
ra-
ture
not
bec
ause
it is
inhe
rent
ly a
ppro
pria
te fo
r te
enag
ers,
bu
t be
caus
e w
e ar
e se
ekin
g to
giv
e th
em a
cul
tura
l edu
ca-
tion
. Whi
le c
anon
ical
lite
ratu
re s
houl
d pl
ay a
n im
port
ant
role
in c
urri
cula
, thi
s sh
ould
not
be
at t
he e
xpen
se o
f th
e m
otiv
atio
n of
pot
enti
ally
dis
enga
ged
pupi
ls.
+e
prim
ary
fact
or in
sel
ecti
ng re
adin
g m
ater
ial f
or s
choo
ls
mus
t be
to in
crea
se in
tere
st a
nd e
ngag
emen
t, pa
rtic
ular
ly fo
r re
luct
ant r
eade
rs. A
dole
scen
ts h
ave
less
cho
ice
over
the
ir
read
ing
mat
eria
ls t
han
any
othe
r ag
e gr
oup
. +ey
sho
uld
have
mor
e sa
y in
wha
t th
ey r
ead,
and
sch
ools
sho
uld
be
asse
ssed
not
just
on
liter
acy
skill
s bu
t on
mot
ivat
ion
and
enga
gem
ent,
espe
cial
ly fo
r dis
adva
ntag
ed p
upils
(inc
ludi
ng
boys
). O
ne ty
pe o
f rea
ding
that
stru
gglin
g re
ader
s oft
en !
nd
attr
acti
ve is
rea
ding
in a
dig
ital e
nvir
onm
ent20
0 . M
oreo
ver,
onlin
e te
xts
are
usua
lly r
elat
ivel
y sh
ort
and
have
ple
nty
of
visu
al e
lem
ents
to
supp
ort
com
preh
ensi
on. +
is is
an
idea
l st
arti
ng p
oint
for t
he d
evel
opm
ent o
f ado
lesc
ent s
trug
glin
g re
ader
s’ re
adin
g sk
ills.
How
ever
, whe
n w
e re
ad in
a d
igita
l en
viro
nmen
t, w
e te
nd t
o sc
an t
he t
exts
inst
ead
of r
eadi
ng
accu
rate
ly a
nd p
ayin
g at
tent
ion
to d
etai
ls20
1 . A
s a re
sult,
stu-
dent
s’ ab
ility
to r
ead
accu
rate
ly a
nd fo
cus
on d
etai
ls a
s w
ell
as th
eir p
ersi
sten
ce in
read
ing
long
er te
xts m
ay n
ot d
evel
op
as e
xpec
ted.
+er
efor
e, t
here
is
a gr
eat
need
for
exp
licit
inst
ruct
ion
on r
eadi
ng s
trat
egie
s w
hich
giv
e st
uden
ts t
ools
fo
r co
mpr
ehen
ding
and
stu
dyin
g w
ritt
en t
exts
the
y w
ill
enco
unte
r in
thei
r stu
dies
and
wor
king
live
s.
7776
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
Lite
racy
cha
nges
live
s, in
clud
ing
adul
t liv
es. I
t is c
entr
al to
pe
rson
al w
ellb
eing
and
soc
ial
deve
lopm
ent,
and
cont
rib-
utes
to e
cono
mic
inde
pend
ence
. Adu
lts w
ho im
prov
e th
eir
liter
acy
skill
s do
muc
h m
ore
than
get
bet
ter a
t rea
ding
and
w
riti
ng; t
hey
impr
ove
thei
r sel
f-co
n!de
nce,
dev
elop
bet
ter
atti
tude
s to
lea
rnin
g, i
mpr
ove
thei
r he
alth
, an
d in
crea
se
thei
r le
vels
of
civi
c an
d so
cial
inv
olve
men
t210 .
Impr
ovin
g ad
ults
’ lite
racy
serv
es a
s a st
eppi
ng st
one
not j
ust t
o fu
rthe
r ed
ucat
ion,
im
prov
ed o
utco
mes
for
the
ir c
hild
ren
and
bet-
ter e
mpl
oym
ent,
but t
o gr
eate
r soc
ial i
nclu
sion
, act
ive
and
info
rmed
cit
izen
ship
and
mor
e fu
l!lli
ng li
ves.
Des
pite
the
sco
pe a
nd d
epth
of t
he p
robl
em, l
ow li
tera
cy
rem
ains
a t
aboo
sub
ject
and
thu
s la
rgel
y in
visi
ble
acro
ss
Eur
ope.
In
mos
t M
embe
r St
ates
, the
re a
re n
o su
rvey
s or
st
udie
s, s
o th
e sc
ale
of t
he is
sue
sim
ply
does
not
sho
w u
p.
+is
has
cre
ated
a v
icio
us c
ircl
e w
here
by d
ecis
ion-
mak
ers
in b
oth
publ
ic a
nd p
riva
te s
ecto
rs a
re la
rgel
y un
awar
e of
th
e gr
avit
y of
the
prob
lem
, lea
ding
to in
acti
on, w
hich
, in
turn
, fee
ds t
he s
ense
of
sham
e am
ong
peop
le, b
elie
ving
th
ey a
re t
he o
nly
ones
wit
h th
e pr
oble
m.
+e
maj
orit
y of
adu
lts w
ith
liter
acy
prob
lem
s hav
e at
tend
ed
at le
ast c
ompu
lsor
y sc
hool
ing.
But
the
syst
em h
as fa
iled
to
equi
p th
em w
ith
com
pete
nces
in r
eadi
ng a
nd w
riti
ng.
‘The
limi
ts of
my
lang
uage
are t
he li
mits
of m
y wo
rld.
'L
UD
WIG
WIT
TG
EN
ST
EIN
,
PHILOSOPHER
4.4
AD
ULT
S
7978
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
4.4
.1
LIT
ER
AT
E E
NV
IRO
NM
EN
T
RE
CO
GN
ITIO
N O
F T
HE
PR
OB
LE
M O
F L
OW
LIT
ER
AC
Y
AM
ON
G A
DU
LT
S
+e
prob
lem
of l
ow li
tera
cy a
mon
g ad
ults
rem
ains
und
er-
reco
gnis
ed in
soc
iety
and
con
sequ
entl
y at
the
leve
l of t
he
indi
vidu
al. M
any
nati
ve s
peak
ers
of n
atio
nal l
angu
ages
do
not
rec
ogni
se t
heir
ow
n sh
ortc
omin
gs in
rea
ding
and
w
riti
ng. A
mon
g ad
ults
who
per
form
poo
rly
on l
iter
acy
asse
ssm
ents
, mos
t fee
l tha
t the
ir s
kills
are
ave
rage
or
bet-
ter,
and
tha
t th
ey t
here
fore
hav
e no
nee
d to
im
prov
e223 .
+es
e ad
ults
oft
en d
o no
t rec
ogni
se th
eir w
eakn
esse
s unt
il so
me
sign
i!ca
nt c
hang
e in
the
ir li
fe o
ccur
s, f
or e
xam
ple
the
birt
h of
a c
hild
, dea
th o
f a p
artn
er w
hose
read
ing
skill
s m
aske
d th
e pr
oble
m,
or n
ew r
espo
nsib
ilit
ies
in t
he
wor
kpla
ce.
Adu
lts
wit
h lo
w li
tera
cy s
kills
ten
d to
be
asha
med
abo
ut
thei
r sho
rtco
min
gs, o
ften
hid
ing
it fr
om o
ther
s, in
clud
ing
clos
e fr
iend
s and
fam
ily. M
any
adul
ts b
elie
ve th
ey a
re to
o ol
d to
lea
rn22
4 . O
ther
s ar
e af
raid
of
fail
ing,
or
cons
ider
im
prov
emen
t to
be im
poss
ible
225 .
+ey
nee
d pe
rson
al s
up-
port
to o
verc
ome
thei
r se
nse
of s
ham
e an
d pr
evio
us n
ega-
tive
lear
ning
exp
erie
nces
and
to ta
ke th
e !r
st st
ep to
war
ds
the
impr
ovem
ent o
f the
ir s
kills
.
Man
y lo
w-l
itera
te a
dults
hav
e de
velo
ped
way
s to
live
wit
h po
or li
tera
cy, a
void
ing
situ
atio
ns in
whi
ch re
adin
g an
d w
rit-
ing
may
be
need
ed a
nd r
elyi
ng o
n fr
iend
s, r
elat
ives
and
co
-wor
kers
for h
elp.
+es
e co
ping
str
ateg
ies
are
beco
min
g le
ss o
f an
opt
ion
as b
usin
esse
s an
d go
vern
men
t se
rvic
es
redu
ce o
ppor
tuni
ties
for
fac
e-to
-fac
e co
ntac
t in
fav
our
of
digi
tal,
text
-bas
ed a
lter
nati
ves
(e.g
. on
line
tax
ret
urns
, on
line
bank
ing
and
othe
r ser
vice
s). I
n th
e lo
ng ru
n, li
tera
cy
prob
lem
s ca
nnot
be
avoi
ded.
Adu
lts
are
ther
efor
e be
st
help
ed w
hen
they
get
ass
ista
nce
to re
cogn
ise
thei
r di)
cul-
ties
, rat
her t
han
bein
g he
lped
to h
ide
them
.
MO
TIV
AT
E A
DU
LT
S T
O L
EA
RN
The
per
sona
l be
nefi
ts o
f lit
erac
y fo
r ad
ults
are
man
y:
incr
ease
d se
lf-es
teem
and
self-
assu
ranc
e, se
lf-aw
aren
ess o
f ca
pabi
litie
s, a
nd c
onse
quen
t em
pow
erm
ent a
nd c
on!d
ence
to
em
bark
on
a pr
ofes
sion
al a
nd p
erso
nal p
roje
ct. +
eref
ore,
ad
ults
mus
t be
mot
ivat
ed a
nd g
et su
ppor
t to
over
com
e ne
ga-
tive
att
itud
es t
owar
ds l
earn
ing,
whi
ch h
ave
ofte
n be
en
form
ed d
urin
g ch
ildho
od y
ears
. +es
e ar
e co
mpl
ex a
nd
poor
ly u
nder
stoo
d, y
et p
oten
tial
ly t
he m
ost i
mpo
rtan
t fac
-to
rs in
Vuen
cing
adu
lt lit
erac
y m
otiv
atio
n226 .
Mot
ivat
ion
can
be in
crea
sed
by f
ocus
ing
on t
he b
ene!
ts,
for
inst
ance
bei
ng a
ble
to r
ead
to o
ne’s
child
ren
or g
rand
-ch
ildre
n, o
r to
impr
ove
digi
tal l
itera
cy s
kills
. +e
accr
edi-
tati
on o
f pri
or in
form
al/n
on-f
orm
al le
arni
ng h
as a
stro
ng
impa
ct o
n th
e ad
ults
’ mot
ivat
ion
to p
ursu
e fu
rthe
r lif
elon
g le
arni
ng e
ndea
vour
s227 .
Con
trar
y to
wha
t w
e sa
id e
arlie
r ab
out p
rim
ary
age
child
ren,
read
ing
as a
mea
ns to
ach
ieve
so
met
hing
els
e ca
n be
a p
ower
ful a
nd e
ndur
ing
mot
ivat
ing
forc
e fo
r ad
ults
. Fam
ily li
tera
cy p
rogr
amm
es p
rovi
de p
ar-
ents
wit
h th
e st
rong
est
poss
ible
mot
ivat
ion
for
part
icip
a-ti
on: i
mpr
ovin
g th
eir
child
ren’
s ch
ance
s in
lif
e228 .
+er
e is
goo
d ev
iden
ce th
at th
ese
prog
ram
mes
att
ract
adu
lts w
ho
wou
ld n
ot o
ther
wis
e ta
ke p
art i
n ed
ucat
ion
. In
addi
tion
, pu
blic
aw
aren
ess
abou
t the
issu
e he
lps.
+e
Nor
dic
mod
el o
f adu
lt le
arni
ng e
mph
asis
es a
cul
ture
of
par
tici
pati
ve a
dult
edu
cati
on b
ased
on
lear
ning
as
a fo
rm o
f pe
rson
al d
evel
opm
ent
and
soci
al p
arti
cipa
tion
. A
dult
lear
ning
is s
een
not
just
as
a to
ol f
or g
etti
ng a
head
ec
onom
ical
ly, b
ut a
s a ty
pica
l par
t of a
dult
life.
+is
enc
our-
ages
par
tici
pati
on,
redu
cing
dis
posi
tion
al b
arri
ers
and
enco
urag
ing
a le
arne
r-ce
ntre
d cu
ltur
e w
here
sol
utio
ns t
o si
tuat
iona
l and
ins
titu
tion
al b
arri
ers
are
easi
er t
o !n
d230 .
In S
WE
DE
N, t
he A
dult
Edu
cati
on In
itia
tive
, or ‘
Kno
wle
dge
Lif
t’, le
d to
a s
harp
upt
ake
in b
asic
ski
lls tr
aini
ng23
1 .
TH
E F
AC
TS
LO
W L
EV
EL
S O
F L
ITE
RA
CY
SK
ILL
S
Mem
ber
Sta
tes
hav
e li
mit
ed k
no
wle
dg
e ab
ou
t th
e li
ter-
acy
leve
ls o
f th
eir
adu
lt p
op
ula
tio
n.
A s
mal
l n
um
ber
of
inte
rnat
ion
al l
iter
acy
surv
eys
hav
e b
een
car
ried
ou
t, b
ut
thes
e in
volv
ed a
min
orit
y of
Eu
rop
ean
cou
ntr
ies
and
took
p
lace
in t
he
199
0s
and
ear
ly 2
00
0s2
11. O
nly
a fe
w M
emb
er
Sta
tes,
nam
ely
the
UK
, F
ran
ce a
nd
Ger
man
y, h
ave
con
-d
uct
ed n
atio
nal
su
rvey
s21
2.
In
201
1, a
cro
ss E
uro
pe
ther
e w
ere
app
roxi
mat
ely
73 m
il-
lio
n l
ow
-ed
uca
ted
ad
ult
s (2
5-6
4-y
ear-
old
s) –
man
y o
f w
hom
are
lik
ely
to h
ave
lite
racy
pro
ble
ms
too2
13.
Man
y ad
ult
s ar
e d
isen
gag
ed f
rom
rea
din
g an
d w
riti
ng.
&
is is
par
ticu
larl
y tr
ue
of m
ales
, as
wom
en a
re m
uch
mor
e li
kel
y th
an m
en t
o re
ad b
ook
s214
.
&e
vast
maj
orit
y of
th
ose
wit
h p
oor
rea
din
g an
d w
riti
ng
are
nat
ive-
bo
rn.
&er
e is
a l
arge
, h
idd
en p
rob
lem
of
low
li
tera
cy a
mon
g th
e n
on-m
igra
nt
pop
ula
tion
21
5.
Lo
w l
iter
acy
leve
ls i
mp
ede
par
tici
pat
ion
in
so
ciet
y an
d
red
uce
ad
ult
s’ s
elf-
con
#d
ence
, se
lf-e
stee
m,
hea
lth
an
d
hap
pin
ess,
wh
ile
imp
rovi
ng
lite
racy
can
tu
rn t
his
sit
ua-
tion
aro
un
d a
nd
can
lead
to le
ss u
nem
plo
ymen
t an
d h
igh
er
earn
ing
s216
.
Ad
ult
s w
ith
po
or li
tera
cy s
kil
ls a
re m
uch
mor
e li
kel
y th
an
the
gen
eral
pop
ula
tion
to
hav
e lo
w o
r n
o in
com
es, a
nd
to
be
un
emp
loye
d o
r in
in
secu
re,
irre
gu
lar
emp
loym
ent2
17.
&o
se u
nem
plo
yed
are
mu
ch l
ess
lik
ely
to i
mp
rove
th
eir
skil
ls:
this
is
a vi
cio
us
circ
le,
as t
hei
r ch
ild
ren
are
als
o m
ore
lik
ely
to s
u+
er fr
om p
oor
lite
racy
an
d b
e u
nem
plo
yed
. &
ese
bar
rier
s m
ake
it d
i3cu
lt f
or t
hem
to
eng
age
in li
fe-
lon
g le
arn
ing
218
.
Ad
ult
s w
ho
bec
ome
un
emp
loye
d t
end
to
lose
th
eir
bas
ic
skil
ls. &
eir n
um
erac
y st
arts
to d
ecli
ne
alm
ost a
t on
ce, a
nd
th
eir
lite
racy
aft
er a
bo
ut
two
year
s219
.
Ab
ou
t a t
hir
d o
f ad
ult
o+
end
ers,
an
d a
bo
ut h
alf o
f yo
un
g o
+en
der
s, h
ave
po
or r
ead
ing
leve
ls2
20.
HIG
H I
MP
OR
TA
NC
E O
F L
ITE
RA
CY
SK
ILL
S
&e
wo
rld
of
wo
rk i
s ch
ang
ing
and
dem
and
s b
ette
r li
t-er
acy
skil
ls.
Eve
n j
ob
s th
at t
rad
itio
nal
ly d
id n
ot r
equ
ire
lite
racy
sk
ills
now
dem
and
go
od
rea
din
g an
d w
riti
ng.
&e
use
of I
CT
has
in fa
ct in
crea
sed
th
e n
eed
for
thes
e sk
ills
221
.
&e
dig
ital
div
ide
exis
ts n
ot ju
st in
th
e w
ork
pla
ce, b
ut
in
pri
vate
liv
es:
dig
ital
ly l
iter
ate
adu
lts
are
bet
ter
able
to
tak
e ad
van
tag
e o
f g
ove
rnm
ent
serv
ices
, an
d t
o m
anag
e th
eir
#n
ance
s an
d h
ealt
h2
22. &
e d
igit
al d
ivid
e im
pac
ts o
n
tod
ay’s
so
cial
lif
e: g
ran
dp
aren
ts w
ho
kn
ow
ho
w t
o u
se
Fac
ebo
ok a
nd
e-m
ail c
an m
ore
easi
ly k
eep
in to
uch
an
d in
tu
ne
wit
h t
hei
r g
ran
dch
ild
ren
.
,W
HA
T N
EE
DS
TO
BE
DO
NE
?
8180
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
LIN
K L
ITE
RA
CY
LE
AR
NIN
G T
O D
AIL
Y L
IFE
AN
D O
TH
ER
FO
RM
S O
F L
EA
RN
ING
Mat
eria
ls su
itabl
e fo
r chi
ldre
n ar
e no
t nec
essa
rily
suita
ble
for
adul
ts, a
nd m
etho
ds m
ay a
lso
need
to b
e ad
apte
d. A
uthe
nti-
city
and
rele
vanc
e ar
e es
peci
ally
impo
rtan
t: fo
r man
y ad
ults
, le
arni
ng a
ppea
rs to
wor
k be
st w
hen
it is
link
ed to
real
-wor
ld
task
s an
d re
leva
nt c
halle
nges
(hea
lth, e
mpl
oym
ent a
nd c
iti-
zens
hip)
240 .
Usi
ng re
al-l
ife e
xam
ples
in li
tera
cy le
arni
ng h
as
radi
cally
impr
oved
lite
racy
ach
ieve
men
t, in
som
e cas
es n
early
do
ublin
g pa
rtic
ipan
ts’ r
ate
of s
ucce
ss. S
imila
rly, ‘
embe
dded
le
arni
ng’,
that
is, t
each
ing
basi
c sk
ills
as p
art
of v
ocat
iona
l ed
ucat
ion
and
trai
ning
, can
impr
ove
both
tho
se a
spec
ts o
f le
arni
ng, a
nd a
lso
cour
se c
ompl
etio
n ra
tes24
1 . H
owev
er, n
ei-
ther
‘bri
ngin
g in
the
out
side
wor
ld’ n
or e
mbe
ddin
g is
eas
y.
Lite
racy
tut
ors
and
voca
tion
al t
utor
s ne
ed t
o w
ork
clos
ely
toge
ther
to d
evel
op a
nd d
eliv
er c
ours
es. M
uch
mor
e ne
eds
to b
e do
ne to
dev
elop
sui
tabl
e m
ater
ials
.
CO
UR
SE
S M
US
T H
AV
E T
HE
RIG
HT
LE
NG
TH
AN
D I
NT
EN
SIT
Y
For s
ome
adul
ts, !
ndin
g ti
me
to le
arn
is c
halle
ngin
g, g
iven
th
e pr
essu
res
of d
ay-t
o-da
y lif
e, s
uch
as w
ork
and
fam
ily
com
mit
men
ts. +
e am
ount
of
lear
ning
tim
e av
aila
ble
for
adul
ts is
far l
ess t
han
for c
hild
ren
and
youn
g pe
ople
. Ind
eed,
a
typi
cal a
dult
liter
acy
cour
se c
onsi
sts o
f no
mor
e th
an th
ree
hour
s of c
lass
tim
e pe
r wee
k, sp
read
ove
r six
mon
ths,
equ
iv-
alen
t to
onl
y th
ree
wee
ks o
f co
mpu
lsor
y sc
hool
ing.
For
ad
ults
who
hav
e lif
elon
g pr
oble
ms w
ith re
adin
g an
d w
riti
ng,
this
is in
su)
cien
t, bo
th in
dur
atio
n an
d in
tens
ity.
Lea
rner
s ge
nera
lly n
eed
to a
tten
d at
leas
t 10
0 ho
urs
of in
stru
ctio
n to
ach
ieve
pro
gres
s eq
uiva
lent
to
one
US
grad
e le
vel24
2 . H
owev
er, m
ost a
dult
liter
acy
lear
ners
in E
urop
e ar
e un
likel
y to
man
age
this
muc
h ‘ti
me
on t
ask’
. +
is s
ugge
sts
that
lo
nger
and
/or m
ore
inte
nsiv
e co
urse
s are
nee
ded,
and
cla
ss-
room
tim
e sh
ould
be
used
mor
e e)
cien
tly24
3 . C
ours
es m
ust
stri
ve t
o re
ach
a ba
lanc
e be
twee
n m
ore
tim
e on
tas
k an
d th
e ti
me
cons
trai
nts
of a
dult
lear
ners
.
GA
TH
ER
EV
IDE
NC
E O
F A
DU
LT
LIT
ER
AC
Y P
RO
GR
AM
ME
S’
EF
FE
CT
IVE
NE
SS
TH
RO
UG
H L
ON
G-T
ER
M M
ON
ITO
RIN
G
Mor
e ev
iden
ce m
eans
bet
ter
acco
unta
bilit
y. I
nter
nati
onal
ev
iden
ce in
dica
tes t
hat,
for m
ost a
dults
, im
prov
ing
liter
acy
is a
cum
ulat
ive,
oft
en sl
ow p
roce
ss24
4 . W
hile
man
y le
arne
rs
do n
ot e
xhib
it pr
o!ci
ency
gai
ns im
med
iate
ly a
fter
com
ple-
tion
of
thei
r co
urse
, m
ost
do e
xper
ienc
e m
eani
ngfu
l ch
ange
s in
lite
racy
att
itud
es a
nd p
ract
ices
. Lon
gitu
dina
l ev
iden
ce sh
ows t
hat t
hese
cha
nges
in p
ract
ices
lead
to lo
ng-
term
gai
ns in
ski
ll. P
olic
y-m
aker
s as
sess
ing
the
e0ec
tive
-ne
ss o
f adu
lt lit
erac
y pr
ogra
mm
es sh
ould
bea
r thi
s in
min
d.
Mea
suri
ng sh
ort-
term
pro
!cie
ncy
chan
ges m
ay n
ot c
aptu
re
the
full
impa
ct o
f pr
ovis
ion,
and
is
likel
y to
dis
tort
tha
t pr
ovis
ion,
as
it en
cour
ages
‘tea
chin
g to
the
test
’.
Org
anis
atio
ns su
ch a
s NO
RW
AY
’SU
K’S
Nat
iona
l R
esea
rch
and
Dev
elop
men
t Cen
tre
for A
dult
Lite
racy
and
N
umer
acy
(NR
DC
) pro
vide
rese
arch
to su
ppor
t im
prov
ed
polic
y an
d pr
acti
ce.
UN
ES
CO
-UIL
has
init
iate
d a
mul
ti-c
ount
ry a
ctio
n re
sear
ch
proj
ect t
o m
easu
re li
tera
cy p
rogr
amm
e pa
rtic
ipan
ts’ l
earn
-in
g ou
tcom
es (
RA
MA
A).
+is
pro
ject
aim
s to
tes
t th
e e0
ecti
vene
ss a
nd im
pact
on
the
bene
!cia
ries
of
di0
eren
t lit
erac
y pr
ogra
mm
es. I
ts s
tudy
is n
ot b
eing
car
ried
out
in
Eur
ope,
but
the
out
com
es a
nd e
spec
ially
the
des
ign
coul
d be
use
d he
re to
o.
+e E
UR
OP
EA
N C
OM
MIS
SIO
N’S
Act
ion
Pla
n on
Adu
lt L
earn
ing
calls
on
Mem
ber
Stat
es t
o im
prov
e th
eir
mon
itor
ing
of
adul
t le
arni
ng.
The
fol
low
-up
Cou
ncil
Res
olut
ion
on
a re
new
ed E
urop
ean
agen
da f
or a
dult
lear
ning
has
add
ed
to th
e E
T20
20 st
rate
gic
obje
ctiv
es im
prov
ing
the
evid
ence
-ba
se a
nd m
onit
orin
g as
a s
peci
!c p
rior
ity
for
the
adul
t le
arni
ng s
ecto
r, 20
12-1
4; t
his
is a
par
ticu
larl
y im
port
ant
obje
ctiv
e fo
r adu
lt lit
erac
y.
NO
N-F
OR
MA
L A
ND
IN
FO
RM
AL
LE
AR
NIN
G S
HO
UL
D
BE
RE
CO
GN
ISE
D A
ND
VA
LID
AT
ED
For
adul
ts,
reco
gnis
ing
and
valid
atin
g no
n-fo
rmal
and
in
form
al le
arni
ng a
re p
arti
cula
rly
impo
rtan
t. +
e pr
oces
s en
able
s adu
lts to
iden
tify
thei
r ski
lls a
nd w
eakn
esse
s, re
Vect
on
thei
r lea
rnin
g si
nce
scho
ol a
nd id
enti
fy w
here
they
nee
d to
impr
ove.
+e
Vexi
bilit
y th
at n
on-f
orm
al a
nd in
form
al
lear
ning
o0e
rs is
par
ticu
larl
y va
luab
le f
or o
lder
gro
ups
of
adul
ts, w
ho m
ay n
ot h
ave
had
man
y op
port
unit
ies
for
for-
mal
lear
ning
whe
n th
ey w
ere
youn
ger,
but
have
val
uabl
e sk
ills
ets
that
the
y de
velo
ped
thro
ugh
othe
r ty
pes
of
lear
ning
.
IMP
RO
VE
LIT
ER
AC
Y S
KIL
LS
OF
OF
FE
ND
ER
S
+e
liter
acy
leve
ls o
f bot
h ad
ult
and
youn
g o0
ende
rs t
end
to b
e lo
w24
5 . D
evel
opin
g lit
erac
y sk
ills c
an h
elp
boos
t the
ir
self-
con!
denc
e an
d fo
ster
a m
ore
posi
tive
self-
imag
e. G
iven
th
at p
oor l
itera
cy is
a k
ey p
redi
ctor
of n
ot !
ndin
g a
job
on
rele
ase
and
of re
cidi
vism
, it m
akes
bot
h ec
onom
ic a
nd e
thi-
cal s
ense
to b
oost
o0e
nder
s’ ba
sic s
kills
so th
at th
eir c
hanc
es
of g
etti
ng a
job
and
not r
e-o0
endi
ng a
re im
prov
ed24
6 .
4.4
.2
QU
AL
ITY
OF
TE
AC
HIN
G A
ND
LE
AR
NIN
G
A.
AD
ULT
ED
UC
AT
ION
AN
D T
RA
ININ
G
Low
lite
racy
is a
com
plex
per
sona
l and
soc
ial p
robl
em a
nd
tack
ling
it re
quir
es a
str
uctu
red,
pro
-act
ive
and
high
-qua
l-it
y ad
ult l
earn
ing
sect
or. L
earn
ers s
houl
d be
wel
l-su
ppor
ted
from
the
ver
y st
art.
Whe
n go
vern
men
ts a
nd c
olle
ges
put
lear
ners
rat
her t
han
inst
itut
ions
at t
he c
entr
e of
the
educ
a-ti
onal
pro
cess
, the
y ca
n re
duce
inst
itut
iona
l bar
rier
s an
d pr
ovid
e ad
ults
wit
h th
e su
ppor
t the
y ne
ed to
ove
rcom
e si
tu-
atio
nal b
arri
ers
– fo
r ex
ampl
e, b
y pr
ovid
ing
clas
ses
at c
on-
veni
ent t
imes
, and
o0e
ring
free
chi
ldca
re.
Cre
atin
g m
ore
dem
and
for l
itera
cy in
stru
ctio
n w
ill re
quir
e an
incr
ease
in th
e su
pply
of h
igh-
qual
ity
cour
ses.
Impr
ovin
g th
e qu
alit
y of
adu
lt ed
ucat
ion
and
trai
ning
mea
ns im
prov
-in
g al
l the
com
pone
nts t
hat s
hape
it, i
nclu
ding
inst
itut
iona
l et
hos,
teac
her r
ecru
itmen
t, te
ache
r tra
inin
g, p
edag
ogy
and
curr
icul
ar s
trat
egie
s. I
t al
so m
eans
bei
ng c
lear
abo
ut t
he
leve
l of c
omm
itmen
t req
uire
d to
pro
duce
long
-ter
m li
tera
cy
impr
ovem
ents
.
LIT
ER
AC
Y C
OU
RS
ES
NE
ED
TO
BE
OF
HIG
H Q
UA
LIT
Y
AN
D B
AS
ED
ON
IN
DIV
IDU
AL
NE
ED
S
Cen
tral
to a
ny te
achi
ng o
f adu
lts is
tha
t the
app
roac
h an
d co
urse
s m
atch
lear
ners
’ ind
ivid
ual n
eeds
. Whi
le c
onte
xts
may
var
y, a
dult
lear
ners
of
liter
acy
thri
ve in
sm
all c
lass
es
(10
lear
ners
or f
ewer
), w
itho
ut to
o m
uch
vari
atio
n in
lear
n-er
s’ lit
erac
y le
vels
232 .
Lea
rner
s w
ho a
re w
ell m
otiv
ated
and
ha
ve s
peci
!c o
bjec
tive
s for
thei
r lite
racy
lear
ning
are
mor
e lik
ely
to p
ersi
st, a
s are
thos
e w
ho p
urpo
sefu
lly m
onito
r the
ir
prog
ress
tow
ards
thos
e go
als23
3 . Fo
r som
e ad
ults
thes
e go
als
may
be
exte
rnal
ince
ntiv
es, s
uch
as q
uali!
cati
ons;
in o
ther
ca
ses
the
goal
s m
ay b
e m
ore
pers
onal
. +er
e is
evi
denc
e th
at m
ost
adul
ts p
refe
r pr
oble
m-c
entr
ed r
athe
r th
an s
ub-
ject
-cen
tred
lear
ning
, and
that
indi
vidu
al le
arni
ng p
lans
234
can
help
teac
hers
tailo
r pro
visi
on to
indi
vidu
al g
oals
. Adu
lt le
arne
rs b
ene!
t par
ticu
larl
y fr
om le
arni
ng in
col
labo
rati
on
betw
een
teac
hers
and
stu
dent
s, r
athe
r th
an a
s a
uni-
dire
c-ti
onal
pro
cess
235 .
Bec
ause
mos
t ad
ult
liter
acy
lear
ners
are
no
t sk
ille
d na
viga
tors
of
educ
atio
n sy
stem
s, i
nfor
mat
ion,
ad
vice
and
gui
danc
e ar
e es
sent
ial i
n su
ppor
ting
per
sist
ence
an
d pr
ogre
ssio
n236 .
HIG
H-Q
UA
LIT
Y A
DU
LT
LIT
ER
AC
Y C
OU
RS
ES
RE
QU
IRE
CO
MM
ITT
ED
AN
D W
EL
L-Q
UA
LIF
IED
TE
AC
HE
RS
Tea
chin
g ad
ults
requ
ires
qua
li!ed
teac
hers
, tra
ined
to d
eal
wit
h th
e sp
eci!
c ch
alle
nges
of
adul
ts. +
ese
adul
ts h
ave
a lo
ng h
isto
ry o
f str
uggl
ing
in sc
hool
, and
man
aged
to le
ave
com
puls
ory
educ
atio
n w
itho
ut d
evel
opin
g go
od r
eadi
ng
and
wri
ting
ski
lls. +
ey n
eed
high
-qua
lity
teac
hers
who
tr
eat l
earn
ers
as a
dults
and
giv
e th
em in
divi
dual
att
enti
on.
How
ever
, at p
rese
nt, v
ery
few
tuto
rs h
ave
spec
i!c
qual
i!ca
-ti
ons i
n ad
ult l
itera
cy p
edag
ogy.
Wel
l-qu
ali!
ed s
ta0
mem
-be
rs b
ring
abo
ut b
ette
r ou
tcom
es fo
r le
arne
rs23
7 . H
owev
er,
recr
uiti
ng a
nd re
tain
ing
the
very
bes
t is e
xtre
mel
y di
)cu
lt,
give
n th
e lo
w p
ay a
nd li
mite
d jo
b se
curi
ty c
hara
cter
isti
c of
th
e pr
ofes
sion
of a
dult
liter
acy
trai
ners
238 .
In F
RA
NC
E, r
ecru
itin
g an
d re
tain
ing
teac
hers
of
adul
t lit
-er
acy
has
been
di)
cult
beca
use
of lo
w p
ay a
nd li
mite
d jo
b se
curi
ty.
Thi
s le
d to
a s
erio
us s
hort
age
of t
rain
ers.
In
resp
onse
, the
‘Age
nce
Nat
iona
le d
e L
utte
con
tre
l’Ille
tris
me’
(A
NL
CI)
dev
elop
ed a
fra
mew
ork
for
the
prof
essi
on o
f te
ache
r/tr
aine
r w
orki
ng i
n th
e sp
eci!
c !e
ld o
f lit
erac
y.
AN
LC
I als
o o0
ers a
pro
gram
me
to im
prov
e te
ache
rs/t
rain
-er
s’ sk
ills
thro
ugh
shar
ing
good
pra
ctic
e.
In s
ome
coun
trie
s, t
he a
dult
liter
acy
wor
kfor
ce is
a m
ix o
f pr
ofes
sion
al e
duca
tors
and
vol
unte
ers.
In
IRE
LA
ND
, fo
r ex
ampl
e, v
olun
teer
s acc
ount
for 8
0 %
of t
he te
achi
ng w
ork-
forc
e, th
ough
they
teac
h on
ly 2
0 %
of l
earn
ers
. +is
dis
par-
ity
is p
rim
arily
bec
ause
vol
unte
ers
are
recr
uite
d to
focu
s on
re
mot
e, r
ural
lear
ners
with
tui
tion
in s
mal
l gro
ups
or o
ne-
to-o
ne, w
hile
pro
fess
iona
l tea
cher
s w
ork
in c
lass
room
s.
Par
t of
the
ext
ensi
ve p
rogr
amm
e ‘S
kills
for
Lif
e’ i
n th
e U
NIT
ED
KIN
GD
OM
is r
ecru
itmen
t an
d tr
aini
ng o
f vo
lunt
eers
in
com
pani
es b
y th
e tr
ade
unio
ns to
bec
ome
qual
i!ed
vol
-un
teer
s an
d th
en p
ro-a
ctiv
ely
iden
tify
and
rea
ch o
ut t
o (f
unct
iona
lly) i
llite
rate
adu
lts.
In t
he IR
ISH p
rogr
amm
e ‘L
earn
ing
for L
ife’,
tra
ined
vol
un-
teer
s pla
y a
huge
par
t in
supp
orti
ng th
e le
arni
ng p
roce
ss o
f ill
itera
te a
dults
. +e
Iris
h an
d U
K p
rogr
amm
es w
ere
used
as
an
insp
irat
ion
for
a pi
lot
proj
ect
in s
ix r
egio
ns i
n th
e N
ET
HE
RL
AN
DS, ‘
Taa
l voo
r he
t L
even
’, of
the
Min
istr
y of
O
CW
(Edu
cati
on, C
ultu
re a
nd S
cien
ce) f
rom
201
2-20
15.
8382
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
INV
ES
TIN
G I
N E
MP
LO
YE
ES
PA
YS
OF
F
Em
ploy
ers s
houl
d re
cogn
ise
the
valu
e of
read
ing
skill
s bot
h fo
r pro
duct
ivity
and
safe
ty a
nd fo
r em
ploy
ees’
wel
lbei
ng, a
nd
reco
gnis
e th
e ro
le th
ey c
an p
lay
in im
prov
ing
the
liter
acy
of
thei
r sta
0. M
any
empl
oyer
s con
side
r it t
oo ri
sky
to in
vest
in
liter
acy
trai
ning
, as t
hey
are
unaw
are
of h
ow w
ell i
t will
pay
of
f. O
ne c
omm
on f
ear
is t
hat
whe
n th
e sk
ills
im
prov
e,
empl
oyee
s w
ill le
ave
for
anot
her
job.
In
fact
, the
opp
osite
te
nds
to h
appe
n: o
0er
ing
liter
acy
trai
ning
red
uces
sta
0 tu
rnov
er25
1 . M
ore
skill
ed e
mpl
oyee
s ten
d to
rece
ive
the
mos
t tr
aini
ng, w
here
as lo
wer
-ski
lled
empl
oyee
s rec
eive
the l
east
252 .
Inve
stin
g in
lit
erac
y co
urse
s fo
r em
ploy
ees
has
dist
inct
ad
vant
ages
for e
mpl
oyer
s, s
uch
as:
incr
ease
d pr
oduc
tivi
ty;
impr
oved
use
of n
ew te
chno
logy
in th
e w
orkp
lace
; s
aved
tim
e; in
crea
sed
safe
ty; a
nd r
educ
ed s
ta0
turn
over
and
cos
ts25
3 . L
itera
cy c
ours
es a
lso
form
a b
asis
for f
urth
er p
erso
nal a
nd
prof
essi
onal
em
ploy
ee d
evel
opm
ent.
Wor
kpla
ce l
iter
acy
initi
ativ
es h
ave
been
succ
essf
ul in
att
ract
ing
adul
ts w
ho w
ill
not
part
icip
ate
in o
ther
for
ms
of le
arni
ng25
4 . W
hile
indi
-vi
dual
s ar
e in
itia
lly m
otiv
ated
to
take
par
t be
caus
e of
a
desi
re to
impr
ove
thei
r ear
ning
s or p
osit
ion,
mot
ivat
ions
to
per
sist
ten
d to
foc
us o
n im
prov
ed j
ob s
atis
fact
ion25
5 . L
iter
acy
cour
ses
also
hav
e a
stro
ng r
ecor
d of
im
prov
ing
atti
tude
s to
edu
cati
on, g
ivin
g m
any
prev
ious
ly d
isa0
ecte
d ad
ults
thei
r !rs
t exp
erie
nce
of e
njoy
able
, per
sona
lly sa
tisf
y-in
g ed
ucat
ion25
6 .
PR
OV
IDE
HIG
H-Q
UA
LIT
Y W
OR
KP
LA
CE
LIT
ER
AC
Y T
RA
ININ
G
+e
pote
ntia
l ben
e!ts
of w
orkp
lace
lite
racy
pro
gram
mes
for
both
em
ploy
ees a
nd b
usin
ess o
wne
rs a
re c
lear
. +e
qual
ity
of t
rain
ing
prog
ram
mes
is c
ruci
al fo
r bo
th e
mpl
oyer
s an
d em
ploy
ees.
+ey
nee
d to
incl
ude
e0ec
tive
ass
essm
ent o
f the
le
arne
rs’
need
s, e
mpl
oy t
utor
s w
ith
indu
stry
-spe
cifi
c kn
owle
dge,
sch
edul
e th
e le
arni
ng p
rogr
amm
e so
tha
t it i
s w
ork-
frie
ndly
, an
d en
sure
the
re i
s ad
equa
te f
undi
ng o
f su
ch a
ppro
ache
s257 .
Wor
kpla
ce tr
aini
ng sh
ould
be
base
d on
real
wor
kpla
ce si
tu-
atio
ns. S
ince
the
se a
dults
oft
en h
ave
nega
tive
pri
or e
xper
i-en
ce w
ith
form
al e
duca
tion
, pro
vide
rs s
houl
d av
oid
usin
g a
scho
ol-b
ased
app
roac
h. +
ere
is o
ften
a la
ck o
f co
-ope
r-at
ion
betw
een
larg
er b
usin
esse
s to
prov
ide
wor
kpla
ce tr
ain-
ing,
and
the
e0or
ts o
f sm
all a
nd m
ediu
m-s
ized
ent
erpr
ises
ca
n be
ham
pere
d by
lim
ited
trai
ning
cap
acit
y w
ithi
n ea
ch
com
pany
. H
owev
er,
whe
n se
ttin
g up
wor
kpla
ce l
iter
acy
prog
ram
mes
, par
tner
ship
s be
twee
n bu
sine
sses
– w
heth
er
they
are
larg
e, s
mal
l or
med
ium
-siz
ed –
and
tra
inin
g pr
o-vi
ders
are
ess
enti
al. +
ese
can
avoi
d co
nVic
ts b
etw
een
the
need
s of e
mpl
oyer
s and
the
type
of e
duca
tion
o0e
red:
wor
k-pl
ace
liter
acy
cour
ses
need
to
be e
mpl
oym
ent-
focu
sed
for
max
imum
gai
ns fo
r bot
h em
ploy
er a
nd e
mpl
oyee
. Cou
rses
ne
ed to
be
long
eno
ugh
and
prov
ide
adeq
uate
‘tim
e on
task
’.
NO
RW
AY su
bsid
ises
em
ploy
ers t
o pr
ovid
e ba
sic s
kills
star
ting
w
ith
liter
acy
for l
ow-s
kille
d em
ploy
ees.
+is
hel
ps a
ddre
ss
the
cont
enti
ous i
ssue
of w
ho sh
ould
hav
e re
spon
sibi
lity
for
empl
oyee
s’ lit
erac
y sk
ills.
In F
RA
NC
E, e
mpl
oyer
s’ an
d em
ploy
ees’
orga
nisa
tion
s ha
ve
take
n re
spon
sibi
lity
for o
rgan
isin
g lit
erac
y tr
aini
ng in
eac
h ec
onom
ic se
ctor
. AN
LC
I (A
genc
e N
atio
nale
de
Lut
te c
on-
tre
l’Ille
tris
me)
sig
ned
and
impl
emen
ted
agre
emen
ts t
o pr
omot
e th
e de
velo
pmen
t of b
asic
skill
s tra
inin
g in
seve
ral
prof
essi
onal
sec
tors
. +e
AN
LC
I o0
ered
all
thes
e pr
ofes
-si
onal
sec
tors
the
oppo
rtun
ity
to jo
in in
the
‘goo
d pr
acti
ce
Cha
rter
’ for
the
deve
lopm
ent o
f act
ion
prom
otin
g ac
cess
to
liter
acy,
and
aim
ing
at s
ecur
ing
prof
essi
onal
car
eers
, wit
h a
spec
ial t
ool,
the
scal
e of
refe
renc
e fo
r key
com
pete
nces
in
di0e
rent
pro
fess
iona
l sit
uati
ons25
8 .
Col
labo
rati
on b
etw
een
empl
oyer
s an
d em
ploy
ees’
grou
ps
is a
lso
evid
ent i
n th
e U
NIT
ED
KIN
GD
OM
, whe
re t
rade
uni
ons
(incl
udin
g de
sign
ated
lear
ning
repr
esen
tati
ves)
hav
e pl
ayed
a
cent
ral
role
in
supp
orti
ng c
ours
es a
nd e
ncou
ragi
ng
empl
oyee
s to
impr
ove
thei
r sk
ills.
Inc
enti
ves
can
incr
ease
pa
rtic
ipat
ion.
In th
e UN
ITE
D K
ING
DO
M, t
he ‘T
oe B
y To
e’ pr
ogra
mm
e (en
tire
ly
phon
ics-
base
d) i
s us
ed i
n al
mos
t ev
ery
pris
on.
In 2
010,
help
ed b
y ot
her
inm
ates
or
visi
ting
vol
unte
ers.
A s
chem
e ca
lled
‘Tex
tNow
’ has
had
som
e su
cces
s wit
h yo
ung
o0en
d-er
s in
Eng
land
and
Wal
es, s
ome
held
in Y
oung
O0e
nder
In
stit
utio
ns b
ut m
ost u
nder
sup
ervi
sion
in th
e co
mm
unit
y.
+is
too
rel
ies
on o
ne-t
o-on
e tu
tori
ng b
y vo
lunt
eers
, but
co
ncen
trat
es o
n re
adin
g an
d re
-rea
ding
tex
ts w
ritt
en i
n si
mpl
e E
nglis
h bu
t bas
ed o
n te
enag
ers’
inte
rest
s. +
e yo
ung
peop
le a
tten
d fo
r 20
min
utes
a d
ay, !
ve d
ays
a w
eek,
for
10
wee
ks, a
nd e
arn
poin
ts w
hich
the
y ca
n us
e af
terw
ards
to
buy
boo
ks o
nlin
e247 .
+e
acid
test
is w
heth
er su
ch in
itiat
ives
redu
ce re
-o0e
ndin
g ra
tes,
whi
ch a
re h
igh.
A B
riti
sh sc
hem
e ca
lled
‘IN
CL
UD
E’
155
part
icip
ants
re-
o0en
ded
wit
hin
a ye
ar b
ut, w
hen
a se
t of
bac
kgro
und
fact
ors
wer
e co
ntro
lled
for,
lit
erac
y an
d nu
mer
acy
gain
s em
erge
d as
impo
rtan
t pre
dict
ors o
f low
ered
ra
tes
of r
econ
vict
ion24
8 .
In t
he U
SA
, it
was
fou
nd t
hat
o0er
ing
inm
ates
rea
ding
in
stru
ctio
n ca
n re
duce
the
rate
of r
eo0e
ndin
g by
20
%.
In G
RE
EC
E, i
n th
e D
iava
ta p
riso
n in
+es
salo
niki
, a li
tera
cy
actio
n w
as la
unch
ed in
200
0, p
rovi
ding
edu
catio
n to
inm
ates
w
ho h
ad n
ever
att
ende
d sc
hool
bef
ore,
and
Gre
ek la
ngua
ge
tuiti
on t
o in
mat
es w
ith m
igra
nt b
ackg
roun
ds. +
e cu
rric
u-lu
m w
as c
reat
ed w
ith t
he p
artic
ipat
ion
of t
he in
mat
es a
nd,
usin
g th
e co
ncep
ts o
f Pa
ulo
Frei
re, w
as b
ased
on
lear
ning
, di
scus
sing
and
neg
otia
ting
hum
an r
ight
s (in
clud
ing
pris
on-
ers’
righ
ts).
+e
inm
ates
wer
e hi
ghly
mot
ivat
ed, a
nd so
me
of
them
wer
e ab
le t
o ac
hiev
e el
emen
tary
edu
cati
on le
vel a
nd
pass
the
rele
vant
stat
e ex
amin
atio
n w
ithin
tw
o ye
ars.
In F
RA
NC
E, t
he C
yber
Bas
e in
Gra
dign
an p
riso
n ha
s o0e
red
700
pris
oner
s a b
asic
com
pute
r tra
inin
g fo
cuse
d on
read
ing,
w
riti
ng, e
-Adm
inis
trat
ion
and
job-
seek
ing
tech
niqu
e, u
sing
IC
T, i
n or
der
to b
ridg
e m
ore
e)ci
entl
y th
e di
gita
l div
ide
and
obta
in t
heir
!rs
t dip
lom
a (f
or s
ome
of t
hem
) as
a si
gn
of a
ckno
wle
dgm
ent o
f per
sona
l im
prov
emen
t250 .
B.
WO
RK
PL
AC
E
+ro
ugho
ut E
urop
e, fo
rwar
d-th
inki
ng b
usin
esse
s rec
ogni
se
the
valu
e of
hav
ing
a m
oder
n, f
ully
lite
rate
, hig
h-sk
illed
w
orkf
orce
. B
y in
vest
ing
in t
heir
wor
kers
’ lit
erac
y sk
ills
, co
mpa
nies
enh
ance
the
ir o
wn
capi
tal a
nd t
he lo
yalt
y of
th
eir
empl
oyee
s. T
rain
ing
in id
enti
fyin
g an
d ad
dres
sing
em
ploy
ees’
basi
c sk
ills
need
s sh
ould
be
a st
anda
rd p
art
of
com
pani
es’ h
uman
reso
urce
man
agem
ent,
and
ther
e sh
ould
be
muc
h gr
eate
r aw
aren
ess o
f the
pro
blem
with
lite
racy
and
nu
mer
acy
amon
g em
ploy
ed a
dult
s (a
nd n
ot j
ust
amon
g m
igra
nts)
. A ra
nge
of la
rge
com
pani
es h
as e
ngag
ed in
wor
k-pl
ace
liter
acy
prog
ram
mes
, and
toge
ther
wit
h tr
ade
unio
ns
prov
ide
ince
ntiv
es f
or e
mpl
oyee
s to
eng
age
in l
iter
acy
inst
ruct
ion.
How
ever
, man
y bu
sine
sses
do
not y
et re
cogn
ise
the
econ
omic
cas
e fo
r inv
esti
ng in
lite
racy
.
Seve
ral
busi
ness
es i
n th
e N
ET
HE
RL
AN
DS h
ave
init
iate
d pr
ojec
ts to
impr
ove
the
liter
acy
of th
e w
orkf
orce
. +e
faci
l-it
y se
rvic
e or
gani
sati
on A
sito
invi
ted
10 0
00 e
mpl
oyee
s to
a
liter
acy
cour
se, c
ombi
ned
wit
h in
form
atio
n fo
r man
ager
s.
Alm
ost
100
empl
oyee
s ex
pres
sed
thei
r in
tere
st t
o at
tend
a
cour
se a
nd w
ill g
et a
cces
s to
the
nece
ssar
y fa
cilit
ies.
+e
wor
kpla
ce li
tera
cy d
evel
opm
ent w
ill b
e a
cont
inui
ng p
roce
ss
mon
itore
d by
the
Hum
an R
esou
rces
dir
ecto
r. F
lora
Hol
land
, th
e la
rges
t Vow
er tr
ader
in th
e w
orld
, sig
ned
a co
vena
nt in
20
11 t
o us
e th
e co
llect
ive
labo
ur a
gree
men
t to
!gh
t il
lit-
erac
y an
d st
ated
its
ambi
tion
to e
radi
cate
illit
erac
y am
ong
its
empl
oyee
s. +
e co
mpa
ny r
uns
a co
nsta
nt a
war
enes
s-ra
isin
g ca
mpa
ign
to g
uide
em
ploy
ees t
o co
urse
s for
lite
racy
de
velo
pmen
t.
PR
OM
OT
ING
LIT
ER
AC
Y I
N T
HE
WO
RK
PL
AC
E
Man
y em
ploy
ers a
re u
naw
are
of li
tera
cy d
i)cu
lties
am
ong
thei
r em
ploy
ees,
par
ticu
larl
y am
ong
nati
ve s
peak
ers.
R
eadi
ng a
nd w
riti
ng c
apab
ility
is o
ften
tak
en fo
r gr
ante
d by
em
ploy
ers a
nd th
us n
ot e
xplic
itly
dis
cuss
ed e
ithe
r at t
he
star
t of
em
ploy
men
t or
late
r on
. Som
e em
ploy
ers
may
be
awar
e th
at s
ome
of th
eir e
mpl
oyee
s ar
e fu
ncti
onal
ly il
liter
-at
e or
hav
e se
riou
s re
adin
g di
)cu
ltie
s. S
ome
are
neve
r-th
eles
s re
luct
ant
to a
ddre
ss lo
w l
iter
acy
for
repu
tati
onal
re
ason
s, fo
r ins
tanc
e if
they
wis
h to
pos
itio
n th
eir c
ompa
ny
as ‘h
ighl
y sk
ille
d’. E
mpl
oyee
s w
ith
low
lite
racy
ski
lls, i
n tu
rn, a
re r
eluc
tant
to a
dmit
to t
hese
obs
tacl
es, f
eari
ng t
he
nega
tive
im
pact
on
thei
r em
ploy
men
t st
atus
. Em
ploy
ers
shou
ld r
ecog
nise
the
val
ue o
f re
adin
g sk
ills
both
for
pro
-du
ctiv
ity
and
safe
ty a
nd fo
r em
ploy
ees’
wel
lbei
ng, a
nd re
c-og
nise
the
rol
e th
ey c
an p
lay
in im
prov
ing
the
liter
acy
of
thei
r sta
0. W
orkp
lace
lite
racy
cou
rses
incr
ease
the
enga
ge-
men
t an
d pa
rtic
ipat
ion
of e
mpl
oyee
s, p
arti
cula
rly
amon
g th
ose
typi
cally
thou
ght o
f as
‘har
d to
rea
ch’.
8584
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > LIT
ERACY F
OR A
LL A
GES
skill
s, b
ut it
als
o pr
ovid
es b
ene!
ts in
crea
sing
sel
f-es
teem
an
d se
lf-m
otiv
atio
n262 .
In P
OR
TU
GA
L, t
he ‘N
ew O
ppor
tuni
ties
Ini
tiat
ive’
foc
uses
on
rec
ogni
sing
and
val
idat
ing
the
skil
ls t
hat
adul
ts h
ave
deve
lope
d ou
tsid
e fo
rmal
edu
cati
on. I
t ha
s en
rolle
d m
ore
than
1.6
mill
ion
peop
le. T
o re
ceiv
e qu
ali!
cati
ons,
adu
lts
have
thei
r ski
lls v
alid
ated
, and
can
!ll
gaps
in th
eir s
kills
ets
by a
tten
ding
form
al le
sson
s in
sch
ools
or
Vexi
ble
trai
ning
in
mod
ular
pro
gram
mes
. Bec
ause
lite
racy
im
prov
emen
ts
are
part
of a
larg
er e
duca
tion
al p
acka
ge th
at re
cogn
ises
the
impo
rtan
ce a
nd v
alid
ity
of in
form
al a
nd n
on-f
orm
al le
arn-
ing,
adu
lts
have
str
ong
‘pul
l’ m
otiv
atio
ns t
o pa
rtic
ipat
e,
pers
ist a
nd im
prov
e. +
is a
ppro
ach
impr
oves
lear
ners
’ sel
f-im
age
and
self-
con!
denc
e, b
y sh
owin
g th
em th
at w
hat t
hey
have
don
e ou
tsid
e fo
rmal
edu
cati
on is
mea
ning
ful a
nd v
alu-
able
not
just
to
them
but
to
the
form
al e
duca
tion
sys
tem
. D
oubl
e ce
rti!
cati
on m
ay v
alid
ate
both
edu
cati
onal
and
pr
ofes
sion
al a
chie
vem
ents
to th
e eq
uiva
lent
of a
seco
ndar
y le
vel o
f edu
cati
on a
nd v
ocat
iona
l tra
inin
g263 .
TH
E D
IGIT
AL
DIV
IDE
IS
ST
RO
NG
ES
T A
MO
NG
AD
UL
TS
+e
digi
tal d
ivid
e is
mor
e pr
onou
nced
am
ong
olde
r ag
e
use
the
Inte
rnet
, com
pare
d to
onl
y 40
% o
f th
ose
in t
he
55-7
4 ag
e gr
oup26
4 . Fo
r ad
ults
of
all a
ges,
IC
T s
kills
are
in
crea
sing
ly im
port
ant f
or e
mpl
oym
ent.
Alm
ost o
ne-t
hird
of
tho
se w
ho a
re u
nem
ploy
ed a
nd a
ged
25-6
4 ha
ve n
ever
us
ed t
he I
nter
net,
com
pare
d to
14
% o
f em
ploy
ed p
erso
ns
in t
his
age
grou
p, a
nd o
ver
half
of t
hese
une
mpl
oyed
per
-so
ns ju
dge
thei
r cur
rent
Int
erne
t and
com
pute
r ski
lls to
be
insu
)ci
ent t
o lo
ok fo
r a jo
b, c
ompa
red
to 4
0 %
of t
hose
in
empl
oym
ent26
5 .
Whe
n in
em
ploy
men
t, o
lder
peo
ple
are
less
lik
ely
to b
e o0
ered
trai
ning
266 ,
as g
over
nmen
ts a
nd e
mpl
oyer
s vie
w th
e po
tent
ial
retu
rn o
n in
vest
men
t as
lim
ited
. +
is h
as t
he
pote
ntia
l to
exac
erba
te th
e lit
erac
y an
d di
gita
l div
ides
, par
-ti
cula
rly g
iven
that
, at p
rese
nt, o
lder
peo
ple
in E
urop
e te
nd
to h
ave
poor
er l
iter
acy
skil
ls t
han
youn
ger
peop
le26
7 . H
owev
er, a
dult
s la
ckin
g co
mpu
ter
skil
ls t
end
to b
e ve
ry
keen
to d
evel
op th
em, a
nd th
ere
is e
vide
nce
that
par
tici
pa-
tion
in a
dult
educ
atio
n an
d tr
aini
ng c
an b
e ra
ised
if li
tera
cy
educ
atio
n he
lps
adul
ts to
impr
ove
thei
r bas
ic s
kills
268 .
PE
N P
OR
TR
AIT
Pa
scal
Koe
lf (F
ranc
e)
’My s
trug
gle w
ith w
riti
ng
skill
s pr
eve
nte
d m
e f
rom
doi
ng
man
y t
hin
gs, e
speci
ally
when I w
as loo
king
for
a jo
b. A
ll I w
ante
d w
as t
o st
art
trai
nin
g in
ord
er
to
read
and w
rite
bett
er. M
y c
areer
was
my r
eal
m
otiv
atio
n. W
hen I w
as g
oing
to s
tart
the t
rain
ing,
m
y c
olle
ague
s war
ned m
e, t
hey t
old m
e “you
are
do,
there
is
a 10
lin
e t
ext
to
wri
te a
nd y
ou h
ave
neve
r eve
n b
een a
ble t
o wri
te u
s a
not
e! Y
ou s
hou
ld
atte
nd a
bas
ic s
kills
clas
s.”
In m
y p
rese
nt
job,
I j
ust
hav
e d
ates
and n
ames
to w
rite
on s
tick
ers
, but
if
I wan
t to
im
prov
e a
nd p
ass
a dip
lom
a, a
nd g
et
that
jo
b, I w
ill h
ave m
eeti
ngs
wit
h t
rain
ees,
wit
h t
he
man
agin
g st
aff,
I w
ill h
ave m
inut
es
to w
rite
. I f
aile
d
my e
xam
s be
caus
e o
f th
e w
ritt
en p
art.
part
. Wit
h t
hat
tra
inin
g, I r
ega
ined m
otiv
atio
n
to d
o an
other
job,
to
dis
cove
r so
meth
ing
els
e a
nd
to e
arn a
bit
mor
e. T
his
show
s th
at e
ven if
you
are
ill
itera
te, y
ou c
an im
prov
e. I
hav
e g
one a
goo
d p
art
of t
he w
ay, b
ut t
here
are
sti
ll t
hin
gs t
o do
to a
llow
ot
her
peop
le t
o fo
llow
that
way
.
It is
impo
rtan
t fo
r m
e t
o te
stif
y, b
eca
use w
hat
Pers
onal
ly I d
on’t
min
d t
alki
ng
abou
t it
, but
oth
er
peop
le h
ide it,
and a
re w
orki
ng
on t
heir
own, l
ate
at n
ight
in t
heir
kit
chen t
o le
arn a
gain
beca
use
they a
re a
sham
ed! W
hy n
ot t
alk
abou
t it
?
There
is
no
sham
e t
o be
ar! A
s lo
ng
as w
e a
re n
ot a
ble
to m
ake p
eop
le s
peak
, we w
ill n
ot s
ucce
ed. I
f wom
en
can w
ork
and v
ote t
oday
, it
is b
eca
use t
hey f
ough
t
for
it, t
hey g
ot m
obili
sed. T
oday
, I w
ant
to s
ay it
is
a ‘N
atio
nal
Cau
se’ i
n 2
012, t
o enco
urag
e m
ore p
eop
le
to s
peak
up
and r
aise
their
voi
ce a
bout
the p
robl
em
, fo
r th
e p
eop
le c
once
rned t
o co
me o
ut a
nd t
o sh
ow
them
all t
he s
olut
ions
that
are
ava
ilabl
e.’
© A
NL
CI
– G
roup
emen
t d’in
térê
t Pub
lic
In IR
EL
AN
D, a
s par
t of i
ts L
abou
r Mar
ket P
olic
y, th
e go
vern
-m
ent i
s mak
ing
liter
acy
and
basi
c wor
kpla
ce sk
ills a
nat
iona
l pr
iori
ty, w
ith
liter
acy
trai
ning
inc
orpo
rate
d in
to a
wid
er
vari
ety
of fu
rthe
r edu
cati
on a
nd tr
aini
ng p
rogr
amm
es.
In G
ER
MA
NY, t
he c
o-or
dina
tion
cent
re ‘D
euts
ch a
m A
rbei
ts-
plat
z’ (
‘Ger
man
in t
he W
orkp
lace
’) w
orks
with
com
pani
es
to d
evel
op a
pla
n fo
r im
plem
enti
ng a
nd e
valu
atin
g in
-com
-pa
ny t
rain
ing
prog
ram
mes
. Ind
ivid
ual w
orkp
lace
-rel
ated
la
ngua
ge re
quir
emen
ts a
re a
naly
sed
so th
at tr
aini
ng m
odul
es
can
be d
evel
oped
acc
ordi
ng to
thes
e re
quir
emen
ts.
In t
he N
ET
HE
RL
AN
DS, t
he e
mpl
oyer
s’ as
soci
atio
n an
d tr
ade
unio
ns, u
nite
d in
the
Lab
our
Foun
dati
on (
‘Sti
chti
ng v
an
de A
rbei
d’)
sign
ed a
n ag
reem
ent
wit
h th
e D
utch
gov
ern-
men
t on
a lo
ng-t
erm
app
roac
h to
low
lite
racy
in so
ciet
y an
d in
tra
de a
nd i
ndus
try.
+ey
agr
eed
that
gov
ernm
ent
is
resp
onsi
ble
for q
ualit
y of
teac
hing
and
lear
ning
in o
rder
to
prev
ent i
llite
racy
am
ong
child
ren
and
adol
esce
nts a
nd lo
w-
liter
ate
indi
vidu
als
who
are
not
in e
mpl
oym
ent,
whe
reas
th
e so
cial
par
tner
s and
gov
ernm
ent s
hare
resp
onsi
bilit
y fo
r el
imin
atin
g lo
w li
tera
cy in
the
wor
king
pop
ulat
ion.
In th
eir
Low
Lite
racy
Agr
eem
ent,
the
soci
al p
artn
ers
and
gove
rn-
men
t hav
e un
dert
aken
to re
duce
the
num
ber o
f low
-lite
rate
w
orke
rs b
y 60
%, f
rom
420
000
in 2
007
to 1
68 0
00 in
201
5.
4.4
.3
PA
RT
ICIP
AT
ION
AN
D I
NC
LU
SIO
N
+ou
gh l
ifel
ong
lear
ning
has
rec
eive
d si
gni!
cant
pol
icy
atte
ntio
n in
Eur
ope
in r
ecen
t de
cade
s, o
ur e
duca
tion
and
tr
aini
ng s
yste
ms
are
still
bas
ed to
o m
uch
on t
he id
ea t
hat
lear
ning
is s
omet
hing
we
do w
hen
we
are
youn
g. I
n m
any
Mem
ber S
tate
s, th
e ad
ult e
duca
tion
sect
or la
cks c
oher
ence
, w
ith m
any
unco
nnec
ted
or lo
osel
y co
nnec
ted
acti
viti
es th
at
add
up t
o le
ss t
han
the
sum
of
thei
r pa
rts:
suc
h as
aw
are-
ness
-rai
sing
cam
paig
ns,
the
offe
ring
of
adul
t lit
erac
y co
urse
s, d
evel
opm
ent o
f mat
eria
ls, a
ctiv
atio
n of
vol
unte
ers
and
othe
r soc
ieta
l pla
yers
, as w
ell a
s eng
agem
ent o
f peo
ple
clos
e to
the
adul
ts w
ho re
quir
e su
ppor
t. +
ese
fact
ors l
imit
part
icip
atio
n am
ong
adul
ts, a
s th
e m
essa
ge a
ppea
rs t
o be
th
at th
ey sh
ould
hav
e de
velo
ped
thes
e sk
ills w
hen
they
wer
e yo
unge
r an
d th
ere
is n
o cl
ear
path
way
tow
ards
impr
ovin
g th
em n
ow a
s ad
ults
.
TH
E A
DU
LT
PA
RT
ICIP
AT
ION
GA
P
Adu
lts
wit
h m
ediu
m a
nd h
igh
qual
i!ca
tion
s ar
e se
ven
tim
es a
s lik
ely
to p
arti
cipa
te in
life
long
lear
ning
as
thos
e w
ith
low
qua
li!ca
tion
s. A
tin
y 4
% o
f lo
w-s
kille
d ad
ults
pa
rtic
ipat
e in
life
long
lear
ning
, alth
ough
thes
e ar
e th
e pe
o-pl
e w
ho m
ost
need
to
stre
ngth
en t
heir
ski
lls, a
nd s
houl
d ha
ve th
e hi
ghes
t par
tici
pati
on r
ate.
+e
adul
t par
tici
pati
on g
ap c
an b
e ta
ckle
d in
sev
eral
way
s:
by b
ring
ing
liter
acy
inst
ruct
ion
into
the
wor
kpla
ce, t
hrou
gh
wor
kpla
ce li
tera
cy p
rogr
amm
es; b
y m
akin
g co
urse
s fre
e an
d m
ore
acce
ssib
le; a
nd b
y us
ing
fam
ily li
nks
and
NG
Os
to
reac
h th
ose
who
are
har
dest
to r
each
.
A k
ey w
ay to
att
ract
low
-ski
lled
adul
ts in
to li
felo
ng le
arni
ng
is p
rovi
ding
them
wit
h ea
rly
succ
ess
and
earl
y re
cogn
itio
n of
the
ir a
chie
vem
ents
. Non
-for
mal
and
info
rmal
lear
ning
fo
rm a
n im
port
ant p
art o
f the
life
long
lear
ning
pro
cess
, but
ar
e no
t oft
en re
cogn
ised
or f
orm
ally
val
idat
ed26
0 . +
is se
nds
of in
form
al le
arni
ng is
mot
ivat
iona
l and
incl
usiv
e, a
nd c
an
be a
par
ticu
larl
y e0
ecti
ve to
ol fo
r pa
rtic
ular
targ
et g
roup
s,
espe
cial
ly t
hose
‘mos
t in
nee
d’,
such
as
thos
e w
ith
low
qu
ali!
cati
ons26
1 . +
e pr
oces
s of r
ecog
nisi
ng a
nd v
alid
atin
g th
is p
rior
lear
ning
can
pla
ce a
val
ue o
n an
d he
lp in
divi
dual
s to
iden
tify
thei
r ski
lls, r
ecor
d th
eir a
chie
vem
ents
, reV
ect o
n th
eir
lear
ning
and
rec
ogni
se g
aps
for
impr
ovem
ent.
R
ecog
nisi
ng a
nd v
alid
atin
g no
n-fo
rmal
and
info
rmal
lear
n-in
g o0
er V
exib
ility
to
lear
ners
, par
ticu
larl
y fo
r ol
der
age
grou
ps w
ho m
ay n
ot h
ave
had
man
y op
port
unit
ies
for
for-
mal
lear
ning
whe
n th
ey w
ere
youn
ger a
nd/o
r had
neg
ativ
e ex
peri
ence
s of
the
form
al e
duca
tion
sys
tem
. Par
tici
pati
ng
in v
alid
atio
n pr
ovid
es t
he o
ppor
tuni
ty to
incr
ease
lite
racy
8786
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > RECOM
MENDED A
CTIO
NS
5.1
FA
ST
ER
PR
OG
RE
SS
+e
EU
’s E
duca
tion
and
Tra
inin
g 20
20 (
ET
2020
) go
al
calls
for
at
leas
t 85
% o
f E
urop
ean
15-y
ear-
olds
to
have
ad
equa
te l
itera
cy s
kills
– w
hich
is a
t le
ast
PIS
A L
evel
2.
+is
is a
step
on
the
way
, but
we
need
to ra
ise
our a
mbi
tion
s an
d ex
pect
atio
ns i
f w
e w
ant
to m
ake
real
pro
gres
s.
Tom
orro
w’s
know
ledg
e so
ciet
y re
quir
es y
oung
peo
ple
and
adul
ts o
n a
daily
bas
is to
be
able
to re
ad a
nd u
se in
form
atio
n in
mul
tipl
e fo
rmat
s an
d fr
om m
ulti
ple
sour
ces.
For
this
to
beco
me
real
ity,
Mem
ber
Stat
es s
houl
d re
de!n
e th
eir
obje
ctiv
es a
nd s
houl
d he
lp e
nsur
e th
at a
ll ci
tize
ns
obta
in, i
n du
e co
urse
, ‘m
ultip
le li
tera
cy’ s
kills
. We
iden
tify
th
is le
vel a
s cor
resp
ondi
ng to
Lev
el 3
in P
ISA
. So
far,
in th
e ab
senc
e of
a r
elia
ble
mea
sure
of
adul
t sk
ills,
am
bitio
ns f
or
adul
t lite
racy
hav
e be
en li
mite
d. +
e re
port
of t
he O
EC
D’s
adul
t sk
ills
asse
ssm
ent,
PIA
AC
, in
2013
will
cha
nge
this
. M
inis
ters
for
Edu
catio
n sh
ould
set
am
bitio
us a
nd m
easu
r-ab
le ta
rget
s for
adu
lt lit
erac
y sk
ills.
+e
long
-ter
m o
bjec
tive
mus
t be
a E
urop
e in
whi
ch e
very
citi
zen
is li
tera
te.
In o
rder
to li
ve u
p to
thes
e ne
cess
ary
ambi
tions
and
exp
ecta
-ti
ons,
we
have
dev
elop
ed a
ran
ge o
f re
com
men
dati
ons
aim
ed a
t sh
apin
g co
here
nt a
ppro
ache
s th
at h
elp
boos
t lit
erac
y le
vels
and
red
uce
illite
racy
am
ong
all a
ges.
‘We cannot solve a problem
with the same thinking
as the one that created it.’
AL
BE
RT
EIN
ST
EIN
Bas
ed o
n t
he f
acts
, m
isco
nce
ptio
ns,
tre
nds
an
d op
por-
tun
itie
s w
e ha
ve
iden
ti$
ed i
n t
his
repo
rt,
ther
e is
an
urge
nt
nee
d fo
r ac
tion
on
lit
erac
y at
all
lev
els:
loc
ally
,
regi
onal
ly,
nat
ion
ally
an
d E
urop
e-w
ide.
Our
vis
ion
for
Eur
ope
is t
hree
fold
:
All
citi
zen
s of E
urop
e sh
all b
e li
tera
te, s
o as
to a
chie
ve
thei
r as
pira
tion
s as
in
div
idua
ls,
fam
ily
mem
bers
,
wor
kers
an
d ci
tize
ns.
Rad
ical
ly i
mpr
oved
lit
erac
y w
ill
boos
t in
nov
atio
n,
pros
peri
ty, s
ocia
l par
tici
pati
on a
nd
cohe
sion
an
d ra
ise
the
life
cha
nce
s of
all
cit
izen
s.
Mem
ber S
tate
s wil
l vie
w it
as t
heir
lega
l obl
igat
ion
to
prov
ide
all t
he s
uppo
rt n
eces
sary
to
real
ise
our
vis
ion
,
and
this
sup
port
wil
l in
clud
e al
l age
s.
05
RE
CO
MM
EN
DE
D
AC
TIO
NS
8988
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > RECOM
MENDED A
CTIO
NS
com
mit
ting
the
who
le sc
hool
com
mun
ity
to ra
ise
the
leve
l of
ach
ieve
men
t in
read
ing
and
wri
ting
.
4.
AD
OP
T A
CO
HE
RE
NT
LIT
ER
AC
Y C
UR
RIC
UL
UM
Dev
elop
a c
oher
ent
liter
acy
curr
icul
um f
rom
ear
ly c
hild
-ho
od e
duca
tion
to a
dult
lear
ning
. C
over
the
full
rang
e of
read
ing
mat
eria
ls, f
rom
ele
ctro
nic
to p
rint
, fro
m c
anon
ical
lite
ratu
re to
new
spap
ers a
nd c
omic
bo
oks.
Set
age
-rel
ated
stan
dard
s and
pro
vide
ass
essm
ent t
ools
to
help
teac
hers
mea
sure
pro
gres
s and
iden
tify
ext
ra su
ppor
t ne
eds
– an
d m
ake
sure
this
sup
port
is a
vaila
ble.
Inc
lude
inst
ruct
ion
in re
adin
g st
rate
gies
as u
sefu
l too
ls fo
r ev
ery
stud
ent.
Allo
w a
dequ
ate
tim
e fo
r rea
ding
inst
ruct
ion
and
for f
ree
read
ing
acti
viti
es, w
here
stu
dent
s ch
oose
the
ir r
eadi
ng
mat
eria
l and
set
thei
r ow
n pa
ce w
hile
rea
ding
. M
ains
trea
m r
eadi
ng l
iter
acy
acro
ss t
he c
urri
culu
m,
addr
essi
ng r
eadi
ng a
spec
ts in
the
cur
ricu
la fo
r ot
her
sub-
ject
s th
roug
hout
sec
onda
ry e
duca
tion
, whe
ther
aca
dem
ic
or v
ocat
iona
l. D
evel
op a
cur
ricu
lum
for
adu
lt lit
erac
y. F
or a
dults
, cur
-ri
cula
sho
uld
focu
s on
acq
uiri
ng l
iter
acy
skil
ls t
hrou
gh
prac
tica
l, re
al-l
ife
and/
or w
orkp
lace
exa
mpl
es.
5.
CL
OS
E T
HE
SO
CIA
L G
AP
Pro
vide
all
the
nece
ssar
y su
ppor
t an
d m
ater
ial f
or c
hil-
dren
’s ne
eds
in li
tera
cy e
duca
tion
. O
0er s
peci
al s
uppo
rt fo
r par
ents
and
pup
ils a
ccor
ding
to
thei
r ind
ivid
ual n
eeds
. P
rovi
de a
cces
s to
free
libr
arie
s or c
omm
unit
y ce
ntre
s with
bo
oks,
rea
ding
mat
eria
ls a
nd d
igita
l equ
ipm
ent.
Avo
id ea
rly d
i0er
entia
tion
of st
uden
ts b
y abi
lity i
n di
0ere
nt
educ
atio
nal t
rack
s at t
he tr
ansi
tion
to se
cond
ary
educ
atio
n,
and
repl
ace
clas
s ret
entio
n w
ith le
arni
ng su
ppor
t at a
ll ag
es.
6.
PR
OV
IDE
MIG
RA
NT
S A
ND
ME
MB
ER
S O
F O
TH
ER
MIN
OR
ITIE
S W
ITH
TA
ILO
RE
D S
UP
PO
RT
Ens
ure
that
all
new
ly a
rriv
ed m
igra
nts,
bot
h ad
ults
and
ch
ildre
n, h
ave
acce
ss t
o la
ngua
ge a
nd li
tera
cy s
cree
ning
. P
rovi
de in
divi
dual
ised
supp
ort t
o m
igra
nt le
arne
rs o
n th
e ba
sis
of th
is s
cree
ning
. F
lexi
ble
arra
ngem
ents
are
req
uire
d fo
r ne
wly
arr
ived
m
igra
nts,
par
ticul
arly
with
rega
rd to
lang
uage
lear
ning
. In
this
resp
ect,
ther
e is
a n
eed
not o
nly
for r
apid
and
targ
eted
in
terv
enti
on s
hort
ly a
fter
arr
ival
in t
he h
ost
coun
try,
but
al
so fo
r sus
tain
ed p
rogr
amm
es o
f lan
guag
e su
ppor
t. T
reat
bili
ngua
lism
as a
n as
set f
or fu
rthe
r lan
guag
e de
velo
p-m
ent,
enco
urag
ing
lang
uage
mai
nten
ance
and
pri
de fo
r all
lingu
isti
c m
inor
itie
s.
7.
CL
OS
E T
HE
GE
ND
ER
GA
P
Foc
us o
n m
otiv
atin
g bo
ys t
o re
ad a
nd w
rite
in o
rder
to
clos
e th
e ge
nder
gap
. O
pen
up sc
hool
s to
appe
alin
g m
ater
ials
, inc
ludi
ng d
igita
l on
es, t
o m
ake
read
ing
and
wri
ting
rel
evan
t to
boy
s’ in
di-
vidu
al p
refe
renc
es.
Fac
ilit
ate
cont
act
wit
h m
ale
role
-mod
els
enga
ging
in
liter
acy.
A
ttra
ct m
ore
men
into
the
educ
atio
nal p
rofe
ssio
ns.
8.
CL
OS
E T
HE
DIG
ITA
L G
AP
Use
mor
e di
gita
l and
non
-for
mal
dig
ital p
ract
ices
in c
lass
-ro
oms a
nd in
adu
lt ed
ucat
ion
in o
rder
to b
oost
mot
ivat
ion
of le
arne
rs to
eng
age
in r
eadi
ng a
nd w
riti
ng.
Equ
ip te
ache
rs a
t all
leve
ls, i
nclu
ding
in a
dult
educ
atio
n,
wit
h th
e sk
ills t
hey
need
to in
tegr
ate
ICT
in th
e te
achi
ng
of li
tera
cy.
Pub
lishe
rs a
nd s
oftw
are
prod
ucer
s sho
uld
prov
ide
vari
ed
digi
tal r
eadi
ng e
nvir
onm
ents
, allo
win
g m
ore
use
of I
CT
fo
r lea
rnin
g –
not o
nly
for e
nter
tain
men
t.
5.2
DE
VE
LO
P V
ISIO
NS
AN
D S
TR
AT
EG
IES
F
OR
LIT
ER
AC
Y D
EV
EL
OP
ME
NT
W
ITH
WID
E O
WN
ER
SH
IP
Ach
ievi
ng r
eal i
mpr
ovem
ent
in li
tera
cy r
equi
res
polit
ical
ow
ners
hip
and
co-o
pera
tion
acro
ss th
e po
licy
spec
trum
and
be
yond
, in
soci
ety
as a
who
le. L
itera
cy st
rate
gies
shou
ld b
e co
-ow
ned
acro
ss s
ocie
ty a
nd g
over
nmen
t, sh
ould
cov
er a
ll ag
es a
nd s
houl
d be
inde
pend
ent o
f pol
itic
al ti
met
able
s.
AC
RO
SS
SO
CIE
TY
Cre
ate
part
ners
hips
for l
itera
cy d
evel
opm
ent b
etw
een
edu-
cati
on a
nd s
ocie
tal
play
ers
such
as
mun
icip
alit
ies,
bus
i-ne
sses
, tra
de u
nion
s an
d N
GO
s.
AC
RO
SS
GO
VE
RN
ME
NT
+e
mai
n m
inis
try
resp
onsi
ble
for d
evel
opin
g an
inte
grat
ed
visi
on a
nd s
trat
egy
on li
tera
cy (
gene
rally
the
Min
istr
y of
E
duca
tion
) sh
ould
dev
elop
a ‘j
oine
d-up
’ lite
racy
app
roac
h,
acti
vely
invo
lvin
g ot
her m
inis
trie
s, su
ch a
s Cul
ture
, Hea
lth,
Em
ploy
men
t an
d F
inan
ce. W
ithi
n E
urop
ean
inst
itut
ions
, a
dial
ogue
sho
uld
be in
itia
ted
betw
een
di0
eren
t se
rvic
es
and
inst
itut
ions
wit
h po
licie
s re
lati
ng t
o lit
erac
y, in
ord
er
to r
aise
aw
aren
ess
of li
tera
cy in
Eur
opea
n po
licy-
mak
ing.
AC
RO
SS
AG
ES
Ado
pt li
tera
cy st
rate
gies
wit
h a
lifel
ong
tim
e-sp
an, s
tret
ch-
ing
from
ear
ly c
hild
hood
to a
dulth
ood.
IN
DE
PE
ND
EN
T O
F P
OL
ITIC
AL
TIM
ET
AB
LE
S
Lite
racy
dev
elop
men
t and
pol
itic
s mov
e at
di0
eren
t spe
eds.
+
e de
liver
y an
d fu
ndin
g of
lite
racy
str
ateg
ies
need
to p
er-
sist
acr
oss
elec
tora
l cyc
les.
Pol
itic
al c
omm
itmen
t fro
m th
e to
p to
kee
p th
e is
sue
visi
bly
aliv
e ac
ross
soci
ety
is c
ruci
al to
m
aint
ain
mom
entu
m fo
r ini
tiat
ives
on
the
grou
nd.
5.3
OV
ER
AR
CH
ING
RE
CO
MM
EN
DA
TIO
NS
We
have
eig
ht b
road
rec
omm
enda
tion
s th
at c
ross
all
age
grou
ps,
whi
ch w
e se
e as
fun
dam
enta
l pr
econ
diti
ons
for
succ
ess
in a
ny li
tera
cy a
ppro
ach.
1. C
RE
AT
E A
LIT
ER
AT
E E
NV
IRO
NM
EN
T
Pro
mot
e fa
mily
lite
racy
pro
gram
mes
focu
sed
on b
oth
par-
ents
and
chi
ldre
n. +
eir
aim
s sh
ould
be
to h
elp
pare
nts
impr
ove
thei
r ski
lls a
nd c
on!d
ence
to e
ngag
e an
d m
otiv
ate
thei
r chi
ldre
n to
bot
h de
velo
p th
eir l
angu
age,
and
to re
ad
for p
leas
ure.
S
uppo
rt li
brar
ies
in m
aint
aini
ng a
lite
rate
lear
ning
env
i-ro
nmen
t an
d in
crea
se t
heir
acc
essi
bilit
y, p
arti
cula
rly
for
disa
dvan
tage
d le
arne
rs, w
heth
er c
hild
ren
or a
dults
.
2.
DE
VE
LO
P S
OC
IET
Y-W
IDE
EN
GA
GE
ME
NT
IN
LIT
ER
AC
Y
Dev
elop
bro
ad p
ublic
aw
aren
ess-
rais
ing
cam
paig
ns a
t loc
al,
nati
onal
and
EU
leve
l on
the
rele
vanc
e, v
alue
and
joy
of
read
ing
and
wri
ting
. +es
e sh
ould
eng
age
a ra
nge
of e
duca
-tio
nal a
nd n
on-e
duca
tiona
l pla
yers
and
targ
et a
ll ag
e gr
oups
. S
hift
the
min
dset
of a
ll pl
ayer
s in
soc
iety
– fr
om p
aren
ts
to p
olic
y-m
aker
s, fr
om so
cial
and
med
ical
ser
vice
s to
edu-
cati
onal
pla
yers
and
fro
m i
ndiv
idua
ls t
o bu
sine
sses
– s
o th
at t
hey
see
thei
r en
gage
men
t is
cru
cial
to
prom
otin
g re
adin
g an
d w
riti
ng a
nd t
hat
ever
yone
can
lear
n to
rea
d an
d w
rite
wit
h th
e ri
ght e
ncou
rage
men
t and
sup
port
. H
arne
ss t
he r
esou
rce
of v
olun
teer
s in
the
app
roac
h to
lit-
erac
y, e
.g. f
orm
erly
illit
erat
e ad
ults
as l
itera
cy a
mba
ssad
ors,
or
ret
ired
teac
hers
or c
eleb
riti
es.
Pro
mot
e co
-ope
rati
on b
etw
een
nati
onal
and
reg
iona
l lit-
erac
y-re
late
d po
licie
s an
d in
itia
tive
s at
EU
leve
l in
orde
r to
iden
tify
, dis
sem
inat
e an
d m
ains
trea
m g
ood
prac
tice
s.
3.
RA
ISE
TH
E L
EV
EL
OF
LIT
ER
AC
Y T
EA
CH
ING
AN
D P
RO
VID
E M
OR
E R
EA
DIN
G S
UP
PO
RT
Incl
ude
a w
ide
rang
e of
lite
racy
-spe
ci!c
teac
hing
stra
tegi
es,
incl
udin
g di
gita
l asp
ects
, ass
essm
ent t
echn
ique
s, m
etho
ds
for
diag
nosi
ng p
robl
ems
in r
eadi
ng a
nd w
riti
ng in
init
ial
educ
atio
n an
d pr
ofes
sion
al d
evel
opm
ent o
f tea
cher
s of
pri
-m
ary,
sec
onda
ry a
nd a
dult
educ
atio
n, a
nd i
mpr
ove
thei
r ca
paci
ty to
com
mun
icat
e w
ith
fam
ilies
in o
rder
to in
form
an
d co
mpl
emen
t sch
ool w
ork.
Im
prov
e an
d ra
ise
awar
enes
s of t
he e
arly
dia
gnos
is o
f sen
-so
ry, l
angu
age
and
lear
ning
di)
culti
es in
ord
er to
pro
vide
m
ore
e0ec
tive
edu
cati
onal
sup
port
add
ress
ing
all r
eadi
ng
and
wri
ting
di)
culti
es.
Giv
e in
cent
ives
and
sup
port
for
the
cre
atio
n of
org
a ni-
sati
on-w
ide
lite
racy
str
ateg
ies
in s
choo
ls,
expl
icit
ly
9190
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > RECOM
MENDED A
CTIO
NS
B.
PR
IMA
RY
SC
HO
OL
YE
AR
S
Our
vis
ion
is o
f a E
urop
e w
here
par
ents
rece
ive
the
nece
ssar
y su
ppor
t to
assi
st th
eir c
hild
ren
in th
eir d
evel
opm
ent b
efor
e th
ey e
nter
, and
aft
er th
ey le
ave,
the
scho
ol g
ates
. Equ
ally
, all
scho
ols w
ill su
ppor
t chi
ldre
n in
a w
ay th
at m
atch
es th
e nee
ds
of t
hose
chi
ldre
n re
gard
less
of t
heir
situ
atio
n. A
ll te
ache
rs
will
rec
eive
the
app
ropr
iate
tra
inin
g to
tea
ch r
eadi
ng a
nd
wri
ting
and
to re
cogn
ise
prob
lem
s at
this
ear
ly s
tage
bef
ore
they
bec
ome
entr
ench
ed. A
t thi
s age
, chi
ldre
n w
ho a
re st
rug-
glin
g w
ith th
eir r
eadi
ng a
nd w
riti
ng w
ill b
e gi
ven
spec
ialis
t he
lp th
roug
h sp
ecia
lly tr
aine
d lit
erac
y ex
pert
s for
as l
ong
as
they
nee
d it
. Po
licy-
mak
ers
wil
l em
brac
e th
is u
p-fr
ont
expe
nditu
re, b
ecau
se th
ey w
ill b
e fa
mili
ar w
ith th
e re
sear
ch
show
ing
the
trem
endo
us lo
ng-t
erm
cos
t sav
ings
of o
verc
om-
ing
liter
acy
prob
lem
s be
fore
the
y gr
ow t
oo s
ever
e, a
nd p
er-
ceiv
e th
is a
s ‘th
e ri
ght t
hing
to d
o’.
To
mee
t the
dem
ands
of t
he f
utur
e, li
tera
cy p
rovi
sion
will
be
rei
nven
ted
in E
urop
e. L
iter
acy
teac
hing
in
prim
ary
scho
ols
wil
l be
expa
nded
to
incl
ude
the
impl
icat
ions
of
digi
tal l
itera
cy, i
nclu
ding
cri
tica
l eng
agem
ent
wit
h te
xts
and
thei
r sou
rces
. +is
will
pro
vide
a !
rm b
asis
for d
evel
op-
ing
21st
-cen
tury
com
pete
nces
in a
n in
form
atio
n so
ciet
y.
No
child
will
leav
e pr
imar
y sc
hool
str
uggl
ing
to r
ead
and
wri
te. A
ll ch
ildre
n w
ill b
e ab
le to
read
cri
tica
lly in
a ra
nge
of fo
rmat
s, in
clud
ing
trad
itio
nal p
rint
and
dig
ital.
+e
key
is fo
r all
stru
gglin
g ch
ildre
n to
rece
ive
spec
ialis
ed s
uppo
rt
earl
y on
, bas
ed o
n th
eir
real
nee
ds a
nd s
tren
gths
. On
this
ba
sis,
sev
eral
rec
omm
ende
d ac
tion
s ca
n be
iden
ti!e
d.
SP
EC
IFIC
RE
CO
MM
EN
DA
TIO
NS
RE
LA
TIN
G
TO
PR
IMA
RY
SC
HO
OL
YE
AR
S:
1. E
ST
AB
LIS
H S
PE
CIA
LIS
T R
EA
DIN
G T
EA
CH
ER
S A
ND
HIG
HE
R Q
UA
LIF
ICA
TIO
NS
FO
R A
LL
PR
IMA
RY
TE
AC
HE
RS
Cre
ate
the
role
of s
peci
alis
t rea
ding
teac
hers
, act
ing
as k
ey
reso
urce
per
sons
for o
ther
pri
mar
y an
d se
cond
ary
teac
hers
in
impr
ovin
g lit
erac
y. D
evel
op m
easu
res t
o ra
ise
the
stan
ding
and
att
ract
iven
ess
of th
e pr
ofes
sion
of p
rim
ary
scho
ol te
ache
rs, e
.g. t
hrou
gh
sala
ries
, goo
d w
orki
ng c
ondi
tion
s an
d hi
gh q
uali!
cati
on
requ
irem
ents
, als
o w
ith
the
aim
of
attr
acti
ng m
ore
men
in
to th
e pr
ofes
sion
. E
nsur
e th
at a
ll ne
wly
qua
li!ed
teac
hers
obt
ain
a m
aste
r’s
degr
ee, w
ith
com
pete
nces
in, f
or e
xam
ple,
cri
tica
l eva
lua-
tion
of
liter
acy
rese
arch
and
new
ins
truc
tion
al m
etho
ds,
tailo
ring
ins
truc
tion
to
stud
ent
lang
uage
div
ersi
ty a
nd
enga
ging
par
ents
in t
heir
chi
ldre
n’s
read
ing
and
wri
ting
w
ork
at s
choo
l.
2.
EA
RLY
IN
TE
RV
EN
TIO
N
Est
ablis
h ag
e-re
late
d m
inim
um s
tand
ards
for
lit
erac
y ac
hiev
emen
t, su
ppor
ted
by a
sses
smen
t, in
ord
er to
add
ress
pu
pils
’ ind
ivid
ual l
itera
cy n
eeds
ear
ly.
Pro
vide
low
-per
form
ing
pupi
ls a
nd sc
hool
s with
the
assi
st-
ance
they
nee
d, a
s ea
rly
as p
ossi
ble.
Sup
port
par
ents
to u
nder
stan
d le
arni
ng d
i)cu
lties
and
to
colla
bora
te b
ette
r wit
h sc
hool
s in
add
ress
ing
them
. C
hang
e th
e m
inds
et o
n dy
slex
ia, s
hift
ing
the
emph
asis
fr
om m
edic
al t
o ed
ucat
iona
l su
ppor
t fo
r st
rugg
ling
re
ader
s.
3.
INS
PIR
E T
HE
MO
TIV
AT
ION
TO
RE
AD
Ens
ure
that
cur
ricu
la a
nd te
achi
ng m
etho
ds fo
cus o
n re
ad-
ing
and
wri
ting
mot
ivat
ion
com
bine
d w
ith
a hi
gh e
xpec
ta-
tion
of
succ
ess,
in o
rder
to
avoi
d le
arni
ng f
ailu
re a
nd t
o bu
ild u
p co
n!de
nce.
Pro
vide
scho
ol a
nd c
lass
room
libr
arie
s with
read
ing
mat
e-ri
als t
hat a
re a
ttra
ctiv
e an
d ch
alle
ngin
g fo
r all
age
grou
ps
and
di0e
rent
inte
rest
s. U
se I
CT
tool
s and
dig
ital r
eadi
ng b
oth
in s
choo
ls a
nd in
ho
me /
fam
ily a
ctiv
itie
s.
Dev
elop
cam
paig
ns a
nd p
rogr
amm
es th
at o
0er r
esou
rces
, su
ppor
t an
d re
adin
g vo
lunt
eers
to
disa
dvan
tage
d pa
rent
s an
d pu
pils
in th
e co
ntex
t of f
amily
lite
racy
pro
gram
mes
.
5.4
A
GE
-SP
EC
IFIC
RE
CO
MM
EN
DA
TIO
NS
A.
YO
UN
G C
HIL
DR
EN
Our
vis
ion
for l
itera
cy d
evel
opm
ent a
mon
g yo
ung
child
ren
is t
hat
pare
nts
and
Ear
ly C
hild
hood
Edu
cati
on a
nd C
are
(EC
EC
) sta
0 ha
ve th
e ri
ght t
ools
to st
imul
ate
the
lang
uage
de
velo
pmen
t of y
oung
chi
ldre
n. P
aren
ts w
ho a
re th
emse
lves
st
rugg
ling
wit
h re
adin
g w
ill re
ceiv
e th
e ne
cess
ary
supp
ort.
All
Eur
opea
n go
vern
men
ts w
ill h
ave
real
ised
that
pro
vidi
ng
a0or
dabl
e, h
igh-
qual
ity
child
care
is –
whi
le a
con
side
rabl
e ex
pens
e in
the
sho
rt-t
erm
– a
cos
t-e0
ecti
ve l
ong-
term
in
vest
men
t.
All
Eur
opea
n co
untr
ies w
ill st
rive
for m
axim
um a
tten
danc
e in
EC
EC
free
of c
harg
e. P
artic
ipat
ion
will
be
mat
ched
with
hi
gh-q
ualit
y in
stru
ctio
n. E
CE
C p
edag
ogic
al s
ta0
will
be
wel
l-ed
ucat
ed a
nd h
ave
the
peda
gogi
cal s
kills
nee
ded
to
supp
ort c
hild
ren
in th
eir l
angu
age d
evel
opm
ent.
+ey
shou
ld
also
be
appr
opri
atel
y pa
id a
nd s
ocia
lly r
espe
cted
.
All
pare
nts
wil
l hav
e re
ady
acce
ss t
o fa
mily
lit
erac
y pr
o-gr
amm
es t
each
ing
them
how
to
supp
ort
thei
r ch
ildre
n’s
spea
king
, lis
teni
ng, r
eadi
ng a
nd w
riti
ng w
hile
they
are
still
ve
ry y
oung
. Chi
ldre
n w
ill b
e bo
rn i
nto
liter
ate
soci
etie
s w
here
ther
e is
a b
road
cul
ture
of r
eadi
ng fo
r ple
asur
e in
all
sect
ors
of t
he c
omm
unit
y. C
hild
ren
wil
l be
exp
osed
to
book
s and
oth
er p
rint
ed a
nd d
igita
l rea
ding
mat
eria
ls fr
om
thei
r ea
rlie
st d
ays,
and
rea
ding
tog
ethe
r w
ill b
e a
regu
lar
part
of a
ll fa
mili
es’ l
ives
.
SP
EC
IFIC
RE
CO
MM
EN
DA
TIO
NS
RE
LA
TIN
G
TO
YO
UN
G C
HIL
DR
EN
:
1. S
TIM
UL
AT
E A
ND
SU
PP
OR
T T
HE
FA
MIL
Y
Im
plem
ent f
amily
lite
racy
pro
gram
mes
to im
prov
e pa
rent
s’ lit
erac
y an
d pa
rent
ing
skill
s and
cre
ate
a cu
ltur
e of
read
ing
for p
leas
ure.
Pro
vide
lang
uage
cou
rses
for p
aren
ts w
ho d
o no
t spe
ak th
e la
ngua
ge o
f the
sch
ool.
Co-
oper
ate
wit
h bu
sine
sses
, NG
Os
and
fam
ily s
uppo
rt
serv
ices
(e.g
. hea
lth s
ervi
ces)
to
reac
h ou
t to
par
ents
and
en
gage
them
in li
tera
cy p
rogr
amm
es.
Equ
ip th
ose r
espo
nsib
le fo
r fam
ily su
ppor
t ser
vice
s to
assi
st
both
chi
ldre
n an
d pa
rent
s in
thei
r lite
racy
dev
elop
men
t.
2.
INC
RE
AS
E T
HE
QU
AL
ITY
OF
EA
RLY
CH
ILD
HO
OD
ED
UC
AT
ION
AN
D C
AR
E A
ND
PR
OV
IDE
FR
EE
AC
CE
SS
Fos
ter
earl
y lit
erac
y ac
tivi
ties
in
a br
oad
sens
e (r
eadi
ng
book
s, st
oryt
ellin
g, sp
eaki
ng a
bout
boo
ks) i
n E
arly
Chi
ld-
hood
Edu
cati
on a
nd C
are
to h
elp
impr
ove
read
ing
skill
s in
pri
mar
y ed
ucat
ion.
Inc
reas
e in
vest
men
t in
hig
h-qu
alit
y E
arly
Chi
ldho
od
Edu
cati
on a
nd C
are,
as
one
of t
he m
ost
cost
-e)
cien
t in
vest
men
ts in
Eur
ope’s
futu
re h
uman
cap
ital.
Pro
vide
acc
ess
to f
ree,
hig
h-qu
alit
y E
arly
Chi
ldho
od
Edu
cati
on a
nd C
are
for a
ll ch
ildre
n.
Bas
e th
e E
arly
Chi
ldho
od E
duca
tion
and
Car
e cu
rric
ulum
on
the
not
ion
of p
layf
ul le
arni
ng w
ith a
n em
phas
is o
n la
n-gu
age,
psy
chom
otor
and
soci
al d
evel
opm
ent,
and
emer
ging
lit
erac
y sk
ills,
bui
ldin
g on
chi
ldre
n’s n
eeds
and
inte
rest
s.
3.
EN
SU
RE
EA
RLY
SC
RE
EN
ING
FO
R E
ME
RG
ING
LIT
ER
AC
Y P
RO
BL
EM
S
Ens
ure
that
all
youn
g ch
ildre
n ha
ve th
eir h
eari
ng, e
yesi
ght
and
spee
ch t
este
d at
the
app
ropr
iate
age
s, a
nd t
hat
prob
-le
ms
are
corr
ecte
d as
soo
n as
pos
sibl
e. I
mpl
emen
t a
syst
em o
f ea
rly
scre
enin
g fo
r la
ngua
ge a
nd
pre-
liter
acy
skill
s an
d fo
r id
enti
fyin
g an
d re
achi
ng o
ut to
th
ose
who
ris
k la
ggin
g be
hind
or b
eing
exc
lude
d.
4.
CO
-OP
ER
AT
E A
MO
NG
ST
AK
EH
OL
DE
RS
FR
OM
A C
HIL
D-C
EN
TR
ED
PE
RS
PE
CT
IVE
Sti
mul
ate
co-o
pera
tion
bet
wee
n E
arly
Ch
ildh
ood
Edu
catio
n an
d C
are,
par
ents
, hea
lth se
rvic
es, s
choo
ls, p
ub-
lishe
rs, l
ibra
ries
and
oth
er o
rgan
isat
ions
cen
tral
to y
oung
ch
ildre
n’s
lives
and
dev
elop
men
t. S
uppo
rt th
e es
tabl
ishm
ent a
nd e
xpan
sion
of b
ook-
gift
ing
prog
ram
mes
.
9392
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > RECOM
MENDED A
CTIO
NS
D.
AD
ULT
S
We
envi
sage
a E
urop
e w
here
adu
lts
get
mor
e th
an o
ne
chan
ce; a
Eur
ope
in w
hich
poo
r lite
racy
skill
s are
no
long
er
a ta
boo
subj
ect
and
in w
hich
eve
ry a
dult
su0
erin
g fr
om
liter
acy
prob
lem
s ha
s ac
cess
to h
igh-
qual
ity,
a0o
rdab
le (i
f po
ssib
le, f
ree)
adu
lt lit
erac
y pr
ovis
ion.
We
envi
sage
a p
ro-
acti
ve a
ppro
ach
base
d on
dat
a an
d ev
iden
ce a
nd fo
cuse
d on
m
otiv
atin
g ad
ults
to a
ckno
wle
dge
thei
r sho
rtco
min
gs, a
nd
addr
essi
ng t
hem
whe
reve
r th
ey a
re b
est
addr
esse
d: in
col
-le
ges,
in
the
wor
kpla
ce, a
s pa
rt o
f vo
cati
onal
cou
rses
, in
libra
ries
, in
com
mun
ity
cent
res
or a
t hom
e –
and
wit
h th
e su
ppor
t of I
CT
.
We
envi
sage
an
era
in w
hich
the
exis
ting
not
ion
of li
felo
ng
lear
ning
als
o be
com
es a
rea
lity
for
thos
e w
ith
low
lite
racy
sk
ills,
and
thos
e in
a p
osit
ion
to h
elp
are
empo
wer
ed to
do
so.
+e
‘init
ial
educ
atio
n pa
radi
gm’ w
ill
be r
epla
ced
by
a lif
elon
g le
arni
ng p
arad
igm
. And
‘lif
elon
g le
arni
ng’ w
ill
be m
ore
than
just
a p
hras
e: t
he a
dult
educ
atio
n se
ctor
in
gene
ral –
and
adu
lt lit
erac
y in
par
ticu
lar –
will
rece
ive
the
fund
ing
and
supp
ort t
hey
need
to h
elp
all s
trug
glin
g ad
ults
to
ach
ieve
thei
r ful
l lite
racy
pot
enti
al.
SP
EC
IFIC
RE
CO
MM
EN
DA
TIO
NS
RE
LA
TIN
G
TO
AD
ULT
S:
1. E
ST
AB
LIS
H S
YS
TE
MS
TO
MO
NIT
OR
AD
UL
T L
ITE
RA
CY
LE
VE
LS
AN
D P
RA
CT
ICE
S
Dev
elop
dat
a on
leve
ls o
f lite
racy
ach
ieve
men
t wit
hin
the
adul
t pop
ulat
ion.
Dev
elop
nat
iona
l and
regi
onal
surv
eys a
nd m
onito
ring
to
iden
tify
gro
ups i
n ne
ed o
f par
ticu
lar a
tten
tion
and
to p
lan
futu
re s
trat
egie
s.
Sha
re b
est p
ract
ices
and
cre
ate
dem
and
amon
g th
e pl
ayer
s no
t yet
invo
lved
. W
ithi
n th
is, e
stab
lish
a sp
eci!
c fo
cus
on th
e lit
erac
y an
d nu
mer
acy
leve
ls o
f dis
a0ec
ted
yout
h an
d of
o0e
nder
s, b
oth
adul
t and
juve
nile
. U
se th
e re
sults
of i
nter
nati
onal
surv
eys,
such
as t
he fo
rth-
com
ing
PIA
AC
, to
stim
ulat
e po
licie
s.
2.
CO
MM
UN
ICA
TE
WID
ELY
AB
OU
T T
HE
NE
ED
FO
R A
DU
LT
LIT
ER
AC
Y D
EV
EL
OP
ME
NT
Int
ensi
fy p
olic
y an
d en
hanc
e st
rate
gies
dir
ecte
d at
poo
r lit
erac
y am
ong
adul
ts.
Use
dir
ect a
nd in
dire
ct co
mm
unic
atio
n to
enco
urag
e adu
lts
to a
ckno
wle
dge
thei
r lite
racy
pro
blem
s and
then
take
step
s to
impr
ove
thei
r lite
racy
ski
lls.
Use
the
med
ia to
bre
ak t
he ta
boo
asso
ciat
ed w
ith
low
lit-
erac
y, ta
rget
ing
both
nat
ive
EU
cit
izen
s an
d m
igra
nts.
Rai
se so
ciet
al a
war
enes
s: w
ork
with
NG
Os,
med
ia, c
eleb
ri-tie
s, e
mpl
oyer
s and
var
ied
loca
l org
anis
atio
ns to
mak
e bo
th
the
liter
acy
prob
lem
– a
nd it
s so
luti
ons
– vi
sibl
e.
3.
ST
RE
NG
TH
EN
TH
E P
RO
FE
SS
ION
OF
AD
UL
T L
ITE
RA
CY
TE
AC
HE
RS
Rai
se th
e pro
fess
iona
l pro
!le o
f the
adu
lt lit
erac
y te
ache
r by
prov
idin
g ta
ilore
d in
itial
and
con
tinu
ing
peda
gogi
cal t
rain
-in
g, g
ood
care
er p
rosp
ects
and
ade
quat
e re
mun
erat
ion.
Pro
duce
app
ropr
iate
teac
hing
and
lear
ning
mat
eria
ls a
nd
mak
e th
em a
vaila
ble
free
of c
harg
e. D
esig
n cu
rric
ula
and
asse
ssm
ent m
etho
ds se
nsiti
ve to
the
need
s of
the
adul
t lea
rner
. S
uppo
rt v
olun
teer
s in
gain
ing
peda
gogi
cal s
kills
and
join
-in
g pr
ogra
mm
es a
imed
at
reac
hing
and
tea
chin
g ad
ults
w
ith
read
ing
di)
culti
es.
4.
EN
SU
RE
BR
OA
D A
ND
VA
RIE
D A
CC
ES
S T
O L
EA
RN
ING
OP
PO
RT
UN
ITIE
S
Pro
vide
adu
lts
wit
h a
vari
ety
of p
erso
nalis
ed l
earn
ing
oppo
rtun
itie
s, o
f ade
quat
e le
ngth
and
pac
e, a
t con
veni
ent
tim
es, i
n co
nven
ient
sett
ings
– a
s wel
l as w
ith IC
T su
ppor
t –
and
pref
erab
ly r
elat
ed to
thei
r lif
e or
wor
k co
ntex
t. U
se n
atio
nal a
nd re
gion
al le
gisl
atio
n to
!na
nce,
man
date
an
d su
ppor
t inc
reas
ed a
cces
s to
high
-qua
lity
adul
t lite
racy
co
urse
s. C
o-op
erat
e ac
ross
gov
ernm
ent d
epar
tmen
ts a
nd w
ith lo
cal
and
regi
onal
aut
hori
ties
, bu
sine
ss a
nd c
ivil
soci
ety
to
redu
ce in
stit
utio
nal b
arri
ers.
Co-
oper
ate
wit
h em
ploy
ers
to p
rom
ote
liter
acy
amon
g th
eir w
orke
rs a
nd p
rovi
de in
cent
ives
for s
ocia
l par
tner
s to
take
ow
ners
hip
of d
evel
opin
g lit
erac
y pr
ogra
mm
es a
t wor
k. E
ncou
rage
pro
vide
rs o
f voc
atio
nal e
duca
tion
and
trai
ning
, an
d vo
cati
onal
tea
cher
s an
d tr
aine
rs, t
o em
bed
liter
acy
inst
ruct
ion
in th
eir p
rogr
amm
es.
Rec
ogni
se a
nd v
alid
ate
non-
form
al a
nd in
form
al le
arni
ng,
putt
ing
a pr
emiu
m o
n ad
ults
’ ach
ieve
men
ts in
exp
erie
ntia
l le
arni
ng a
nd ta
cit k
now
ledg
e co
nsol
idat
ion.
Dev
elop
e0e
ctiv
e pr
ogra
mm
es fo
r im
prov
ing
the
liter
acy
of d
isa0
ecte
d yo
ung
adul
ts a
nd o
0end
ers w
ith
low
lite
racy
sk
ills.
C.
AD
OL
ES
CE
NT
S
Our
vis
ion
is a
Eur
ope
in w
hich
read
ing
reco
nnec
ts to
ado
-le
scen
ts’ l
ives
. +e
digi
tal e
nvir
onm
ent w
ill b
e de
sign
ed to
en
gage
teen
ager
s in
read
ing.
We
envi
sage
seco
ndar
y sc
hool
s an
d in
stit
utes
for v
ocat
iona
l edu
catio
n as
org
anis
atio
ns th
at
see
liter
acy
as p
art o
f the
ir c
ore
busi
ness
, and
as p
lace
s with
di
vers
e an
d en
gagi
ng re
adin
g m
ater
ials
, whe
re a
ll te
ache
rs
see
them
selv
es a
lso
as te
ache
rs o
f rea
ding
. In
thes
e sc
hool
s,
adol
esce
nts w
ho st
rugg
le w
ith re
adin
g an
d w
riti
ng w
ill h
ave
thei
r pr
oble
ms
quic
kly
diag
nose
d an
d ad
dres
sed.
+es
e yo
ung
peop
le w
ill r
ecei
ve s
peci
alis
t he
lp t
o im
prov
e th
eir
skill
s an
d in
crea
se t
heir
mot
ivat
ion.
+ei
r m
otiv
atio
n w
ill
be f
urth
er e
ncou
rage
d by
in-s
choo
l rea
ding
mat
eria
ls t
hat
reso
nate
wit
h ou
t-of
-sch
ool r
eadi
ng p
refe
renc
es. W
here
ad
oles
cent
s hav
e a
feel
ing
of se
lf-de
term
inat
ion
and
are
able
to
see
the
ir o
wn
role
in t
he e
duca
tion
al p
roce
ss, t
hey
are
muc
h le
ss li
kely
to g
ive
up a
nd m
ore
will
ing
to c
onti
nue
to
deve
lop
thei
r sk
ills
even
whe
n th
ey e
ncou
nter
di)
culti
es.
Peer
ass
essm
ent c
an im
prov
e se
lf-re
Vect
ion
and
boos
t sel
f-es
teem
, sel
f-e)
cacy
and
mot
ivat
ion
to re
ad.
SP
EC
IFIC
RE
CO
MM
EN
DA
TIO
NS
RE
LA
TIN
G
TO
AD
OL
ES
CE
NT
S:
1. M
AK
E E
VE
RY
TE
AC
HE
R A
TE
AC
HE
R O
F L
ITE
RA
CY
Ada
pt te
achi
ng a
ppro
ache
s so
that
read
ing
and
wri
ting
are
ta
ught
as
esse
ntia
l ski
lls a
cros
s th
e se
cond
ary
curr
icul
um.
Rai
se a
war
enes
s am
ong
teac
hers
abo
ut t
he im
port
ance
of
liter
acy
skill
s for
all
cour
ses,
in o
rder
to st
imul
ate a
ll te
ache
rs
to s
ee re
adin
g an
d w
riti
ng a
s par
t of t
heir
res p
onsi
bilit
y.
Mai
nstr
eam
read
ing
liter
acy
acro
ss th
e cur
ricul
um, a
ddre
ss-
ing
read
ing
aspe
cts i
n th
e su
bjec
t cur
ricu
la th
roug
hout
sec-
onda
ry e
duca
tion,
whe
ther
aca
dem
ic o
r voc
atio
nal.
2.
PR
OV
IDE
TH
E R
IGH
T M
AT
ER
IAL
TO
MO
TIV
AT
E
AL
L R
EA
DE
RS
, E
SP
EC
IAL
LY
BO
YS
Pro
vide
mor
e di
vers
e re
adin
g m
ater
ials
, fro
m c
omic
boo
ks
to c
anon
ical
lite
ratu
re, f
rom
SM
S to
ele
ctro
nic
book
s. I
nclu
de d
igita
l rea
ding
as p
art o
f the
nor
m in
scho
ols a
cros
s E
urop
e. P
rovi
de la
ngua
ge a
nd li
tera
ture
teac
hers
with
skill
s to
use
mor
e IC
T in
thei
r cla
sses
.
3.
ST
IMU
LA
TE
SC
HO
OL
-BU
SIN
ES
S C
O-O
PE
RA
TIO
N
Pro
mot
e, s
tim
ulat
e an
d fa
cilit
ate
co-o
pera
tion
bet
wee
n sc
hool
s an
d bu
sine
sses
, pro
vidi
ng p
upils
wit
h th
e in
sigh
t th
at li
tera
cy s
kills
are
ess
enti
al fo
r pe
rson
al d
evel
opm
ent
and
for g
etti
ng a
nd k
eepi
ng a
job.
Lite
racy
is
not
just
an
issu
e fo
r th
e ed
ucat
iona
l se
ctor
. W
hate
ver
our
role
, we
shou
ld a
ll a
ct n
ow!
9796
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > ACT N
OW
!
PL
AY
ER
SY
OU
NG
C
HIL
DR
EN
PR
IMA
RY
AG
EA
DO
LE
SC
EN
TS
AD
ULT
S
BU
SIN
ES
SE
S
–L
AR
GE
AN
D S
ME
s
mak
ers
to d
evel
op m
ore
educ
atio
nal c
onte
nt a
nd
conc
epts
, mor
e sp
eci!
cally
incl
udin
g la
ngua
ge
gam
es.
Use
the
dig
ital
envi
ronm
ent a
s
a m
ediu
m fo
r rea
ding
pr
omot
ion.
C
o-op
erat
e w
ith
scho
ols
to s
how
ad
oles
cent
s re
al-l
ife
use
of t
heir
lite
racy
sk
ills.
Rai
se a
war
enes
s abo
ut
liter
acy,
enc
oura
ging
em
ploy
ees.
In
vest
in li
tera
cy
trai
ning
– it
red
uces
st
a0 t
urno
ver a
nd
incr
ease
s pr
oduc
tivi
ty.
CE
LE
BR
ITIE
SG
et in
volv
ed in
cam
paig
ns o
n re
adin
g an
d w
riti
ng p
rom
otio
n.R
aise
aw
aren
ess
of il
liter
acy
and
prom
ote
the
impo
rtan
ce o
f boo
ks, r
eadi
ng, w
riti
ng e
tc.
thro
ugh
unco
nven
tion
al m
etho
ds s
uch
as c
abar
et, m
usic
, mov
ies
and
tele
visi
on s
erie
s.
EC
EC
MA
NA
GE
RS
Dev
elop
pro
gram
mes
to
sup
port
par
ents
in
thei
r rol
e in
the
ir
child
ren’
s de
velo
pmen
t, in
clud
ing
spee
ch a
nd
read
ing,
bef
ore
and
afte
r chi
ldbi
rth.
EC
EC
ST
AF
F
Dia
gnos
e or
al
lang
uage
pro
!cie
ncy
prob
lem
s an
d em
erge
nt li
tera
cy s
kills
at
ear
ly s
tage
s of
le
arni
ng to
spo
t in
terv
enti
on n
eeds
.
Eng
age
pare
nts
to
reco
gnis
e an
d ad
dres
s lit
erac
y pr
oble
ms
of
child
ren.
Hel
p pa
rent
s (w
hen
help
is n
eede
d) to
fa
cilit
ate
the
natu
ral
deve
lopm
ent o
f ‘p
re-l
itera
cy’ s
kills
.
HE
AL
TH
PR
OF
ES
-
SIO
NA
LS
Tes
t you
ng c
hild
ren’
s he
arin
g an
d si
ght i
n or
der
to r
ecog
nise
pos
sibl
e ba
rrie
rs to
dev
elop
ing
liter
acy
skill
s.
Eng
age
pare
nts
to
reco
gnis
e an
d ad
dres
s an
y lit
erac
y pr
oble
ms
thei
r chi
ldre
n m
ay
have
.
LIB
RA
RIE
S
Wor
k to
geth
er w
ith
EC
EC
faci
litie
s in
or
der t
o pr
ovid
e th
em
wit
h bo
oks
and
hand
s-on
sup
port
, gu
idan
ce a
nd a
dvic
e fo
r par
ents
and
EC
EC
te
ache
rs.
Rea
ch o
ut to
sch
ools
an
d pa
rent
s to
eng
age
child
ren
and
fam
ilies
in
rea
ding
act
ivit
ies
– al
so o
0er
ing
digi
tal
mat
eria
ls a
nd
com
pute
rs.
Rea
ch o
ut to
eng
age
adol
esce
nts
in r
eadi
ng
acti
viti
es, b
y pr
ovid
ing
dive
rse
read
ing
mat
eria
ls a
nd
mob
ilisi
ng p
eers
–
also
o0
erin
g di
gita
l m
ater
ials
and
co
mpu
ters
.
Dev
elop
inte
r-ge
nera
-ti
onal
rea
ding
ac
tivi
ties
for o
lder
pe
ople
and
chi
ldre
n.D
evel
op a
ctiv
itie
s
and
ince
ntiv
es fo
r ol
der p
eopl
e to
sta
y
in r
eadi
ng.
Dev
elop
dig
ital
read
ing
oppo
rtun
itie
s fo
r adu
lts a
nd o
lder
pe
ople
.
ME
DIA
Rai
se a
war
enes
s ab
out t
he is
sues
at s
take
, and
bre
ak t
he v
icio
us c
ircl
e of
illit
erac
y as
a ta
boo
subj
ect.
Giv
e a
voic
e to
tho
se w
ith
read
ing
and
wri
ting
di)
cult
ies
who
wan
t to
spea
k ou
t – n
ot to
sti
gmat
ise
the
indi
vidu
als,
but
to b
ring
the
issu
e ou
t int
o th
e op
en, i
ndic
atin
g th
at s
olut
ions
are
pos
sibl
e an
d m
otiv
atin
g ot
hers
to s
eek
help
.C
reat
e an
d fo
ster
a w
ide
cult
ure
of r
eadi
ng.
AC
T N
OW
!A
WID
E R
AN
GE
OF
PL
AY
ER
S C
AN
CO
NT
RIB
UT
E T
O
IMP
RO
VIN
G L
ITE
RA
CY
We
can
not
em
phas
ise
stro
ngl
y en
ough
tha
t li
tera
cy
is n
eith
er a
n i
ssue
ju
st f
or t
he e
duca
tion
al s
ecto
r, n
or
a pr
oble
m t
o be
sol
ved
by
pol
icy-
mak
ers
alon
e. A
ll
play
ers
in s
ocie
ty c
an b
ene$
t fr
om a
ctio
ns
that
hel
p
prev
ent
and
redu
ce i
llit
erac
y. I
t al
so m
ean
s th
at t
he
resp
onsi
bili
ty t
o ac
t do
es n
ot o
nly
res
t w
ith
gov
ern
-
men
ts.
A b
road
ran
ge o
f in
div
idua
ls a
nd
orga
nis
a-
tion
s in
Eur
opea
n c
oun
trie
s an
d at
EU
lev
el a
re i
n
a po
siti
on t
o de
vel
op i
nit
iati
ves
an
d im
plem
ent
poli
-
cies
to
stim
ulat
e li
tera
cy d
evel
opm
ent.
We
see
thes
e
as o
ppor
tun
itie
s fo
r in
terv
enti
on.
!ey
can
eit
her
fun
ctio
n a
s st
and-
alon
e po
lici
es w
ith
indi
vid
ual
and
orga
nis
atio
nal
ben
e$ts
, or
they
can
be
mul
tipl
yin
g fa
c-
tors
str
engt
hen
ing
exis
tin
g go
ver
nm
enta
l lit
erac
y po
l-
icy.
!e
mes
sage
is
clea
r: w
hate
ver
our
rol
e, w
e sh
ould
all a
ct n
ow!
We
hav
e li
sted
the
opp
ortu
niti
es f
or i
nter
ven
tion
by
play
er (i
n al
phab
etic
al or
der)
, ind
icat
ing
wha
t eac
h pl
ayer
can
do i
n re
lati
on t
o th
e ag
e gr
oups
we
hav
e id
enti
$ed
:
· Y
OU
NG
CH
ILD
RE
N
· P
RIM
AR
Y S
CH
OO
L Y
EA
RS
· A
DO
LE
SC
EN
TS
· A
DU
LT
S
9998
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > ACT N
OW
!
PL
AY
ER
SY
OU
NG
C
HIL
DR
EN
PR
IMA
RY
AG
EA
DO
LE
SC
EN
TS
AD
ULT
S
Lia
ise
acro
ss d
epar
tmen
ts to
mak
e lit
erac
y a
hori
zont
al is
sue
th
at r
equi
res
mul
ti-d
epar
tmen
t inv
olve
men
t.
PO
LIC
Y-
MA
KE
RS
-
EU
LE
VE
L
Shar
e kn
owle
dge
and
good
pra
ctic
es a
mon
g M
embe
r Sta
tes
on
EC
EC
, and
fam
ily
liter
acy
prog
ram
mes
.
Shar
e kn
owle
dge
an
d go
od p
ract
ices
on
impr
ovin
g
liter
acy
skill
s am
ong
Mem
ber S
tate
s.
Coo
rdin
ate
liter
acy
init
iati
ves
acro
ss
all D
irec
tora
tes-
Gen
-er
al (
DG
s) w
ithi
n th
e E
urop
ean
Com
mis
sion
.
Put
lite
racy
at t
he
hear
t of E
urop
e’s g
oal
for i
nnov
atio
n,
empl
oym
ent a
nd
wel
lbei
ng to
ens
ure
that
Eur
opea
n ad
oles
cent
s ha
ve t
he
skill
s to
suc
ceed
in t
he
mod
ern
wor
ld.
Pro
mot
e an
d w
ork
wit
h M
embe
r Sta
tes
and
all s
take
hold
ers
on t
he R
enew
ed
Age
nda
for A
dult
Lea
rnin
g in
Eur
ope.
Supp
ort t
he
deve
lopm
ent o
f dat
a an
d in
dica
tors
on
adul
t lite
racy
.L
iais
e w
ith
othe
r in
tern
atio
nal a
ctor
s su
ch a
s th
e O
EC
D
and
UN
ESC
O fo
r the
pr
omot
ion
of li
tera
cy.
Lia
ise
amon
g D
Gs
to m
ake
liter
acy
a ho
rizo
ntal
issu
e.
PO
LIT
ICIA
NS
Cre
ate
a vi
sion
to
mak
e de
velo
pmen
t of
youn
g ch
ildre
n a
vita
l pa
rt o
f the
edu
cati
on
syst
em, w
ith
a de
velo
ped
curr
icul
um,
high
-qua
lity
sta)
ng
and
pare
ntal
in
volv
emen
t.In
vest
at l
east
the
sam
e am
ount
of m
oney
in
EC
EC
as
in la
ter
phas
es o
f edu
cati
on.
Com
mit
to v
iew
ing
liter
acy
as a
hum
an
righ
t for
you
ng
child
ren.
+is
mea
ns
havi
ng a
rig
ht to
be
read
to b
y pa
rent
s, a
nd
a le
gisl
atio
n m
anda
t-in
g a
righ
t to
acce
ss to
fr
ee, h
igh-
qual
ity
earl
y ch
ildho
od fa
cilit
ies.
Pass
nat
iona
l and
reg
iona
l leg
isla
tion
to m
anda
te
and
supp
ort a
cces
s to
hig
h-qu
alit
y ba
sic
educ
atio
n in
clud
ing
liter
acy
educ
atio
n.P
rom
ote
a ‘w
hole
fam
ily’ a
ppro
ach
to li
tera
cy
whe
reby
par
ents
em
bark
on
a jo
urne
y of
(re-
)di
scov
erin
g lit
erac
y al
ongs
ide
thei
r sch
ool-
age
child
ren.
E
nsur
e su
stai
ned,
long
-ter
m p
olit
ical
co
mm
itm
ent.
Est
ablis
h be
nchm
arks
for r
eadi
ng a
chie
vem
ent f
or
each
gra
de, i
n or
der t
o re
cogn
ise
low
-per
form
ing
pupi
ls a
nd s
choo
ls, a
nd p
rovi
de t
hem
wit
h su
ppor
t an
d as
sist
ance
the
y ne
ed.
Est
ablis
h na
tion
al b
odie
s for
read
ing
prom
otio
n to
de
velo
p re
adin
g m
ater
ial,
cond
uct r
esea
rch
and
publ
ish
info
rmat
ion
abou
t rea
ding
.
Pass
nat
iona
l, re
gion
al
and
loca
l leg
isla
tion
to
man
date
and
sup
port
in
crea
sed
acce
ss to
hi
gh-q
ualit
y ad
ult
liter
acy
cour
ses.
P
rovi
de f
undi
ng
sche
mes
tha
t in
cent
ivis
e an
d en
able
ad
ults
to le
arn
liter
acy
skill
s th
roug
hout
th
eir l
ives
.
PR
ISO
N
AU
TH
OR
ITIE
S
Dev
elop
and
pro
vide
e0
ecti
ve p
rogr
amm
es
for i
mpr
ovin
g th
e lit
erac
y of
dis
a0ec
ted
youn
g ad
ults
and
o0
ende
rs w
ith
low
lit
erac
y sk
ills.
PL
AY
ER
SY
OU
NG
C
HIL
DR
EN
PR
IMA
RY
AG
EA
DO
LE
SC
EN
TS
AD
ULT
S
NG
Os
Set u
p pa
rent
al a
war
enes
s ca
mpa
igns
tha
t en
cour
age
a cu
ltur
e of
rea
ding
for p
leas
ure
at
hom
e.
Est
ablis
h a
supp
ort s
yste
m fo
r par
ents
, whi
ch a
lso
give
s th
em in
form
atio
n ab
out t
he im
port
ance
of
lite
racy
and
gui
danc
e on
sup
port
ing
child
ren’
s lit
erac
y de
velo
pmen
t.
Dev
elop
init
iati
ves
aim
ed a
t mak
ing
lang
uage
dev
elop
men
t fu
n an
d ap
peal
ing,
e.g
. in
volv
ing
mus
ic, e
tc.
Rai
se a
war
enes
s of
, an
d w
illin
gnes
s to
ad
dres
s, a
dult
read
ing
prob
lem
s.P
rovi
de s
uppo
rt,
advi
ce a
nd m
ater
ials
to
adu
lts w
ith
read
ing
di)
cult
ies
and
to
mob
ilise
pol
icy-
mak
ers
and
othe
r st
akeh
olde
rs.
PA
RE
NT
SP
rovi
de a
n en
viro
n-m
ent r
ich
wit
h bo
oks
and
wri
tten
text
s.
Rea
d al
oud
15 m
inut
es
ever
y da
y.
Con
tinu
e to
rea
d w
ith
thei
r chi
ldre
n w
hile
th
ey a
re a
t pri
mar
y sc
hool
.E
stab
lish
high
as
pira
tion
s an
d em
otio
nal s
uppo
rt
for t
heir
chi
ldre
n.
Mak
e re
adin
g a
soci
al
acti
vity
, sha
ring
and
di
scus
sing
boo
ks w
ith
adol
esce
nt c
hild
ren.
PE
ER
S
Eng
age
in r
eadi
ng
acti
viti
es in
info
rmal
se
ttin
gs, i
nclu
ding
di
gita
l and
soc
ial
netw
orki
ng.
PO
LIC
Y-
MA
KE
RS
-
NA
TIO
NA
L A
ND
LO
CA
L L
EV
EL
Pro
vide
free
, to
p-qu
alit
y, ‘p
layf
ul
lear
ning
’ fac
iliti
es
for a
ll ch
ildre
n.D
evel
op m
ore
exte
nsiv
e, la
rger
and
be
tter
coo
rdin
ated
fa
mily
lite
racy
in
itia
tive
s to
eng
age
pare
nts
and
help
the
m
supp
ort t
heir
ch
ildre
n’s
liter
acy
deve
lopm
ent.
Put
one
inst
itut
ion
in
char
ge o
f the
fam
ily
liter
acy
polic
y.D
evel
op a
str
ateg
y to
m
ake
the
deve
lopm
ent
of y
oung
chi
ldre
n
a vi
tal p
art o
f the
ed
ucat
ion
syst
em, w
ith
a de
velo
ped
curr
icu-
lum
, hig
h-qu
alit
y st
a)ng
and
par
enta
l in
volv
emen
t. D
evel
op c
lear
st
anda
rds
for
requ
irem
ents
of t
he
prof
essi
on o
f EC
EC
te
ache
rs.
Ince
ntiv
ise
scho
ols
to
!nd
new
and
in
nova
tive
way
s
to in
corp
orat
e th
e le
arni
ng e
nvir
onm
ent
at h
ome
into
the
pr
acti
ce o
f rea
ding
and
w
riti
ng d
evel
opm
ent
at s
choo
l.In
tegr
ate
crit
ical
lit
erac
y an
d ev
alua
tion
of
rea
ding
mat
eria
l in
curr
icul
a of
pri
mar
y ed
ucat
ion.
P
rovi
de ta
rget
ed
supp
ort f
or d
isad
van-
tage
d pa
rent
s w
ho d
o no
t hav
e st
rong
lite
racy
sk
ills
them
selv
es.
Pro
vide
par
ents
wit
h in
form
atio
n an
d re
sour
ces
on t
heir
lit
erac
y su
ppor
t rol
e.
Em
pow
er p
aren
ts
to s
uppo
rt t
heir
ch
ildre
n an
d th
eir
liter
acy
deve
lopm
ent.
Dev
elop
nat
iona
l lit
erac
y ac
tion
pla
ns
and
put l
itera
cy a
t the
he
art o
f pri
mar
y ed
ucat
ion.
Pro
mot
e su
ppor
t for
pa
rent
s w
ith
adol
esce
nt c
hild
ren.
E
nsur
e in
itia
l tea
cher
ed
ucat
ion
and
furt
her
lear
ning
are
pro
vide
d to
sec
onda
ry te
ache
rs
in t
heir
rol
e as
lite
racy
te
ache
rs.
Rec
ogni
se t
he li
tera
cy
prob
lem
am
ong
adul
ts
and
gath
er a
nd
anal
yse
data
at
nati
onal
leve
l. P
rovi
de s
peci
!c
trai
ning
in a
dult
peda
gogy
for s
ta0
wor
king
in a
dult
educ
atio
n.O
rgan
ise
awar
enes
s ca
mpa
igns
, in
co-
oper
atio
n w
ith
th
e m
edia
.Su
ppor
t NG
Os
th
at w
ork
on li
tera
cy
and
have
spe
ci!c
ta
rget
gro
ups
wit
hin
thei
r rea
ch.
101
100
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > ACT N
OW
!
PL
AY
ER
SY
OU
NG
C
HIL
DR
EN
PR
IMA
RY
AG
EA
DO
LE
SC
EN
TS
AD
ULT
S
TE
AC
HE
RS
(IN
CL
UD
ING
VO
CA
TIO
NA
L
TR
AIN
ING
AN
D
AD
UL
T
ED
UC
AT
ION
)
Dev
elop
inst
ruct
iona
l st
rate
gies
and
pe
dago
gica
l ap
proa
ches
to te
ach
read
ing
in a
way
ap
prop
riat
e to
eac
h in
divi
dual
lear
ner.
Pro
vide
chi
ldre
n w
ith
indi
vidu
alis
ed s
uppo
rt,
enga
ging
rea
ding
m
ater
ials
and
a
crea
tive
cul
ture
tha
t co
mbi
nes
equi
ty w
ith
high
exp
ecta
tion
s as
ea
rly
as p
ossi
ble.
Ens
ure
earl
y in
terv
enti
on, i
n a
non-
stig
mat
isin
g w
ay,
embe
dded
in
day-
to-d
ay a
ctiv
itie
s.
Use
form
ativ
e as
sess
men
t, to
iden
tify
lit
erac
y sk
ills
and
need
s fr
om t
he v
ery
begi
nnin
g of
form
al
educ
atio
n.
Inte
grat
e te
chno
logy
in
teac
hing
pra
ctic
e.
All
teac
hers
sho
uld
be
rea
ding
teac
hers
, ev
en if
the
y ar
e no
t la
ngua
ge o
r lite
racy
te
ache
rs.
Tea
ch r
eadi
ng
stra
tegi
es t
hat e
nabl
e al
l stu
dent
s to
cop
e w
ith
text
s, a
lso
in
subj
ect a
reas
. A
sses
s m
otiv
atio
n as
w
ell a
s lit
erac
y sk
ills.
U
se a
ttra
ctiv
e,
age-
and
gen
der-
appr
opri
ate
mat
eria
ls
to m
otiv
ate
adol
esce
nts
to r
ead,
incl
udin
g di
gita
l mat
eria
l.A
llow
stu
dent
s fr
ee
tim
e fo
r rea
ding
and
to
cho
ose
thei
r rea
ding
m
ater
ial.
Use
form
ativ
e as
sess
men
t to
diag
nose
in
divi
dual
s’ st
reng
ths
and
wea
knes
ses
and
ther
efor
e he
lp te
ache
rs
to a
djus
t the
ir
stra
tegi
es.
Spec
ialis
e in
adu
lt lit
erac
y tr
aini
ng.
Ada
pt te
achi
ng
stra
tegi
es to
indi
vidu
al
need
s.
Lin
k au
then
tici
ty a
nd
rele
vanc
e in
teac
hing
st
rate
gies
.L
ink
inst
ruct
ion
to
real
-wor
ld ta
sks
and
rele
vant
cha
lleng
es.
TE
AC
HE
R
ED
UC
AT
ION
INS
TIT
UT
ION
S
Pro
vide
ext
ensi
ve
trai
ning
for t
each
ers
to
reco
gnis
e an
d re
med
y lit
erac
y pr
oble
ms
at a
n ea
rly
stag
e.
Pro
vide
ext
ensi
ve
trai
ning
for t
each
ers
to
reco
gnis
e an
d re
med
y lit
erac
y pr
oble
ms
at
an
earl
y st
age.
Inte
grat
e on
line
read
ing,
dig
ital
tech
nolo
gies
and
cr
itic
al li
tera
cy in
cu
rric
ula
for t
each
er
educ
atio
n an
d C
PD
.
Ens
ure
all t
each
ers
have
the
know
ledg
e an
d sk
ills
to r
ecog
nise
rea
ding
di)
cult
ies,
for a
dole
scen
ts
and
adul
ts in
par
ticu
lar.
Pro
vide
teac
hers
wit
h kn
owle
dge
and
skill
s to
ov
erco
me
liter
acy
di)
cult
ies
even
if t
hey
are
not
a lit
erac
y or
lang
uage
teac
her.
Pro
vide
fur
ther
lear
ning
to m
ake
sure
tha
t all
teac
hers
hav
e th
e ne
cess
ary
skill
s to
tack
le li
tera
cy
di)
cult
ies
amon
g ad
oles
cent
s or
adu
lts.
Ens
ure
that
tra
inin
g of
all
teac
hers
of a
ll ag
es a
nd a
t all
leve
ls is
res
earc
h-ba
sed.
VO
LU
NT
EE
RS
Get
invo
lved
in
read
ing
prom
otio
n ac
tivi
ties
in s
choo
ls,
hom
es, l
ibra
ries
, etc
.
Get
invo
lved
in
read
ing
acti
viti
es in
an
d ou
tsid
e sc
hool
s to
su
ppor
t chi
ldre
n w
ith
read
ing
di)
cult
ies
and
to p
rom
ote
read
ing
for
plea
sure
.
Act
as
role
-mod
els
by p
rom
otin
g re
adin
g an
d su
ppor
ting
lite
racy
e0o
rts
amon
g ad
oles
cent
s
and
adul
ts.
Obt
ain
volu
ntee
r qua
li!ca
tion
s fo
r im
prov
ed
inst
ruct
ion.
PL
AY
ER
SY
OU
NG
C
HIL
DR
EN
PR
IMA
RY
AG
EA
DO
LE
SC
EN
TS
AD
ULT
S
PU
BL
ISH
ER
SSe
t up
book
-gif
ting
sc
hem
es in
ord
er to
get
bo
oks
into
the
hom
e.
Incl
ude
hand
s-on
su
ppor
t, gu
idan
ce a
nd
advi
ce fo
r par
ents
.A
ll bo
ok-g
ifti
ng
prog
ram
mes
for
pre-
scho
ol-a
ge
child
ren
shou
ld b
e co
mbi
ned
wit
h su
ppor
t (w
here
nee
ded)
for
pare
nts’
own
read
ing
skill
s.
Dev
elop
and
pub
lish
age-
and
gen
der-
ap
prop
riat
e re
adin
g m
ater
ial.
Dev
elop
and
pub
lish
e-re
adin
g m
ater
ial f
or
adol
esce
nts.
Pro
vide
adu
lt le
arne
rs
wit
h ‘e
asy
to r
ead’
m
ater
ials
, boo
ks,
new
spap
ers
and
web
site
s.Su
ppor
t aw
aren
ess-
rais
ing
cam
paig
ns.
Dev
elop
boo
ks fo
r peo
ple
wit
h sp
ecia
l nee
ds (e
.g. B
raill
e).
SO
CIA
L
AN
D Y
OU
TH
WO
RK
ER
S
Eng
age
and
mot
ivat
e ne
w a
nd/o
r dis
adva
ntag
ed
fam
ilies
to u
nder
take
rea
ding
act
ivit
ies
at h
ome.
(Re-
)mot
ivat
e yo
ung
adol
esce
nts
to e
ngag
e in
rea
ding
act
ivit
ies
by
mob
ilisi
ng p
eers
.
Add
ress
lite
racy
issu
es
whe
n w
orki
ng w
ith
adul
ts.
Get
tra
inin
g to
re
cogn
ise
prob
lem
s an
d ne
twor
k w
ith
othe
r act
ors
to p
rovi
de
indi
vidu
alis
ed s
uppo
rt.
SC
HO
OL
GO
VE
RN
ING
BO
DIE
S
Impl
emen
t rea
ding
acr
oss t
he c
urri
culu
m w
ith
the
noti
on th
at e
very
teac
her i
s a
read
ing
teac
her.
Ens
ure
all s
choo
ls s
ee li
tera
cy a
s th
eir c
ore
busi
ness
and
dev
elop
a v
isio
n fo
r lit
erac
y w
ithi
n th
eir s
choo
l.P
rovi
de !
nanc
ial r
esou
rces
for s
choo
l and
cla
ssro
om li
brar
ies,
com
pute
rs, e
tc.
Rec
ogni
se t
he
impo
rtan
ce o
f adu
lt lit
erac
y as
an
enab
ler
to c
ut t
he in
ter-
gene
r-at
iona
l vic
ious
cir
cle.
L
iais
e w
ith
othe
r au
thor
itie
s to
sup
port
fa
mili
es w
here
adu
lts
have
a li
tera
cy
prob
lem
.
SC
HO
OL
AN
D
ED
UC
AT
ION
AL
INS
TIT
UT
ION
LE
AD
ER
S
Ens
ure
prim
ary
scho
ols
focu
s on
re
info
rcin
g m
otiv
atio
n an
d em
phas
ise
read
ing
for p
leas
ure.
Supp
ort a
ll te
ache
rs
wit
hin
the
scho
ol to
te
ach
read
ing.
E
nsur
e lit
erac
y is
see
n as
the
sch
ool’s
cor
e bu
sine
ss a
nd d
evel
op
a vi
sion
for i
t.D
evel
op a
scho
ol-w
ide
liter
acy
stra
tegy
.
Ens
ure
clas
ses
are
smal
l wit
hout
too
muc
h va
riat
ion
in
lear
ners
’ lite
racy
leve
ls.
Pro
vide
cla
sses
at
conv
enie
nt t
imes
.E
nsur
e su
itabl
e co
urse
le
ngth
and
inte
nsit
y.
CR
OS
S-
CO
MP
ET
EN
CE
LE
VE
LS
O
F L
ITE
RA
CY
EN
AB
LIN
G A
ND
F
AC
ILIT
AT
ING
C
OM
PE
TE
NC
ES
MU
LT
IPL
E N
UM
ER
AC
Y
+e
abili
ty a
nd w
illin
gnes
s to
us
e m
athe
mat
ical
mod
es o
f th
ough
t (lo
gica
l and
spa
tial
th
inki
ng) a
nd p
rese
ntat
ion
(for
mul
ae, m
odel
s, g
raph
s,
char
ts) t
hat e
nabl
e a
pers
on to
fu
lly f
unct
ion
in a
mod
ern
soci
ety.
MU
LT
IPL
E L
ITE
RA
CY
+e
abili
ty to
use
rea
ding
and
w
riti
ng s
kills
in o
rder
to
prod
uce,
und
erst
and,
inte
rpre
t an
d cr
itic
ally
eva
luat
e w
ritt
en
info
rmat
ion.
It i
s a
basi
s fo
r di
gita
l par
tici
pati
on a
nd
mak
ing
info
rmed
cho
ices
pe
rtai
ning
to !
nanc
es,
heal
th, e
tc.
FU
NC
TIO
NA
L N
UM
ER
AC
Y
+e
abili
ty to
app
ly b
asic
m
athe
mat
ical
pri
ncip
les
and
proc
esse
s in
eve
ryda
y co
ntex
ts
at h
ome,
sch
ool a
nd w
ork
(as
need
ed fo
r ban
king
, pay
men
ts,
read
ing
tim
etab
les,
etc
.).
FU
NC
TIO
NA
L L
ITE
RA
CY
+e
abili
ty to
rea
d an
d w
rite
at
a le
vel t
hat e
nabl
es s
omeo
ne to
de
velo
p an
d fu
ncti
on in
so
ciet
y, a
t hom
e, a
t sch
ool a
nd
at w
ork.
LEARNING TO LEARN
+e ability to pursue and organise one's own learning, either individually or in groups, in accordance with one's own needs, and awareness
of methods and opportunities.
DIG
ITA
L C
OM
PE
TE
NC
E
+e
abili
ty to
use
IC
T
to r
etri
eve,
ass
ess,
pr
oduc
e, p
rese
nt a
nd
exch
ange
info
rmat
ion.
+
e ab
ility
to
com
mun
icat
e an
d pa
rtic
ipat
e in
co
llabo
rati
ve n
etw
orks
vi
a th
e In
tern
et.
CO
MM
UN
ICA
TIO
N
+e
abili
ty to
exp
ress
an
d in
tera
ct li
ngui
sti-
cally
in a
n ap
prop
riat
e an
d cr
eati
ve w
ay in
a
full
rang
e of
soc
ieta
l an
d cu
ltur
al c
onte
xts.
BA
SE
LIN
E N
UM
ER
AC
Y
Hav
ing
a so
und
know
ledg
e
of n
umbe
rs, m
easu
res
and
stru
ctur
es, b
asic
ope
rati
ons,
ba
sic
mat
hem
atic
al p
rese
nta-
tion
s an
d th
e ab
ility
to u
se
appr
opri
ate
aids
tha
t ena
ble
furt
her d
evel
opm
ent.
BA
SE
LIN
E L
ITE
RA
CY
Hav
ing
the
know
ledg
e of
le
tter
s, w
ords
and
text
st
ruct
ures
tha
t is
need
ed to
re
ad a
nd w
rite
at a
leve
l tha
t en
able
s se
lf-co
n!de
nce
and
mot
ivat
ion
for f
urth
er
deve
lopm
ent.n n
n n
AN
NE
X#
103
102
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > ANNEX
105
104
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > REFERENCES
of O
nlin
e R
eadi
ng C
ompr
ehen
sion?
’, in
Rus
h, E
akle
, and
Ber
ger (
edi-
tors
). Se
cond
ary S
choo
l Lite
racy
: Wha
t Res
earc
h R
evea
ls fo
r Cla
ssro
om
Prac
tice.
Urb
ana,
IL
: Nat
iona
l Cou
ncil
of T
each
ers o
f Eng
lish
(200
7).
12.
And
rew
s, R
icha
rd a
nd S
mith
, Ann
e (2
011)
. Dev
elop
ing
Writ
ers:
Teac
hing
and
Lea
rnin
g in
the
Dig
ital A
ge. L
ondo
n: O
pen
Uni
vers
ity
Pres
s.
13.
CE
DE
FOP,
201
2.
14.
Wol
f, A
lison
(200
5) B
asic
Ski
lls in
the W
orkp
lace
: Ope
ning
Doo
rs
to L
earn
ing.
Lon
don:
Cha
rter
ed I
nstit
ute
of P
erso
nnel
Dev
elop
men
t.
15.
Ala
-Mut
ka, K
., P
unie
and,
Y. a
nd R
edec
ker,
C. (
2008
) D
igita
l co
mpe
tenc
e fo
r lif
elon
g le
arni
ng: P
olic
y B
rief
. JR
C T
echn
ical
Not
es.
Sevi
lle:
Eur
opea
n C
omm
issi
on J
oint
Res
earc
h C
entr
e In
stit
ute
for
Pro
spec
tive
Tec
hnol
ogic
al S
tudi
es h
ttp:
//ft
p.jr
c.es
/EU
Rdo
c/JR
C48
708.
TN
16.
Eur
ochi
ld,
End
Chi
ld P
over
ty N
ow!
http
://w
ww
.end
chil
d-
17.
Eur
opea
n C
omm
issi
on;
Eur
ope
2020
str
ateg
y. h
ttp:
//eu
rlex
.eu
ropa
.eu/
Lex
Uri
Serv
/Lex
Uri
Serv
.do?
uri=
CO
M:2
010:
2020
:FIN
: E
N:P
DF
and
Eur
osta
t in
Foc
us ‘P
opul
atio
n an
d so
cial
con
diti
ons’
18.
Pove
rty
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urop
e : N
avig
atin
g sa
fe p
assa
ge th
roug
h th
e la
byri
nth
of p
over
ty. C
arita
s Eur
opa’s
pap
er o
n ch
ild a
nd fa
mily
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xelle
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ctob
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mec
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øren
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earc
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Pove
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urop
e : N
avig
atin
g…, p
. 6.
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Pove
rty
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two-
fold
im
pact
on
child
ren’
s ab
ility
, sa
ys s
tudy
. G
uard
ian,
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nesd
ay 1
3 Ju
ne 2
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rty
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urop
e : N
avig
atin
g …
, p. 7
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chi
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over
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hy-e
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cts,
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n, G
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02) W
hy W
e N
eed
a N
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te (w
ith G
allie
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k, A
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Myl
es, J
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xfor
d: O
xfor
d U
nive
rsity
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ss.
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26.
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opea
n C
omm
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n (2
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gres
s tow
ards
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omm
on E
uro-
pean
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ectiv
es in
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catio
n an
d tr
aini
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010/
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nchm
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ore
num
erou
s an
d di
vers
e E
urop
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mis
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0 W
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0) P
athw
ays t
o Su
cces
s: H
ow K
now
ledg
e and
Ski
lls at
A
ge 1
5 Sh
ape
Futu
re L
ives
in C
anad
a. P
aris:
OE
CD
. (T
rack
ing
Can
a-di
an st
uden
ts w
ho h
ad b
een
part
of t
he P
ISA
200
0 re
adin
g as
sess
men
t, th
is st
udy
foun
d th
at P
ISA
lite
racy
scor
es w
ere c
orre
late
d w
ith a
num
ber
of p
ositi
ve e
cono
mic
and
edu
catio
nal o
utco
mes
at th
e age
of 2
1, a
nd w
ere
stro
ng p
redi
ctor
of e
arni
ngs f
or b
oth
mal
es a
nd fe
mal
es.)
& D
e C
oulo
n
Skill
s in
the B
ritish
Lab
our M
arke
t, C
entr
e for
the E
cono
mic
s of E
duca
-ti
on D
iscu
ssio
n Pa
per
CE
ED
P00
77, L
ondo
n Sc
hool
of
Eco
nom
ics;
rese
arch
and
eva
luat
ion
on im
prov
ing
adul
t lite
racy
and
num
erac
y sk
ills.
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earc
h pa
per
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ondo
n: U
K D
epar
tmen
t for
Bus
ines
s, In
nova
tion
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Skill
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olle
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ippr
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ushe
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d W
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d W
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ushe
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d W
oess
man
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CD
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tatis
tics C
anad
a (2
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AN
CL
I, 2
008;
UK
Dep
artm
ent f
or B
usin
ess,
Inno
vatio
n an
d Sk
ills,
2011
.
36.
Due
to th
e la
ck o
f dat
a on
adu
lt lit
erac
y, th
is !g
ure
is ba
sed
on th
e as
sum
ptio
n th
at if
PIS
A r
esul
ts s
how
tha
t aro
und
20 %
of 1
5 ye
ar o
lds
have
wea
k lit
erac
y le
vels
and
the
rate
of a
dult
part
icip
atio
n in
Eur
ope
is pe
rsis
tent
ly lo
w, t
hese
de!
cien
cies
con
tinu
e in
to a
dulth
ood.
PIA
AC
re
sults
in O
ctob
er 2
013
shou
ld sh
ed n
ew li
ght o
n th
is.
publ
ishe
d ev
iden
ce o
n th
e im
pact
of s
peci
alis
t dys
lexi
a te
achi
ng, h
ttp:
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ww
.4d.
org.
nz/s
choo
l/dys
lexi
a_in
terv
entio
n_re
sear
ch.p
df. S
elec
tion
of e
0ect
ive
sche
mes
use
d in
the
UK
: ww
w.in
terv
enti
onsf
ordy
slex
ia.
org.
uk
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Such
odol
etz,
W. v
on (2
003)
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g.):
+er
apie
der
Les
e-R
echt
sch-
Übe
rblic
k. S
tutt
gart
: Koh
lham
mer
.
publ
ishe
d ev
iden
ce o
n th
e im
pact
of s
peci
alis
t dys
lexi
a te
achi
ng, h
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ww
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org.
nz/s
choo
l/dys
lexi
a_in
terv
entio
n_re
sear
ch.p
df. S
elec
tion
of e
0ect
ive
sche
mes
use
d in
the
UK
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w.in
terv
enti
onsf
ordy
slex
ia.
org.
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Tann
er, E
., B
row
n, A
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ay, N
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otec
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epor
t DFE
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don:
UK
D
epar
tmen
t for
Edu
catio
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41.
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pent
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l, 20
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Teac
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ado
lesc
ent s
trug
glin
g re
ader
s. A
com
para
tive
stu
dy o
f goo
d pr
actic
es in
Eur
opea
n co
untr
ies.
Scie
nti!
c rep
ort.
Lue
nebu
rg, G
erm
any:
U
nive
rsity
of L
uene
burg
.
43.
Func
tiona
l illi
tera
te is
de!
ned
as a
per
son
who
can
not e
ngag
e in
al
l tho
se a
ctiv
ities
in w
hich
lite
racy
is re
quir
ed fo
r e0e
ctiv
e fu
nctio
ning
of
his
grou
p an
d co
mm
unity
and
als
o fo
r ena
blin
g hi
m to
cont
inue
to u
se
read
ing,
writ
ing
and
calc
ulat
ion
for h
is ow
n an
d th
e co
mm
unity
’s de
vel-
opm
ent.
(Sou
rce
OE
CD
/UN
ESC
O).
44.
Mar
tins
, P. S
. (20
10).
Can
Tar
gete
d, N
on-C
ogni
tive
Skill
s Pr
o-gr
ams I
mpr
ove
Ach
ieve
men
t? E
vide
nce
from
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S. IZ
A D
P N
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ht
tp://
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t im
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choo
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ette
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cKin
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ww
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t al.
1.
See
e.g.
OE
CD
& S
tatis
tics C
anad
a (2
000)
Lite
racy
in th
e in
for-
mat
ion
age:
!na
l rep
ort o
f the
Adu
lt L
itera
cy S
urve
y, P
aris
, Org
aniz
a-tio
n fo
r E
cono
mic
Co-
oper
atio
n an
d D
evel
opm
ent;
UK
Dep
artm
ent
for B
usin
ess,
Inno
vatio
n an
d Sk
ills (
2011
) Ski
lls fo
r Life
Sur
vey:
Hea
d-lin
e !nd
ings
. BIS
rese
arch
pap
er 5
7. L
ondo
n: D
epar
tmen
t for
Bus
ines
s, In
nova
tion
and
Skill
s; N
atio
nal A
genc
y to
Fig
ht I
llite
racy
(A
NC
LI)
(2
008)
Illit
erac
y: th
e sta
tistic
s. A
naly
sis b
y th
e Nat
iona
l Age
ncy
to !
ght
Nat
iona
l Age
ncy
to F
ight
Illi
tera
cy.
2.
‘Eur
ope
has 8
0 m
illio
n lo
w-s
kille
d w
orke
rs (A
), so
me
one
third
of
the
labo
ur fo
rce
(B).
Est
imat
es in
dica
te th
at b
y 20
10 o
nly
15 %
of n
ewly
cr
eate
d jo
bs w
ill b
e fo
r th
ose
with
bas
ic s
choo
ling,
whi
le 5
0 %
of
net
addi
tiona
l job
s will
requ
ire te
rtia
ry le
vel q
uali!
catio
ns (C
). A
t the
sam
e tim
e, in
tern
atio
nal s
urve
ys sh
ow th
at a
sign
i!ca
nt sh
are
of th
e E
urop
ean
popu
latio
n do
es n
ot h
ave
the
abili
ty to
und
erst
and
and
empl
oy p
rint
ed
info
rmat
ion
in d
aily
activ
ities
at h
ome (
D),
at w
ork
and
in th
e com
mun
ity
and
early
sch
ool l
eave
rs a
re p
artic
ular
ly a
t ris
k.’ S
ourc
es fo
r th
e ab
ove
pass
age:
A
: Rec
omm
enda
tion
of th
e E
urop
ean
Parli
amen
t and
of t
he C
ounc
il on
ht
tp://
ec.e
urop
a.eu
/edu
cati
on/p
olic
ies/
2010
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ecti
ves_
en.h
tml#
basi
c ht
tp://
eur-
lex.
euro
pa.e
u/L
exU
riSe
rv/L
exU
riSe
rv.d
o?ur
i=O
J:L:2
00
B: A
ctio
n P
lan
on A
dult
Lea
rnin
g: I
t is
alw
ays
a go
od t
ime
to le
arn
http
://ec
.eur
opa.
eu/e
duca
tion
/pol
icie
s/ad
ult/
com
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en.p
df
-th
esis
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e M
aast
richt
stud
y, L
uxem
bour
g, 2
004.
D
: Lite
racy
/bas
ic sk
ills i
n th
e in
form
atio
n ag
e, F
inal
repo
rt o
f the
In
tern
atio
nal A
dult
Lite
racy
/bas
ic sk
ills S
urve
y, O
EC
D.
-um
e I)
. C
ompa
ring
-
impr
essi
ve p
rogr
ess,
othe
rs s
aw t
heir
per
cent
age
of p
oor
read
ers
go u
p
rath
er th
an d
own.
Rea
ding
per
form
ance
, as w
ell a
s equ
ity, h
as c
onsid
er-
coun
trie
s, t
he in
crea
se in
nat
iona
l ave
rage
s ca
me
from
a c
onsi
dera
ble
decr
ease
in th
e num
ber o
f low
achi
ever
s, w
hile
the n
umbe
r of h
igh
achi
ev-
ers r
emai
ned
the
sam
e.
4.
Pars
ons,
Sam
anth
a an
d B
ynne
r, Jo
hn (2
007)
Illu
min
atin
g di
sad-
vant
age:
Pro
!lin
g th
e ex
peri
ence
s of
adu
lts w
ith e
ntry
leve
l lite
racy
or
num
erac
y ov
er th
e lif
ecou
rse.
Lon
don:
NR
DC
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5.
Pars
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6.
Pars
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Byn
ner,
2007
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anus
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Eri
c an
d W
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man
n,
Lud
ger (
2011
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t of L
ow E
duca
tiona
l Ach
ieve
men
t in
the
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o-pe
an U
nion
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E A
naly
tical
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LS
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rnat
iona
l rep
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IEA
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ss in
Inte
rnat
iona
l Rea
d-in
g L
itera
cy S
tudy
in p
rim
ary
scho
ols
in 4
0 co
untr
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stnu
t Hill
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IMSS
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IRL
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Bos
ton
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n sh
apin
g yo
ung
peop
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re e
mpl
oym
ent o
utco
mes
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imin
ishi
ng em
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men
t pro
spec
ts fo
r tho
se w
ho la
ck th
em. S
ee e
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ner,
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itera
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umer
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nce
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t the
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tion.
How
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im is
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onte
sted
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arr,
Nic
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010)
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shal
low
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ur
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ew Y
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ton.
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Leu
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Zaw
ilins
ki, L
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07) ‘
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t Is N
ew a
bout
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New
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raci
es
RE
FE
RE
NC
ES
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107
106
EU HIGH LEVEL GROUP OF EXPERTS ON LITERACY > REFERENCES
MA
: TIM
SS &
PIR
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iona
l Res
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cate
put
ting
the
em
phas
is o
n ed
ucat
iona
l, no
t med
ical
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pect
s of r
eadi
ng d
i)cu
lties
.
publ
ishe
d ev
iden
ce o
n th
e im
pact
of s
peci
alis
t dys
lexi
a te
achi
ng, h
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ww
.4d.
org.
nz/s
choo
l/dys
lexi
a_in
terv
entio
n_re
sear
ch.p
df. S
elec
tion
of
e0ec
tive
sche
mes
use
d in
the
UK
: ww
w.in
terv
entio
nsfo
rdys
lexi
a.or
g.uk
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reni
ngen
af L
aese
paed
agog
er.
-
Übe
rblic
k. S
tutt
gart
: Koh
lham
mer
.
‘Dys
lexi
a’– A
sm
all s
cale
exa
min
atio
n of
issu
es r
elat
ing
to p
olic
y an
d pr
ovis
ion
in A
genc
y m
embe
r cou
ntri
es (2
006)
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Edu
catio
nal S
yste
ms,
Scho
ol-C
ompo
sitio
n, T
rack
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el, P
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tal B
ack-
grou
nd, a
nd I
mm
igra
nts’
Ori
gin
on t
he A
chie
vem
ent o
f 15-
Year
-Old
N
ativ
e an
d Im
mig
rant
Stu
dent
s: a
rea
naly
sis
of P
ISA
200
6. R
OA
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M-2
011/
6. M
aast
rich
t: R
OA
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in P
ISA
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ntri
es’ r
eadi
ng p
erfo
rman
ce, a
fter
tak
ing
GD
P pe
r ca
pita
Bac
kgro
und
– E
quity
in L
earn
ing
Opp
ortu
nitie
s and
Out
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es.
and
Can
Do.
and
oppo
rtun
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achi
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rogr
amm
es th
at a
llow
litt
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ch-
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Eith
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Ber
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Lite
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nduc
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+e
aver
age
year
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stru
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gra
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n th
e pa
rtic
ipat
-
ing
stat
es ls
824
hou
rs a
yea
r, ra
ngin
g fr
om 6
27 in
Bul
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107
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th
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Hor
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K.-H
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ust,
G.,
Frie
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esea
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Sum
mar
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loug
h: N
FE
R (
Hig
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cent
ralis
ed,
tight
ly c
ontr
olle
d te
achi
ng p
rogr
amm
es th
at a
llow
litt
le ro
om fo
r tea
ch-
ers t
o be
invo
lved
in d
ecis
ion-
mak
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do n
ot ra
ise
stan
dard
s.)
70.
Eur
ydic
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011.
71.
A b
rief
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teac
hers
to te
ach
initi
al
liter
acy
look
s lik
e on
the
gro
und
was
car
ried
out
for
the
Hig
h-L
evel
G
roup
in e
arly
201
2 (B
rook
s, D
ombe
y an
d E
llis,
2012
). A
cal
l for
info
r-m
atio
n w
as se
nt o
ut to
the
31 m
embe
r org
anis
atio
ns o
f the
Fed
erat
ion
of
Eur
opea
n L
itera
cy A
ssoc
iatio
ns, a
nd a
tota
l of 1
2 re
spon
ses w
ere r
ecei
ved
from
nin
e co
untr
ies.
+es
e ga
ve t
he im
pres
sion
of a
ran
ge o
f con
tent
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me c
ours
es w
ere h
eavy
with
theo
ry, w
hile
oth
ers w
ere w
eigh
ted
tow
ards
pr
actic
e. S
ome
resp
onde
nts a
t the
theo
ry e
nd o
f thi
s spe
ctru
m e
xpre
ssed
a
wis
h fo
r m
ore
atte
ntio
n to
pra
ctic
e, w
hile
som
e at
the
pra
ctic
al e
nd
thou
ght t
here
sho
uld
be m
ore
theo
retic
al u
nder
pinn
ing.
Som
e in
stitu
-tio
ns d
id s
eem
to g
et th
e ba
lanc
e ri
ght.
How
ever
, the
sam
ple
was
smal
l an
d fa
r fro
m re
pres
enta
tive
and
a la
rger
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72.
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73.
Eith
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enne
dy, E
lizab
eth
Dun
phy,
Ber
nade
tte D
wye
r, G
eral
dine
H
ayes
, +ér
èse M
cPhi
llips
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kie M
arsh
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ra O
’Con
nor,
Ger
ry S
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012)
Lite
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Chi
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od a
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rim
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Edu
catio
n (3
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ears
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omm
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oned
res
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h re
port
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h co
nduc
ted
on b
ehal
f of t
he
Nat
iona
l Cou
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Ins
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Qua
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n PI
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oung
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ing
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leas
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ienc
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e gai
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thos
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r mor
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hou
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ther
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Fran
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ice
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PIR
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Mul
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ere
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U c
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RL
S. F
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lo
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64 %
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talia
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0 % o
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siti
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tow
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rea
ding
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cont
rast
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er t
han
40 %
of f
ourt
h gr
ader
s di
d so
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s. C
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371;
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usta
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y of
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lexi
c pro
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s am
ong
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es h
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r tha
n in
the
nor
mal
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ion?
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cipl
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peci
!c re
adin
g di
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lties
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min
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ehav
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mon
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ts a
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ore t
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n fo
ur ad
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ke to
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ove
thei
r sk
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Onl
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25
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who
feel
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ir li
tera
cy is
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r ha
s ta
ken
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n e0
ort t
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ersi
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itera
cy P
rogr
ams.
ND
RC
.
227.
Car
neir
o, 2
011.
228.
Car
pent
ieri
et a
l, 20
11.
incl
usiv
e pr
actic
es in
fam
ily li
tera
cy, l
angu
age
and
num
erac
y: A
revi
ew
of p
rogr
amm
es a
nd p
ract
ice i
n th
e UK
and
inte
rnat
iona
lly. R
eadi
ng, U
K:
CfB
T E
duca
tion
Tru
st.
Wel
fare
Sta
te R
egim
es o
n B
arri
ers t
o Pa
rtic
ipat
ion
in A
dult
Edu
catio
n -
Swed
en: a
com
para
tive
stud
y of
four
site
s, U
nive
rsity
of S
aska
tche
wan
.
know
ledg
e lif
t: th
e Sw
edis
h ad
ult
educ
atio
n pr
ogra
m t
hat
aim
ed t
o el
imin
ate
low
wor
ker s
kill
leve
ls’,
SSR
N e
Lib
rary
(Feb
ruar
y 20
05).
232.
Tea
cher
s and
lear
ners
bot
h re
port
stru
gglin
g if
clas
sroo
ms h
ave t
oo
muc
h di
0ere
ntia
tion.
Lea
rner
s nee
d to
be g
roup
ed b
y lite
racy
leve
l, ba
sed
on in
itial
ass
essm
ent.
In p
arti
cula
r, la
ngua
ge le
arne
rs s
houl
d no
t be
gr
oupe
d w
ith li
tera
cy le
arne
rs, a
s th
eir
need
s ar
e di
0ere
nt.;
A B
riti
sh
stud
y (O
fste
d, 2
011)
of e
0ect
ive a
dult
liter
acy
prov
isio
n fo
und
that
qua
l-ity
and
resu
lts v
arie
d si
gni!
cant
ly a
mon
g co
llege
s, bu
t tha
t the
bes
t edu
-ca
tion
prov
ider
s sha
red
thes
e ch
arac
teri
stic
s.
Adu
lt B
asic
Edu
catio
n St
uden
ts in
Pre
-GE
D cl
asse
s. M
RD
C; C
omin
gs,
J. (2
008)
‘Stu
dent
Per
siste
nce i
n A
dult
Lite
racy
and
Num
erac
y Pro
gram
s’,
in S
. Red
er a
nd J.
Byn
ner (
eds).
Tra
ckin
g A
dult
Lite
racy
and
Num
erac
y Sk
ills:
Find
ings
from
Lon
gitu
dina
l Res
earc
h. L
ondo
n, R
outle
dge;
Por
-te
r et a
l, 20
05.
234.
+e I
LP
reco
rds t
he g
oals
of th
e lea
rner
, thu
s sup
port
ing
prob
lem
-ce
ntre
d ra
ther
than
subj
ect-
cent
red
lear
ning
. Tu
ition
is th
en fo
cuse
d on
focu
s w
orks
wel
l in
supp
ortin
g le
arne
rs g
ain
skill
s an
d kn
owle
dge
and
impr
ove
thei
r sta
ndar
d.
235.
By
‘uni
-dir
ectio
nal p
roce
ss’, w
e re
fer t
o w
hat F
reir
e la
belle
d ‘b
ank-
ing
educ
atio
n’, i
n w
hich
kno
wle
dge
and
skill
s ar
e ‘d
epos
ited’
by
the
teac
her i
nto
pass
ive
stud
ents
. +is
form
of e
duca
tion
is bo
th in
appr
opri-
ate
and
ine0
ectiv
e w
hen
the
stud
ents
are
adu
lts w
ith e
xten
sive
and
val
u-ab
le li
fe e
xper
ienc
es. (
Frei
re, P
aulo
(200
0) P
edag
ogy
of th
e O
ppre
ssed
. C
ontin
uum
Int
erna
tiona
l Pub
lishi
ng G
roup
).
More information on the European Union is available on the Internet http://europa.eu
Luxembourg: Publications o"ce of the European Union, 2012
© European Union, 2012
$e content of this Final Report does not re%ect the o"cial opinion
of the European Union. Responsibility for the information and views expressed
in the publication lies entirely with the authors.
Reproduction is authorised provided the source is acknowledged.
European Commission
EU High Level Group of Experts on Literacy.
Final Report, September 2012
Luxembourg: Publications O"ce of the European Union
2012 – 120 pp. – 21 x 29.7 cm
ISBN 978-92-79-25498-7
doi:10.2766/34382