首页> 外文会议>International Technology, Education and Development Conference >(1961) CREATING READING AND WRITING LITERACY AMONG PRESCHOOL AND SCHOOL-AGE MINORITIES: A FACTOR IN REDUCING SOCIAL DISPARITIES IN SOCIETY
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(1961) CREATING READING AND WRITING LITERACY AMONG PRESCHOOL AND SCHOOL-AGE MINORITIES: A FACTOR IN REDUCING SOCIAL DISPARITIES IN SOCIETY

机译:(1961年)在学龄前和学龄少数群体中创造阅读和写作识字:减少社会社会差异的因素

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Skills for encoding and decoding of written and verbal information through reading and writing are a key factor to enrich the communication capabilities of the individual, and creates prerequisites for a comprehensive, multilateral expansion of the human horizons as well as for the building of humans’ personality. The formation of a common literacy today is the task of elementary school education, within which generate correlations between reading and writing - the two main branches of literacy. Studies show that lack of general literacy continues to be a factor for the presence of social and financial divisions in society, leading in turn to informational and digital exclusions. This article presents the results of a study of the correlation between the process of formation of initial literacy, the motivation for subsequent enrichment of knowledge through reading and the influence of these processes on the future development of the personality. The target group of the study is the minorities in Bulgaria, whose children often drop out of the educational system. The results show that a lack of approach and a personal example of building a literacy are two the main factors for the lack of motivation and desire to build new knowledge among minorities. The approach to addressing the barriers in the process of building a basic literacy and remaining in the education system includes measures to creating additional incentives for the target group and multidisciplinary (social, pedagogical and psychological) work with the people in risk.
机译:通过阅读和写作编码和解码书面和口头信息的技能是丰富个人的通信能力的关键因素,并为人类地平线的全面,多边扩张以及人类的人格建立了先决条件。今天的普通素养形成是小学教育的任务,在其内在阅读和写作之间产生相关性 - 识字的两个主要分支。研究表明,缺乏通用扫盲仍然是社会社会和金融部门存在的一个因素,反过来导致信息和数字排除。本文介绍了初始识字过程的形成过程之间的相关性,通过阅读和这些过程对人格未来发展的影响以及这些过程的影响。该研究的目标群是保加利亚的少数民族,其子女经常辍学教育系统。结果表明,缺乏方法和构建识字的个人典范是缺乏动机和渴望在少数群体中建立新知识的主要因素。解决基本识字过程和剩余教育系统过程中障碍的方法包括为目标集团和多学科(社会,教学和心理)与风险人民一起制定额外激励的措施。

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