John Hladczuk – författare

As major political and social changes continue to sweep through the countries of the world, and more and more nations move toward forms of social democracy, the importance of being able to read has taken on a new urgency. The burden of government, commerce, education, and social welfare is moving increasingly toward the individual, and with it the need to turn basic reading skills into the sophisticated ability to analyze, comprehend, and debate the whole world of language in front of him. This book offers an opportunity to see how the process of learning to read is being handled in a broad cross-section of countries in the world, representing the First, Second, and Third Worlds.Each of the twenty-six country surveys has been written by an international scholar indigenous to that land and follows the same basic pattern in examining reading education. Following a brief introduction to the nation and its particular educational characteristics, ten reading-associated factors are fully discussed and analyzed. These factors include the language of the country in question, its reading policy, the goals of reading, illiteracy, issues pertaining to the rate and diagnosis of reading disabilities, reading readiness programs, the teacher qualification procedure, the source and availability of materials in reading, the financing of reading education, and research thrusts in the field of reading. Each chapter then concludes with a summary and brief bibliography of important reference sources within that country. This unique study will be an essential reference tool for students and practitioners in-the fields of education and reading literacy, as well as a valuable addition to both public and academic libraries.

As efforts to promote literacy accelerate in all parts of the world, research on reading has moved in new and innovative directions and taken on an increasingly international dimension. Reflecting these developments, this new bibliography expands current notions of what comparative reading is, or ought to be. It lists and categorizes research efforts made throughout the world, giving special emphasis to the tendency to conceive of the reading process in interdisciplinary terms.

The issues of literacy and illiteracy have made their presence felt in every country of the world. Anyone who has explored these issues quickly comes to understand that, because the acquisition of basic literacy is no longer enough, these concerns may never go away entirely. This bibliography is conceived as a starting point for continued research and study in the areas of literacy and illiteracy. Chapter one deals with international and national research in literacy. The international research section is subdivided into sections pertaining to cross-cultural, cross-national, world literacy, and world regional research in literacy. The national research section lists countries alphabetically with the United States being further subdivided into general and state-by-state sections. Illiteracy and UNESCO and literacy in the third world are the subjects of chapters two and three respectively. Cross-referencing is provided by author and subject indexes. This volume provides much-needed access to information on literacy and illiteracy for teaching, research, and planning purposes.

Hladczuk's bibliography on literacy, which is the most comprehensive literacy/illiteracy bibliography available, covers every literacy `issue' currently in existence, including technological and mathematical literacy, aliteracy, and job literacy. Organized into 37 subject-oriented chapters, this bibliography provides approximately 3,000 citations. Most are dated from 1980 to the present. Although this work is a companion volume to Literacy/Illiteracy in the World. . . it can definitely stand alone. Author and subject indexes complete the volume. . . . Very highly recommended for all college and university collections. ChoiceIncreasing modernization and the technological explosion have lead to redefinitions, new understandings, and an expansion of the concept of literacy. In previous eras, literacy quite simply, meant the ability to read, to be functionally literate. But that definition of literacy--functional literacy--is now one of many that refer to increasingly specialized ways of being literate such as scientific literacy, cultural literacy, computer literacy, and visual literacy among others. Computer literacy and technological literacy were first listed as descriptions by ERIC in 1982 and the recent best seller Cultural Literacy: What Every American Needs to Know focused attention on an enlarged understanding of what it means to be literate and urged schools to teach cultural content to produce culturally literate citizens. This comprehensive dictionary, a companion volume to the compilers' Literacy/Illiteracy in the World (Greenwood, 1989) which deals with the subject of literacy organized along the lines of international and national research, has been organized on a straightforward, user-friendly plan with the issues in literacy/illiteracy arranged alphabetically to facilitate logical use. Following the compilers' introduction, 37 sections beginning with adult literacy and ending with women and literacy, address such issues as aliteracy, biliteracy, computer literacy, evaluation of literacy, graphic literacy, right to read programs, and much more. Serious researchers will cross-check not only within the areas of this bibliography but also in the companion volume.Educators, especially those teaching methods courses and seminars to would-be teachers, and professionals in many of the areas treated by this bibliography will find that this trailblazing reference contains a wealth of source materials. This important bibliographical contribution deserves a place in every college and university library as well as in local public libraries across the U.S. Entires are arranged alphabetically by author and in the case of multiple citations by author, the citations are listed chronologically for that author. Where an author has had 2 or more publications in a year, the citations for that year are listed alphabetically by title. Citations are also listed according to the number of authors in a manner that provides easy access to the information. Each item has been numbered consecutively and is referred to by number in the Subject Index which has been compiled not only on the basis of title, but also based on the information contained in the reference. The author's introduction serves as a concise, fact-filled overview of this important and timely subject. Students and scholars in the medical field, as well as alcohol counselors and others dealing with pregnancy or the affected children will find this resource invaluable.