Who is literate person

As his teachers require, Paul synthesizes the information he finds, identifying text-based evidence that he'll go on to cite, and he selects the product format best suited for his goals e. He shares his work with an audience of diverse peers, some of whom are just learning English, some of whom come from cultural backgrounds very different from his own, some of whom seem to learn much more easily than he does, and some of whom are pursuing goals set out for them in individual education plans.

Paul and his classmates give feedback on one another's work and share their takes on classroom content in all kinds of learning arrangements, from partner work to small groups to the whole class. His after-school circle is similarly diverse—all kinds of kids meeting up in person or online to explore and pursue expertise in sports, music, gaming, and other areas of interest.

Paul's life is all about taking in information, reflecting on it, sharing it, connecting with others, and communicating about what he's seen, read, thought about, experienced, and felt. How does this portrait connect with what it means to be a student who meets rigorous academic standards and is college and career ready?

Literate individuals demonstrate independence with text. They can, independently, with little guidance from teachers and peers, comprehend varied, complex print and digital texts, communicate and build on others' ideas, and understand and apply academic and discipline-specific vocabulary and conventions of English.

They know how to use strategies and employ them when necessary to comprehend texts and apply literacy knowledge and skills. Literate individuals build strong content knowledge. They acquire and share knowledge of subject matter through reading, writing, and speaking as well as research and study. They read and understand discipline-specific texts and become experts in the content.

Literate individuals respond to varying demands of audience, task, purpose, and discipline. They set and adjust their communication in relation to audience, task, purpose, and discipline. They understand how words affect meaning in writing and in speech, depending on the audience and the purpose, and how different disciplines call for providing different types of evidence. Literate individuals comprehend as well as critique.

They understand and can explain what writers, speakers, and visual and mixed media creators are saying through their texts, but they also know how to analyze and examine these texts critically. They question an author's assumptions and biases and evaluate the veracity and logical reasoning of the claims.

Literate individuals value evidence. They can cite evidence to support their interpretation of text, both verbally and in writing. They also communicate their reasoning effectively and know how to evaluate the reasoning and arguments of others. Literate individuals use technology and digital media strategically and capably. They employ technology thoughtfully and effectively and can determine which media are best suited for their communication goals.

They also synthesize information found through various media and technologies. Literate individuals come to understand other perspectives and cultures. They encounter perspectives and ways of life that are different from their own through reading, writing, and listening, and they are able to work and communicate effectively with peers of diverse backgrounds. Through reading multicultural literature, they have new experiences that expand their cultural understanding and sensitivity.

What can teachers do to help their students acquire, develop, and refine the capacities of the literate individual? We can keep these CLI at the forefront of our thinking during planning. Backward design can help with this. The Causes of Illiteracy Who is Literate? Nearly one billion people in the world cannot read, write or do simple numerical calculations. The problem of illiteracy affects all nations, rich or poor, industrialized or otherwise.

However, the majority of illiterates live in poor underdeveloped societies. The Causes of Illiteracy The causes of illiteracy are many and varied. The fact that it is frequently linked with poverty suggests that some of the causes could be the inadequate provision of schools, an inadequate number of properly trained teachers and the economic situation of families that make education for their children a low priority. There are also other causes, such as disabilities, that remain undiagnosed and unserviced.

There are social and cultural priorities and values e. There are huge numbers of children, not least among them orphans and street children, who never get the chance to go to school at all. Activity 8. Examine the map of illiteracy around the world See Appendix. Discuss the causes of illiteracy mentioned above. Well-written; polished. Well-educated; having or showing extensive knowledge, learning, or culture. Familiar with literature; literary.

A person who is literate. A literate person. Knowledgeable in literature, writing; literary ; well-read. Which is used in writing of a language or dialect. A person who is able to read and write.