Literacy teaching: a selected bibliography - unesdoc

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EDIICATIONAI. STIIIIIFS A N D DGCUhlFN'TS
T h e Education Clearjnp,l(ousr al.so publishes rhe
follow in^^^
EDUCATION ABSTILACTS
imonrhlv, in English, French, Spanish and Arabic editions)
A n ,innotared guide ro recenrl), publisheJ material o f inreresr ro aducJrors.
On suirable application heinK [made readers
wich special inrrresrs in educ<irionai
bibliography inay receive this journal regularly, free of charhte.
171 JNIIAkLENTAL
AND AIIIJLT ICDIICATION
( a quarrerlv bullerin, in English, French, Spanish and Arabic edirion.7)
Shorr accounrs of experimenrs, field work and marcrials used.
Annual subscriprion: $1.; 5 s. ; 250 Frs.
From Llnesco and all sales agents.
literacy Teaching:
a selected
bib liogra p hy
-
preyred by the
Uaesce Education Clearing Hsuse
PARIS,U N E S C O
P R E F A C E
A select bibliography on literacy education x'asissued in 1950 by the Unesco Secretariat.
It listed 97 items, of which 32 were textbooks and other teaching aids. This earlier worlc is out
of stoclc - also out of date, as much more material has since been published, It was decided to
respond to the many requests received by issuing a new bibliography retaining from the earlier
work only the most important items.
Somewhat different criteria have been employed in the present compilation. Teaching
materials, textbooks, primers and readers are of such limited value outside the geographical or
linguistic area for which they are designed that no attempt at a comprehensive listing has been
made. Only items appearing to have some transfer value or a clear demonstration of interesting
teaching practices are included. Similarly, there has been no attempt to give a thorough listing
of literacy laws, these being largely repetitive. The bibliography therefore concentrates mainly
on the organizational and methodological aspects of literacy worlc, since it is in these that the
field worlcer and administrator can learn from the experience of others.
In selecting materials on methods of teaching reading and writing it has been thought use-
ful to include items dealing with the teaching of children, as there is little significant literature
in the purely adult field. The reader will, however, be aware o f the danger of transferring
methods to adults without careful testing. In other subject areas the items listed refer almost
exclusively to the literacy of adults.
During the compilation of this worlc a preliminary list of documents held in the Education
Clearing House of Unesco was distributed to thirty-two correspondents (mainly in literacy
centres), and through A'ational Commissions, with a request for amendments and additions; the
list thus being checlced in most parts of the world where there are active literacy programmes,
Even so, it would be too much to claim that it is exhaustive, even in the main sections; it is
believed, however, to be fairly representative. Comments, additions and corrections will be
welcomed by the Secretariat. As far as possible full bibliographical data are given for each
item listed.
Orders must be sent to booksellers and not to Unesco. hlaterials issued by Unesco may be
obtained direct from the Organization's Sales Division or from one of the sales agents listed o n
the back cover.
1) Unesco, Literacy education selected Dibliogruphy. Paris, 1950, 43 p. (Occasional papers in education,
No.
5).
TABLE OF CONTENTS
Page
SECTION I:
Illiteracy. its Occurrence. Causes and Remedies . . . . . . . . . . .
SECTION 11:
Laws . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
11
SECTION 111:
Agencies. Plans and Reports . . . . . . . . . . . . . . . . . . . .
13
SECTION IV:
Methods of Teaching
(i)
(ii)
SECTION V:
Principles and Research . . . . . . . . . . . . . . . . . . .
Teaching Manuals and Syllabuses . . . . . . . . . . . . . . .
4
25
33
Provision of Reading Material
(i)
(ii)
Organizational Aspects
. . . . . . . . . . . . . . . . . . .
Writing. Production and Testing Methods . . . . . . . . . . . .
Country and Territory Index
. . . . . . . . . . . . . . . . . . . . . . . . . . .
40
43
47
-4-
SECTION I
ILLITERACY
1.
-
ITS OCCURRENCE, C A U S E S A N D REMEDIES
A short study of reading problems in the Pacific Islands. Suva, Fiji,
Department of Education, /1952/. 25 p. (Papers of the Mucational Research Institute
for Fiji and Western Pacific Territories)
Adam, R.S.
A report O Q research into reading habits and needs in the Pacific area, with specific
reference to research work carried out in the Fiji group.
2.
Barrientos Salas, Robinsbn. Educacidn de adultos y alfabetizaci6n. Santiago, Escuela de
Verano, Universidad de Chile, 1951. 149 p. Processed.
The author has collected together and published his class notes of the courses at the
S u m m e r School of the University of Chile. In the first part he sets forth the main concepts
governing adult education. H e then studies the chief means. both material and institutional
in current use, and the prevailing methods applied in this type of education.
In giving a brief description of the activities carried out in different countries,
Professor Barrientos defines the aims of fundamental education and shows the importance
of the problem of illiteracy. In the last part of his work he examines the results of the
literacy campaigns conducted in Latin America. Particular stress is laid on the problem
of adult education and the Literacy Service in Chile.
3.
Caliver, Ambrose. Literacy education, national statistics and other related data.
Washington D.C., U.S. Office of Education, 1953. 10 p. (Circular No. 376).
This circular was compiled to answer questions on literzccy statistics in the United
States of America. There are tables such as "Years of school completed by persons aged
25 years or over, by residence and colour: 1950" and "Per cent of'selective service
registrants who failed the A r m e d Forces Qualification Test, July 1950 June 1951 and
per cent of adults functionally illiterate". The circular ends with a brief table of results
of illiteracy such as "Results in social and cultural lags".
-
4.
Capell, A. A linguistic survey of the South Western Pacific. Noumea, N e w Caledonia,
South Pacific Commission, 1954. 262 p., maps.
A n overall picture of the vernacular languages of the region, with s o m e data about
literacy.
5.
Fernsndez Fer&, Rosendo. "Analfabetismo y nivel de vida" . Revista espa6ola de
pedagogfa, Aiio 12, No. 47,Julio-Septiembre1954 pp. 329-336. Madrid, Consejo Superior
de Investigaciones Cientificas.
This study of illiteracy in Spain and its bearing on the standard of living reaches
the following conclusions:
The raising of the standard of living must accompany the raising of the cultural
level, the curriculum should include those subjects directly affecting production, and
Spanish psychology should be modified in order to eradicate m a n y prejudices that affect
the country I s economy.
-56.
Ferrer Martin, Sebastign. "Analfabetismo. El problema estadktico". Revista
Espazola de Pedagogia. An'o 12, Enero-Marzo 1954, No. 45, pp. 65-72. Madrid,
Instituto "San Jose de Calasanz" de Pedagogia.
A brief study of literacy statistics, with references to sampling and indirect
measurement of illiteracy rates.
7.
Gadgil, D.R. Report of investigation in the problem of lapse into illiteracy in the Satara
Bombay, Government Central Press, 1945. 126 p. Gokhale Institute of Politics
and Economics, Poona 4.
district.
-~
~
At the request of the Director of Public Instruction in Bombay, the Gokhale Institute
of Politics and Economics undertook an investigation into the problem of the lapse into
illiteracy. The report explains in detail the methodology of the enquiry and the results
achieved. A useful guide for research workers inthe literacy field.
8.
Ginzberg, Eli and Bray, Douglas W. The uneducated.
Press, 1953. 246 p.
N e w York, Columbia University
The result of a survey of the effects of illiteracy in the United States on the value of
human resources. A large part of the study is devoted to a consideration of the illiterate
soldier during World W a r I1 and his eventual return to civilian occupations. The study
begins with an historical resum6 of changes in the educational system and concludes with
a discussion of what can be done to decrease illiteracy and therefore improve the ''human
resources potential".
9.
Godoy Urrutia, C6sar. Analfabetismo en America. Guatemala, Editorial del Ministerio
de Educaci6n PGblica, 1952. 288 p.,stat.,bibl.
(Coleccio'ncientifico-pedag6gica. No. 4)
A study of illiteracy in Latin America from the political and social standpoints:
(a) historical, geographical, economic, political, social, educational and cultural causes;
(b) education; (c) the funds allotted by the State to education compared with the other
chapters of the budget; (d) cultural level as reflecting the economic situation; (e) teacher
status; (f) present tendency in cultural development throughout the world; (g) characteristics of -educationaldevelopment in a few Latin American countries.
10.
Great Britain. Colonial Office. Advisory Committee on Education in the Colonies.
Education for citizenship in Africa. London, H.M .S.0., 1949. 40 p . (Colonial No. 2 16).
Contains sections devoted to citizenship education among illiterate and newly
literate adults, of special interest as recommending techniques to be used to m a k e these
groups participate in the life of the community.
11.
Great Britain. Colonial Office. Advisory Committee on Education in the Colonies.
M a s s education in African society. London, H.M.S.O., 1944. Reprinted 1947. 63 p.
General principles of m a s s education in Africa are discussed. There are suggestions
as to the organization, methods and practices of m a s s education work in the British colonies
and other countries. A list of reading matter for literacy campaigns is appended.
-612.
Howes, H.W. Fundamental, adult, literacy and community education in the West Indies.
Paris, Unesco, 1955. (Educational studies and documents, No. XV)
D r . Howes, Unesco consultant on education attached to the Caribbean Commission,
relates the objectives and experiences of literacy education in the region served by the
Commission to those of fundamental, adult and community education as a whole. He
describes the problems involved, and offers suggestions on the development of existing or
future programmes which are applicable to similar conditions in other parts of the world.
He considers literacy as an essential aid in individual and community problems,
enabling the adult to use a newly acquired skill for achieving something he really needs
and wants; and stresses the necessity of extending facilities for training in the production
of reading materials and for the general training of teachers and leaders. O n the basis of
his findings, Dr. Howes outlines a proposed scheme for community education (including
adult education and literacy) for the Caribbean.
13.
International Committee on Christian Literature for Africa. Literacy for adults in Africa,
by R.R. Young and others. London, The Sheldon Press, 1946. 62 p.
The text of a series of lectures in a course at the Institute of Education, London,
arranged by the International Committee on Christian Literature for Africa. The lecturers
give the result of their own experiences in teaching adults to read in Africa and India, and
deal largely with methodology.
14.
Jimdnez Troncoso, Aurea Nira. Analfabetismo. Pgtzcuaro, Mdxico, Centro regional de
educaci6n fundamental para la America latina, 1955. 39 p.
A study on illiteracy by a former student of the Fundamental Education Centre for
Latin America. Among problems discussed are: reasons for illiteracy (historical,
geographical, economic): the difference between absolute and functional illiteracy, and
general features of literacy campaigns.
15.
Karpov, N . M . Kulturnaja revoljucija. Moskva, Goskultprosvetizdat, 1954.
192 p
An evaluation of the part played by literacy teaching in the political and cultural
revolution in the Union of Soviet Socialist Republics and an account of the methods used to
eradicate illiteracy throughout the country.
16.
Kempfer, Homer. Adult literacy education in the United States. Washington, D.C.,
U.S. Office of Education, 1950. 5 p. (Circular, No. 324)
A brief survey of the problem of illiteracy in the United States of America.
17.
Krupskaja, N.K. Likvidacija negramotnosti. Moskva, Rabotnik prosveEzenija, 1938,
Analysis of the sociological and educational aspects of the campaign against illiteracy
conducted by the Union of Soviet Socialist Republics; educational level of the Russian
people in the first years after the Revolution; account of the efforts made by the Soviet
Government and the Communist Party to eliminate illiteracy and description of the educational methods employed for that purpose
.I
- 1 -
18.
Laubach, Frank C. The silent billions speak. New ed. New York, Friendship Press,
1945. 218 p. Spanish ed: Los miliones silenciosos hablan. Buenos Aires. Editorial
"La Aurora", 1947. 235 p.
The author gives an account of his experience in literacy teaching in various countries
and languages. Interesting informatioh is given on how the so-called "each one teach one"
method has been applied throughout the world.
19.
Lewis, M.M. The importance of illiteracy: an investigation of a grave national problem,
its extent, its causes, and its possible remedies. London, Harrap, 1953. 187 p.
The author first defines the national implications of illiteracy and suggests reasons
for its apparent increase. H e then considers the three main reasons for the importance
acquired by literacy in a modern society the development of techniques of communication,
the needs springing from all aspects of individual and social behaviour, and the prestige of
literacy engendered by these factors and concludes by suggesting measures which might
be taken to raise literacy standards.
-
-
20.
Nannetti, Guillermo. La Organizacih de 10s Estados Americanos y la campaGa continental
de educaci6n. Washington D .C., Divisi6n de Educacibn, Uni6n Panamericana, 1950.
20 p. 3 appendices.
This report shows the importance ascribed by O A S to educational and cultural questions.
The author describes the functions of the Inter-American Cultural Council and of the organs
of the Pan-American Union which serve as permanent secretariats. With regard to the
Division of Education, he outlines the work already accomplished and the programmes for
the near future. The appendices contain: a list of Inter-American agreements and conventions of a cultural nature, the co-operation agreement between Unesco and OAS, and the
agreement between Unesco and O A S concerning the training of staff and the production of
fundamental education materials.
21.
Neijs , K. Literacy teaching for adults.
Cbmmission, 1954. 128 p.
A study. Noumea, New Caledonia, South Pacific
A general survey of literacy teaching, with special reference to the mass literacy
conference held by Dr. Laubach in 1949 in the mandated territory of New Guinea.
22.
Plattern, G.J. The use of the vernacular in teaching in the South Pacific.
New Caledonia, South Pacific Commission, 1953. 34p., appendices.
Noumea,
A summing up of linguistic factors influencing literacy. There are appendices on the
French territory of New Caledonia and the French establishments in Oceania, the AngloFrench Condominium of the New Hebrides, and the use of the vernacular among the main
groups of "immigrant" peoples in the South Pacific.
23.
Read,Margaret.
"Recent developments in adult education". Symposium on popular
education / Symposium sur llkducation populaire, Leiden, 1952. pp. 50-72. Leiden,
Universitaire Pers Leiden,-1953
A paper prepared for the symposium on popular education held at the AfrikaInstituut, Leiden. Contains a review of literacy campaigns in Sierra Leone, Tanganyika,
Northern Sudan, Northern Rhodesia and Nigeria, with a description of literature bureaux in
different parts of British Africa.
24.
Reissig, Luis.
L a educacion del pueblo. Buneos Aires, Editorial Losada, 1952. 125 p.
The author discusses questions relating to "Intellectual work and local needs",
"Man, education and the modern world", "How our people must be educated", etc.
A s regards the r6le which the intellectual should play today, Professor Reissig
writes: "In m y opinion, there could be no finer social and human r6le for the modern
intellectual than that of an educator".
After analysing in detail, in another chapter, the indices of the standards of life
in various countries, the author arrives at the foIlowing conclusion: "The lower the
standard of life, the higher the proportion of illiterates. LlIiteracy is a consequence of
low standards of life. Et is an effect and not a cause''. Further on, he adds: " W e must
state this seeming paradox: To eradicate illiteracy, it is no use beginning by literacy
teaching. Literacy has no magic power in itself. the 'magic' operates only when the
conditions making its use possible and necessary have been created".
25.
-
Roberts, D.B. Types of organization in adult and m a s s literacy work. Sydney, South
Pacific Commission, 1952. 10 p. (Technical paper No. 32).
Deals with the administrative problems rather than the techniques of literacy teaching;
describes s o m e types of organization which have been found effective, and the sort of problem
and environment for which each type is likely to be found most appropriate; and shows how
the various organizational patterns m a y be dovetailed to build up a comprehensive and widespread adult literacy service.
26.
Roy, N. R. Never too late. Calcutta, Orient Book Co., 1953. 122 p,
This handbook discusses s o m e of the major problems of adult education in India,
with suggestions for solving them. Examples from other countries are also given.
27.
Shahla, George and others. Al-way al-tarbawiwa-mustakbal al-bilad al- 'arabiyah.
Beirut, Dar el Kashaf, 1955. 590 p.
A book on education in the Arab world, with a special chapter on adult education
discussing illiteracy in the Arab world and the efforts made by the various Arab governments
to solve the problem.
28.
Spain. Junta Nacional contra el Analfabetismo. Causas y remedios del analfabetismo en
Espafia. Madrid, 1955. 188 p - (Publicaciones de la Junta Nacionalcontra el Analfabetismo,
Ministerio de Educacio'n NacionaI)
This volume includes three studies: one on the evaluation of illiteracy in Spain, by
Antonio G u z m h Reina; one on the causes of andremedial measures for illiteracy, by Santos
Gil Carretero and Fernando Rodrl'guez Garrido; and one on illiteracy and the national
income. by Alfred0 Cerrolaza. These studies were selected, and awarded prizes, by the
Junta Naeional contra el Analfabetismo among works submitted to it in a contest recently
organized
-
-929.
Symposium on popular education / Symposium sur 1 'education populaire, Leiden, 1952.
Organized by the Afrika-Instituut-Studiecentrum, Leiden, 3113 214, 1952. Leiden,
Universitaire Pers Leiden, 1953. 183 p. Text in English and French.
-
A volume arising from a meeting of specialists with extensive knowledge of Africa.
Contains memoranda prepared by Belgian, Dutch, English and French authorities and m a y
be regarded as a s u m m i n g up of African experience according to the educational approach
of the countries concerned. Each chapter has a bibliography.
30.
Towards a literate Africa. Report of a conference held under the auspices of the International Committee on Christian literature for Africa and the Colonial Department of the
University of London, Institute of Education, December 1947. Edited by L.J. Lewis and
Margaret Wrong. London, Longmans. 1948. 80 p.
Various aspects of the problem of adult literacy and vernacular literature are
analysed in this report of the conference and the subsequent discussions. There is a
survey of the mechanics of book distribution with s o m e general conclusions about colportage,
mail orders and price levels.
31.
Tucker, A.N. "The linguistic aspect of m a s s literacy movements ." Symposium on
popular education / Symposium sur l'kducation populaire, Leiden 1952.
pp. 74-93.
Leiden, Universitaire Pers Leiden, 1953.
A contribution to the symposium on popular education in Leiden, dealing with the
linguistic technicalities of the problem of m a s s literacy.
32.
Unesco. African languages and English in education. Paris, 1953. 91 p .
studies and documents, June 1953, No. 2). Also published in French.
(Educational
A report of the meeting of language experts which was organized by Unesco at Jos,
Northern Nigeria, from 17 to 29 November 1952. Three of the working papers used at
the meeting are included.
33.
Unesco.
app.
Basic fa
Also published in French.
First ed. 1952.
A collection of statistical data on education and culture from all countries of the
world, gathered from national reports and publications and from replies to Unesco
questionnaires and special surveys. It is supplemented by information available to the
Unesco Secretariat from other national and international sources.
34.
Unesco. Progress of literacy in various countries. A preliminary statistical study of
available census data since 1900. Paris, 1953. 224 p . (Monographs on fundamental
education, 6). Also published in French and Spanish.
A preliminary statistical study of world illiteracy in 26 countries, with the emphasis
placed on the method of measurement, analysis and comparability rather than on the
actual figures. Contains 29 graphs and 172 tables.
- 10 35.
Unesco. The use of vernacular languages in education. Paris, 1953.
on fundamental education, 8). Also published in French and Spanish.
156 p. (Monographs
One of the problems frequently encountered by the fundamental educationist is the
multiplicity of languages spoken in the area where he works, and the fact that often no
written forms and therefore no educational literature exist. This study deals with
the problem as found in Mexico, the Arabic-speaking world, Indonesia, N e w Guinea, the
Gold Coast, and the Philippines.
-
36.
-
Vastenhouw, M. Analphabetisme. Groningen, Batavia, J.B. Wolters, 1949. 129 p.
(Mededelingenvan het Nutsseminarium voor paedagogiek aan de Universiteit van
Amsterdam, No. 43)
A study on literacy education in Indonesia, divided into two parts. The first deals
with literacy work in Holland, Union of Soviet Socialist Republics and the Philippines, and
the Laubach campaigns. The second part deals with Indonesia, giving accounts of two early
literacy campaigns among adults, in the 1920's and in 1939. As a conclusion it is laid
down that adult campaigns must be regarded as long-term projects and that training of staff
and preparation of reading matter should be placed on a permanent basis before a campaign
starts.
-
11
-
SECTION I1
LAWS
Colombia. Ministerio de Educaci6n Nacional. CampaEa contra el analfabetismo.
Bogotd, Jinprenta nacional, 1948. 29 p.
37.
Contains the decree providing the organizational basis for the literacy schools.
Responsibility for these schools is placed on municipal and village literacy councils,
the central government supervising the schools through an inspectorate. Each literacy
council is required to establish a popular library. A minimum syllabus is included.
Ecuador. Leyes, decretos, etc.. .Estatuto de la Liga Alfabetizadora de Ensena'iza.
Guayaquil, Universidad de Guayaquil, Departamento de Publicaciones, 1949. 46 p.
38.
A brief historical account of the establishment of the League, the main institutions
affiliated with it, the L a w on Literacy and the Statutes of the Guayaquil League.
Egypt. Laws, statutes, etc. L a w No. 110 for the year 1944 concerning combating
illiteracy and propagating popular culture. 4 p. In Arabic.
39.
A circular of the Ministry of Education giving the full text of the Literacy L a w of
1944 together with the amendments of 1946 whereby the responsibilities of literacy
teaching were transferred from the Ministry of Social Affairs to the Ministry of Education.
The L a w makes it compulsory for illiterates between the ages of 12 and 45 to learn
to read and write. It lays down that literacy teaching is free of charge.
The L a w includes details regarding the period of study, the opening of literacy
classes, the employment of teachers and supervisors and the testing methods.
El Salvador. Departamento de Alfabetizacibn y Educacidn de Adultos . Creacio'n del
40.
Departamento de Alfabetizacidn y Educacidn de Adultos.
San Salvador, 1949. 8 p.
Text of Decree No. 365 of October 1949, in wLiichit is stipulated that the chief
functions of the Department will be: "(I) to eradicate illiteracy in El Salvador; and
(2) to raise the cultural level of new Iiterates by giving them instruction in regard to
hygiene, work, civics, health and other matters indicated by the laws and regulations,
with the object of enabling the citizens of El Salvador to realize their responsibilities
towards society, their rights and their duties".
Ley de alfabetizaci6n y educacio'n de adultos y
San Salvador, Ministerio de Cultura. 1950. 12 p.
El Salvador. Leyes, decretos, etc.
41.
reglamentos.
~
Text of the "Law on Adult Literacy" and the Regulations (Decree No.4) relating
to the Interdepartmental Advisory Council, the Committees, Sub-Committees, Boards
and Commissions, and the Literacy and Adult Education Board (Decree No. 5).
- 12 42.
Guanajuato (Mexico). Gobierno del Estado.
Guanajuato, Gto 1948. 12 p.
Poder Legislativo. Ley de alfabetizacibn.
D ,
Text of Decree No. 96 of the XLth Constitutional Legislature of the State of
Guanajuato. The text comprises 6 chapters, dealing respectively with: General provisions, direction and control of literacy activities, finance, literacy centres, supervision, sanctions and other aspects of the problem.
43.
Guatemala. Comit6 Nacional de Alfabetizacibn. Reglamento general para maestros y
otros empleados en la campafia nacional de alfabetizacidn. Olatemala, Ministerio de
Educaci6n Pbblica, 1950. 4 p. Processed.
In implementation of the L a w on Literacy, the general criteria relating to the
opening of schools, appointment of teachers, periods of study, methods of control, award
of certificates and payment of salaries, are here defined.
44.
Guatemala. Leyes, estatutos, etc. Ley de alfabetizaci6n nacional.
Ministerio de Educacidn PGblica, 1945. 20 p.
Guatemala,
This booklet has an introduction explaining the origin of Decrees No. 19, establishing the National Literacy Committee in January 1945, and No. 72, promulgating in
March 1945 the National Literacy Law. It reproduces the text of this law, which includes
a definition of literacy, the plan and purpose of the national campaign to increase the
number of literates, within four years, to a figure representing 95% of the population
a description of the organization of the campaign and the compulsory co-operation in it
of all literate persons. Article 13 stipulates: "Every Guatemalan over 14 years of age
living within the national territory, and every Guatemalan between 7 and 14 years of age
who does not attend school, must learn to read and write within six years".
-
45.
-
Likvidacija bezgramotnosti. 1. Dekret. 2. Instrukcija. Moskva, Gos. izdat., 1920.
12, 2 p.
Lenin's important Decree of 21 January 1920, on the eradication of illiteracy, makes
it compulsory for all inhabitants of the Union of Soviet Socialist Republics from 8 to 50
years of age to learn how to read and write. (In 1920, 50% of the population was still
illiterate.)
46.
Portugal. Laws, statutes. Plano de educac;ao popular. 6a edic;'ao,Lisbon, Companhia
Nacional Editora, 1953. 161 p.
Gives the full texts of Decree No. 38,968 and Decree No. 38,969 which established
the national scheme of popular education in Portugal, making literacy compulsory and
laying down the provisions to finance the national scheme. Further information on this
subject can be found in the series of booklets published by the Campanha nacional de
educac;go de adultos.
- 13 S E C T I O N I11
A G E N C E S , P L A N S AND REPORTS
47.
Aguilar Paz, Jesus y Bardales, Rafael. El analfabetismo en Honduras. Tegucigalpa,
D.C., Secretaria de Educacidn Pdblica, 1949. 59 p.
This publication contains the report submitted by the authors to the seminar on
literacy work and adult education held in Rio de Janeiro. Brief historical account of the
question and analysis of the chief causes of illiteracy. General features of the literacy
campaign in Honduras, and present-day importance of adult education. The last part
of the report is concerned with the conclusions of the Rio de Janeiro seminar on literacy;
it also gives s o m e statistics relating to culture in Honduras.
48.
Alfaro, Jovel, Jorge. Educaci6n rural, alfabetizacidn y educaci6n de adultos. San
Salvador, Ministerio de Cultura, 1951. 47p., diagrams.
B y way of reply to an enquiry m a d e by the Ministry of Culture, the author describes
the situation of the rural school and proposes reforms calculated to transform it into a
real school in the service of the community. Professor Alfaro writes: "Rural education
should not be confined to children; it is also needed by young people and adults". Further
on he suggests: "Rural education should be a concerted action, to which all government
departments have their contribution to make". The author also briefly analyses the
functions of the Literacy and Adult Education Department.
49.
/Andhra Gramthalaya.7 Patamade P.O.,Krishna Dist., Andhra State, Andhradesa
Library Association, n.d.
114 p.
Besides proceedings of the special session of the Andhradesa Adult Education
Conference, includes articles and speeches dealing with the definition of literacy,methods
of teaching reading and writing and a report on the works of literacy campaign in
Andhradesa.
50.
"Attack the problem of illiteracy (Eritrea)" Allen, H.B. , Rural reconstruction in action
chapter V, pp. 81-95. Ithaca, N e w York, Cornel1 University Press.
A n account of literacy work in Eritrea where, in 1942, a department of education
was added to the military administration in order to provide Eritreans with a system of
education.
51.
Bolivia. Direcci6n General de Educacich. Inspecci6n General TBcnica de Primaria.
OrganizacMn y programas de escuelas populares nocturnas. L a Paz, 1949. 32 p.
These night schools are for children, youths and adults of 9 to 40 years of age.
The instruction given is of a post-school type. General lines on which the schools are
organized, and curricula covering the six years or grades of the course are outlined.
The "night schools for w o m e n occupied with household duties" provide three-year
courses consisting of three grades. In these schools, preference is given to practical
instruction in domestic science.
- 14 52.
Bombay City. Adult Education Committee. Ten year plan for the liquidation of
illiteracy from the adult population of Bombay City 1946. Bombay, 1947. 16 p.
A description of the ten-year plan for the liquidation of illiteracy, drawn up by the
Bombay City Adult Education Committee. A striking feature of the plan is the reliance
placed on voluntary service by teachers, supervisors and educational institutes. The
total cost, over a period of ten years, of making 660,000 adults literate was estimated
at just over five million rupees.
53
-
Bombay City. Social Education Committee. Annual reports, lst-l5th, 1939-40
1953-54. Bombay, The Committee, 1940-1954. 15 v. Formerly Bombay City Adult
Education Committee.
Describes the organization, teaching methods, materials used and results achieved
since the Committee started its work in April 1939. In all, 614,104 adults have received
the benefit of education through the Committee. The concept of adult education has been
reoriented to social education, including the teaching of literacy with education in community health, civics, history and geography and national culture. Tables show how
literacy classes are financed and give break-downs in categories of citizens enrolled in
classes.
54
This paper describes a tenyear plan drawn up by the Committee in an endeavour to
make literate 660,000 Bombay citizens in the 15 to 40 age group. The campaign is carried
on by holding daily literacy and post-literacy classes throughout the city.
55
Brazil. Campanha de EducaGZo de Adultos. PublicaG5o. No. 1-12. Rio de Janeiro,
Ministgrio da EducaGzo e Salide,Departamento Nacional de Educa~Ho,1947-50.12 v.
Short booklets covering the general organization of the campaign, reports on meetings
of representatives from different States in Brazil, a manual with instructions to teachers
of adult illiterates laying special emphasis on how to use literacy primers, and a survey
of the history of adult education in Brazil.
56.
Caldas (Colombia). Secretaria de Higiene y Educaci6n Municipal.
Manizales, Imprenta Oficial del Departamento, 1951 . 24 p .
Alfabetizacio'n.
fillowing some general remarks, this pamphlet briefly describes the activities
included in the literacy campaign: reading, writing, arithmetic, language, civics,
geography and history, religion and ethics. It reproduces the text of certain local
measures relating to the promotion of rural education and minimum compulsory
instruction.
57
Chaco'n Nardi, Rafaela. L a alfabetizacign en Mbxico: una experiencia educativa que
pudiera utilizarse en Cuba. Mbxico, Ediciones Lyceum, 1951. 160 p .,illus .,diagrams.
In giving an historical analysis of the problem, the author formulates her own ideas
on education. She summarizes the geographical, economic, social and political situation
in Mexico, showing that its educational system is determined by that situation. A general
historical and educational picture of Mexico follows.
-
15
-
Turning to the question of illiteracy, the author describes its various aspects and the
satisfactory solutions provided by the campaign, as well as the educational work done by
the Cultural Missions. She gives particular attention to the problems of the Amerindians.
After giving a very detailed account of the Navarit pilot-project, she expresses the opinion
that it is an "admirable educational project, scientifically planned and wisely carried out,
which might well serve as a model for all the American peoples".
In the last part of the book tentative proposals are put forward for a literacy
campaign in Cuba.
58.
Chavarrca Flores, Manuel. Analfabetismo en Guatemala. (Informe de seis aEos).
Guatemala, Comit6 Nacional de Alfabetizaci&, 1952. 115 p., diagrams, plates.
The author analyses, from various points of view, the question of illiteracy in his
country, considered as a national problem. Several diagrams show the development and
relative importance of the first seven periodical campaigns, and the text of the chief
provisions governing the organization and financing of the campaigns is given. The
author analyses the work accomplished over a period of six years and is led to the conclusion that the eradication of illiteracy in Guatemala is an educational problem which is
entitled to first priority. The last part of the report contains a number of illustrations
showing various aspects of fundamental education work in Guatemala.
59.
Egypt. Ministry of Education. Department for Elementary Education and Combating
Illiteracy. al-La'iha al-mo'akatali-ijra'at mukafahat al-ummiyah. Cairo, 1947. 12 p.
Explains the practical measures to be taken for the implementation of the Literacy
Law. Deals also with the way in which literacy classes are to be organized throughout
the country and their relation to administrative and technical quarters in the various
ministries.
60.
Illiteracy. Mudhakarah 'an mashrG' mukafahat al-ummiyah. Cairo, 1951. 9 p. Processed.
A memorandum drawn up by the Literacy Department of the Egyptian Ministry of
Education giving a history of the literacy campaign project since the promulgation of the
L a w of 1944. Gives details of how the project was carried out, supported by statistics
on the progress of the work between 1945 and 1953, number of participants, number of
classes and funds allocated for the project.
Notes the difficulties facing those in charge of the project and the suggestions put
forward to overcome them.
61.
Egypt. Ministry of Defence. Department of Education and Culture. Tajzrib mukafahat
al-ummiyah bayn al-mujanadin. by Dr. S. Zaki. Cairo, 1952. 12 p. Processed.
A booklet describing the attempt made to provide literacy teaching for recruits in the
Armed Forces. Also refers to the book used in the experiment, the method adopted in the
teaching of recruits and the steps taken to keep records of the experiment.
- 16 62.
Egypt. Ministry of Education. Takir 'an al-ta'lim al-awwaliw a ta'lTm al-kibar w a
mukafahat al-ummiyah. Cairo, 1950. 12 p., tabl., stat.
The literacy section of this report describes the activities of the Egyptian Ministry
of Education in this field during the period 1945-1950. It also contains statistical information about the literacy classes, the participants and the funds allocated for the literacy
campaign. The programme of study in the literacy classes and the methods of supervising
them are outlined.
There is an account of the activities of government and national bodies, describing
the work of the Popular Culture Institutions in Egyptian cities and central provincial towns
63.
Gille. A . "Lutte contre I'analphabdtisme et 6ducation populaire au Congo Belge'.'
Symposium on popular education / Symposium sur 1'6ducation populaire, Leiden, 1952.
pp. 1-21. Leiden Universitaire Pers Leiden, 1953.
Deals with "Popular Education" in the Belgian Congo, the organizations taking part
in this educational work, and the programmes and methods used to fight illiteracy and raise
the standard of living.
64.
Gold C o a e . -Department of Social Welfare.
Accra, /1951/. 44p.
Plan for mass literacy and mass education.
- -
. Department of Social Welfare and Community Development. Literacy
campaign 1952. Accra, 1952. 52 p.
In the first volume there is a statement of basic principles of a mass education
campaign, followed by a suggested plan of work, illustrated diagramatically . Adminis
trative aspects such as staffing and finance are covered, and emphasis is laid on the importance of voluntary effort. Appendices contain statistical data, details of the work in
progress in the north and south of the Territory, and a description of the Rural Training
Centres.
-
The 1952 report gives an account of the implementation of the plan: the publicity
for the campaign, incentives to encourage participation, the preparation of vernacular
materials, recruitment of personnel, etc. Appendices cover courses of training, and
detailed summaries of the progress of the campaign in the various regions.
65.
Gonzhez Garcia, Leovigilda. Ensayo sobre analfabetismo en el Paraguay. Asunccon,
Servicio Cooperativo Interamericano de Educacidn, 1951. 59p., diagrams.
Using as a basis the preliminary figures of the Census of Population and Housing,
taken in Paraguay in 1950, the author analyses and interprets the statistics relating
to illiteracy, for the information and guidance of educational and administrative circles
in Paraguay. There are thirty-seven diagrams, preceded by comments on the situation
in each of the departments of Paraguay, which lead the author to the following general
observations: (1) the fact that the total number of illiterates in Paraguay does not
exceed 36% places that country in a "relatively better position than many other American
countries"; (2) a campaign should be launched for the complete eradication of illiteracy;
(3) the Ministry of Education Is efforts in this direction should not be diminished; (4)the
statistical data of the Census can serve as a very useful guide to the Ministry when the
latter is drawing up its educational policy.
- 17 66.
Guatemala. Comite Nacional de Alfabetizacidn. CampaXa nacional de alfabetizaci6n:
Instructivo general. Guatemala, 1948. 12 p.
Contains the text of general regulations relating to the so-called literacy "Centres"
and "Schools", the functions of persons responsible for the literacy campaign, the ways
in which materials are to be used and the organization of examinations at the end of each
cycle. Some regulations define the responsibilities devolving upon the authorities. In
general, this document relates to the administrative aspects of the campaign.
67.
Hawkins, T.H.and Brimble, L.J.F.
London, Macmillan, 1947. 419 p.
Adult education: the record of the British Army.
A n authoritative and comprehensive study of a great experiment in adult education,
including literacy teaching. All aspects are dealt with: curriculum methods, materials,
aids, and the means of extending activities through discussion groups, information rooms
and education centres
~
68.
Honduras. Ministerio de Educaccon PGblica. Memoria de la campana nacional de
alfabetizacibn 1950-1951. Tegucigalpa. Consejo Nacional de Alfabetizacio'n. 1951. 26 p.
This document contains the report of the director of the campaign, Professor
RaGl Zaldivar, and numerous statistical tables. It also contains a special report from
the Ministry of the Interior and the "Regulations concerning the National Literacy
Campaign''.
69.
India. Ministry of Education. All India report of social education for 1947-51. Delhi,
Govt. of India Press, 1954. 195 p. (Publ. No. 142).
A report on the progress of social education in India during 1947-51, giving separate
entries for developments in twenty-eight different States. Each chapter contains information and statistics about literacy work in the States of India. A final chapter gives an
account of the situation in a summary form with an assessment of future prospects and
needs.
70.
-
Indonesia. Djawatan Pendidikan Masjarakat . Mass education in Indonesia. Djakarta,
19537. 199 p.
-
A general publication outlining the various activities of the Indonesia htinistry of
Education, Instruction and Culture. A useful glossary of the various educational terms
used is included, together with a diagram of the structure of the Ministry.
71.
Indonesia. Kementerian Pendidikan Pengadgran dan Kebudajaan. Illiteracy problem in
the Republic of Indonesia. Brief report. LJogjakarta. 1949/.
- 12 p., tables.
A booklet describing the organization and work of literacy campaigns in Indonesia.
72.
18
-
Italy. Ministero della Pubblica Istruzione. Atti del primo congress0 nazionale de
1 'educazionepopolare: 2-5 Maggio 1948. Roma. Commissione d 'inchiesta per la
riforma della scuola, 1948. 112 p.
Report of the proceedings of this first Popular Education Congress, where all the
State and voluntary organizations concerned with adult and fundamental education met and
decided upon plans for future action. Literacy work in Southern Italy and the work of the
experimenta1"scuola popolare" are reviewed
-
73.
Italy. Ministero dellapubblica Istruzione L 'educazionepopolare in Italia. Roma,
Istituto poligrafico dello stato, 1948. 32 p.
~
A booklet published for the first Italian National Congress ofi Popular Education in
order to define the terms used and set out the aims of the movement.
74.
Ivanova, A.M . eto sdelala sovetskaja vlast'po likvidacii negramotnosti sredi vzroslykh.
Moskva, Gosudarstvennoe uEebnopedagogiEeskoe izdatel'stvo Ministerstva prosveE8enija
RSFSR, 1949. 95p.
This book describes the problem of illiteracy in Russia from 1897 to 1950. It
contains decrees relating to the eradication of illiteracy, gives an account of methods
used in adult education, includes reports of meetings of the "Down with Illiteracy"
Society, and discusses the results achieved in this field. The curricula of schools for
illiterates are also included, together with statistical tables showing the various phases
of the campaign.
75.
Kapadia, B.M. "Adult education campaign in Bombay City", Quarterly bulletin of
fundamental education, vol. P, No. 3, July 1949, pp. 3-10. Paris, Unesco. Also
published in French and Spanish.
Describes methods used and results achieved in the large-scale programme of
social education for adults conducted by the Bombay City Adult Education Committee (now
Among features of this campaign are educational fiim
Social Education Committee).
showings, production of cheap and useful literature in the vernacular languages, and
circulating libraries.
76.
Karpov, G . G . 0 sovetskoj kul'ture i kul'turnoj revoljucii v SSSR. hiIoskva,Goskul'tprosvetizdat, 1954. 241 p.
Cultural revolution in the Union of Soviet Socialist Republics.
campaign against illiteracy in the Soviet Union.
77.
Information on the
Kim. KPSS kak organizator kul'turnoj revoljucii. Moskva, Gospolitizdat., 1955. 310 p.
The Communist Party of the Union of Soviet Socialist Republics as organizer of the
cultural revolution.
- 19 78.
Krug, J.A.
The Navajo. Washington, D.C.,U.S. Dept. of Interior, 1948. 51 p.
A ten-year programme for the final assimilation of the 61,000 Navajo Indians who
live in poverty and are 90% illiterate. The plan would give them education, health and
other public service facilities.
79.
Laubach, Frank C. LReport on literacy campaign. Bangkok, Teachers Institute Press,
194T/. 43 p. Bilingual edition in English and Thai.
-
In 1949 the Siamese Government invited Dr. Laubach to help in establishing a
nation-wide literacy campaign. This report summarizes the methods employed, the
difficulties encountered in teaching the Siamese language, and the final recommendations
submitted to the Minister of Education.
80.
"Likvidacija negramotnosti.'I 3olgaja sovetskaja enciklopedija, vol. 10, p. 120.
Moskva, Gosudarstvennoe nauznoe izdatel stvo, 1952
I
The erad ication of illiteracy .
81.
Mexico. Direcci6n de Alfabetizacidn y Educacidn Extra-Escolar Departamento de
Alfabetizaci6n. L a alfabetizacidn en MBxico. RiIemoria 1944-48. Mdxico, 1949.
No pagination, ill.
~
A report on the Mexican literacy campaigns, covering the years 1944-48,with
detailed statistics from each province.
82.
Mdxico. Secretaria de Educaci6n Pliblica. Direccidn General de Alfabetizacio'n y
Educacidn Extra-escolar. Mdxico D .F. 1951. 60 p. Processed.
I
Gives information on the results of the work done by the Directorate-Generalfor
Literacy and Out-of-School Education; the history of this institution, its legal basis
and the present administrative. technical and economic organization of the following
services:
(a) Literacy: different stages, work of the Literacy Institute for Monolingual
Indians, schools, centres and curricula.
(b) Cultural missions: historical development, different types, achievements
and future projects.
(c) Cultural extension: aims, films, radio, popular theatre, plays and marionettes,
music and costumes.
83.
MBxico. Secretarfa de Educacio'n Pu'blica. Instructivo No. 8 para 10s Senores
Presidentes de 10s Ayuntamientos y Delegados Municipales y Gubernamentales.
Instructivo No. 9 relativo a las Juntas Municipales. MBxico D.F., Campa'ia Nacional
contra el AnalfabetismolL194q. 15 p.
This document briefly describes the stages of the National Literacy Campaign and
the responsibilities devolving upon the public authorities: Mayors, municipal and
governmental delegates. It also defines the part which the municipal councils should
play in the campaign.
- 20 84.
Wolina Silva, Daniel. El problema del analfabetismo en la regi6n magallhica a
traves de las cifras. Punta Arenas (Chile), Cuerpo Civic0 de Alfabetizaci6n Popular,
1953. 32 p.
O n the basis of a careful census of the Magellanic area, the author establishes the
indices of illiteracy, analyses its possible causes and suggests the best ways of eradicating
it. H e concludes that the opening of new primary schools, the establishment of a
government fundamental education service similar to that of the Cultural Missions, and
regular and close co-operationbetween all citizens, would give the best results.
85.
Mysore State Adult Education Council.
Council, 1949. 74 p-, illus.
Adult education in Mysore. Mysore,
The
The extensive programme of the Mysore State Adult Education Council is described.
Activities include adult literacy classes, practical village reconstruction using chiefly
university student volunteers, the operation of a rural training centre (Vidyapeeth), a
State-wide system of rural libraries, encouragement of folk arts "as a means of popular
instruction and recreation", and the production of a large number of textbooks and followup literature.
86.
National seminar on literature for neo-literates, Jamia Millia, Okhla, December 1952.
Report. Delhi, Indian Adult Education Association, 1953. 156 p.
In December 1952 a seven-day seminar was convened by the Indian Adult Education
Association to study problems connected with writing, production and distribution of
suitable reading matter for the newly literate and to formulate working principles that
would be of help to authors, artists, printers, publishers, librarians, educationists and
administrators. This report publishes their findings and a series of recommendations
urging the government and various agencies to take steps to promote the production of
suitable literature.
87.
National seminar on the organization and techniques for the liquidation of illiteracy,
Jabalpur, Madya Pradesh, India. 1950. Report on the national seminar... . Delhi,
Indian Adult Education Association, n.d. 76 p.
This report brings together in addition to basic information on the seminar,
reports of delegates on literacy work in the different States and of different organizations,
and working papers on topics for discussions. These include the place of literacy in
adult education, the organization of literacy campaigns, and methods and techniques for
teaching adults.
88.
Nigeria. Department of Education, Adult Education Branch. Adult education organisers I
course. Ibadan, Abiodun Printing Works, 1954. 20 p.
The Adult Education Organizers have held annual conferences and refresher courses
in Ibadan since 1949. This report outlines the programme during 1954, which included
extensive practical work. especially house to house activities.
- 21 89
Pan American Union. Division of Education. America frente a1 analfabetismo.
Encuesta para el Consejo Interamericano Cultural. Washington, D .C ., 1951 . 77 p .,illus.
Comprises the working paper for the first meeting of the Inter-American Cultural
Council, held in Mexico City from 10 to 25 September 1951. After a short introduction
to the problem of illiteracy in the Americas, gives a draft resolution on the enforcement
of national literacy campaigns. This resolution was later revised by the Council and
included in a recommendation entitled "Promotion of a Campaign for Primary, Free and
Compulsory Education, the Uprooting of Illiteracy and the Development of Fundamental
Education in the Americas" (document 93 (Rev.2)).
90.
Peru. Direccio'nde Educaci6n Com6n. Plan y programa de tip0 m h i m o para la
alfabetizacidn del adolescente y el adulto. Lima, 1944. 16 p.
According to this publication, "the first stage of the national cultural campaign
is to eradicate illiteracy among young people and adults". This means that they must
receive instruction in: reading, writing and arithmetic; patriotism based on general
ideas of geography, national history and civics; hygiene, the care of children, housekeeping and other women's work; moral and religious questions. Each of these matters
is considered from the theoretical and practical points of view.
91.
Portugal. Campanha Nacional de Educaq'ao de Adultos, 1953. Plano de educaqZo popular.
Lisboa. 1953. 5 vol.
-
11. Popular education and national
Contains: I. Speech by the Minister of Education.
economic progress, by Henrique Veiga de Macedo.
111. The r61e of books in popular
education, by Henrique Veiga de Macedo.
IV. The school as an auxiliary in the campaign against illiteracy, by Henrique Veiga de Macedo.
Decisions by .. . the Undersecretary of State for Education.
-
92.
-
-
Ramirez, Juan Isidro. Plan ejecutivo de alfabetizaci6n. L a Paz, Bolivia, Editorial
Don Bosco, 1951. 56 p.
The author proposes a Bill making it compulsory for women to take part in social
welfare work, "to combat illiteracy among children who have not had the benefit of
primary schooling".
H e also proposes a "draft decree for regulating compulsory
co-operation in the literacy campaign", to be applied in Paraguay.
93.
Ravera, Alfredo. Apreciacidn de 10s resultados de la accidn educativa. Buenos Aires,
Editorial Kapelusz, 1953. 181 p., diagrams. (Bibliotecade Cultura Pedagdgica, 37).
The author discusses the evaluation of primary school work, with reference to
the'bssessment of how the pupil converts his knowledge into power and how he uses it to
gain the desired qualifications".
The first chapters are intended to give a general idea of evaluation and to justify
its use as ''a new, simple and convenient means of investigation". Consideration is
given to the question of evaluation at the pre-school level, and various types of objective
tests suitable for the different subjects taught at school are instanced. Contains a
selected bibliography.
- 22 94.
Salman, H.A. Illiteracy campaign and liquidation. N. p .,1946.
Photocopies available at Unesco.
11 p. Processed.
A report on the literacy campaign in Iraq. Reviews the historical and geographical
factors, and the economic, political and social conditions responsible for educational backwardness in Iraq. Emphasizes the necessity for training leaders who could take charge
of improving conditions, and describes the process of the campaign and the role which the
villagers themselves can play.
95.
Seminario de Alfabetizaci6n y Educacidn de Adultos. Petro'polis, Brazil, 1949. Delegaci6n
Uruguaya. Informe presentado a1 C.N. de E.P. y N. por 10s delegados del Uruguay.
Montevideo, Consejo Nacional de Ense'ianza Primaria y Normal, 1950. 70 p.
A brief account of the organization of the seminar, its methods of work and the conclusions adopted on documentation and statistics, the organization of literacy campaigns,
. objects, methods and teaching materials for the instruction of illiterates, the primary
school and illiteracy, and adult education.
96.
Seminario interamericano de alfabetizaqzo e educaczo de adultos, Petropolis, Brazil, 1949.
Rio de Janeiro, 1949. 32 p.$ illustrations and diagrams.
A summary account of the objects, programme, and organization of the seminar
sponsored by Unesco and the OAS, held in Petropolis from 27 July to 3 September 1949.
97.
Soler, Osvaldo Baez . Realidades dominicanas modernas. Ciudad Trujillo, Luis Sanchez
Andujar, 1948. 42 p.
Describes the methods used and results achieved in the Government-sponsored
campaign against illiteracy in the Dominican Republic. Statistics covering the year
1930-1947 are given.
98.
Tejada, Carmela. El seminario interamericano de alfabetizaci6n y educacio'n de adultos
de Rio de Janeiro y el programa educativo de la Organizaci6n de 10s Estados Americanos.
Washington, D.C.,
Unio'n Panamericana, Divisidn de Educacijn, 1950. 52 p. Also
published in English.
-
Gives the main reports and recommendations of the Inter-American Seminar's
working groups, the sections of the Organization of American State Charter that bear on
education and the rights of man, and gives a description of the education programme of
that Organization.
99.
-
Unesco . Inter-American seminar on illiteracy and adult education summary report.
Paris, 1950. 41 p. (Occasional papers in education, No. 1) Also published in French
and Spanish.
Five reports summing up the detailed discussions, of, and studies made in, the
course of the seminar: documentation and statistics, organization of illiteracy campaigns,
materials for literacy teaching, the primary school, adult education.
- 23 100.
Unione Nazionale per la Lotta contro1'Analfabetismo. L 'educazionedegli adulti.
Discussioni e esperienze. Firenze, "La nuova Italia", editrice, 1953. 187 p.
Reports on the Congress on Adult Education held in R o m e in 1951. Most of them
deal with conditions in Italy and give accounts of literacy work in the South and the work
of the "Centres of Popular Culture" in different parts of Italy; but adult education work
in other European countries is also reviewed.
101.
Unione Nazionale per la Lottacontro 1'Analfabetismo. Un anno di lavoro. dicembre 1947
dicembre 1948. Roma, n.d . 35 p.
.
Relazione di lavoro. 1948
-
- 1953. Roma, 1949-54. 5 vol.
Reports on the activities of the Italian National Literacy Union. The objectives of
this organization are to enforce the law on compulsory education for children from 6 to 14
years of age and to undertake adolescent and adult literacy teaching. This is done through
the so-called "Centres of Popular Culture", where courses for illiterates and semiliterates, supported partly by grants from the Ministry of Education, are organized.
There are also workshops and technical courses, mostly of an agricultural character.
102.
Unidn Nacional de Periodistas, Ecuador. L a U.N.P.en la educaci6n popular ecuatoriana.
Quito, 1954. 79 p., illustrations and diagrams.
This book describes the organization of the Union and the various stages in the
literacy campaign promoted and financed by Ecuadorian journalists with the co-operation
of the State and private individuals; it also recounts how the school for the deaf and dumb,
which is maintained by the Union, was set up. The latter part of the book outlines the
"in accordance with the
first fundamental education project organized by the UNP
general directions and conclusions set forth by Unesco". This project, which has had
substantial success, is being carried out in the parish of San Antonio de Pkhincha.
103.
U.S. Library of Congress. Sources of information for fundamental education with special
reference to education for literacy. A preliminary Report by Katherine 0.Murra.
Prepared by the Library of Congress for the Libraries Section of Unesco. Washington D .C.
1948. 81 p. Processed.
A n exploratory bibliographical guide to materials on education for literacy in undeveloped rural areas throughout the world. Part I describes indexes, bibliographies,
and other printed aids for locating materials. Part I1 lists actual materials, including
periodicals (pp. 45-57) useful in this field.
104.
Venezuela. Ministerio de Educaci6n Nacional. Oficina de Alfabetizaci6n y Cultura
Popular. Bases y organizaci6n de la campa'ia experimental de alfabetizaci6n en el
estado Aragua . .. Nueva Esparta, ... Yaracuy. Caracas, 1947-48. 3 vol.
Manuals describing the objectives and organization of the literacy campaigns in the
States of Aragua. Nueva Esparta and Yaracuy, intended for adult educators who work with
small community groups in "centros colectivos" .
- 24 105.
Venezuela. Ministerio de Educacidn Nacional. Oficina de Alfabetizaci6n y Cultura Popular.
Plan general de la campaiia nacional de alfabetizacih y cultura popular durante el aiio
1949-50, 1951-52. Caracas, n.d. 2 vol.
Pamphlets describing the plan of the literacy campaigns, the organization and functions
of the "Oficina de Alfabetizaci6n y Cultura Popular" and of the literacy centres,the mobile
units used in the campaigns, and the circulating libraries
106.
Yousef, Hassan Ahmed. Organization of adult literacy campaigns in the Sudan in 1950.
Paper prepared at an Adult Education Conference held in Bakht er Ruda, Sudan, 26
February 1.950. 7 p. Processed.
A comprehensive report describing the campaigns that have been launched to combat
illiteracy, in various areas in the Sudan. Deals with the organization of these campaigns.
their financing and administration, and the books used.
107.
Zarov, J. "20 let Leninskogo dekreta o likvidacii bezgramotnosti".
No. 12, 1939. Moskva.
$kola vzroslych,
Activities over the 20 years following the entry into force of Lenin's Decree on the
eradication of illiteracy.
- 25 SECTION IV
M E T H O D S OF TEACHING
(i) Principles and Research
108.
Adam, R.S. The relationship between age and reading attainment in Fiji schools. Suva,
Fiji,Department of Education~&952~.23 p. (Papers of the Educational Research Institute
for Fiji and Western Pacific Territories)
The Educational Research Institute has undertaken a series of investigations into
illiteracy problems in the Pacific area. This booklet is a report of the results of an
investigation relating to reading attainment according to age and other school records.
109.
AdamoviE, E.A. Obljasnitel'noe c'tenie v nazal'noj gkole. Vtoroe izdanie.
Izdatel'stvo Akademii pedagogideskikh nauk RSFS R, 1950. 298 p.
Moskva,
This study is divided into three main parts. The first relates to the ideological and
educational importance of reading texts with commentaries; the second deals with basic
problems of methodology, and the third contains examples of analysis of various kinds of
literary texts. In conclusion, the author sets forth the principles of reading texts with
commentaries, illustrating those principles by specific examples and model lessons.
110.
Belgium. Direction de l'enseignemnt primaire. L'enseignement de la lecture.
Semaines d information et de perfectionnement pgdagogique organizees en 1951 aux
&coles normales de 1'Etat B Laeken et B Tournai B l'intention du personnel enseignant
primaire. Bruxelles, Moniteur belge, 1951 . 11 3 p .
A report from the study conference on the teaching of reading held by the Belgian
Ministry of Education in Belgium in 1951 for primary teachers. Five lectures were given
on the following topics: physiology and psychology of reading; teaching of reading by the
global method; the social role of reading reading aloud silent reading; school exchanges
printing and children Is magazines; children 's literature and libraries. Conclusions drawn
from each lecture are included.
-
111.
-
Boutruche, Monique. Experiences d 'apprentissage de la lecture. Paris, Les Presses
d l U ede France, 1954. 31 p. (L'Bcole nouvelle fraqaise, No. 23, fkvrier 1954)
The second publication in the series "ecole nouvelle franGaise" devoted to the
teaching of reading. (For the first, see Manent: L'apprentissage de la lecture au c o w s
preparatoire) The first was an introduction to the subject, mostly theoretical; this, the
second number, presents concrete examples of the method of teaching reading by the socalled "mixed" method and places the reader in the middle of a class where he can observe
the reactions of the pupils and draw his own conclusions.
- 26 112.
Cesarano, L. "Premiers essais d'application des techniques Freinet pour l'enseignement
du franqais dans les dcoles franco-arabes de Tunisie,I t Bulletin de 1 Ienseignement public
au Maroc, 40e annde, mai-juin 1953, No. 223, pp. 593-615. Rabat, Direction de
1 I instruction publique
~
Report on an experiment carried out in certain Tunisian schools, for a period of five
to six months, when Freinet methods were used in teaching Arab-speaking children to read
and write French.
113.
Conference on Reading, 14th, University of Chicago, 1951. Promoting growth toward
maturity in interpreting what is read. Proceedings .. Compiled and edited by William
S. Gray. Chicago, University of Chicago Press, 1951
264 p. (Supplementary Educational Monographs, No. 74, November 1951 .)
~
A compilation of the papers presented to the Conference. Various factors concerning
interpretation of reading are discussed, such as mental capacity, problems caused by
language used, and problems of interpretation when evaluating critically what is read.
Other papers cover basic elements of interpretation, promoting growth in ability to interpret when reading critically, and diagnosis and remediation in interpretation.
114.
Conference on Reading, 15th, University of Chicago, 1952. Improving reading in all
curriculum areas. Proceedings ~. . Compiled and edited by William S. Gray. Chicago,
Chicago University Press, 1952. 262 p
(Supplementary Educational Monographs No. 76,
November 1952)
The main theme of this Conference was attacked from all points of view, beginning
with the problem of adjusting learning activities and reading materials to individual
differences in the earliest grades. Reading difficulties and the methods of dealing with
them were considered, and various goals in different subject fields of the curriculum; also
methods of increasing competence in interpretation in these fields. A final chapter of this
monograph discusses administrative responsibilities in improving reading in all parts of the
curriculum.
115.
Dal Piaz, Riccardo. L a scrittura nella scuola elementare. Terza edizione aggiornata.
Torino, G.B. Paravia & C.,1950. 122 p.
This book studies the teaching of handwriting in ILaly, reviewing the different methods
used and advocating a teaching method geared to child psychology and physical abilities. It
stresses that "handwriting should be considered only as a means . .. to be mastered through
instruction", and calls for teaching that will leave to the child the possibility of developing
a personal handwriting. The "intuitive-creative" procedure is also discussed, whereby
the teacher writes letters on the blackboard. asking the pupils to observe carefully the way
in which he proceeds, and then asks the children to write in their copybooks, guiding
and advising them individually.
116.
Donnay, Jacques.
premi&re annde d'etudes. LiBge, Editions Desoer, 1951. 298 p.
d'ktudes, No. 15.)
(Collection Plan
A study dealing with (thefunction of "globalization", the application of the global
method to the teaching of reading, writing and spelling, the practice of the method,
including a detailed study plan for each month of the year and a description of results
achieved through experimental use of the method in the school districts of Spa and ChCnde
(Belgium)since 1932.
117.
27
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Dottrens, R. L'enseignement de l'kcriture. Nouvelles m6thodes. Paris, NeuchBtel,
Delachaux & Niestl6,1931. 148 p. (Collection d'actualites p6dagogiques et psychologiques.)
Also published in Spanish.
A study of the teaching of reading according to active methods. A general, theoretical,
section, criticizes the present methods of teaching, urging reform and giving an account of
the work and experiences of those who desire and apply active methods. A second, didactic,
part is addressed to teachers and suggests new methods, with numerous examples of how to
plan a lesson and what teaching aids to use. Illustrations and a bibliography.
118.
Ferndndez Huerta, Jose. Escritura (Dida'ctica y escala grgfica). Madrid, Consejo Superior
de Investigaciones Cientificas, Instituto "San Jose de Calasanz" de Pedagogga, 1950. 225 p.
Reviews the history and evolution of the teaching of handwriting, giving detailed descriptions of the different methods and information on the preparation of scales for evaluating
the quality of children's handwriting.
119.
French. F.G. "English for the illiterate.'I Fundamental education, a quarterly bulletin.
Vol. 111, No. 2, April 1951, pp. 51-57. Paris, Unesco. Also published in French and
Spanish.
A n analysis of the problems involved in teaching literacy to adults through the medium
of a second language.
120.
"Gramotnost". Boldaja sovetskaja enciklopedija, Vol. 12, pp. 433-436. Moskva,
Gosudarstvennoe nauznoe izdatel'stvo,1952.
The ability to read and write.
121.
Gray, William S. Preliminary survey on methods of teaching reading and writing. Paris,
Unesco, 1953. 2 vol. (Educational studies and documents, No. V. July 1953)
At the sixth session of the General Conference of Unesco (1951) the Director-General
was authorized to make provisions for a study of the methods of teaching reading and
writing. In applying this decision the aims of the first stage were defined thus:
1.
To identify, analyse and describe the various methods now used in teaching
both children and adults to read and write
~
2.
To secure data concerning the effectiveness of these methods, wherever it was
available.
3.
To summarize the findings of the survey, to consider their implications for the
improvement of teaching reading and writing, with major emphasis upon the
adult level, and to point out problems needing further study and indicate desirable
solutions to these.
This is an interim report of findings. Part I. surveys traditional and current
theoretical discussions on the significance and development of ability to read and write.
Part 11. shows that the acceptance of a particular concept as to how these skills are most
easily and thoroughly acquired determines the details of lesson planning, programme planning, primer construction and classroom technique. This report has been revised to
include additional material and will shortly be published in its new form.
v'
- 28 122.
@ide
to social education teacherg/
In Marathi.
N.p ., Oxford University Press, 1950. 107 p.
Deals with the methods of teaching adults, specially based on the primer for adults
published by the same press.
123.
-
rGuide to social education teachers7Third ed.
1948. 88 p. In Marathi.
Bombay City Social Education Committee,
Deals with methods of teaching adults, specially based on the primers for adults
published by the same committee.
124.
Hay, Hope. Northern Rhodesia learns to read. London, Edinburgh House Press, 1947.
29 p. (Education overseas No. 1)
This booklet describes the experiment initiated in the RIindolo Mine Compound and
then extended to the whole territory. A method of literacy teaching based on a study of
methods used elsewhere and developed by a process of observation and experiment was
evolved, which proved not only practicable, economical and successfulbut also carefully
related to the needs and abilities of the people themselves. Details of the preparation of
the basic tool, the reading primer, and of the training of supervisors are given. Special
mention is made of the usefulness in follow-up work of the African newspaper Mutuende,
and of the reading materials produced by the African Literature Committee of Northern
Rhodesia.
-
125.
-
"I1 globalismo". Scuola di base, Anno I, No. 2, Aprile-Giugno 1954, pp. 3-22. Roma,
Centro Didattico Nazionale per la Scuola Elementare e di Complemento dell'Oblige
Scolastico.
A special section devoted to the global method reproduces the questionnaires used in
carrying out a survey on the application of this method in the first grade.
126.
International Conference on Public Education, Xth, Geneva, 1948. The teaching of handwriting. Paris, Unesco; Geneva, International Bureau of Education, 1948. 125 p. (I.B.E.
Publication, No. 103) Also published in French.
A geographical picture of systems and methods of teaching handwriting used in
different countries, based on replies from 48 countries in answer to a questionnaire from
the International Bureau of Education.
127.
International conference on public education, 12th, Geneva, 1948. The teaching of reading.
Paris, Unesco: Geneva, International Bureau of Education, 1949. 137 p . (I.B.E. Publication,No. 11 3.) Also published in French.
A report based on information furnished by the Ministries of Education in 45 countries
giving a survey of the position of reading in the various school curricula, methods and
materials used, and the work done in teaching adult illiterates to read.
128.
29
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Janjugevic, J. Milan. Metodika nastave pozetnog zitanja i pisanja.
Pedagogko dru'Stvo NR. Srbije, 1953. 70 p.
Beograd,
"The aims and methods of teaching each subject are peculiar to the subject taught.
Methods which have proved successful in one country cannot simply be transplanted to
another, because lessons in reading and writing are bound to vary according to the
language. It is therefore essential to take account of experiments conducted nationally.
129.
Jimenez HernBndez, Adolfo.
la Milagrosa, 1952. 263 p.
El nifio y la lectura. San Juan de Puerto Rico, Imprenta
A background handbook, mainly intended for students, teachers and supervisers.
The first part deals with the "fundamental problems" of reading: purposes, motivation,
reading as an experience and as an exercise in interpretation.
The second part is concerned with the "preparatory and introductory period',from
the point of view of the child's intellectual development. It outlines various activities
designed to develop the necessary skills, such as those desired by Katherine Dissinger,
Samuel Kirk, Pennel, Cusack, Storm and Smith and Ed. W. Dolch. The third part
contains a systematic description of the principles and techniques of various methods of
teaching reading, such as the global method, the sentence method, the rhyme method,
activity and experience, the semantic method, the non-oral method, the typewriting
method, and those known by the names of their .inventors: White, Arnold, McMurray,
Briggs and Coffman, Prince, Laing, Decroly and the Winnetka plan.
130.
Journal of Educational Research, Vol. XLVI, No. 6, February 1953. Madison, Wisconsin.
This issue is devoted to various studies on reading abilities. The articles include:
"Summary of reading investigations, July 1, 1951 to June 30, 1952," by William S. Gray;
"A study of the relationships between auditory characteristics and specific silent reading
abilities,I' by Maynard C. Reynolds; "Relationships between visual characteristics and
specific silent reading abilities." by William H. Edson, Guy L. Bond, and Walter W. Cook.
131.
Khater, Mahmoud R. Analyses of reading and writing materials for children and adults
in Egypt, 1950-1954. Sirs-el-Layyan,Menoufia, Egypt, Arab States-Fundamental
Education Centre, 1954. 72 p. Processed.
All material used in Egypt for the teaching of reading and writing, to both children
and adults is analysed in this report, which reviews the philosophy of each series of books
in use, giving a comprehensive description of the books and their contents and of the
supplementary material used with each. Methods followed in the teaching of writing are
also described. The analysis of each series ends with a summary estimate of its
effectiveness in the teaching of reading and writing to both children and adults.
132.
/xiteracy and methods of literacy2
Committee, n.d. 20 p.
Poona, Maharashtra Regional Social Education
Describes the different methods of teaching reading and writing in Marathi.
L'
- 30 133.
Manent, Maurice. L'apprentissage de la lecture.
1952. 47 p. (L'ecole nouvelle fraqaise, 7)
Paris, Presses dIIle de France,
The author has devised a "mixed method", involving the learning of a certalh number
of carefully chosen key-words followed by other words for the purpose of exercise in word
analysis. H e has also constructed certain reading aids to speed up the natural discovery
of word elements on the part.of the child.
134.
Mawet, L. L a lecture globale 5 1 'Bcole populaire. Par L. Mawet, C. Bully et F. Brohez ,
Braine-LIAllaud, Belgique, Editions de l'education populaire, 1949. 112 p.
A study of the global method and its relation to the "school printing" technique
giving examples of how the two methods are applied. The first part of the booklet contains theory and advice; the second, texts for children, illustrated by children. It is
emphasized throughout that no global method will succeed-without taking into account the
affectivity of the children who must therefore be carefully observed.
135.
Mezeix, P. MCthodes de lecture. 3e.Bd. Paris, Editions Bourrelier, 1952. 87 p
(Cahiers de pCdagogie moderne pour l'enseignement du premier degre .)
A symposium including a comparative study of the synthetic and analytic (or global)
methods, an historical review of the synthetic method, and accounts of experiments in
the teaching of reading by the global method. There is also an account of an experiment
based on Decroly's method of "centres of interest", in which reading is treated as a part
of the total programme and is closely related to drawing and writing.
136.
MCxico. Instituto de Alfabetizacion para Indigenas Monolingiies . Alfabeto otomrpara
el valle de Mezquital, Hgo. Mexico, Secretaria de Educaci6n Pfiblica, 1949. 22 p.>
illus. Processed.
This pamphlet on the Otomi alphabet has been prepared as a supplement to the OtomiSpanish primers produced in collaboration by linguists, ethnologists and teachers. It is
mainly intended for teaching the vowels, which are more numerous in Otomi than in
Spanish. In explaining their suggested method of using the alphabet, the authors state
that they "wish to specify once more that the only purpose of using the indigenous language
in teaching is to facilitate the process of acquiring Spanish, which is the ultimate aim of
the "Instttuto de Alfabetizacibn para Indigenas Monolingiies".
137.
Monroe, Marion. Growing into reading; how readiness for reading develops at home and
at school. Chicago, Scott, Foresman and Co., c. 1951. 273 p., illus.
A discussion of reading readiness and the various factors which influence it. These
factors are emotional, physical, auditory and visual. The attitude in the home toward
reading is a strong influence at an early age, and for those who are backward in reading
readiness it is necessary that there be some sort of collaboration between the parents and
the teachers. Each chapter is followed by a short bibliography.
138.
31
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Morse, William C.,Ballantine. Francis A. and Dixon, W . Robert. Studies in the
psychology of reading. Ann Arbor, University of Michigan Press, 1951, 188 p.
(University of Michigan Education Monographs, No. 4.)
The book consists of three studies of eye-movements in reading. The first part is
entitled "A comparison of the eye-movements of average fifth and seventh grade pupils
reading materials of corresponding difficulty". The other two parts deal with age changes
in eye-movement in silent reading, and studies of the eye-movements in reading of university professors and graduate students.
139.
Natalis, Ernest. Les disciplines dlexpression mat6rielle. Dessin et Bcriture. Likge,
H. Dessain, 1952. 245 p. (Mkthodologie de l'enseignement primaire.)
A study of the teaching of writing, dealing especially with the psychological aspects
of the problem and how these factors influence present methods. The relation between
drawing and writing is discussed at some length. There is a short bibliography.
140.
!-%d
Pars, Vedide Baha. Okuma psikolojisi ve ilkokuma Hgretimi.
V.B. Pars /and7
Cahit Baha Pars. Istanbul, Maarif Basimevi, 1954. 109 p. (Ogretmen kitaplari, 183
Part I deals with the psychological background necessary for teaching young
children to read: catch their attention and interest, teach them to listen, to grasp the
meaning of words and sentences, etc. Part I1 outlines the method for teaching to read
silently. Part 111 gives reading material for children to use on their own.
141.
"Principes de la mkthode utiliske pour l'apprentissage de la lecture 5 des adultes analphab6tes.I' Education africaine, nouvelle skrie, No. 10-11, 1951, pp. 35-41, plus 31
IeGons. Dakar, Bulletin officiel de l'enseignementen A.O.F.
Study of a method used in an African village whereby adults learn to read and write
in 31 graded lessons. Each lesson is organized like a play, and adds some simple new
facts to their knowledge. After one month's study (onelesson a day) those who have
learnt to read by this method are able to proceed to more complete and conventional
methods of learning either their mother tongue or French.
142.
Puerto Rico. Universidad. Consejo Superior de Enseiianza. Educaci6n de adultos
(Orientaciones y t6cnicas.) Rio Piedras, 1952. 365 p. (Publicacionespedagbgicas,
serie 2, 1952, No. 13.)
T w o chapters of this book, (5 and 6) are of special interest to those engaged in
literacy campaigns, dealing respectively with the main objectives of a good adult education
programme and the problem of teaching adults to read. The social importance of reading
is emphasized and existing teaching methods are reviewed. Preference is given to the
global or analytic method.
143.
Schonell,
. Fred
f J. T
London, Oliver and Boyd,/_1946/.
- 128 p.
2nd ed.
Edinburgh and
Deals with the scientific approach to the teaching of reading. The author discusses
the psychological factors of material make-up and presentation, the preparatory period
in developing eagerness to read, and the organization of reading in infant and junior classes.
Appendices I to IV contain a suggested reading vocabulary test, specimen exercises to aid
word discrimination and comprehension, and methods to be used for backward readers in
the senior school.
144.
32
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Segers, J.E. L a ensezanza de la lectura por el metodo global. Buenos Aires, Editorial
Kapelusz, 1950. 298 p. (Biblioteca de Cultura PedagBgica, Vol. 28)
The first part of this work, describes the history of the experiments that have led to
the adoption of the "global method" in different countries.
The second part gives a detailed account of a large number of experiments carried
out by various students on: the theories of Dr. Decroly and Miss Degaud, eye movements
in reading, the function of "globalization", and the formation of reading habits. All these
problems are dealt with in relation to children.
In the third part of the book the author describes the results achieved by the use of
the global method with a group of twenty children. The book includes a compiehensive
and carefully chosen bibliography.
145.
"The card system of teaching in China.'I Quarterly bulletin of fundamental education.
Vol. 1, No. 2, April 1949. pp. 10-13. Paris, Unesco. Also published in French and
Spanish.
A detailed account of the card method of teaching used in experiments in China,
both with children in primary schools and adults in mass education programmes. While
devised primarily to reduce the learning difficulties presented by the complex Chinese
system of logographic script, the method is of general interest because of its emphasis
on pupil activity.
146.
Unesco. Group training scheme for fundamental education, Mysore. A n experiment in
teaching the adults to read and write. Yelwal, Mysore, 1955. Various pagination.
Processed.
A n account of the work done by the adult literacy group in the Unesco group training
scheme for fundamental education, which prepared a set of experimental teaching materials
in Kannada, the regional language of the working area, The materials were not based upon
any particular method of teaching but made use of valuable elements from both global and
synthetic methods. They were tried out in three experimental literacy classes.
147.
Andhra Granthalaya
Fayojana Vidha - Bodhana K r a m a m m i / By Harisarvotama Rao
Trust Patamata P.O. Krishna Dist. Andhra State, n.d. 98 p. In Telugu.
~
A comprehensive lecture to teachers of literacy classes, on methods of teaching
reading and writing.
148.
Zarrilli, Humberto and Abadie Soriano, Roberto. Metodologfa de la lectura; su evoluci6n
desde el deletreo a la globalizaci6n. Fundamentos del m6todo Abadie-Zarrilli. Montevideo,
/Talleres Grsficos Sur/, 1946. 268 p ",
illus.
-
A thorough work on the methodology of reading, including a well documented chapter
on the history of the teaching of reading and the relative value of various methods. Other
chapters deal with the contribution o€ psychology to the teaching of reading, reading methods
based upon the findings of child psychology, the teaching of reading in Uruguay, and with an
experiment carried out by the authors to determine the comparative values and applicability
of an analytic-synthetic method and an ideo-visual method.
- 33 (ii) Teaching Manuals and Syllabuses
149.
Algiers. Acadkmie . Service des cours d 'adultes. MBthode de lecture B 1 'usage des
c o w s d'adultes. Livre du maftre. Alger, 1951. 56 p.
A teacher's guide for adult illiterates in North Africa who wish to learn to read,
write and speak French. The method used is a mixture of the synthetic and global methods
The book is also used in Metropolitan France in classes organized for North Africans.
150.
Basurto Garcia, Alfredo. L a lectura; principios y bases para su enseiianza y mejoramiento en todos 10s grados de la escuela primaria. Mbxico, Luis FernPndez G., 1953.
223 p. (Ensayos pedagdgicos de Luis Fernsndez G., 2)
A teacher's handbook on reading instruction at all grades of the primary level. The
basis of the teaching of reading as well as various methods currently used are described.
A short bibliography of books in Spanish on this subject.
151.
Central Adult Education Committee. Handbook for teachers of adult illiterates. Nagpur,
Central Provinces, National Christian Council, 1949. 54 p.
A teachers ' guide consisting of a number of short articles; how to organize a
campaign, methods of literacy teaching, training writers, producing a local newspaper,
integrating adult education in the church programme.
152.
Cottarelli Gaiba, Vera. Ll metodo globale. Sua attuazione nella prima classe elementare.
Torino, G.B. Paravia, 1954. 99 p. (Collana "Il maestro")
T w o preliminary chapters are devoted to the methodology of teaching reading by the
global method in Italy. The larger part of the book describes how the author uses the
method.
153.
Dal Piaz, Riccardo. I metodi di insegnamento nella prima classe elementare. Torino,
G . B . Paravia, 1952. 191 p. (Collana "Il maestro'!)
A teachers ' handbook, the first part on the various methods of teaching reading and
writing.
154.
Central Provinces and Berar (India). Education Department.
to teachers of social education. Nagpur, 1949. 37 p.
A handbook of suggestions
This handbook is intended for both adult and social education teachers and workers.
Contains useful advice on how a teacher should deal with an adult, how to develop a sense
of self-help and self-respect, etc. A "syllabus" of lessons with "specimens" is included,
providing a wide basis for teaching.
155.
Centro Regional de Educaci6n Fundamental para la Ame'rica Latina. Vida rural; Carta
distribuida a 10s maestros y alfabetizadores. Patzcuaro, Mich., (Mexico) 1954. 8 p.
This book gives hints on how to organize groups, the proper approach to adults,
and the use of materials produced at the Centre for the teaching of reading and writing,
such as posters, strip cartoons, primers and copy books.
156.
34
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Dottrens, R. L'apprentissage de la lecture par la m6thode globale, par R. Dottrens et
E. Margairaz. 4hme edition. Paris, Neuchstel, Delachaux et Niestl6, 1951. 111 p.
(Collection d I actualitbs pedagogiques et psychologiques .)
A n introduction arid guide for teachers who wish to use the global method for
teaching reading. The first part gives the psychological bases of "globalization", the
second describes in detail how the method should be applied. An annex contains model
lessons, texts and a bibliography.
157.
Douet, Kathleen. Script and writing patterns for African schools.
of London Press, 1949. 35 p.) 20 cards.
London, University
A description of how children learn the skills they need by copying and inventing
rhythmical patterns and designs, first working on a large area such as a blackboard.
Writing on paper begins with script (small letters, words and phrases, capitals); pupils
then go on to joined script and the use of ink. The material consists of a teacher's book
and twenty cards in English to serve as models.
158.
Illiteracy. Manhaj mukafahat al-ummiyah. Cairo, 1950. 4 p.
-
A pamphlet giving details of the programme of studies in the literacy classes
subject-matter,number of lessons and period of study. Full details on religious instruction, Arabic language, arithmetic and general knowledge.
159.
Eigenmann, Karl. Das Schreiben. Wegleitung f h den Unterricht. 2. Auflage.
Herzogenbuchsee (Switzerland).Verlag Ernst Ingold & Co., 1949. 32 p.
A guide to the teaching of writing based on directives from the Swiss study c o m mission on reading and writing. Practical recommendations such as advice about posture,
how to hold your hand and pen, how to form the letters, different styles of handwriting,
how to plan a lesson, etc.
160.
Grawez, Lydie. n16thode pr6cise et expkrimentale de lecture globale en rapport avec
1'Btude du milieu. Livre du maftre. Liege, Editions Desoer, 1949. 39 p.
A teacher's guide to the global method in its relation to environment studies, divided
into four phases; identification of phrases, words, syllables and letters.
161.
Griffin. E.W. Let's help the ten million: teacher's manual. N e w London, Connecticut,
Educator's Washington Dispatch, 1950. 53 p. (Home and family life series).
A manual designed for use in the literacy education project sponsored by the U.S.
Office of Education. The materid was prepared as a means of helping to provide an overall view and guide for teachers of adults, students of adult education, school administrators,
and others interested in teaching adults literacy skills. A bibliography lists books, P a m phlets and articles on adult literacy training.
162.
35
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Guanajuato (Mexico), Direcci6n de Alfabetizaci6n.
del alfabeticdn. Guanajuato, 1947. 27 p., illus.
Breves orientaciones sobre el manejo
Contains a brief explanation of the "purely alphabetic" method, based on the teaching
of the letters arranged in a certain order. Suggestions are made regarding the procedure
to be used with the "alphabetic-phonetic" method, based on the phonetic values or sounds
represented by each consonant used in conjunction with different vowels. In both cases, it
is recommended that teaching should begin with the vowels. The same method is used for
the teaching of writing.
The illustrations show the use of the vowels as a means of establishing visual and
auditory associations.
This publication was designed for teachers taking part in the literacy campaign.
163.
Gudschinsky, Sarah C. Handbook of literacy. Glendale, California, Summer Institute
of Linguistics, 1951. 47 P . ~illus.
Intended for those engaged in the initial work of teaching literacy in any language,
this book provides suggestions for teaching methods and materials suited to persons
without previous teaching experience, but some knowledge of linguistics is presupposed
Most of the examples are taken from the experiences of members of the Summer Institute
of Linguistics.
~
164.
Guerra Martinez, Hector Antonio. Guia para alfabetizadores. I. Guatemala, Ministerio
de Educaci6n Pliblica, Campafia Nacional de Alfabetizaci6n, 1950. 22 p. Processed.
This handbook is intended for teachers doing experimental work, who, although
they have spent some months at a training course, require a short reference book to
provide guidance in their work. The literacy campaign is regarded as part of "a programme covering arithmetic, nature study, civics, hygiene, and the conservation and
utilization of natural resources''.
A clear-cut distinction is made between the problems encountered in urban and
in rural areas, without overlooking "the adult Is attitude towards learning". Various
recommendations regarding methods are made with reference to each item in the general
programme. The handbook includes administrative suggestions for the better assignment
of the teachers.
165.
Hendrix, Charles. L'enseignement de la lecture par la m6thode globale. 28me 6d.
LiBge, Editions Desoer, 1953. 62 p. (Collection "Plan d16tudes",No. 17)
Suggestions for teaching reading by the global method. In learning to read the
child passes in approximately one year through four stages: (1) global acquisition,'during
which he learns to read phrases, sentences and short texts and begins to recognize word
units; (2) spontaneous analysis, which occurs during the second quarter when he begins
to compare words and recognizes the similarity of certain parts of them; (3) guided
analysis, during which he is helped to identify syllables and letters and (4) improvement
of reading skill. Detailed suggestions are given for teaching, with concrete examples of
the kind of tests and exercises to be used for each stage.
166.
36
-
H o m s , Eladio. Cartilla; MCtodo cientifico de enseEar simult&eamente a leer y a
escribir a 10s nizos. Barcelona, Industrias Grificas Seix y Barral Hnos, S.A.,1953.
128 p. illus.
The author divides the process into four stages: (1) learning of the vowels by means
of association of ideas; (2) learning of the consonants by means of ordinary words, followed
by sentences and words broken down into syllables and sounds; (3) introduction of cursive
writing by visual association; use of sentences and introduction of capital letters; (4)
practice and exercises, in the form of stories, using "script".
In the author Is view, the following educational principles should be observed in
primers: (a) ideas should come before words; (b) no words which are beyond the child's
mental grasp should be used; (c) reading and writing should be taught simultaneously;
(d) the types of letters used should be simple; (e) the analytical method should be used
in teaching the letters; (f) progressive difficulty; (g) dramatic interest in reading
matters; (h) visual association; (i) ample practice in each new thing learnt before
passing on to the next; (j) supplementary reading material.
167.
Indonesia, Djawatan Pendidikan Masjarakat. Pedoman untuk guru-guru. p. b. h.
Lxev. ed./ Jogjakarta, 1951. 14 p.
-
A guide for teachers of illiterates.
168.
Klemer, Elizabeth. Guia metodolo'gica para la ense6anza de la lectura y escritura.
Lima, Ministerio de Educacio'n Pu'blica, 1953. 88 p., illus.
This book is the product of a number of discussions and experiments among a group
of teachers, under the guidance of the author, and puts forward some valuable suggestions
for work with children at school.
The chapters on "Beginning with children'' and "Living in school" draw attention to
the urgent need for paying due attention to children's requirements and their life at home
and at school. The lessons learnt from observation of this sort should be applied to the
processes of learning to read write and do arithmetic.
I
O n the practical side, the author suggests various methods of assessing the child's
progress and the results of school work with regard to reading, writing and arithmetic.
She ends by giving some examples illustrating the use of various types of material produced by the Ministry of Education.
169.
Laubach, Frank C. Teaching the world to read: a handbook for literacy campaigns.
New York, Committee on World Literacy and Christian Literature, Foreign Missions Conference of North America, 1947. 246 p. English edition: London, United Society for
Christian Literature, 1948.
A n outline of the Laubach method of literacy teaching, characterized by initial
instruction in the vernacular; the use of phonetic principles and frequency word counts
to reduce a spoken language to writing; the creation of inexpensive charts and texts in
the vernacular; and the "each one teach onel' technique to facilitate widespread instruction. There is a chapter on the organization and administration of large-scale literacy
campaigns.
- 37 170.
Mehat, ThbrBse. "Matbriel et jeux de lecture au cours prbparatorie," Bulletin de
l'enseignement au Maroc, 41e annbe, No. 229, octobre-novembre 1954, pp. 35-47.
Rabat, Direction de l'instruction publique.
Teachei's are recommended to use a variety of processes in the hours devoted to
reading: plays and songs and exercises likely to keep the interest of children, arouse
their curiosity and make them discover for themselves that reading can be learnt by
acting, singing, playing, etc.
171.
Mexico. Instituto de Alfabetizacio'n para Indigenas Monolingues . Manual para 10s
maestros bilingiles del valle del Mezquital, Hgo. MJIBxico, Secretaria de Educacidn
Pbblica, 1950. 52 p., illus. Processed.
Contains educational material and teaching aids recommended in order to m a k e the
best use of the primers. the main subjects are: an explanation of the Otomi alphabet;
the alphabet by means of words and onomatopoeic tales; word and sentence patterns;
educational games for the teaching of difficult words, and a first introduction to Spanish
by oral instruction.
172.
Montes Sanchez, Fidencio y otros. Guia del promotor. Las Casas, Chis (Mexico),
Instituto Nacional Indigenista, Centro Coordinador Tzeltal-Tzotzil, 1954. 127 p., illus.
"The education given at the Co-ordinating Centre for the Tzeltal-Tzotzil region in
the State of Chiapas, Mexico, is designed to raise the standard of living of the inhabitants,
which is at present extremely poor, by improving the health and the economy of the region,
linking it up with the rest of the country, giving the people practical instruction and helping
them to take their place in our civic life", states the introduction.
The book contains a series of recommendations for the guidance of rural welfare
officers regarding methods for imparting elementary knowledge, and work on economics,
health, social education, the improvement of conditions in the people Is homes, nutrition,
hygiene and recreation. It is designed to provide guidance for teachers working in the
field.
173.
Nicaragua. Ministerio de Educacio'n Publica. Plan de estudios y programas respectivas
para las escuelas rurales de Nicaragua. Nuevas disposiciones sabre la CampaZa Nacional
de Alfabetizaci6n. Managua, D.N., 1952. 32 p.
This publication contains a series of decrees and orders governing the curriculum
and syllabuses of rural schools in the Republic, which provide for a special programme of
h o m e and community education in addition to instruction in ordinary school subjects and
the rudiments of methodology. One of the orders (No. 677) provides for concerted action
by rural schools and the adult literacy department, the organization of courses, and
arrangements for co-operation by employers (No. 601).
174.
Nigeria. Regional Adult Education Office. Adult Literacy Campaign, Northern Region,
Handbook for 1954. Zaria, Gaskiya Corporation,Ll954/. 63 p.
-
The Gaskiya Corporation issues annually a handbook intended as a guide for
provincial and native authorities and based on up-to-date experience in the region. It
describes effective literacy schemes, the functions of the orgarhers and organizational
and teaching methods, gives detailed practical syllabus material, describes the preparation
of the vernacular primer, and provides a wealth of useful material for the field worker.
- 38 175.
Philippines. Bureau of Public Schools. Manual for use in teaching adults how to read
and write. Manila, 1949. 168 p. Processed.
A manual for teaching adults studying under the Each-One-Teach-One method. The
vocabulary to be built up is in Tagalog, the instructions for the teacher are in English.
176.
Puerto Rico. Consejo Superior de EnseEanza. Manual para la ensefianza de lectura y
escritura a adultos analfabetos. Rio Piedras, Universidad de Puerto Rico, 1953. 39 p ,
(Trabajos de investigaci6n auspiciados por el Consejo Superior de Ensefianza bajo la
direcci6n de Ismael Rodriguez Bou, Serie 4, 1953, No. 49)
The publication contains a number of notes on method, suggested by various local
projects. The recommendations relate to the "exploratory period", "reading readiness",
the reading of "experience charts and textbooks". Model lessons are given to illustrate
the proper use of a series of books dealing with subjects connected with work, health,
citizenship, the Government, and the use of leisure. Consideration is also given to the
question of teaching writing.
177.
Russell, David H. Reading aids through the grades; three hundred developmental reading
activities, by David H. Russell and Etta E. Karp. Revised and enlarged edition. New
York, Bureau of Publications, Teachers College, Columbia University, 1951. 120 p.
The suggested activities outlined are broken down into four main categories,
namely: the readiness programme and the primary, intermediate and higher grade programme. In the introduction the authors enumerate the causes of reading disability and
the characteristics of good remedial programmes. There is a bibliography on reading
games and exercises, and a list of suggested books for below-level readers.
178.
-
Terrisse, A. MBthode de lecture pour adultes. LEakad, Commission f6dBrale de
1'Bducation de base, n.d. No pagination.
Presents a method of teaching adults to read by using a card for each lesson;
after forty lessons the pupils are expected to continue on their own.
179.
Torres Quintero, Gregorio. Gula del metodo onomatope'yico para ensexar a leer y escribir
simultheamente. MBxico D.F.,Editorial Patria S.A.. 1950. 152 D.. illus.
According to the author, "Any rational method of reading must therefore include
both analysis and synthesis. The only difference is inthe point of departure - w e begin
with one or the other. Our method therefore includes analysis. W e break the words
down into syllables. But there we stop; w e go no further. Thereafter, w e try to find
sounds corresponding to the letters among the sounds of nature, by means of onomatopoeia.
Once the sound is discovered, the child is asked to find a word in which it occurs.'1
In the following chapters, the author considers the question of phonetic symbols and
the problem of writing. The practical section is designed to furnish examples of reading
and writing lessons, with models for each of the letters of the alphabet.
It is generally recommended that "Whenever a teacher tries to teach children a
letter by onomatopoeia,he should tell them a short, simple, allusive story and induce them
to produce the onomatopoeic sound themselves".
- 39 180.
Unesco. Group Training Scheme for FundamentalEducation, Mysore.
guide. Yelwal, Mysore (India), 1955. 31 p.
Literacy teachers
Intended to help literacy teachers in using the teaching and reading materials prepared during the Group Training Scheme. Suggests ways in which teachers can apply
their literacy teaching to encourage various community activities.
181.
Vald6s de la Paz, Osvaldo y otros. Guia para ensefiar a leer, escribir y contar a 10s
adultos. Habana, Ministerio de Agricultura, Direccih de Ensen'anza y Propaganda
Agrkolas, 1944.' 98 p., illus.
"This handbook", the authors say, "is not designed for teachers but for people who,
although not trained in teaching, wish to assist in literacy work". It contains a series of
44 graded lessons, generally following the "ordinary word''method, and covering the
whole primer; each lesson includes instructions on how to do the exercises. Reading
and writing are taught simultaneously.
A series of 13 lessons, at the end of the book, shows how to give elementary
instruction in arithmetic. Each lesson also includes instructions for the teacher.
182.
-
Vasquez Aguilar, Desiderio. Plan programa y guLa did&ctica del m6todo peruano de
lectura y escritura. Lima, Lib. e Imprenta D. Miranda, 1953. 112 p ., illus. (Colecci6n
escuela activa peruana.)
The "Peruvian method" of teaching children to read and wnite comprises two stages;
recreational and instructional. The recreational stage falls into five divisions: games
led by the teacher, repetition of games, use of books with words divided into syllables,
introduction of drawing, and development of writing. The instructional stage is divided
into three sections: learning of open syllables (consonant + vowel) closed syllables
(vowel + consonant or consonant + vowel + consonant), and syllables in which two consonants occur together.
The handbook gives a complete course for three months, with sets of exercises,
games and activities suitable for the various divisions and sections, and hints on the use
of the teaching materials devised for the application of the method: pictures, words
divided into syllables for "active reading", games, songs and objective tests.
- 40 SECTION V
PROVISIONOF READING
n
ATER A
(i) Organizational Aspects
183.
Allahabad Agricultural Institute.Literacy training centre.
literates. Allahabad, Literacy House, 1954. 24 p.
Tin trunk libraries serve new
Intended for those who work for literacy through village libraries. Since one of
the main reasons for the failure of literacy campaigns has been the lack of suitable
reading material for new literates, more importance is being given to libraries with
suitable books for new readers, and this handbook is useful as giving the experiences of
persons already working in the village library field.
184.
American Library Association. Books for adult beginners; grades I to VII. Revised
edition. Compiled by the staff of the Readers' Bureau of the Public Library of
Cincinnati. Chicago, 1946. 56 p.
A n annotated bibliography to help librarians and teachers in finding appropriate
books for people who cannot read or have only limited reading ability. The suggested
titles are grouped by subject within the graded levels, and there are sections on books for
the foreign born, books of interest to negro groups, and books on choosing and getting
a job.
185.
Betts, Emmett Albert. A n index to professional literature on reading and
related subjects, by Emmett Albert Betts and Thelma Marshall Betts. N e w York,
American Book Co., 1945. 137 p.
This index contains 8,278 references on reading and related topics arranged
alphabetically by authors. A separate subject index facilitates the finding of particular
types of material. In the introduction the authors comment on various current reading
problems and often give suggestions on where certain types of information and material
can be obtained.
186.
Brys, A. "La lutte contre l'analphab6tisme et 1'6ducation populaire par l'enseignement
rural, la presse et le cin6ma au Congo belge." Symposium on popular education / Symposiun
sur 1'6ducation populaire, Leiden, 1952. pp. 22-46. Leiden, Universitaire Pers
Leiden, 1953.
A report on the fight aga-instilliteracy in the Belgian Congo, dealing mainly with
the important literature production centre known a5 the "Bibliothbque de 1 Etoile".
187.
D'Amico, Louis A. A n annotated bibliography of adult literacy training materials,
by Louis dlAmico, Nicholas A. Fattu / a n g Lloyd S. Standlee. Bloomington, Indiana,
Institute of Educational Research, School of Education, Indiana University,l954. 90 p.
(Bulletin of the Institute of Educational Research at Indiana University, Vol. I, No. 3.)
Compiled to meet the needs of the US Navy's literacy training programme, this
bibliography could also serve other agencies engaged in teaching illiterate adults to
- 41 read. The main section is devoted to publications listed as training materials (readers
workbooks, guides in citizenship and h o m e and family life). Another section contains
such supplementary reference materials as manuals for teachers of adult illiterates and
reports on literacy programmes.
188.
East African Literature Bureau.
Commission, 1954. 48 p.
Annual report 1953.
Nairobi, East Africa High
-
A s u m m a r y of the activities of the five sections of the bureau general literature
textbooks, libraries, magazines, and publishing and distribution with detailed statistics
on each section. A catalogue of the Bureau publications is included in a booklist issued
annually.
-
189.
Gold Coast. Vernacular Literature Bureau. Annual report ... for the period April
1952 March 1953. Accra, Government Printing Dept., 1953. 3 p.
-
Latest report from the Bureau, established in 1950 to provide material for the
literacy campaign under the Plan for m a s s education and m a s s literacy. The Bureau
is charged with producing the following types of materials in the vernaculars: basic
literature for teaching illiterates consisting of primers, posters and graded readers;
texts for follow-up work; newspapers; advanced literature for the reading public; and
translations of government pamphlets and commercial advertisements as facilities permit.
190.
Griffiths, V.L. A n experiment in education. London, Longmans Green
& Co., 1953. 160 p.
Part of this book deals with the work of the literature bureau of the Institute of
Education in the Sudan (Bakht-er-Ruda), giving an account of the growth of the Institute
especially as regards the monthly magazine El sibyan, addressed to youth in the Sudan
191.
International Committee on Christian Literature for Africa. A self-help reading list of
simple books on general health and welfare subjects. Compiled by the International
Committee on ChristianLiterature for Africa in co-operation with the Y.W.C . A . Tropical
Community Development Centre. London, 1954. 16 p .
A list of simple books in English dealing with social and community problems.
There is a suggested programme for a meeting of adults for which this type of material
might be used and also addresses of and information regarding publishers of this type
of material.
192.
"Public libraries in Poland" Unesco Bulletin for Libraries. vol. IX, No. 10, October
1955, pp.205-207, Paris. Also published in French.
This article contains information on the work done by public libraries in Poland
and their co-operation in the literacy campaign carried out from 1949 to 1951.
193.
42
-
Nannetti, Guillermo. Presencia y ausencia del libro en la America Latina: Materiales
complernentarios de lectura. Washington D.C., Divisi6n de Educacihn, Union Panamericana. 1951. 23 p., illustrations and diagrams.
A working paper setting forth a number of principles and subjects for discussion,
relating to "public libraries", the "Latin American reader", "reading materials" and
"discussion groups". Under the third of these headings particulars are given about the
features which should distinguish adult education publications, and which are required
in the works included in the "Biblioteca Popular" series published by the Panamerican
Union's Editorial Panamericana de Educacio'n Fundamental.
The appendices include a list of "popular" publications in Latin America, and a
select bibliography which provides information about additional material on the above
subjects.
194.
Northern Rhodesia and Nyasaland. Publications Bureau. Annual report for the year
Lusaka, Government Printer, 1955. 7 p.
1954.
-
A summary of the activities of the Bureau for 1954, including a list of general
books published during the year. The aims and functions of the bureau were described
in earlier annual reports.
195.
South Pacific Commission. Libraries for beginners. Lzydne2 1953. 13 1. Processed
(Social Development Notes No. 6)
-
The authors conceive libraries as a strategy for teaching English to the four-fifths
of the world who wish to learn the language the one-fifth being those who already know
it. This is essentially a practical study of the maintenance of libraries for beginners.
-
196.
Sudan. Ministry of Education. Publications bureaux in the Sudan 1946-51. Khartoum,
The Middle East Press, 1952. 16 p. Bilingual edition in English and Arabic.
The history and activities of the Publications Bureaux since their establishment in
1946. The activities include the preparation and production of literacy material used in
literacy campaigns, and a literacy set is one of the Bureaux' most widely circulated
publications.
- 43
-
(ii) Writing, Production and Testing Methods
197.
Allahabad Agricultural Institute. Literacy training centre. Handbook for social
education writers. Allahabad, Literacy House, 1954. 48 p.
This handbook, prepared by a group of students, makes suggestions to authors
as to what and how to write for neo-literates. A n appendix gives a set of examples.
198.
Flesch, Rudolf. H o w to test readability. New York, Harper, 1951. 56 p.
The author sets forth principles for determining the readability of tests and gives
methods and charts for the solution of this problem. H e gives several examples from
well known books and estimates their readability on the basis of ease of reading and of
content interest. Forty-four questions most frequently asked about readability are listed
together with the authors I answers to them. There is a bibliography.
199.
France. Centre d Idtude du franqais Bldmentaire. L e franFais dldmentaire. Paris,
Centre national de documentation pddagogique, 1954. 67 p.
The aim of this book is to favour the study and diffusion of the French language
by presenting a basic vocabulary of about 1,300 words, followed by some pages of
grammar. It is specialIy addressed to teachers in theFrench Union and abroad, and
can be used both for adults and children.
200.
Garcla Hoz, Victor. Vocabulario usual, vocabulario c o m h y vocabulario fundamental.
Madrid, Consejo Superior de Investigaciones Cientfficas,Instituto "San Josd de Calasanz",
1953. 520 p.,bibl.
A vocabulary study undertaken by the Director of the Instituto San Jose de Calasanz
de Pedagogfa, on the frequency of use of about 2,000 words. This frequency is analysed
on the bzsis of the following source material: family letters, dailies, official (State and
church) publications, and best-seller books.
201 .
India. Ministry of Education. Writing books for adults; a "presumptuous" guide for
authors, publishers and artists. N. p., 1952. 23 p.
A booklet, presenting ideas in a simple way but providing useful information on
the preparation and production of books for adults, in accordance with the "Directive for
Authors" prepared by a committee of the Ministry of Education.
202.
Khater. Mahmoud. "Mukafahat al-ummivah fil- 'Blam al- 'arabi". Maiala al-tarbivah
al-asasiyah. Vol. I, No. 2, 1954. pp. 17-36; Vol. 11, NO. 1, 1954, pp. 50-64, Vol. I1
No. 4, 1955, pp. 42-70. Sirs-el-Layyan,Egypt, Arab States Fundamental Education
Centre.
A series of three articles published in the Fundamental Education Bulletin (Arabic
Edition). In the first two, an analysis and criticism of material used in literacy
- 44 teaching in the Arab World is given, with suggestions for the application of new principles
that should be taken into consideration in compiling literacy teaching books. The third
article deals with the problem of illiteracy in Egypt, supported by statistics showing
the development of the problem since the beginning of the 20th century.
The author also refers to various factors that m a y have been responsible for
illiteracy in Egypt and indicates trends that can be of help and guidance in tackling the
problem. This series of articles will be continued in the coming issues of the s a m e
Bullet in.
203.
Literacy testing and the issuance of certificates of literacy. Albany, The University
of the State of N e w York Press, 1953. 35 p.
Zn 1921 the election law in N e w York State was amended to m a k e the ability to
read and write English an added qualification for voting. This bulletin contains the
principal sections of this law pertaining to literacy qualifications for voting, with the
regulations of the Commissioner of Education relative to the conduct of the test and the
issuance of certificates.
204.
Lourenqo, Filho, M.B. Testes ABC para verficaGSo de maturidade necesssria A
aprendTzagem da leitura e escrita.
4a ed. C o m material para aplicaqlo. Sao Paulo,
Ediqo'es Melhoramentos, n.d. 122 p. (Bibliotecade e'ducaGZo, Vol 20) Also published
in Spanish.
A description of the preparation, standardization and application of the author's
tests for measuring reading and writing readiness. There is a bibliography.
205.
The construction of literacy primers for adults, a handbook.
Neijs, K.
N e w Caledonia, South Pacific Commission, 1954. 72 p., illus.
Noumea,
The principles of primer construction are set out, with reference to the scant
literature on this subject. The greater part of the book is taken up with copies of sample
pages from existing primers in use in m a n y parts of the world. A n extremely useful
book for persons engaged in the writing of primers.
206.
Puerto Rico. Consejo Superior de Epsehanza. Recuento de vocabulario espairol.
Vol. I., bajo la direccibn de Ismael Rodriguez Bou. Editado por O.E.A. y Unesco.
Rio Piedras, Puerto Rico, Universidad de Puerto Rico, 1952. 666p. (Publicaciones
pedago'gicas, Serie 2, 1952. No. 12.)
This word count of the Spanish language was made after a thorough survey carried
out by the Consejo Superior de Enseiianza in Puerto Rico. The survey is intended to
facilitate the teaching and learning of Spanish as a mother tongue, as well. as its
acquisition as a second language. Its basic purpose is to enlighten those responsible
for the preparation of primers and reading books in Spanish for children. A second
purpose is to serve those preparing literacy materials for adults.
It was m a d e after surveying both classical and contemporary literature, as well
as Puerto Rican newspapers and magazines. Ten thousand words are listed and classified according to their frequency.
- 45 207.
.
Ranganathan, S.R.
-
and Sons, 1952.
Social education literature for authors, artists, publishers, teachers,
Delhi, Indian Adult Education Association, London, G. Blunt
351 p. (Indian Adult Education Association English series, No. 5)
Social education is defined as the process of raising to an accepted level social
groups at present below the standard of the community of which they form part. The
term "social education literature" is used in the sense of printed and audio-visual
material suited to the needs of those being socially educated. The author analyses in
detail the essential qualities to be looked for as regards intellectual and moral content,
language, style, illustrations, typography and layout of social education literature.
208.
N o r m a s para la evaluacio'n de libros de lectura para
Rodriguez Bou, Ismael a d 0th-.
la escuela elemental. Rro Piedras, Consejo Superior de Ensefianza, Universidad de
Puerto Rico, 1947. 45 p. (Publicaciones pedago'gicas, Serie 2, 1947, No. 3)
This book describes the results of experiments in the use of evaluation standards
over a period of s o m e years in different places and by different groups of teachers.
The authors recommend ''these standards for the guidance of those who are responsible
for buying, chosing or writing books for children". The standards relate to the layout
and to the contents, objects, language and titles of the books. A specimen card is
included as a guide to the evaluation procedure. The bibliography, which includes 74
titles mostly in English is fairly comprehensive.
-
209.
-
Rodriguez Bou, Ismael. Suggestions for the preparation of reading matter. Paris,
Unesco, 1949. 29 p. (Occasionalpapers in education, No. 2) Also published in French.
A paper prepared for the Inter-American Seminar on Literacy and Adult Education
held at Quitandinha, Brazil, 1949. It suggests norms for the evaluation of the style
and vocabulary of reading material, gives instructions to teachers and discusses physical
considerations, such as size, illustrations, print and binding.
210.
Senior, Mary M O Nothing to read? London, Lutterworth Press, 1950.
32 p.
The first part of this booklet records experiences in the lives of those who have
just learnt to read. The second part briefly discusses the problem of what the new
literate will read in order to exercise his newly acquired skill, as well as the difficulties
encountered in writing, publishing and distributing the material.
211.
Stolee, Peter. "Building a bridge to literacy:' Fundamental education, a quarterly
bulletin, Vol. 111, No. 2, April 1951. pp. 58-72. Paris, Unesco. Also published in
French and Spanish.
B y the author of a literacy primer in the Malagasy language. Each part of the
preparatory work is described in full, so as to provide material for a comparative
study of literacy-teaching methods.
212.
Townsend, Elaine Mielke. "The construction and use of readers for A s m a r a Indians.'I
Fundamental and adult education, a quarterly bulletin, Vol. IV, No. 4,-October 1952,
pp. 21-25. Paris, Unesco. Also published in French and Spanish.
Before making these primers, a list of 200 c o m m o n nouns was compiled and as
m a n y verbs as could be pictured. The primers were then constructed so that each new
- 46 word was repeated several times on the first page on which it appeared, and then at least
once or twice on the following two pages as well as on a later review page; by that time
the word is well established.
21 3.
Unesco. Literature bureaux and prodkction centres Paris, 1954. 14 p. (Education
Abstracts, Vol. VI, No. 2, February 1954.) Published also in French and Spanish.
~
This issue of Education Abstracts deals with the institutions which prepare reading
The introductory article examines
materials for people who have already learnt to read
the question in general terms, and refers to a few relevant publications. Materials
reviewed are produced by agencies or institutions of various types to all of which the term
"Literature Bureaux" might be applied.
~
214.
U.S. Department of Agriculture. Report on conference on rural reading. Washington,
D.C.,U.S. Department of Agriculture, Extension service, 1952. 54 p.
A record of the Conference on Rural Reading held in Washington D.C. in 1951. The
material is based on notes of the sessions and includes such topics as: what is known about
what and why people read; availability and distribution of reading materials through libraries
and other organizations; the nature of the book publishing industry; availability of reading
materials to young people.
215
Verry, H.R. Some methods of printing and reproduction: an outline guide. Paris, Unesco,
1954. 71 p. (Educational studies and documents No. XI, December 1954.) Also published
in French.
A n outline guide of reproduction methods of the simpler kind, designed to meet the
needs of those working with limited resources and/or under adverse conditions. Various
processes of printing are explained together with ways and means of illustrating a work,
use of colour, collating, binding, etc. The basic factors to consider in selecting a suitable
process are briefly reviewed.
216
Wallis, Ethel E. and Gates, Janet B. Outline for primer construction. Glendale,
California, Summer Institute of Linguistics, Inc. , 1948. 47 p., illus.
Designed to show how linguistic analysis may be used to practical advantage in the
construction of a primer, how it contributes to the effectiveness of the primer and simplifies the task of learning to read. Based upon the techniques of linguistic analysis as taught
at the Summer Institute of Linguistics. In order to apply these principles, specific illustrations are given from actual primers, showing some of the problems and their solutions.
Also included are samples of supplementary materials or teaching aids, which may be
adapted to other languages.
217.
Wallis, Ethel E. "Using linguistic analyses in literacy methods in Mexico." Fundamental
and adult education, a quarterly bulletin, Vol. IV, No. 4, October 1952, pp. 16-21. Paris,
Unesco. Also published in French and Spanish.
Discusses the specific linguistic construction of vernacular primers in Tarascan,
Tzeltal, Mazateco and Zapoteco four Mexican languages genetically and structurally
diverse but in which the principle of the mastery of sound and structural patterns proved
valuable at each level of teaching.
-
- 47 COUNTRY AND TERRITORY INDEX
Africa, 10, 11. 13, 14, 23, 29, 30, 31, 32,
Kenya, 188
50, 59, 60, 61, 62, 63, 64, 88, 106, 112,
Madagascar, 211
131, 141, 149, 157, 170, 174, 186, 188, 189, Mexico, 35, 42, 57, 81, 82, 83, 136, 150, 162,
190, 191, 194, 196, 202, 211
171, 172, 179, 212, 217
Algeria, 149
Morocco (French), 170
America, Latin, 2, 9, 20, 24, 35, 37, 38, 40, Netherlands, 36
41, 43, 44, 47, 48, 51, 55, 56, 57, 58, 65,
N e w Guinea, 21, 35
Nicaragua, 173
66, 68, 81, 82, 83, 84, 89, 90, 92, 93, 95,
96, 97, 98, 99, 102, 104, 105, 136, 142, 148, Nigeria, 23, 32, 88, 174
150. 155, 162, 164, 168, 171, 172, 173, 176, NorthernRhodesia, 23, 124. 194
179, 181, 182, 193, 204, 206, 208, 212, 217 Nyasaland, 194
Arab States, 27, 35, 39, 59, 60, 61, 62, 112, Pacific. 1, 4, 21, 22, 25, 108, 195, 205
131, 158, 202
Paraguay, 65
Argentina, 93
Peru, 90, 168, 182
Belgian Congo, 63, 186
Philippines, 36, 175
Belgium, 110, 116, 134, 139, 165
Poland, 192
Bolivia, 51, 92
Portugal, 46, 91
Brazil, 55, 96, 204
Puerto Rico, 142, 176, 206, 208
Chile, 84
Sierra Leone, 23
China, 145
Somaliland, Italian, 50
Colombia, 37, 56
Spain 5, 28, 166, 200
Cuba, 181
Sudan, 23, 106, 190, 196
Dominican Republic, 97
Switzerland, 159
Egypt, 39, 59, 60, 61, 62, 131, 158, 202
Tanganyika, 2 3
Ecuador, 38, 102
Thailand, 79
El Salvador, 40, 41, 48
Tunisia, 112
Fiji, 108
Turkey, 140
France, 1 1 1 , 117, 133, 135, 199
United Kingdom, 19, 67, 210
United States of America, 3, 8, 16, 78, 113,
French hJorocco, 170
114, 137, 138, 161, 163, 177, 184, 185, 187,
French West Africa, 141, 178
198, 203, 214
Gold Coast, 35, 64, 189
Uruguay, 95, 148
Guatemala, 43, 44, 58, 66, 164
Honduras, 47, 68
Union of Soviet Socialist Republics, 15, 17, 36,
45, 74, 76, 77, 80, 107, 109, 120
India, 7, 26, 49, 52, 53, 54, 69, 75, 85, 86,
87, 122, 123, 132, 146, 147, 151, 154, 180, Venezuela, 104, 105
West Indies, 12
183, 197, 201, 207
Yugoslavia, 128
Indonesia, 35, 36, 70, 71, 167
Italy, 72, 73, 94, 100, 101, 115, 125, 152,
153
- 48 Readers of "Literacy Teaching" will be interested in another Unesco publication:
THE TEACHING OF MODERN L A N G U A G E S , a volume of studies deriving from the International
Seminar organized by the Secretariat of Unesco at Nuwara Eliya, Ceylon in August 1953.
This comprehensive study of the teaching of modern languages, covers such subjects as the
humanistic aspect of this teaching, the teaching of modern languages as a key to the understanding
of other civilizations and peoples, the methodology of language teaching, audio-visual aids, the
psychological aspects of teacher training, the training of modern language teachers, textbooks,
teaching by radio and television, modern language teaching in primary schools, special aids to
international understanding, teaching modern languages to adult migrants, special problems of
language.
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Literacy teaching: a selected bibliography - unesdoc

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