Conference back40::soapbox

    
      I'm too old - I can't remember !  Isn't that an awful thing to say ?
    
      My boys, who were young a long time ago, got read to by my wife and
     me.  They all learned, but only one of the three reads a lot.  They
     are all completely different personalities today.
    
      bb

    
    English, and it  was fonics...... 

    
    phonics
    
    nnttm

    
    
    Yer as sharp as a cueball, that is for sure......

    I was learning letters in Kindergarten.  In 1st grade, we were broken
    into three groups.  The blue birds were the more advanced.  The
    red birds were in the median and the yellow birds were the kids who
    were bowel/consanant challenged.  I was put in the yellow birds at
    first and boy was I P O'd.  I complained to my mother and she called
    the school and I was put into the yellow birds...and I did just fine!
    
    I was discriminated against because I didn't know my bowels.  However,
    I was able to comprehend and keep up!
    
    -Jack  

    
    >I didn't know my bowels
    
    
    
    Thanks for sharing that!

>>       <<< Note 477.5 by MKOTS3::JMARTIN "I press on toward the goal" >>>
>>I was put in the yellow birds at
>>first and boy was I P O'd.  I complained to my mother and she called
>>the school and I was put into the yellow birds...and I did just fine!

	what?

    RE: bowel/consanant challenged.  
    
    Yikes?  They were penalized for being irregular?  How cruel, hgow
    shameful, how utterly horrible.  

Getting to know your bowels is kinda new-agey.  Colonic cleansing and all that.

 Is that the same as "looking within yourself"?

 i'd like to vie a bowel, please.

I'm boweled over in lafta.

    
    SOmeone accusing Jack of anal cranial inversion again????

    Langwedge - 'murican english
    
    My folks and brother read to me.  Curious George, the politically
    incorrect these days Little Black Sambo series, the Peter Rabbit books,
    Poetry collections like the Owl and the Pussy Cat etc.  I always saw my
    folks reading.  I was reading simple stuff in kindergarten and was
    always checking stuff out of the library at school.  My favorite words
    from the librarian were "That book it too old for you"  I'd check it
    out anyway :-Ppppp  

    ZZ        what?
    
      Oooops...I was put in the red birds and did just fine.
    
    -Jack

    too bad you didn't also learn to proofread...

    
      Jack : one a yellowbird, always a yellowbird.
    
      bb

    ....or lern to speel vowel

    
    
    Give it up Jack...
    
    They don't want to play the game with you as they did with \nasser...
    

    English.
    
    My mother taught me ABCs at age 3; I was putting words & sentences
    together by 4.  I was checking books out of local library by age 6;
    favorite gifts have always been books.
    
    

    English.
    
    I honestly do not remember if my parents read to me.  They must
    have.  My mother sang to me every night, I remember that.  They
    must have done something because I knew how to read when I
    started first grade (no kindergarten).  We had reading groups with
    those huge "See Dick Run" books.  I was in the top group.  They
    ran out of things for me to read.  I loved reading.  To this day,
    I still can't eat my breakfast without reading the cereal box... :-)
    I got a library card and read almost every book in the place.  
    We did phonics, but not until the second or third grade.  I 
    remember doing well in it but thinking it was a waste of time, 
    since if you read and pronounced eveything phonetically, you'd 
    never learn to spell correctly.  Interestingly enough, neither 
    of my parents were/are big readers or owners of books.  In fact, 
    no one in my immediate family really was/is terribly interested 
    in reading.  I have no idea where I got it from, perhaps being an 
    only child had something to do with it. 
    
    Mary-Michael

    English.
    
    Parents read to me, and when I was three or so they began giving me
    Little Golden Books.  By the time I was in first grade, I was reading
    at roughly fifth-grade level, but having a first grader in their
    reading class pissed off the fifth graders, so the school put me back
    in first grade for reading.  Also had phonics through the early grades.
    
    My daughter could relate virtually identical circumstances, except that
    when she was about three she told us she was going to learn to read,
    and the local noozrag was just at that time printing a series on
    teaching tykes to read, so we gave her that.

I didn't learn to read until I started with SOAPBOX.  I'm not quite sure
what language it is.

    English
    
    My mother told me that I learned to read at 6 or 7.
    
    Kids: English (can also converse in Hokkien)
    
    Son read words at two and read books at three. There didn't seem to be
    anything that he couldn't read then and he spent a lot of time asking
    us for word meanings.
    
    Daughter is two and is reading out of the McGuffey Readers among other
    things. She's reading short stories with about 7 to 10 sentences with 5
    to 11 words per sentence. Most of the words are 3 to 4 letters with
    some 2 and 6. It's a blast watching her read as she totally focuses on
    the book.
    
    Both kids had good speaking vocabularies before reading, and some
    informal phonics work.
    
    michael

    
    English and Welsh.  I can't remember the details of learning
    to read, but I'm pretty certain it followed the teaching traditions
    of rote learning at that time.
    
    We read to our 4-yr old almost every night and he is showing signs of
    identifying simple words when he sees them on signs, and picking
    simple words like "No" out of longer words.  This ability to generalize
    is a good indication that kids are beginning to read.
    
       

    
    English
    
    Traditional public school method reading Dick/Jane adventures. 
    Consider myself to be a sprint reader.  Often read entire book in one
    or two days.
    
    I have 9 year twin boys, one who has Attention Deficit Disorder.  It is
    amazing to see the difference in reading comprehension.  Phonics does
    not work for child with ADD.  Confuses the hell out of him.  It takes
    lots of work to find books that contain intersting subject matter at
    appropriate skill level.  He loves to read dirt bike stories.  By
    reading with him _daily_ he has kept up with classmates.

Re English: don't most of you really mean `American'?

Chris.

>    I have 9 year twin boys, one who has Attention Deficit Disorder.  It is
>    amazing to see the difference in reading comprehension.  Phonics does
>    not work for child with ADD.

Perhaps phonics doesn't work for _your_ child with ADD.  My wife tutors
children and adults with reading difficulties (e.g. dyslexia).  Many of
them have ADD.  The systems that she uses (Orton-Gillingham, Wilson,
Project Read) are all phonics-based, and they work.

English

Did the phonics thing in elementary school, Dick/Jane/Spot, etc. We (the
siblings of my family) always had an interest in books, but didn't really
pick up reading until we learned it in school. After that, there was no
stopping me. I routinely checked out library books that were beyond my
current ability, and just skipped over words I didn't know. It all sunk in,
eventually...

One thing I find sublimely strange is people who can read, but don't or
won't or can't be bothered. I can't find the time to read all the things I
want to. It's great, almost magic...

> Did the phonics thing in elementary school, Dick/Jane/Spot, etc.

The Dick-and-Jane series wasn't phonics, it was look-say.

>   <<< Note 477.30 by NOTIME::SACKS "Gerald Sacks ZKO2-3/N30 DTN:381-2085" >>>
> The Dick-and-Jane series wasn't phonics, it was look-say.

Whatever. I know we had both, cuz I remember the Dick/Jane books, the phonics
phlash cards, sounding words out by phonics, even the word "phonics", which I
had long forgotten until "Hooked on Phonics" ads appeared on the radio.

    .28
    
    You are correct that phonics does work for some folks with ADD.  In
    _my_ situation it has proven ineffective.  I stand corrected. 

	I growed up larnin' suthin'.  When I got to high scholl I was introduced
to this new language Anglish.  It was similar to Suthin, but was much harsher on
the ears.  Much to my surprise, I came to Atlanta to seek my fortune(still at
it), and found out nearly everybody hyunh speaks that Anglish stuff too.  


Picked up on the alphabet, and counting by 5.  Read minmum of two books per week
now.  Love to read, love to learn.  Love to share my life experiences in the
'box.

:-} :-}:-} :-}

Mikey

    Melmacian
    
    Learned english from a tabby cat kidnapped from Earth.:) Too bad she
    didn't last long around home.... tabby cat pie!!! Yuummmm!!:)
    
    

That would explain your spelling.

    Nope. That explains that there is no spell checker key like do mapped
    on my pc keyboard mon...:)
    
    

    re: .34
    
    C'mon, if you were really Melmacian, you'd end every other sentence
    with "Hah!" or some other ALFish variant exclamation.
    
    As for reading, it's English, er, American English, and my mother
    taught me when I was three by reading to me and having me read.
    Reading in school was strictly Dick-Jane until in fourth grade
    a newfangled experimental program from SRA (I think that stood
    for Science Research Associates?) came along that let everyone
    proceed at their own pace, as well as record and track their
    own pace.  This had the interesting side effect of making the
    teacher almost irrelevant; she sat there while we read the stories,
    took the comprehension tests, corrected our own tests, recorded
    and charted our progress, and moved to the next one.
    
    It was fun, but I distinctly remember missing Dick, Jane, Sally,
    Spot, and their friends that I'd been reading about for all those
    years.
    
    We've taught our kids to read using a combination of old-fashioned
    methods and educational software such as the Reader Rabbit series
    (and others as the kids got older).  I've never seen or used phonics,
    either for myself or for my kids, and we've done reasonably well.
    
    Chris

    
    German
    
    I can remember that I did read before I went to school (Asterix), but
    how old I was ? At school we were taught German in a mixture of
    single letter, phoneme and word mode.
    
    e e e e 
    u u u u
    eu eu eu 
    eule eule eule 
    ei ei ei ei 
    eine eule
    
    (etc.)
    
    I started learning English in 5th grade, just before turning 10.
    We were taught English by complete sentences.
    
    Hello, this is John.
    Hello, this is Mary.
    
    Where is John ? (Picture of Big Ben) He is in London.
    Where is Mary ? (Picture of Empire State Building) She is in New York.
    
    

    > It was fun, but I distinctly remember missing Dick, Jane, Sally,
    > Spot, and their friends that I'd been reading about for all those
    > years.
    
    I still miss that ole dog, Spot !
    
    :-(
    Dan

    hey, were Dick & Jane married?

There was a movie in the '70s called "Fun with Dick and Jane" or some such.
I think the title characters were married.

    
    re: .40
    
    Yes, but it disintegrated after a few years when they had to put down
    Spot...
    

    
>    Yes, but it disintegrated after a few years when they had to put down
>    Spot...
 

     ..but they, being in denial, blamed it all on Sally, who after spending
  several years in therapy is now a recovering sex addict.




    

What about Puff?

    
    >I still miss that ole dog, Spot !
    
    
    Dan,
    
    Check the road kill note for some useful hints.  You'll
    get him one day.
    
    Colin
    
    

    didn't Sally suffer from repressed memory on being sexually abused
    by Dick (no pun intended)?

    MARKEY
    
    > >I still miss that ole dog, Spot !
    >     
    > Dan,
    > Check the road kill note for some useful hints.  You'll
    > get him one day.
    
    Nah, I'll just give Brian a call !
    
    :-)
    Dan

    I don't know when I learned, exactly, but it was before I started
    school.  David is older by a year, and I would read his books.  Mom
    says I was very impatient about sounding things out.
    
    When I started school, they put me in the reading class of the grade
    ahead.  That worked out fine until third grade, when they put me in the
    same class as David.  I started going to the library instead.

    
    Language:  American English
    
    My mother, a former schoolteacher in the Netherlands, read to us and
    used some version of the look/say method to teach us to read before 
    we entered school.  In the first grade, they had to put me in the third
    grade reading classes, where I was still the best pupil.  The result
    of this was that I got the snot kicked out of me on a regular basis by
    third graders who were still having trouble learning the basics.  But
    hey, that's life in the big city (or a reasonable facsimile thereof.)
    
    I owe an eternal debt to my fourth grade teacher, Mrs. Naegele.  She
    saw how bored I was with what the class was working on, and loaned me
    "The Hobbit," by J.R.R. Tolkien.  From there I went on to "The Lord of
    the Rings," but more importantly, I was motivated to go on to the more
    adult-oriented offerings of my public library, instead of the typical
    childrens' books.
    
    I will now lay my soul bare and confess that I could not bear to return
    "The Hobbit" to Mrs. Naegele at the end of the year.  I lied and told
    her that I had lost the book.  Goodnight, Mrs. Naegele, wherever you
    are, and I owe you one copy of "The Hobbit!"
    
    
    
    
    Rob
     

    English.
    
    Learned watching the little bouncing ball following the words of a song
    on the television. You know the one, "...I hanker for a hunka a slice
    or slab or chunka, I hanker for a hunka cheese."
    
    I guess I also learned a bit from a female lawyer that lived around the
    corner from me who used to pay me for reading some type of manuscript
    with words that I could not understand but could pronounce very well.

    I used to read a lot of Enid Blyton famous 5 and super 7 books.
    
    "Let`s have a jolly super adventure and drink lots and lots of
    scrumptious ginger beer,Dick".
    

    
    Oh, I loved the Famous Five.  I hated the Super Seven though.

    One Fish
    
    Two fish
    
    Red fish
    
    Blue fish
    
    
    ...Tom

    
    
    fish heads, fish heads
    rolly-polly fish heads
    fish heads, fish heads,
    eat them up, YUM!
    
         

    <--- I want a copy of the video.

    re -2 
    
    Do you remember around the same time as the fishhead short a short
    about spontaneous human combustion? One of my favorite for sure!
    

    
    I came home one night last week to find the house littered with
    little signs labeling items through out the house. My wife is using
    these as a method of teaching the kids to read. Once they learn
    most of the words (As they walk through the house and read the labels)
    she writes a story using those words and the kids get to read it to us.
    
    So far it's working really well.                 
    
    Doug.

      <<< TURRIS::DISK$NOTES_PACK2:[NOTES$LIBRARY]WOMANNOTES-V3.NOTE;1 >>>
                        -< Topics of Interest to Women >-
================================================================================
Note 12.42                  I really love............                 42 of 2219
RANGER::KALIKOW "DEC LanWORKS/Mac: VAX to the MAX!!" 56 lines  27-MAY-1990 10:54
                      -< (-: Linguistic 'Terrorism' :-) >-
--------------------------------------------------------------------------------
    We have a long tradition in my family of weird but harmless practical
    jokery.  The latest was engendered by an upcoming trip my wife Debby
    and elder daughter Jodie will be taking soon to Norway, Denmark, and
    France.  Debby is happily learning Norwegian, which involves her
    wandering around mumbling as she listens to her training tapes.  She
    also bought a "Norwegian in 10 Minutes a Day" book with lots of small
    word-and-pronunciation stickers you can put on common household objects
    (POSTKASSEN = mailbox, HJORNE = corner), primary colors (ROD, RODT =
    red), etc., that teach you continuously.  One evening I noticed that
    the entire house (HUS) had been festooned, down to the SALTET and
    PEPPEREN.  
    
    "Self," I said to myself, "are you going to sit idly by and let your
    HUS be FESTOONETE (or something)?"  I also noticed that (a) the labels
    were done in New Century Schoolbook 18Pt (a font I also have on my
    Mac), and (b) that she hadn't used all of the labels in the book.  Hmm,
    I said, opportunity knocks... 
    
    So my younger daughter Mandy and I put our heads together and made up a
    batch of fake Norwegian words, and I laser-printed them up the next day
    in the office.  
    
    Our dream was to recreate one of our favorite Steve Martin bits where
    he tells of his hapless experiences with French... "I was thrown out of
    a restaurant because instead of ordering what I wanted, I was told I'd
    said 'Give me a plate of your best shoeleather, and I want to fondle
    your Grandmother.'"
    
    That night, Mandy put up all but one of the labels through the house
    (college kids have rules that mandate their staying up later than their
    parents), and I saved the last label for Debby's toothbrush.
    
    The payoff came the next morning... I tried to keep a straight face as
    Debby wandered down from the bedroom with a weird expression on her
    face.  She said nothing to me but reached for her Norwegian
    dictionary...  Not finding what she wanted, she finally said "OK
    wiseguy, what's a 'RODHEERRING??'  I thought you'd found some of those
    labels I hadn't put around, but the REAL word for toothbrush is
    TANNBORSTE... What gives here?"  
    
    When all I could do was grin, she finally got it, and realized that if
    there was ONE "red herring," there would be more...  and started
    prowling around the house trying to distinguish the labels SHE'd put up
    from the fakes.  
    
    She had her normal breakfast of Aunt Jemima mix pancakes (en
    SJULAETHER) with lo-cal syrup (en FJONDL-NANA), and later discovered
    other common household items like our freezer (en
    LUTEFISK-VONKELTENER), piano (TJINKELE-TJONKELE), dishwasher
    (DISJDUSJ), down to the dirty socks in the hamper (VERSTUNKENEHJOSE)
    were labeled...
    
    And she *still* hasn't found them all!  :-)  :-)  Hee, hee...
    
    Cheers,
    Dan

    
    Dan,
    You Slime Hound ! ! ! !
    
    That's Great !
    
    :-)
    Dan (the real Dan)

    
    I'm crying, that's too funny 8^).

    Gladja liked it, MzDeb.
    
    As fer you, ::DKILLORAN, I *definitely* wuz using my moniker in da 'Box
    *long* before your ignominious d�b�t.  So NOB OFF willya huh.
    
    |-{:-)
    
    PS -- just THINK how you could damage your little tyke by mixing up
          YOUR house-labels...  On second thought, I'll hunt ya down and do
          it myself while you're all out.  It'll take 'im five YEARS before
          he reads at grade-level!! :-)
                                            

From:	US3RMC::"[email protected]"  6-DEC-1995 11:44:35.88
Subj:	The Daily - December 06, 1995 (fwd)

Forwarded message:
>From [email protected] Wed Dec  6 08:57 EST 1995
Date: Wed, 6 Dec 1995 08:50:04 -0500
From: Webmaster <[email protected]>
Message-Id: <[email protected]>
Subject: The Daily - December 06, 1995  
Apparently-To: [email protected]
Content-Type: text
Content-Length: 27540

Note: Order form for publications, at bottom of Daily

95 12 06 08 30
Wednesday, December 6, 1995 For release at 8:30 a.m.
 
--------------------------------------------------------------------------------
Adult literacy: International results
1995
 
Canadian adult literacy test results are strong overall when compared with other
major industrialized countries.
   Out of seven nations, Sweden had the strongest skill distribution. Canada,
the Netherlands, Germany and the United States fell into the second tier of
tested countries.
   The distribution of literacy in Canada and the United States was similar,
with both countries having relatively high proportions of adults at both the
high and low ends of the literacy scale. European countries, especially the
Netherlands and Germany, had more of their population falling in the middle
range. This range included individuals who had adequate reading skills and those
who tested at higher levels.
   But in Canada, there is no room for complacency.
   A significant proportion of Canadian adults demonstrated difficulties with
their literacy skills. Four out of every 10 Canadian adults possessed reading
skills that limit their ability to deal with much of the written material they
encounter every day.
   A perceived relationship between literacy and economic performance prompted
the seven national governments to conduct the survey. The International Adult
Literacy Survey found strong links in all countries among literacy skills,
employment and occupational status, and income.
   The IALS report drew several main conclusions:
 
     -    Education strongly influences literacy, but does not determine
          it alone. In all countries, adults who have had more initial
          formal education are, on average, more literate. But in every
          country, some less-educated people have high levels of
          literacy and some well-educated people show low levels of
          literacy;
     -    Literacy improves with practice, and deteriorates if not used.
          People with a given level of education are, on average, more
          literate if they continuously use their ability to read and
          work with numbers at home and at work, and throughout their
          daily lives;
     -    Few adults acknowledge that literacy is a problem for them.
          In most countries, a majority of adults, even among those with
          the lowest levels of literacy, did not consider that reading
          skills limited their job opportunities.
 
Wide variation in literacy skills in Canada
 
   What distinguishes Canada - and the United States - is that, compared with
the other countries participating in this survey, both nations had relatively
large numbers at both the top and the bottom of the literacy scale.
 
     Note to readers
 
        Today, Statistics Canada releases data from the first
     International Adult Literacy Survey (IALS), which measures literacy
     skills in seven developed nations.
        The survey is the result of a unique collaboration among
     Statistics Canada, the U.S. National Center for Education Statistics
     in Washington, the Organisation for Economic Co-operation and
     Development in Paris, the Educational Testing Service in Princeton,
     N.J., and sponsors and study teams in the various countries.
     Statistics Canada provided overall co-ordination and international
     management of the survey.
        Nations now releasing data are Canada, Germany, the Netherlands,
     Sweden, Switzerland, Poland and the United States. Ireland will
     release its data early next year. The survey covered more than
     23,000 respondents aged 16 and over, including about 5,660 in
     Canada.
        Respondents were interviewed for about 20 minutes in their homes
     in their national language. They were also administered a 45-minute
     test involving practical tasks requiring literacy skills. These
     ranged from the understanding of instructions on a medicine bottle
     to the assimilation of information from a personnel office.
        The survey identified five successive levels of literacy for
     three scales - prose, document and quantitative. A full description
     of the framework, methodology and results is contained in the
     document Literacy, Economy and Society (89-545E, $50), which is now
     available. See "How to order publications".
        More extensive data on literacy in Canada, including results for
     the provinces, will be released in the spring of 1996. This report
     will also compare the IALS results with Statistics Canada's 1989
     survey of Literacy Skills Used in Daily Activities (LSUDA).
        For purposes of the IALS, literacy was defined as the ability to
     understand and employ printed information in daily activities, at
     home, at work and in the community in order to achieve one's goals,
     and to develop one's knowledge and potential.
 
   Almost 6 out of 10 Canadians (57.8%) possess skills in the top three literacy
levels, meaning that they can meet most everyday reading requirements. These
results are in line with the 62% identified in the 1989 LSUDA survey (Literacy
Skills Used in Daily Activities), who had similar skill characteristics.
   At the same time, one in six (16.6%) fell into the lowest level, which means
that they have serious difficulty dealing with printed materials and most likely
identify themselves as people who have difficulties reading. Another 25.6% fell
in the second lowest level. Such people generally do not report that they have
reading problems, but their tested scores are weak.
   Canada's share of those with the strongest literacy skills reflects the large
number of individuals with postsecondary education, and a substantial proportion
of highly skilled immigrants. Its share at the low end of literacy reflects a
complex mix - older people who had little formal education, school drop-outs and
some consequences of low-skilled immigration.
 
Literacy only partly linked to education
 
   The survey results demonstrated that adult literacy skills are only partly
attributable to the impact of schooling. There are many examples of people with
modest education and high literacy skills, and of well-educated individuals with
marginal literacy skills.
   For example, almost 9 in 10 Canadian university graduates possessed
satisfactory reading skills or better, while 1 university graduate in 10 was
only able to deal with material that is simple or clearly laid out.
   More than four out of five Canadians with only primary education or less
perform at the bottom two tested levels. But about 1% of individuals with only
primary education possess the highest level of proficiency. These individuals
have found ways to acquire strong skills outside of formal schooling.
   Education provides a basic platform for developing literacy skills. But after
school, the answer - and the key - to literacy is practice. Literacy skills,
like muscles, appear to be maintained and strengthened through regular use.
   For example, reading books has a strong effect on the level of literacy
skills. Fewer than 40% of all respondents in any country reported reading books
daily. In Sweden, which showed the strongest literacy skills, 9 out of every 10
individuals read newspapers daily.
   There is a negative relationship between watching television and literacy.
Adults most likely to watch television for significant periods of time are those
at lower literacy levels. In Canada, 17% of those scoring at the lowest level
watched television five hours or more a day compared with 1% for the highest
level.
 
Immigration boosts levels at both the high and the low end
 
   In Canada, immigration boosts the proportions at both the high and the low
end of the literacy scale.
   Canada is unusual among the participating countries in that it has a large
proportion of immigrants with high literacy skills. This reflects Canada's
immigration policy, which has, as one of its objectives, the attraction of
high-skilled immigrants.
   However, basic skills are less central to other kinds of immigrant entries,
such as those for reasons of family reunification or certain refugee cases.
These appear to boost numbers in the lowest literacy levels.
   In addition to immigration, employment status, occupation, income and age are
all linked to literacy skills in Canada.
   An individual's sex, however, has little noticeable impact. Women tended to
score a bit better on the high end of the prose scale, while men did marginally
better handling numbers.
   Individuals who were employed or were attending school were more likely to
be at higher literacy levels than those who were unemployed or outside the
workforce.
   Similarly, there is a strong and consistent relationship between literacy
skills and income levels. One in four Canadians who had top literacy skills also
had incomes in the top 20% of the population. Only 5% of the people in the same
high income group had marginal literacy skills.
   Surprisingly, individuals aged 36 to 45 had the highest literacy scores of
all age groups on the prose and quantitative scales. After middle age, skills
appear to decline gradually.
   Occupational categories such as managers and professionals dominate high
literacy levels, while machine operators and agricultural workers had the lowest
literacy skills.
 
Sweden leads all other participating nations
 
   Sweden's literacy skill distribution was stronger than all other
participating nations. It had substantial proportions of respondents at all the
higher literacy levels on all three scales.
   Germany and the Netherlands had similar levels of adult literacy proficiency,
with more people scoring in the middle to high range. The United States was
similar to Canada in terms of using numbers and dealing with prose. But American
respondents did less well on document literacy, that is, on such skills as using
job applications, payroll forms, transit schedules and so on.
   Swiss results were lower than those of Canada and the United States in prose
literacy.
   In Poland, only about one individual in five had the reading skills necessary
to achieve test scores in one of the top two levels.
   Literacy, economy and society: Results of the first International Adult
Literacy Survey (89-545E, $50) is now available. See "How to order
publications".
   For further information on this release, contact Special Surveys Division
(613-951-9476) or the Statistics Canada media hotline (613-951-4636), Internet:
http://www.statcan.ca.
 
--------------------------------------------------------------------------------
PUBLICATIONS RELEASED
 
Literacy, economy and society: Results of the first International Adult Literacy
Survey, 1995
Catalogue Number 89-545E
(Canada: $50; United States: US$40; other countries: US$40).

--------------------------------------------------------------------------------
PUBLICATIONS ORDER FORM VIA E-MAIL  ([email protected])

PAYMENT FOR E-MAIL ORDERS:

A Statistics Canada representative will contact you by telephone to
confirm your order and method of prepayment. 


Name: _________________________   Title:____________________________

Organization:__________________    Department:______________________

Street Address:_____________________________________________________

City:______________________        Province/State:__________________

Postal/Zip Code:_______________________________

Telephone: (   ) __________________Fax: (   )_______________________

Internet E-mail:____________________________________________________

Purchase Order Number:______________________________________________

Statistics Canada Customer No. (if applicable):_____________________

------------------------------------------------------------------------
------------------------------------------------------------------------

                       Ordering Information

Title:__________________________________________________________________        

Catalogue Number:________________________  Date of Issue: ______________

Subscription /Book Price:                                 ______________

Quantity:                                                 ______________

Total Price:                                              ______________ 

GST 7% (Canadian orders):                                 ______________

TOTAL: (Foreign orders pay total amount in US funds       ______________
        drawn on a US bank)
------------------------------------------------------------------------

Statistics Canada                      Tel: (613) 951-7277
Marketing Division                     Fax: (613) 951-1584
Sales and Service                      Toll-Free: 1-800-267-6677
120 Parkdale Avenue
Ottawa, Ontario                        E-Mail: [email protected]
Canada K1A 0T6

% ====== Internet headers and postmarks (see DECWRL::GATEWAY.DOC) ======
% Received: from mail12.digital.com by us3rmc.pa.dec.com (5.65/rmc-22feb94)
 id AA23175; Wed, 6 Dec 95 08:21:22 -080
% Received: from talon3.statcan.ca by mail12.digital.com; (5.65v3.2/1.0/WV)
 id AA01259; Wed, 6 Dec 1995 11:00:17 -050
% Received: from  (localhost [127.0.0.1]) by talon3.statcan.ca (8.6.11/8.6.9)
% Date: Wed, 6 Dec 1995 10:54:56 -0500
% Message-Id: <[email protected]>
% Errors-To: [email protected]
% Reply-To: [email protected]
% Originator: daily
% Sender: [email protected]
% Precedence: bulk
% From: [email protected] (Jackie Godfrey)
% Subject: The Daily - December 06, 1995 (fwd)
% X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas
% X-Comment: Statistics Canada's Mailing List for The Daily