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Background COVID-19 outbreak has been accompanied by a massive infodemic, however, many vulnerable individuals such as illiterate or low-literate, older adults and rural populations have limited access to health information. In this context, these individuals are more likely to have poor knowledge, attitudes, and preventive practices related to COVID-19. The current study was aimed to investigate COVID-19’s awareness of the illiterate population of Pakistan. Methods A cross-sectional survey was conducted among illiterate Pakistanis of ages ≥ 18 years through a convenient sampling approach. The study participants were interviewed face to face by respecting the defined precautionary measures and all data were entered and analyzed using SPSS version 22 (IBM, Armonk, NY). Results The mean age of the study participants’ (N = 394) was 37.2 ± 9.60 years, with the majority being males (80.7%). All participants were aware of the COVID-19 outbreak and television news channels (75.1%) were the primary source of information. The mean knowledge score was 5.33 ± 1.88, and about 27% of participants had a good knowledge score (score ≥ 7) followed by moderate (score 4 - 6) and poor (score ≤ 3) knowledge in 41.6%, and 31.5% of respondents, respectively. The attitude score was 4.42 ± 1.22 with good (score ≥ 6), average (score 4 - 5), and poor attitude (score ≤ 3) in 19%, 66%, and 15% of the participants, respectively. The average practice-related score was 12.80 ± 3.34, with the majority of participants having inadequate practices. Conclusion COVID-19 knowledge, attitude, and preventive practices of the illiterate population in Pakistan are unsatisfactory. This study highlights the gaps in specific aspects of knowledge and practice that should be addressed through awareness campaigns targeting this specific population.

Level of education is known to confound neuropsychological test performance. The INECO Frontal Screening (IFS) is an easy-to-use and brief measure of several domains of executive function, which has previously shown reliably clinical usefulness and superior psychometric performance when compared to other frontal screening instruments. However, previous studies with the IFS have been limited to participants with high levels of education, preventing its generalizability to populations with less than 12 years of formal education. This is crucial, as less than half of the Latin American population and a large percentage of immigrants in developed countries attain high school education. The aim of this study was to generate IFS normative data in a sample stratified by age and education levels. One hundred and sixty one healthy adults were assessed with the IFS as well as measures of global cognitive screening, namely, the Addenbrooke Cognitive Examination Revised and the Mini-Mental State Examination. Multiple lineal regression analysis showed significant effects for education and nonsignificant effects for age. A correction grid for IFS raw scores was developed and cut-off scores were calculated. The correction grid and cut-off scores may be useful in the interpretation of IFS scores in participants with low education. Fil: Sierra Sanjurjo, Natalia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencias Cognitivas y Traslacional; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencia Cognitiva. Fundación Favaloro. Instituto de Neurociencia Cognitiva; Argentina Fil: Saraniti, Antonella Belén. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencia Cognitiva. Fundación Favaloro. Instituto de Neurociencia Cognitiva; Argentina Fil: Gleichgerrcht, Ezequiel. Medical University Of South Carolina; Estados Unidos Fil: Roca, María. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencias Cognitivas y Traslacional; Argentina. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencia Cognitiva. Fundación Favaloro. Instituto de Neurociencia Cognitiva; Argentina Fil: Manes, Facundo Francisco. Macquarie University.; Australia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencias Cognitivas y Traslacional; Argentina Fil: Torralva, Teresa. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencias Cognitivas y Traslacional; Argentina. Macquarie University.; Australia. Consejo Nacional de Investigaciones Científicas y Técnicas. Oficina de Coordinación Administrativa Houssay. Instituto de Neurociencia Cognitiva. Fundación Favaloro. Instituto de Neurociencia Cognitiva; Argentina

Background: Mini-mental state examination (MMSE) scale measures cognition using specific elements that can be isolated, defined, and subsequently measured. This study was conducted with the aim to analyze the factorial structure of MMSE in a largely, illiterate, elderly population in India and to reduce the number of variables to a few meaningful and interpretable combinations. Methodology: Principal component analysis (PCA) was performed post-hoc on the data generated by a research project conducted to estimate the prevalence of dementia in four geographically defined habitations in Himachal Pradesh state of India. Results: Questions on orientation and registration account for high percentage of cumulative variance in comparison to other questions. Discussion: The PCA conducted on the data derived from a largely, illiterate population reveals that the most important components to consider for the estimation of cognitive impairment in illiterate Indian population are temporal orientation, spatial orientation, and immediate memory.

Literacy Movement Organization of IRAN (lMOI) after the Revolution (1979) was responsible for literacy. After the decade by a significant number of new litterers return back to the classes again. It seemed to have lost the ability to read and write. This organization tried to investigate the social causes of this forgetfulness literacy. In this national survey we were selected 1056 samples using the Cochran formula with 2% error rate. The populations of new litterers were about 10 millions. We use multistage random sampling, and we were selected our samples from all 27 provinces of IRAN. The same test provided for both level preliminary and complementary of new litterers. By comparing the new scores with the scores of documents were obtained showed forgetfulness rate. The results of the research showed the traditional conventional methods, regardless of social circumstance, functional literacy and social awareness (Paulo Freer), the first method has been used in IRAN. In this study 14% of new litterers again return back to the classroom and were obtained new documents. gender, age, province development level and other factors associated with rates of return back to illiteracy.The research findings are to appear, the functional and professional literacy methods are more suitable for IRAN

Made available in DSpace on 2019-09-12T16:53:45Z (GMT). No. of bitstreams: 0 Previous issue date: 2009 Limb praxis can be influenced by age, gender, and education. The present Study investigated the influence of these variables on gesture production by healthy elderly Subjects. We evaluated 96 individuals divided into two age groups (60-74 and 75-88 years). Each group contained 48 men and 48 women and was subdivided into four groups according to education: illiterates and 1-3, 4-7, and 8 or more years of education. Individuals were requested to carry Out tasks oil verbal command and imitation. There were no differences between the performance of men and women, while older individuals performed worse than their younger counterparts. Regarding educational level, three major groups emerged: illiterates, individuals with 1-7 years of education, and those with 8 or more years of education. In conclusion, age and education significantly influenced the performance of individuals in limb praxis tests. (JINS, 2009, 157 618-622.) [Caramelli, Paulo] Univ Fed Minas Gerais, Fac Med, Dept Internal Med, Behav & Cognit Neurol Unit, BR-30130000 Belo Horizonte, MG, Brazil [Cavalcante, Karla Rodrigues] Universidade de Taubaté (Unitau), Dept Phys Therapy [Cavalcante, Karla Rodrigues; Caramelli, Paulo] Univ Sao Paulo, Sch Med, Dept Neurol, Sao Paulo, Brazil

Context: There is a widespread ignorance among the public about the role of anesthesiologists and their responsibilities inside or outside the operating room both in developed and developing countries. Aims: The present study was conducted to assess the knowledge of literate and illiterate patient about the role of anesthesiologists and their concerns regarding anesthesiology. Setting and Design: This is a prospective study conducted in a preoperative anesthetic clinic of a large tertiary care hospital. The study consisted of a standard preanesthetic interview and questionnaire. Materials and Methods : After obtaining permission from the Ethics committee, patients in the age group 18-75 years of either sex undergoing elective surgery were included.The patients were divided into two groups on the basis of their education: Group A: included patient who are illiterate; Group B: included patients who are literate, completed a questionnaire, which was later evaluated. Statistical Analysis Used: Unpaired t test and correlation r test were used. Results: There was limited knowledge among both literates and illiterates regarding the perioperative role of anesthesiologists. They wanted to be fully explained about the anesthesiology technique and were keen to meet their anesthesiologist both before and after the surgery. Conclusion: To eliminate the ignorance among general public regarding the role of anesthesiologists, efforts must be made to educate and generate awareness among the population.

Empirische Sonderpädagogik 5 (2013) 3, S. 222-236, Fünf erwachsene funktionale Analphabetinnen und Analphabeten führten über sechs Wochen ein täglich stattfindendes 15-minutiges computerbasiertes Wortlesetraining durch. Das Computertraining sollte die Leseleistung von 32 Trainingswörtern mit drei verschiedenen sublexikalisch präsentierten Graphemclustern am Wortanfang verbessern. Mögliche Transfereffekte wurden anhand parallelisierter Transfer- und Kontrollwörter überprüft. Die Lesegenauigkeit sowie die Leseflüssigkeit für trainierte Wörter konnte durch das inhaltlich begrenzte aber zeitlich sehr intensive Computerprogramm deutlich gesteigert werden. Allerdings blieben die eigentlich zu erwartenden Transfereffekte auf untrainierte Wörter aus, auch wenn diese das zuvor sublexikalisch präsentierte Graphemcluster enthielten. Die Lesegeschwindigkeit der Teilnehmenden blieb zu allen drei Messzeitpunkten (Prä-, Post- und Follow-Up-Test) deutlich unter dem Niveau von lesekundigen Erwachsenen. Interpretationsmöglichkeiten der ausbleibenden Transfereffekte sowie der niedrigen Lesegeschwindigkeit werden ebenso diskutiert wie die sich daraus ergebenden möglichen Implikationen für die Forderung in Grundbildungskursen. (DIPF/Orig.), This study focused on using intensive computer-based instruction to improve the learning outcomes of five adult functional illiterates who participated in a literacy class at an adult education center. During training sessions, they practiced 32 training words with three different highlighted sublexical onsets for 15 minutes on a daily basis. Results of the study indicated an increase in reading accuracy and fluency. However, only word specific training effects were found (i.e., transfer effects on untrained words could not be shown). Moreover, when compared to a control group of adults without reading problems, participants read more slowly at every measurement point (pre, post, and follow-up tests). Possible interpretations regarding the lack of transfer effects and the poor reading fluency of functional illiterates will be discussed, as well as implications for the literacy training of individuals in adult basic education. (DIPF/Orig.)

Projektträger im Deutschen Zentrum für Luft- und Raumfahrt [Hrsg.]: Lernprozesse in Alphabetisierung und Grundbildung Erwachsener. Diagnostik, Vermittlung, Professionalisierung. Bielefeld : Bertelsmann 2011, S. 11-27. - (Alphabetisierung und Grundbildung Erwachsener; 2), Die vorliegende Untersuchung geht der Frage nach, inwieweit grundlegende Wahrnehmungsfunktionen bei erwachsenen funktionalen Analphabeten und Analphabetinnen in ähnlicher Weise beeinträchtigt sind, wie dies für lese-rechtschreib-schwache Kinder gezeigt werden konnte. 60 erwachsene funktionale Analphabetinnen und Analphabeten, 60 normal lesende Erwachsene, die entweder bezüglich Alter und IQ (n=30) oder nur bezüglich des Alters (n=30) vergleichbar sind, sowie 30 Kinder mit Lese-Rechtschreib-Schwäche nahmen an der Studie teil. Acht grundlegende Wahrnehmungsfunktionen wurden mit dem Brain-Boy Universal Professional (BUP-System) erfasst. Die funktionalen Analphabeten und Analphabetinnen und die Kinder mit Lese-Rechtschreib-Schwäche schnitten in allen acht grundlegenden Wahrnehmungsfunktionen deutlich schlechter ab als die normalen Leserinnen und Leser. Funktionale Analphabetinnen und Analphabeten und Kinder mit Lese-Rechtschreib-Schwäche unterschieden sich nicht voneinander. Die Ergebnisse zeigen, dass erwachsene funktionale Analphabetinnen und Analphabeten in ihren grundlegenden Wahrnehmungsfähigkeiten beeinträchtigt sind. Dies könnte, wie für lese-rechtschreib-schwache Personen beschrieben, zu Problemen bei der Ausbildung von Phonemrepräsentationen führen, die ihrerseits den beim Schriftspracherwerb zentralen Prozess der Graphem-Phonem-Zuordnung massiv erschweren. Weiterhin deuten die Ergebnisse darauf hin, dass es sinnvoll sein könnte, in der Alphabetisierung Trainingsprogramme einzusetzen, die die grundlegenden Wahrnehmungsfähigkeiten verbessern können. Einige derartige Programme sind bereits mit Erfolg bei lese-rechtschreib-schwachen Kindern eingesetzt worden. (DIPF/Orig.)

Magazin erwachsenenbildung.at (2010) 10, 9 S., Im Rahmen der Weltalphabetisierungsdekade, die von den Vereinten Nationen für den Zeitraum von 2003 bis 2012 ausgerufen wurde, sind die so genannten „funktionalen AnalphabetInnen“ als neue Zielgruppe der Erwachsenenbildung in den Fokus der (Fach-)Öffentlichkeit getreten. Zu dieser Zielgruppe, deren Schriftsprachkenntnisse unterhalb des gesellschaftlich erforderlichen und erwarteten Mindestniveaus liegen, zählen in Deutschland schätzungsweise vier Millionen Menschen. Da funktionale AnalphabetInnen im Hinblick auf ihre gesellschaftliche und wirtschaftliche Teilhabe stark benachteiligt sind und ein hohes Arbeitslosigkeits- und Armutsrisiko tragen, sind Maßnahmen notwendig, die diese heterogene Zielgruppe ganzheitlich fördern und ihr im Rahmen von berufsorientierter Alphabetisierungs- und Grundbildungsarbeit berufliche Perspektiven eröffnen. Genau hier setzt das Kursmodell „ABC zum Berufserfolg“, das derzeit in Nürnberg/Deutschland erprobt und evaluiert wird, an. Im vorliegenden Beitrag werden nach einem kurzen begrifflichen Diskurs die veränderten Lebenslagen funktionaler AnalphabetInnen und die damit verbundenen Auswirkungen auf die Beschäftigungsfähigkeit beschrieben. Darauf aufbauend stellen die Autorinnen das Kursmodell „ABC zum Berufserfolg“ vor und ziehen nach knapp einem Jahr Kursdauer eine erste Bilanz. (DIPF/Orig.), Within the framework of the World Literacy Decade, proclaimed by the United Nations for the period from 2003 to 2012, the so-called “functional illiterates” have become the focus of an (expert) public as a new target group of adult education. It is estimated that four million people in Germany are part of this target group, whose written language skills are below the minimum standard required and expected by society. Since functional illiterates are seriously disadvantaged in terms of their social and economic participation and are at high risk for unemployment and poverty, measures are needed to support this heterogeneous target group in a comprehensive way and to open up professional perspectives for them as part of vocational literacy and numeracy and basic education work. And this is exactly where the “ABC to Career Success” course model, which is currently being tested and evaluated in Nürnberg, Germany, comes in. In the present article, after a brief theoretical discussion, the altered life situations of functional illiterates and the resulting impacts on their employability are described. Based upon this, the authors present the “ABC to Career Success” course model and take stock after almost one year of the course. (DIPF/Orig.)

Pädagogische Korrespondenz (1988) 4, S. 22-32, Anhand von Fallbeispielen weist die Autorin auf die hohe Zahl der Analphabeten in der Bundesrepublik Deutschland hin und versucht mögliche Ursachen für Analphabetismus aufzuzeigen. (DIPF/Orig.)

Der Begriff des „Analphabetismus“ hat in verschiedenen Kulturen und zu verschiedenen Zeiten eine unterschiedliche Bedeutung. Deshalb sind Vergleiche heutiger mit früheren Erhebungen kaum möglich, da die schriftsprachlichen Anforderungen im letzten Jahrhundert dramatisch zugenommen haben. Am Beispiel einer us-amerikanischen Studie des National Assessment of Educational Performance (NAEP) wird gezeigt, wie unterschiedlich die Anteile an „funktionalen Analphabet*innen“ ausfallen, je nachdem, welche konkreten Alltagsaufgaben man zum Maßstab macht. Entsprechende Studien werden für Deutschland gefordert [inzwischen realisiert mit l.e.o. 2012 und 2018].