Assessing adult literacy in developing countries- a webinar on LAMP - Wednesday September 25, 2013

 

The Literacy Assessment and Monitoring Programme (LAMP) is a household-based assessment of the reading and numeracy skills of adults, 15 years and older, in developing countries. Initially conceived as an adaptation of IALS and ALL, it shares many traits with PIAAC.  Analysis of results from Jordan, Mongolia, Palestine and Paraguay offers some intriguing insights into adult skills as we await PIAAC results.

Finding: Reading skills levels are higher among younger generations, and gender gaps are narrowing, but there are still disparities.

Finding:  Within the same level of schooling, literacy practices sustain skill

Computer users outperform cellphone users (who text, but do not use computers), who in turn outperform broadcast media consumers(who mostly watch TV.)

Finding: With the same level of schooling, the more engagement in literacy practices, the higher the level of prose reading skill, BUT school is necessary

In Mongolia, for instance, a secondary level of school seems necessary to become a computer user.

Sources: Document use by gender and age. Jordan, 2011; Performance levels in prose, by schooling and literacy practices, Mongolia, 2010.

LAMP was carried out only in a paper version but information was collected in the background questionnaire on literacy practices such as use of computers and cell phones and consumption of broadcast media.  It included people over age 65.

LAMP assessed three domains – Prose, Documents, and Numeracy – divided into three performance levels.  3 is the highest, 1 is the lowest.

The reading components segment of LAMP is similar to that component of PIAAC.  Only respondents who scored low on an early set of questions were directed to that segment. In LAMP, it included assessments of oral receptive vocabulary, letter and number recognition, sight-word recognition, sentence comprehension and prose passage comprehension.  The results show that respondents perform at different levels of skill and can be grouped.  This kind of analysis could potentially help program providers tailor instruction more precisely to specific types of reading problems.

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To register: carolyn.barilko (at) centreforliteracy.qc.ca

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