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Appendix A: Key Definitions and Statements about Literacy, Numeracy, Science Literacy, Health Literacy, and Health Numeracy
Pages 133-146

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From page 133...
... The following acronyms are used in the tables: AAAS American Association for the Advancement of Science ALL Adult Literacy and Lifeskills Survey AMA American Medical Association HALS Health Activities Literacy Scale IALS International Adult Literacy Survey IOM Institute of Medicine NAAL National Assessment of Adult Literacy NALS National Adult Literacy Survey NCES National Center for Education Statistics NRC National Research Council NSB National Science Board OECD Organisation for Economic Co-operation and Development PIAAC  Program for the International Assessment of Adult Competencies PISA Programme for International Student Assessment REALM Rapid Estimate of Adult Literacy in Medicine S-TOFHLA Short Test of Functional Health Literacy in Adults TOFHLA Test of Functional Health Literacy in Adults WHO World Health Organization 133
From page 134...
... Definitions of literacy emphasize the active Snow (2016) engagement of the reader in constructing meaning through the accurate and fluent processing of text and note that success at reading comprehension depends on language skills and world knowledge as well as on control over decoding processes.
From page 135...
... practical skills in wide variety of common situations; (9) prerequisite knowledge (ability to use algebraic, geometric, and statistical tools)
From page 136...
... individuals encounter an increasing amount and wide range of quantitative and mathematical information in their daily lives. Numeracy is a skill parallel to reading literacy, and it is important to assess how these competencies interact, since they are distributed differently across subgroups of the population.
From page 137...
... AAAS Science for that science, mathematics and technology are All Americans 1989 interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes. continued
From page 138...
... science affects everyone's lives, and people need to know about it; (3) many public policy decisions involve science, and these can only be genuinely democratic if they arise out of informed public debate; and (4)
From page 139...
... Scientific literacy entails being able to read with understanding articles about science in the popular press and to engage in social conversation about the validity of the conclusions. Scientific literacy implies that a person can identify scientific issues underlying national and local decisions and express positions that are scientifically and technologically informed.
From page 140...
... and being knowledgeable, learned, and educated in science is the derived sense. Scientific literacy comprises both the concepts, skills, understandings, and values generalizable to all reading, and knowledge of the substantive content of science.
From page 141...
... OECD (2012a) PISA 2012 scientific knowledge and use of that knowledge to identify questions, acquire new knowledge, explain scientific phenomena and draw evidencebased conclusions about science-related issues; (2)
From page 142...
... interest in new scientific discoveries, (2) Indicators 2016 basic scientific knowledge, (3)
From page 143...
... It also depends upon the skills, preferences, and expectations of health information and care providers: our doctors; nurses; administrators; home health workers; the media; and many others. The wide range of skills, and competencies that Zarcadoolas et people develop to seek out, comprehend, evaluate al.
From page 144...
... decisions in everyday life concerning healthcare, disease prevention and health promotion to maintain or improve quality of life during the life course. Components of a definition of health literacy Pleasant et al.
From page 145...
... interpret, communicate, and act on numerical, quantitative, graphical, biostatistical, and probabilistic health information needed to make effective decisions. Productive health information use results from the Ancker and interplay between the quantitative competencies Kaufman (2007)


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