The development of writing ability in the Nordic countries in the Eighteenth and Nineteenth centuries
The development of writing ability in the Nordic countries in the Eighteenth and Nineteenth centuries
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十八、十九世纪北欧国家书写能力的发展
DOI：
10.1080/03468759008579189
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发表时间：
1990
影响因子：
0.5
通讯作者：
Ingrid Markussen
中科院分区：
文献类型：
--
作者：
Ingrid Markussen
在北欧国家，阅读和写作技能的发展之间的时间差是国际扫盲研究领域的一个众所周知的事实。[1]有些学者认为，在人口的一般阅读能力和普遍获得写作技能之间可能有100-150年的差距。这是一个国际性的问题，因为在其他国家，阅读和写作能力的获得似乎是同时发生的（参见《教育法》）。pp.第8-9段）。无论如何，西方国家正在进行的扫盲研究利用关于写作能力的原始材料来确定人口的识字能力，即其读写能力，假设写作能力以一定的阅读能力为前提。[2]对时间滞后问题的考察可能会对北欧国家的识字发展为何偏离欧洲的一般模式这一问题提供一些答案。因此，北欧国家的扫盲研究与国际研究的不同之处在于阅读和写作的发展分离所带来的问题。因此，资料来源的类型也不同于国际研究中使用的材料，确定人口写作能力的主要资料来源是定性的：行政官员的声明、农民杂志、与学校发展有关的材料和写作指导。战争部和监狱提供的关于士兵和囚犯识字情况的统计资料以及统计数字
The time lag between the development of reading and writing skills in the Nordic countries is a well-known fact in the field of international literacy research. 1 Some scholars think that there may have been a gap of 100-150 years between the general ability of the population to read and the general acquisition of writing skills. The question is of international interest, because in other countries the acquisition of reading and writing ability seem to be concomitant (cf. pp. 8-9). In any case, the literacy research being done in Western countries utilizes source material on writing ability to determine the literacy of a population, ie, its ability to both read and write, assuming that the ability to write presupposes a certain reading ability. 2 An examination of the time lag problem may indicate some answers to the question of why the development of literacy in the Nordic countries deviated from the general European pattern. Literacy research in the Nordic countries differs, therefore, from international research in virtue of the problems posed by the developmental separation of reading and writing. For this reason the types of source material are also different from those used in international research.The main sources for determining the writing skill of the population arc of a qualitative type: statements by administration officials, peasant journals, materials connected with the development of schools and writing instruction. Statistical information from the Ministry of War and from prisons on the literacy of soldiers and prisoners and statistics