Historical dataset showing France literacy rate by year from N/A to N/A.

This graphic depicts the illiteracy rate in France in 2004 and in 2011, by gender. In 2004, nearly ** per cent of illiterate people were male, against an estimated ** per cent of women.

France: Literacy rate: The latest value from is percent, unavailable from percent in . In comparison, the world average is 0.00 percent, based on data from countries. Historically, the average for France from to is percent. The minimum value, percent, was reached in while the maximum of percent was recorded in .

Historical dataset showing French Polynesia literacy rate by year from N/A to N/A.

The ranking shows the percentage of literate population in each country among citizens over the age of 15. A person is considered literate if they have mastered written language, meaning they can read and write.

As of 2024, ** percent French children aged between 7 to 12 years old read less than a hour a week, for a total of ** minutes a day for that group age. According to the source, the time spent reading among young French people dropped by ** minutes in comparison to 2022.

The average for 2021 based on 11 countries was 98.77 percent. The highest value was in Latvia: 99.89 percent and the lowest value was in Malta: 94.94 percent. The indicator is available from 1970 to 2023. Below is a chart for all countries where data are available.

In 2020, the Seychelles ranked first by rate of adult literacy as share of the country's population 15 years and above among the 53 countries presented in the ranking. Seychelles' rate of adult literacy amounted to ***** percent, while Equatorial Guinea (2010) and Sao Tome and Principe (2022), the second and third countries, had records amounting to ***** percent and ***** percent, respectively.

Historical dataset showing St. Martin (French part) literacy rate by year from N/A to N/A.

Cross sectional data, all countries for the statistic Literacy_Rate_Adult_Total. Indicator Definition:Adult literacy rate is the percentage of people ages 15 and above who can both read and write with understanding a short simple statement about their everyday life.Indicator Unit:The statistic is measured in Percent.Descriptive Statistics regarding the Indicator "Literacy Rate Adult Total":The number of countries with data stands at: 20 countries.The average value across those countries stands at: 92.82.The standard deviation across those countries stands at: 6.92.The lowest value stands at: 70.41, and was observed in Nigeria, which in this case constitutes the country that ranks last.The highest value stands at: 99.68, and was observed in Georgia, which in this case constitutes the country that ranks first.Looking at countries with values, the top 5 countries are:1. Georgia, actual value 99.68, actual ranking 1.2. Uruguay, actual value 98.91, actual ranking 2.3. United Arab Emirates, actual value 98.81, actual ranking 3.4. West Bank and Gaza, actual value 97.94, actual ranking 4.5. Saudi Arabia, actual value 97.93, actual ranking 5.Looking at countries with values, the bottom 5 countries are:1. Nigeria, actual value 70.41, actual ranking 20.2. Guatemala, actual value 82.11, actual ranking 19.3. Honduras, actual value 88.25, actual ranking 18.4. Cabo Verde, actual value 88.47, actual ranking 17.5. El Salvador, actual value 89.77, actual ranking 16.

Modern states are distinguished by the breadth and depth of public regulation over private affairs. This aspect of state capacity and state power is predicated on frequent and dense encounters between the state and the population it seeks to control. We argue that literacy in the language of state administration facilitates state-society interaction by lowering the transaction costs of those encounters. We support this claim with evidence drawing upon detailed historical data from 19th century France during a crucial period of state- and nation-building. Focusing on the specific domain of French marriage regulations, we find that increasing literacy predicts greater popular involvement with local authorities across French regions over time. These results demonstrate that literacy plays an important role in political development not solely by enhancing loyalty to the state, as the literature has recognized, but also by lowering linguistic and human capital barriers to state-society interaction.

We used the SLAVACO Wave 3 – SESSTIM, a survey conducted in December 2021 among a sample of 2,022 individuals, representative of the French adult population. We investigated factors associated with the attitude towards vaccines using respondents’ different socio-demographic data, health literacy levels and the healthcare system confidence levels using a multinomial logistic regression analysis.

In the beginning of 2023, the "Centre national du livre" (CNL) launched a survery to examine the reading habits of the youth in France and to have a better understanding of their reading motivation or their lack of it. The respondents of the survey were asked how many books they had been reading in the previous three month, either for personal pleasure, or for school and work. According to the source, the number of books read for mere pleasure declines more or less drastically with the age of the respondents. Female readers claimed to have read more books throughout the age groups, except between 13 and 15 years.

BackgroundShort versions of the European Health Literacy Survey (HLS-EU) questionnaire are increasingly used to measure and compare health literacy (HL) in populations worldwide. As no validated versions of these questionnaires have thus far appeared in French, this study aimed to study the psychometric properties of the French translation of the 16- and 6-item short versions (HLS-EU-Q16 and HLS-EU-Q6), including their measurement invariance across sex, age, and education level.MethodsA consensual French version of the HLS-EU-Q16 and HLS-EU-Q6 was developed by following the current recommendations for transcultural questionnaire adaptation. It was then completed by 317 patients recruited in waiting rooms of general practitioners in the Paris area (France). Structural validity was studied with the Rasch model for the HLS-EU-Q16 and confirmatory factorial analysis (CFA) for the HLS-EU-Q6. Concurrent and convergent validity, respectively, were assessed by scores on the Functional Communicative Critical Health Literacy (FCCHL) questionnaire and the physicians’ evaluations of their patient’s HL.ResultsThe 16 items of the HLS-EU-Q16 were Rasch homogenous but meaningful differential item functioning (DIF) was found across sex, age, and/or education level for eight items. The CFA model fit for the HLS-EU-Q6 was poor. The overall scores for both HLS-EU short versions correlated poorly with the FCCHL scores. Similarly, HL levels defined using either short-version score did not agree with physicians’ HL assessments.ConclusionThe French version of the HLS-EU-Q16 has acceptable psychometric properties, despite meaningful DIF for age, sex and education level and a poor discriminative power among subjects with average to high HL level. We recommend its use to measure HL in populations with sufficient reading skills to discriminate between subjects with low to average HL. Also, sensitivity analyses should be performed to evaluate the potential measurement bias due to DIF. Our results did not demonstrate the validity of the HLS-EU-Q6.

In the beginning of 2024, the "Centre national du livre" (CNL) launched a survey to examine the reading habits of the youth in France and to have a better understanding of their reading motivation or their lack of it. In this context, the respondents of the survey were asked whether or not they have ever read a book (including comics and manga) as a digital version. According to the source, a share of ** percent of the French youth stated to have read at least on book on a screen.

ABSTRACT: This study investigated the reading and writing teaching practices in two pre-school classes (five-year-old children): one belonging to the public schools in Recife/PE (Brazil) and another in Paris (France). It was sought to analyze more specifically the work focused on the appropriation of alphabetic writing from the reading and writing activities developed in the classroom. The methodological procedures were interviews, observations of the daily school routine, and writing words activities with students. The analysis of the collected data showed that the teachers organized their pedagogical work in order to emphasize the use of texts and readings that were already part of the children’s universe, and also developed games and activities that led the students to think about the principles of alphabetic writing. At the end of the school year most students of both classes showed understanding of the relationship between writing and the sound of words.

This dataset tracks annual reading and language arts proficiency from 2015 to 2022 for Le Monde French Immersion Public Charter School vs. Oregon and Portland School District 1j

Literacy courses in the City of BrusselsLearning to speak, write, read and calculate in French/Dutch to adults who have never been to school or who have not obtained any school certificate, in Belgium or abroad, and/or who have not mastered skills equivalent to basic education in any language.More info : https://social.brussels/category/615https://social.brussels/category/616

This dataset tracks annual reading and language arts proficiency from 2011 to 2022 for French Creek Elementary School vs. Pennsylvania and Owen J Roberts School District

A file containing the data and a file describing the variables. The aim of the study was to investigate the contribution of visual-verbal paired associate learning to reading ability. To this end, children in first and second grade completed various tasks including word reading and visual-verbal paired associate learning. The data correspond to the socio-demographic characteristics of the sample (e.g. age, gender, socio-economic status) and the test results. The results are currently being published in the Journal of Educational Psychology.