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Literacy Instruction in Indian Schools
Literacy instruction in Indian schools

The nature of relationship between literacy and development is very complex and challenging. More so because defining either term is not easy. However, a direct causal link between the two has been assumed in the past. This assumption was the basis of mass literacy campaigns launched by the third world countries with the hope that economic development will be facilitated. The reason for this assumption could be that the developed countries have had high levels of literacy; hence a direct causal correlation was assumed (Daswani 1994: 279–90). Close examination reveals, however, that this assumption is too simplistic. Daswani (1994) describes this assumption as ‘fallacious’ and provides examples to demonstrate complex patterns of literacy and development. For ...

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