E-Book Overview
This popular text examines literacy from a multidimensional and interdisciplinary perspective. It "unpackages" the various dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and at the same time accounts for the interrelationships among them. The goal is to provide a conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Dimensions of Literacy: A Conceptual Base for the Teaching of Reading and Writing in School Settings, Second Edition: *Links theory and research to practice in an understandable, user-friendly manner--in each chapter as well as in a final chapter focused exclusively on instructional implications; *Provides in-depth coverage of the various dimensions of literacy-linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system); and *Includes demonstrations and hands-on activities; authentic reading and writing events that reflect key linguistic, cognitive, sociocultural, and developmental concepts; and tables and figures that summarize the concepts. New in the Second Edition: *Expanded discussion of the "reading wars," the nature of perception during reading, the comprehension process, and the writing process; *Separate chapters on the nature of oral and spoken language relationships, and understanding written discourse; and *Integration of instructional implications and pedagogy throughout all chapters. Educational institutions--and teachers in particular--are currently under intense scrutiny as the standards movement and high-stakes testing increasingly determine what is taught, when it is taught, and how it is taught. If literacy teachers are to have a voice in these policies and practices, it is critical that they have an understanding of what literacy entails. Because they work with students' reading and writing on a daily basis, teachers have an intuitive sense of the complexities of the literacy processes. The intent of Dimensions of Literacy: A Conceptual Base for the Teaching of Reading and Writing in School Settings, Second Edition is to make this teacher knowledge explicit, as well as to more fully develop it. It is essential reading for all teachers and students in the field of literacy education.
E-Book Content
Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings This page intentionally left blank Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings Second Edition Stephen B. Kucer Fordham University—Lincoln Center 2005 LAWRENCE ERLBAUM ASSOCIATES, PUBLISHERS Mahwah, New Jersey London Senior Acquisitions Editor: Assistant Editor: Cover Design: Textbook Production Manager: Full-Service Compositor: Text and Cover Printer: Naomi Silverman Erica Kica Kathryn Houghtaling Lacey Paul Smolenski TechBooks Sheridan Books, Inc. This book was typeset in 10/12 pt. Times, Italic, Bold, Bold Italic. The heads were typeset in Zapf Humanist, Zapf Humanist Bold, and Zapf Humanist Bold Italic. Copyright © 2005 by Lawrence Erlbaum Associates, Inc. All rights reserved. No part of this book may be reproduced in any form, by photostat, microform, retrieval system, or any other means, without prior written permission of the publisher. Lawrence Erlbaum Associates, Inc., Publishers 10 Industrial Avenue Mahwah, New Jersey 07430 www.erlbaum.com Library of Congress Cataloging-in-Publication Data Kucer, Stephen B., 1950Dimensions of literacy : a conceptual base for teaching reading and writing in school