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Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings
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 A Conceptual Base for Teaching Reading and Writing in School Settings, Second
*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
*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 A Conceptual Base for Teaching 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.
Dimensions of A Conceptual Base for Teaching Reading and Writing in School Settings, Second
*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
*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 A Conceptual Base for Teaching 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.
- GenresTeaching
320 pages, Paperback
First published March 1, 2001
7 people are currently reading
12 people want to read
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Displaying 1 - 5 of 5 reviews
March 9, 2021
This is an excellent text to read and keep as a reference for the teaching of literacy. It does a particularly excellent job dispelling some of the more prevalent literacy myths that shift blame onto parents—particularly low-SES parents of color—rather than onto a white-supremacist education system. Kucer's work is nuanced and extremely well-researched, and while his writing is dense at times, it's mostly accessible, thanks in large part to graphic organizers and careful scaffolding. My only qualm here is that Kucer is a bit apprehensive to weigh in on phonics and the science of reading, and I think that's to his detriment. At this point there is no debate among scientists that students need direct reading instruction. Kucer touches on this, but he pulls back quickly and without his usual depth and detail.
June 24, 2021
This was a really eye-opening book for me, my main issue is that the author brings up issues that he then doesn't address. This bothered me on a practical level, for instance, if we aren't assessing comprehension, how do we know whether a reader understands what they've just read? He brings up a stage view of the writing process, dismisses it, and never provides a different model.
This was the main text for an intensive graduate level course I took on reading instruction and I overall feel I came away from it with new information and understanding on reading and writing processes, which was very exciting.
This was the main text for an intensive graduate level course I took on reading instruction and I overall feel I came away from it with new information and understanding on reading and writing processes, which was very exciting.
September 23, 2018
Outstanding and complete background on sociocultural literacy theory!
December 28, 2022
Was required reading for Grad School. Deep and wordy, very wordy! Great points to ponder, but I was glad I don't need it anymore. Will keep it for reference.
June 17, 2015
Read for UNK Gradudate Course: TE 845 Cont. Theory & Practice in Reading
Displaying 1 - 5 of 5 reviews