Dimensions of Literacy by Kucer, Stephen B. -- Read -- Imperial Library of Trantor

Index

Cover Half Title Title Page Copyright Page Table of Contents Preface Acknowledgments Part 1—Introduction

Chapter 1—A Multidimensional View of Reading and Writing

Crossing Borders: Disciplinary Perspectives Versus Literacy Dimensions A Literacy Beliefs Profile A Literacy Story About This Book

Part 2—The Linguistic and Other Sign Systems Dimension of Literacy

Chapter 2—The Nature of Language and Other Sign Systems

What Makes Language Language? The Systems of Language

Pragmatic Text Type, Genre, and Text Structure Semantic Syntactic Morphemic Orthographic Graphophonemic Graphemic

Analyzing The Great Big Enormous Turnip Context, Situation, and the Systems of Language

Internal Context External Context

Academic Discourse and Literacy Across the Curriculum and Across the Grades Conclusions

Chapter 3—Oral and Written Language Relationships

The Language Expressions: Physical, Processing, and Situational Factors Oral and Written Language Distinctions The Link Among Letters, Sounds, and Spelling A Little History on the Development of the English Spelling System Conclusions

Chapter 4—Language Variation

What Is Language Variation? Causes of Language Variation Language Variation and the Reading and Writing Processes The Impact of Various Forms of Spoken English on Literacy Development An Instructional Response to Nonstandard Dialects Bilingual Language Users and the Linguistic and Other Sign Systems Dimension Conclusions

Part 3—The Cognitive Dimension of Literacy

Chapter 5—The Constructive Nature of Perception

Perceptual Experiments The Systems of Language, Memory, and Perception Visual Processing and Perception A Pin for Dan and The Great Big Enormous Turnip Teaching Letters, Sounds, and Words From a Linguistic and Perceptual Framework Conclusions

Chapter 6—The Reading Process

Factors Influencing the Reader–Text–Writer Transaction

Language and Other Sign Systems Strategies Background Knowledge Purpose Assimilation and Accommodation Knowledge of Relevant Technologies

What Do Theories and Models Have To Do With Teaching Reading and Writing? A Theory and Model of the Reading Process

Background Knowledge Search The Situational Dependency of Reading Goals and Plans: Reading as an Intentional Act Reading Strategies Evolving Cognitive Text World

An Examination of Proficient and Less Proficient Readers Bilingual Language Users and the Cognitive Dimension Reading: An Alternate View Conclusions

Chapter 7—Understanding Written Discourse

The Nature and Role of Background Knowledge in Understanding Words, Knowledge, and Comprehension The Dynamic, Transactional, and Situational Nature of Comprehension Conclusions

Chapter 8—The Writing Process

The Reader–Text–Writer Transaction Revisited A Theory and Model of the Writing Process

Knowledge Search The Situational Dependency of Writing Goals and Plans: Writing as an Intentional Act Writing Strategies Evolving Cognitive Text World and Surface Structure

An Examination of Proficient and Nonproficient Writers Linguistic and Cognitive Interrelationships Between the Reading and Writing Processes Conclusions

Part 4—The Sociocultural Dimension of Literacy

Chapter 9—Understanding Literacy as Social Practices

Examining Our Own Literacy Practices Group Memberships and Social Identities Multiple Literacies, Multiple Identities, and Multiple Social Practices Literacy in School . . . . . . and Out

Literacy in the Home Literacy in Places of Worship Literacy Among Those Living in Poverty Literacy in the Neighborhood Literacy Among Adults

Literacy and Its Relationship to Cognitive and Socioeconomic Development Conclusions

Chapter 10—The Authority of Written Discourse

The Nature of Knowledge The Nature of Texts and Text Interpretation

Pigs and Wolves Turnips, Carrots, and Other Texts

Reader Response and Critical Response Conclusions

Part 5—The Developmental Dimension of Literacy

Chapter 11—Constructing the Written Language System

Why Learn Language? Constructing Patterns and Principles

The Learner as Scientist and Construction Worker Resistant, Oppositional Learners or Fearful, Unskilled Learners? Development as a Recursive Process Negotiating Meaning and Sign Systems

Interrelationships Between Reading and Writing Development The Phonics Question Conclusions

Chapter 12—Mediating the Written Language System

Mediational Patterns and Principles Responding to Intentions and Meanings

The Adult as Mediator, Demonstrator, Sponsor, and Guide Interactional Patterns and Establishing Intersubjectivity

Variations on a Theme: Culture and Literacy Development Conclusions Summarizing the Dimensions of Literacy Reexamining Our Beliefs About Literacy

References Author Index Subject Index

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