Dimensions of literacy: a conceptual base for teaching by Stephen B. Kucer

By Stephen B. Kucer

This landmark textual content considerably expands our knowing of literacy by way of studying it from a multidimensional and interdisciplinary point of view. It "unpackages" many of the dimensions of literacy--linguistic, cognitive, sociocultural, and developmental--and even as money owed for the interrelationships between them. the last word objective is to supply a conceptual beginning upon which literacy curriculum and guideline at school settings might be grounded. Dimensions of Literacy: *links conception and study to perform in an comprehensible, basic manner--within every one bankruptcy and within the ultimate bankruptcy concentrated solely on tutorial implications. *provides in-depth insurance of many of the dimensions of literacy: linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of conception, interpreting and comprehending tactics, writing process); sociocultural (literacy as social practices, authority of written discourse), and developmental (constructing the written language system). *includes various demonstrations, "hands-on" actions, and actual interpreting and writing occasions that replicate key linguistic, cognitive, sociocultural, and developmental thoughts, in addition to many tables and figures that summarize the techniques in a transparent, obtainable shape. academic associations, and academics particularly, are presently less than extreme scrutiny, because the criteria move and high-stakes checking out more and more be sure what's taught, while it's taught, and the way it truly is taught. If literacy lecturers are to have a voice in those rules, it's serious that they have got an figuring out of what literacy involves. simply because they paintings with scholars' analyzing and writing every day, academics have an intuitive feel of the complexities of the literacy methods. The rationale of Dimensions of Literacy is to make this instructor wisdom particular, in addition to to extra absolutely strengthen it. it truly is crucial examining for all lecturers and scholars within the box of literacy schooling.

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Not surprisingly, particular features of letters and words were found to be especially critical to effective and efficient perception. Such views have resulted in bottom-up theories of perception and the reading process. In authentic situations—the reading of real texts in the real world for real reasons—language is not stripped of its internal and external contexts. Rather, language is embedded in both a textual and situational environment that provides additional perceptual cues. An advertisement on a billboard, for example, will typically include letters and words that are framed by larger units of text, such as sentences.

Cm. Includes bibliographical references and index.  Literacy—Social aspects.  Title. 6—dc21 00-067762 CIP Books published by Lawrence Erlbaum Associates are printed on acid-free paper, and their bindings are chosen for strength and durability. Printed in the United States of America 10 9 8 7 6 5 4 3 2 1 Page v Contents Preface ix Introduction 1 A Multidimensional View of Reading and Writing 3 Disciplinary Perspectives Versus Literacy Dimensions 6 A Literacy Beliefs Profile 7 A Literacy Story 7 About This Book 10 I: The Linguistic Dimension of Literacy 2 The Nature of Language 17 What Makes Language Language?

Smith, 1977). 1. Regardless of which scheme is employed to describe the uses of language, what is significant is that readers and writers have an understanding of the various functions of language and the rules for their appropriate use. Halliday (1973) proposed that the text evolved during a language event always fulfills at least one of seven functions, although in many cases multiple purposes Page 27 are served. Again, because it is the language user who must link the surface structure with the deep structure, the understood function(s) of a particular text may vary from individual to individual and from context to context.

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