Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, Third Edition

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9780805849400: Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings, Third Edition

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 Teaching 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 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.

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About the Author:

Stephen Kucer is Associate Professor at Washington State University – Vancouver, where he teaches graduate courses in language and literacy education. He is a member of the Reading Commission for the National Council of Teachers of English, and on the Editorial Board of Reading Research Quarterly.

Review:

...the new edition has made a substantial attempt at bring together various aspects of literacy studies and literacy education in one volume that is more systematic, comprehensive, inclusive, analytical, thought-provoking and more instructive....Kucer deserves accolades for the several new features of this new edition....Although the target audience of this book are mainly literacy educators, researchers, graduate and undergraduate students, and school teachers in first-language (L1) settings...most of the chapters are equally useful in L2 contexts.

The Reading Matrix

Written primarily for teachers and teacher educators, 'Dimensions of Literacy: A Conceptual Base for Teaching Reading and Writing in School Settings', 2nd edition provides remarkably comprehensive, balanced, and pedagogical explanations of research and theory about learning and teaching written language. The book concludes with a description of how each of the dimensions might be used in classroom instruction. This chapter is an admirable summary of the the rest of the book, and illustrates the extensive range of knowledge teachers must bring to literacy instruction.
TESL-EJ

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