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Summary
This popular text, now in its third edition, "unpackages" 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 at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Dimensions of Literacy links theory and research to practice in an understandable, user-friendly manner; provides in-depth coverage of the various dimensions of literacy; and includes demonstrations, hands-on activities, authentic reading and writing events that reflect key concepts, and tables and figures that summarize the concepts. Changes in the third edition: provide more clearly focused discussion on the nature of language and addresses the role of various other sign systems in reading and writing cover new research on eye movements and miscue analysis (EMMA) and reading fluidity (i.e., flow) expand the discussion of bilingualism and biliteracy through the book extend the discussion of new literacies/multiliteracies/multimodal literacies include updated references throughout the entire book.
Author Biography
Stephen B. Kucer is an Associate Professor of Language and Literacy Education in the Department of Teaching and Learning in the College of Education at Washington State University-Vancouver. He teaches graduate courses on reading and writing pedagogy and the psycholinguistic and sociolinguistic nature of literacy. Currently, he is conducting research on how children process and comprehend expository texts.
Table of Contents
| Preface | p. vii |
| Third Edition Introduction | p. ix |
| Acknowledgments | p. x |
| Introduction | p. 1 |
| A Multidimensional View of Reading and Writing | p. 3 |
| The Linguistic Dimension of Literacy | p. 15 |
| The Nature of Language and Other Sign Systems | p. 17 |
| Oral and Written Language Relationships | p. 48 |
| Language Variation | p. 72 |
| The Cognitive Dimension of Literacy | p. 99 |
| The Constructive Nature of Perception | p. 101 |
| The Reading Process | p. 128 |
| Understanding Written Discourse | p. 163 |
| The Writing Process | p. 179 |
| The Sociocultural Dimension of Literacy | p. 207 |
| Understanding Literacy as Social Practices | p. 209 |
| The Authority of Written Discourse | p. 239 |
| The Developmental Dimension of Literacy | p. 263 |
| Constructing the Written Language System | p. 265 |
| The Educational Dimension of Literacy | p. 307 |
| The Dimensions of Literacy: Implications for Reading and Writing Instruction | p. 309 |
| References | p. 331 |
| Author Index | p. 360 |
| Subject Index | p. 364 |
| Table of Contents provided by Ingram. All Rights Reserved. |
