Thursday, May 21, 2015

Dimensions of Literacy A Conceptual Base for Teaching Reading and Writing in School Settings Second Edition







Dimensions of Literacy  A Conceptual Base for Teaching Reading and Writing in School Settings Second Edition
Buku ini  diterbitkan Tahun 2005  oleh  Lawrence Erlbaum Associates, Inc. adalah buku edisi Kedua.



Judul:  Dimensions of Literacy  A Conceptual Base for Teaching Readingand Writing in School Settings Second Edition
Oleh:  Stephen B. Kucer
Penerbit:   Lawrence Erlbaum Associates, Inc.
Tahun: 2005
Jumlah Halaman: 368  hal.

Penulis:

Stephen B. Kucer
Fordham University—Lincoln Center

Lingkup Pembahasan:
Buku ini disusun sekitar empat tema yang saling terkait: bahasa, kognitif, sosial budaya, dan perkembangan. Setiap tema merupakan aspek atau dimensi keaksaraan yang digunakan oleh pembaca dan penulis membangun makna melalui surat perintah-sepuluh bahasa. Dimensi ini melek huruf, bagaimanapun, beroperasi di transaksi dan beragam masing-masing dampak` simbiosis dan dipengaruhi oleh yang lain. Tantangan dalam menulis buku ini, telah secara sepenuhnya menjelaskan pemahaman setiap dimensi, namun juga untuk menunjukkan keterkaitan di antara mereka.  Buku ini mencoba untuk memenuhi tantangan ini dengan semakin menggambarkan informasi yang dibahas dalam dimensi sebelumnya karena dimensi kemudian diperkenalkan dan dibahas. Penutup buku adalah diskusi tentang semua teori ini dan penelitian yang berarti untuk kelas, guru, dan sebagian besar dari semua, untuk siswa.

Daftar Isi:


ContentsPreface ix
I:   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

II:  The Linguistic Dimension of Literacy
    2  The Nature of Language 17

        What Makes Language Language? 17
        The Systems of Language 22
        Context, Situation, and the Systems of Language 42
        Conclusions 45
    3  Oral andWritten Language Relationships 46
        The Language Expressions, Context, and ProcessingDemands 46
        Oral and Written Language Distinctions 50
        The Link Among Letters, Sounds, and Spelling 53
        A Little History on the Development of the English SpellingSystem 65
        Conclusions 664
  
 4  Language Variation 67
        What Is Language Variation? 68
        Causes of Language Variation 73
        Language Variation and the Reading andWriting Processes 74
        The Impact of Various Forms of Spoken English on LiteracyDevelopment 81
        Conclusions 85
        Revisiting What Makes Language Language 85
        The Linguistic Dimension of the Literacy Story 86

III: The Cognitive Dimension of Literacy
    5  The Constructive Nature of Perception 91

        Perceptual Experiments 91
        The Systems of Language, Memory, and Perception 102
        Visual Processing and Memory 105
        "A Pin for Dan" and "The Great Big Enormous Turnip" 108
        Conclusions 117
    6  TheReading Processes 118
        Factors Influencing the Reader-Text-WriterTransaction 118
        What Do Theories and Models Have to Do With TeachingReading and Writing? 122
        A Theory and Model of the Reading Process 123
        An Examination of Proficient and NonproficientReaders 133
        Biliterate Readers 142
        Reading: An Alternate View 145Conclusions 750
    7  Understanding Written Discourse 151
        The Nature and Role of Background Knowledgein Understanding 151
        Word Knowledge and Comprehension 157
        Context, Meaning, and Recall 767Conclusions 766
    8  The Writing Process 167
        Revisiting the Reader-Text-Writer Transaction 167
        A Theory and Model of the Writing Process 169
        An Examination of Proficient and NonproficientWriters 183
        Cognitive Interrelationships Between the Reading and WritingProcesses 197
        Conclusions 192
        The Cognitive Dimension of the Literacy Story 193

IV:     The Sociocultural Dimension of Literacy
    9  Understanding Literacy as Social Practices 197
        Examining Our Own Literacy Practices 198
        Group Memberships and Social Identities 205
        Multiple Literacies, Identities, and Social Practices 206
        Literacy in School and Out 208
        Literacy and Its Relationship to Cognitive and SocioeconomicDevelopment 220
        Conclusions 224
    10   The Authority of Written Discourse 225
        The Nature of Knowledge 226
        The Nature of Texts and Text Interpretation 232
        Conclusions 243
        The Sociocultural Dimension of the Literacy Story 243

V:   The Developmental Dimension of Literacy
    11   Constructing the Written Language System 249

        Why Learn Language? 257
        Developmental Patterns and Principles 252
        Interrelationships Between Readingand Writing Development 277
        Variations on a Theme: Culture and LiteracyDevelopment 282
        The Phonics Question 285Conclusions 287
        The Developmental Dimension of the Literacy Story 257

VI: The Educational Dimension of Literacy
    12   The Dimensions of Literacy: Implications for Readingand Writing Instruction 291

        Summarizing the Dimensions of Literacy 291
        Reexamining Our Beliefs About Literacy 292
        The Literacy Debates: Old and New 292
        Teaching the Dimensions of Literacy 300
        Challenges to Teaching the Dimensions of Literacy: ThePolitics of Instruction 308
        Conclusions 310

References 311
Author Index 335
Subject Index 343


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