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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