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Books > Language & Literature > Language & linguistics > Literacy

Negotiating Academic Literacies - Teaching and Learning Across Languages and Cultures (Paperback): Vivian Zamel, Ruth Spack Negotiating Academic Literacies - Teaching and Learning Across Languages and Cultures (Paperback)
Vivian Zamel, Ruth Spack
R1,816 Discovery Miles 18 160 Ships in 12 - 17 working days

"Negotiating Academic Literacies: Teaching and Learning Across Languages and Cultures" is a cross-over volume in the literature between first and second language/literacy. This anthology of articles brings together different voices from a range of publications and fields and unites them in pursuit of an understanding of how academic ways of knowing are acquired. The editors preface the collection of readings with a conceptual framework that reconsiders the current debate about the nature of academic literacies. In this volume, the term "academic literacies" denotes multiple approaches to knowledge, including reading and writing critically.
College classrooms have become sites where a number of languages and cultures intersect. This is the case not only for students who are in the process of acquiring English, but for all learners who find themselves in an academic situation that exposes them to a new set of expectations. This book is a contribution to the effort to discover ways of supporting learning across languages and cultures--and to transform views about what it means to teach and learn, to read and write, and to think and know.
Unique to this volume is the inclusion of the perspectives of writers as well as those of teachers and researchers. Furthermore, the contributors reveal their own struggles and accomplishments as they themselves have attempted to negotiate academic literacies. The chronological ordering of articles provides a historical perspective, demonstrating ways in which issues related to teaching and learning across cultures have been addressed over time. The readings have consistency in terms of quality, depth, and passion; they raise important philosophical questions even as they consider practical classroom applications. The editors provide a series of questions that enable the reader to engage in a generative and exciting process of reflection and inquiry. This book is both a reference for teachers who work or plan to work with diverse learners, and a text for graduate-level courses, primarily in bilingual and ESL studies, composition studies, English education, and literacy studies.

Word Recognition in Beginning Literacy (Paperback): Jamie L. Metsala, Linnea C Ehri Word Recognition in Beginning Literacy (Paperback)
Jamie L. Metsala, Linnea C Ehri
R2,377 Discovery Miles 23 770 Ships in 12 - 17 working days

This edited volume grew out of a conference that brought together beginning reading experts from the fields of education and the psychology of reading and reading disabilities so that they could present and discuss their research findings and theories about how children learn to read words, instructional contexts that facilitate this learning, background experiences prior to formal schooling that contribute, and sources of difficulty in disabled readers. The chapters bring a variety of perspectives to bear on a single cluster of problems involving the acquisition of word reading ability. It is the editors' keen hope that the insights and findings of the research reported here will influence and become incorporated into the development of practicable, classroom-based instructional programs that succeed in improving children's ability to become skilled readers. Furthermore, they hope that these insights and findings will become incorporated into the working knowledge that teachers apply when they teach their students to read, and into further research on reading acquisition.

The Uses of Literacy (Paperback, New Ed): Richard Hoggart The Uses of Literacy (Paperback, New Ed)
Richard Hoggart
R1,590 Discovery Miles 15 900 Ships in 12 - 17 working days

This pioneering work examines changes in the life and values of the English working class in response to mass media. First published in 1957, it mapped out a new methodology in cultural studies based around interdisciplinarity and a concern with how texts-in this case, mass publications-are stitched into the patterns of lived experience. Mixing personal memoir with social history and cultural critique, The Uses of Literacy anticipates recent interest in modes of cultural analysis that refuse to hide the author behind the mask of objective social scientific technique. In its method and in its rich accumulation of the detail of working-class life, this volume remains useful and absorbing.

Hoggart's analysis achieves much of its power through a careful delineation of the complexities of working-class attitudes and its sensitivity to the physical and environmental facts of working-class life. The people he portrays are neither the sentimentalized victims of a culture of deference nor neo-fascist hooligans. Hoggart sees beyond habits to what habits stand for and sees through statements to what the statements really mean. He thus detects the differing pressures of emotion behind idiomatic phrases and ritualistic observances.

Through close observation and an emotional empathy deriving, in part, from his own working-class background, Hoggart defines a fairly homogeneous and representative group of working-class people. Against this background may be seen how the various appeals of mass publications and other artifacts of popular culture connect with traditional and commonly accepted attitudes, how they are altering those attitudes, and how they are meeting resistance. Hoggart argues that the appeals made by mass publicists-more insistent, effective, and pervasive than in the past-are moving toward the creation of an undifferentiated mass culture and that the remnants of an authentic urban culture are being destroyed.

In his introduction to this new edition, Andrew Goodwin, professor of broadcast communications arts at San Francisco State University, defines Hoggart's place among contending schools of English cultural criticism and points out the prescience of his analysis for developments in England over the past thirty years. He notes as well the fruitful links to be made between Hoggart's method and findings and aspects of popular culture in the United States.

Wax Tablets of the Mind - Cognitive Studies of Memory and Literacy in Classical Antiquity (Hardcover, New): Jocelyn Penny Small Wax Tablets of the Mind - Cognitive Studies of Memory and Literacy in Classical Antiquity (Hardcover, New)
Jocelyn Penny Small
R3,979 Discovery Miles 39 790 Ships in 12 - 17 working days


In this volume, Jocelyn Small argues that literacy is a complex combination of various skills not just the ability to read and write: the technology of writing, the encoding and decoding of text symbols, the interpretation of meaning, the retrieval and display systems which organise how meaning is stored and memory.
Wax Tablets of the Mind explores the relationship between literacy, orality and memory in classical antiquity, not only from the point of view of antiquity, but also from that of modern cognitive psychology. Jocelyn Small examines the contemporary as well as the ancient debate about how the writing tools we possess interact and affect the product, why they should do so and how the tasks required of memory change and develop with literacy's increasing output and evoking technologies.


eBook available with sample pages: 0203441605

Learning to Spell - Research, Theory, and Practice Across Languages (Paperback): Charles A. Perfetti, Laurence Rieben, Michel... Learning to Spell - Research, Theory, and Practice Across Languages (Paperback)
Charles A. Perfetti, Laurence Rieben, Michel Fayol
R1,944 Discovery Miles 19 440 Ships in 12 - 17 working days

This distinctive cross-linguistic examination of spelling examines the cognitive processes that underlie spelling and the process of learning how to spell. The chapters report and summarize recent research in English, German, Hebrew, and French. Framing the specific research on spelling are chapters that place spelling in braod theoretical perspectives provided by cognitive neuroscience, psycholinguistic, and writing system-linguistic frameworks. Of special interest is the focus on two major interrelated issues: how spelling is acquired and the relationship between reading and spelling. An important dimension of the book is the interweaving of these basic questions about the nature of spelling with practical questions about how children learn to spell in classrooms. A motivating factor in this work was to demonstrate that spelling research has become a central challenging topic in the study of cognitive processes, rather than an isolated skill learned in school. It thus brings together schooling and learning issues with modern cognitive research in a unique way. testing, children writing strings of letters as a teacher pronounces words ever so clearly. In parts of the United States it can also bring an image of specialized wizardry and school room competition, the "spelling bee." And for countless adults who confess with self-deprecation to being "terrible spellers," it is a reminder of a mysterious but minor affliction that the fates have visited on them. Beneath these popular images, spelling is a human literacy ability that reflects language and nonlanguage cognitive processes. This collection of papers presents a sample of contemporary research across different languages that addresses this ability. To understand spelling as an interesting scientific problem, there are several important perspectives. First, spelling is the use of conventionalized writing systems that encode languages. A second asks how children learn to spell. Finally, from a literacy point of view, another asks the extent to which spelling and reading are related. In collecting some of the interesting research on spelling, the editors have adopted each of these perspectives. Many of the papers themselves reflect more than one perspective, and the reader will find important observations about orthographies, the relationship between spelling and reading, and issues of learning and teaching throughout the collection.

Foundations of Reading Acquisition and Dyslexia - Implications for Early Intervention (Paperback): Benita A. Blachman Foundations of Reading Acquisition and Dyslexia - Implications for Early Intervention (Paperback)
Benita A. Blachman
R2,647 Discovery Miles 26 470 Ships in 12 - 17 working days

The chapters in this volume are based on presentations made at a recent conference on cognitive and linguistic foundations of reading acquisition. The researchers who participated have all made contributions to the theoretical and empirical understanding of how children learn to read. They were asked to address not only what they have learned from their research, but also to discuss unsolved problems. This dialogue prompted numerous questions of both a theoretical and applied nature, generated heated debate, and fueled optimism about the important gains that have been made in the scientific understanding of the reading process, especially of the critical role played by phonological abilities.

Differently Literate - Boys, Girls and the Schooling of Literacy (Hardcover): Elaine Millard Differently Literate - Boys, Girls and the Schooling of Literacy (Hardcover)
Elaine Millard
R5,944 Discovery Miles 59 440 Ships in 12 - 17 working days

Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.

Differently Literate - Boys, Girls and the Schooling of Literacy (Paperback): Elaine Millard Differently Literate - Boys, Girls and the Schooling of Literacy (Paperback)
Elaine Millard
R1,797 Discovery Miles 17 970 Ships in 12 - 17 working days

Presents research into the differences in boy's and girl's experiences of the reading and writing curriculum at home and in school. The book is presented in three sections: an outline of the theoretical debates on gender difference and academic achievement; a description of the research into these issues conducted by the author; and an analysis of the author's findings. In discussing the outcome of her research, the author aims to highlight further areas for more detailed study and makes recommendations for the development of literacy policies, which cross curriculum boundaries in schools.

Language and Image in the Reading-Writing Classroom - Teaching Vision (Hardcover): Kristie S. Fleckenstein, Linda T.... Language and Image in the Reading-Writing Classroom - Teaching Vision (Hardcover)
Kristie S. Fleckenstein, Linda T. Calendrillo, Demetrice A Worley
R5,095 Discovery Miles 50 950 Ships in 10 - 15 working days

This volume offers concrete answers to the question of how we can use imagery to enrich the teaching of reading and writing. The chapters are organized according to two guiding principles. First, each addresses specific aspects of the inextricable integration of imagery and language in the teaching of reading and writing. Imagery is not privileged over language; the fusion of the two is emphasized. Second, each focuses on a particular kind of imagery--mental, graphic, or verbal--describing teaching/learning strategies based on the deployment of that kind of imagery in the classroom.
There is currently a renewed acknowledgment of the importance of imagery in meaning. The rapid spread of the World Wide Web, computer interfacing, and virtual reality further highlights the need to attend to the influence of imagery in a networked world. In response to these shifts in scholarly and cultural perspectives, NCTE has established a committee on visual literacy, and an emphasis on visual literacy has been incorporated into the IRA/NCTE Standards for the English Language Arts. This book contributes significantly toward filling the need for explicit and specific theory-based methods teachers can use to integrate imagery into their pedagogy. Accessible and lively chapters include classroom activities and student-generated examples. "Language and Image in the Reading-Writing Classroom" is an excellent text for preservice and in-service pedagogy courses and an important resource for practicing teachers, researchers, and professionals in the field.

Emerging Patterns of Literacy (Hardcover): Rhian Jones Emerging Patterns of Literacy (Hardcover)
Rhian Jones
R5,032 Discovery Miles 50 320 Ships in 12 - 17 working days

In an original and wide-ranging study, Rhian Jones documents the unique contribution which picturebooks and stories make to the development of the infant mind between the ages of nine months and two years, using video recorded data to chart the children's progress. She then analyzes the connection between these very early behaviors and subsequent achievements in literacy. The work integrates research from a number of disciplines: linguistics, psychology, literary theory, and anthropology, to draw out the different levels at which book-based interactions may be seen to be "working."

Children And Books In The Modern World - Contemporary Perspectives On Literacy (Hardcover): Ed Marum Children And Books In The Modern World - Contemporary Perspectives On Literacy (Hardcover)
Ed Marum
R1,863 Discovery Miles 18 630 Ships in 12 - 17 working days

This text is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature and other non-book texts and media. Based on research from the UK, the USA and Europe it makes a contribution to theory and practice.

Theory and Practice of Writing - An Applied Linguistic Perspective (Paperback): William Grabe, Robert B. Kaplan Theory and Practice of Writing - An Applied Linguistic Perspective (Paperback)
William Grabe, Robert B. Kaplan
R1,852 Discovery Miles 18 520 Ships in 12 - 17 working days

This book undertakes a general framework within which to consider the complex nature of the writing task in English, both as a first, and as a second language. The volume explores varieties of writing, different purposes for learning to write extended text, and cross-cultural variation among second-language writers. The volume overviews textlinguistic research, explores process approaches to writing, discusses writing for professional purposes, and contrastive rhetoric. It proposes a model for text construction as well as a framework for a more general theory of writing. Later chapters, organised around seventy-five themes for writing instruction are devoted to the teaching of writing at the beginning, intermediate, and advanced levels. Writing assessment and other means for responding to writing are also discussed. William Grabe and Robert Kaplan summarise various theoretical strands that have been recently explored by applied linguists and other writing researchers, and draw these strands together into a coherent overview of the nature of written text. Finally they suggest methods for the teaching of writing consistent with the nature, processes and social context of writing.

Children And Books In The Modern World - Contemporary Perspectives On Literacy (Paperback): Ed Marum Children And Books In The Modern World - Contemporary Perspectives On Literacy (Paperback)
Ed Marum
R1,168 R779 Discovery Miles 7 790 Save R389 (33%) Ships in 12 - 17 working days

This text is concerned with contemporary attitudes and approaches to the teaching of literacy, children's literature and other non-book texts and media. Based on research from the UK, the USA and Europe it makes a contribution to theory and practice.

Gender Literacy & Curriculum (Paperback): Alison Lee Gender Literacy & Curriculum (Paperback)
Alison Lee
R1,649 Discovery Miles 16 490 Ships in 12 - 17 working days

Making important links between poststructuralism, feminism and linguistics, this text explores the relationship between school writing and student learning. It shows how critical linguistics and feminist theory can be used to study power and disciplinary relations in the classroom.

Space, Place, and Children's Reading Development - Mapping the Connections (Hardcover): Margaret Mackey Space, Place, and Children's Reading Development - Mapping the Connections (Hardcover)
Margaret Mackey
R3,264 Discovery Miles 32 640 Ships in 12 - 17 working days

This open access book is a unique study of the impact of lived experience on literate life, exploring how children's reading development is affected by their home setting, and how this sense of place influences textual interpretation of the books they read. Based on qualitative research and structured around interviews with twelve participants, Space, Place and Children's Reading Development focuses on the digital maps and artistic renderings these readers were asked to create of a place (real or imagined) that they felt reflected their literate youth, and the discussions that followed about these maps and their evolution as readers. Analysing the participant's responses, Margaret Mackey looks at the rich insights offered about the impact on childhood stability after experiences such as migration; the "reading spaces" children make based on their social relationships and domestic spheres; the creation of "textual spaces" and the significance of the recurring motif of forests in the participants' maps; the importance of the Harry Potter novels; the basis of life-long reading habits; psychological spaces and whether readers visualize when they read. Blending theoretical perspectives on reading from many disciplines with the personal experiences of readers of diverse nationalities, languages, disciplinary interests, and life experiences, this is an enlightening account of the behaviors of readers, reading histories, and place-based reader responses to literature. By building greater understanding about the broad and subtle processes that enable people to read, this study refines the kind of questions we ask about reading and moves towards developing a multidisciplinary language for the study and discussion of reading practices in contemporary times. The eBook editions of this book are available open access under a CC BY-NC-ND 4.0 license on bloomsburycollections.com. Open access was funded by the Social Sciences and Humanities Research Council of Canada.

Potent Fictions - Children's Literacy and the Challenge of Popular Culture (Paperback, New): Mary Hilton Potent Fictions - Children's Literacy and the Challenge of Popular Culture (Paperback, New)
Mary Hilton
R1,226 R502 Discovery Miles 5 020 Save R724 (59%) Ships in 12 - 17 working days

Today's children spend more time than ever before watching television, playing computer games and reading comic and pulp fiction. Many of these are directly designed by the toy and media industry. Are children therefore simply being manipulated?
There is widespread concern that because of these kinds of popular fiction, children do not read quality' literature, resulting in lower standards of literacy. There is also the further fear that because many of these popular media portray highly stereotyped, gendered images, this too will have a damaging effect on children.
Mary Hilton's fascinating book proves that there is another side to the argument. We do not have to view popular culture as a threat to our children or their education. The writers of this collection show how, used carefully alongside other types of literature, popular culture can actually help teachers to develop literacy in a broad and positive sense.

Managing the Literacy Curriculum (Paperback): Michael Beveridge, Malcolm Reed, Alec Webster Managing the Literacy Curriculum (Paperback)
Michael Beveridge, Malcolm Reed, Alec Webster
R1,233 R815 Discovery Miles 8 150 Save R418 (34%) Ships in 12 - 17 working days

This book focuses on a critical period for pupils between the ages of nine and 13 when the demands made on children's literacy change fundamentally, and when children establish life-time patterns of reading and non-reading. At this stage it is crucially important that literacy is viewed as a central part of the curriculum, but many schools find it difficult to manage and support literacy teaching across a range of subjects.;Based on the authors' five-year research project, the book looks in particular at the progression from primary to secondary school, and how teachers can work together to help children cope with the curriculum across the subject boundaries. It provides a framework for teachers and managers to help set up a whole-school approach to literacy, based on a series of steps which enable managers to find out how literacy is perceived by teachers and effectively used within classroom contexts.;Practical guidance on how schools can help pupils who have literacy difficulties, on methods of assessment and reporting, and on how outside agencies can be involved should be particularly helpful to teachers and heads of department.

Stories From the Heart - Teachers and Students Researching their Literacy Lives (Paperback): Richard J. Meyer Stories From the Heart - Teachers and Students Researching their Literacy Lives (Paperback)
Richard J. Meyer
R960 R899 Discovery Miles 8 990 Save R61 (6%) Ships in 12 - 17 working days

"Stories from the Heart" is for, by, and about prospective and practicing teachers understanding themselves as curious and literate beings, making connections with colleagues, and researching their own literacy and the literacy lives of their students. It demonstrates the power and importance of story in our own lives as literate individuals. Readers are encouraged to: tell, write, or re-create the stories of their literacy lives in order to understand how they learn and teach; begin the journey into writing the stories of others' literacy lives; find support in their researching endeavors; and examine the idea of framing stories by using the work of other teachers and researchers.

Literacy and Multimodality Across Global Sites (Paperback): Maureen Kendrick Literacy and Multimodality Across Global Sites (Paperback)
Maureen Kendrick
R882 Discovery Miles 8 820 Ships in 12 - 17 working days

Over the past three decades, our conceptualizations of literacy and what it means to be literate have expanded to include recognition that there is a qualitative difference in how we communicate through modalities such as the visual, audio, spatial, and linguistic and that different modes are combined in complex ways to make meaning. The field of multimodality is concerned with how human beings use different modes of communication to represent or make meaning in the world. Despite the rapid growth of international research in this area, accounts of a broader range of global sites, particularly economically under-resourced and culturally diverse contexts such as Sub-Saharan Africa, remain under-researched and under-represented in the literature. This book contextualizes a range of literacies including health literacies, community literacies, family literacies, and multilingual literacies within broader modes of communication, most specifically play and the visual. The claim is that powerful pedagogies, methodologies and theories can be constructed by taking a more detailed look at multimodal meaning-making in diverse contexts. By describing and analyzing multimodal practices and texts across a diverse range of contexts, the book highlights different constructs, issues and emerging questions dealing with the study of literacies and multimodality.

Views from Inside - Languages, Cultures, and Schooling for K?12 Educators (Hardcover): Joy Egbert, Gisela Ernst-Slavit Views from Inside - Languages, Cultures, and Schooling for K?12 Educators (Hardcover)
Joy Egbert, Gisela Ernst-Slavit
R3,644 Discovery Miles 36 440 Ships in 10 - 15 working days

The goal of this text is to help teachers in diverse classrooms understand the importance of students' culture, languages, and schooling experiences to curriculum, assessment, and student achievement. Readers will learn about aspects of specific cultures and languages that are important to their understanding of their students, and they will discover that cultures that are often considered similar may not be so (and why they aren't). Finally, the text focuses on how teachers can integrate languages and cultures into classrooms and how to account for students' backgrounds and funds of knowledge when devising tasks. The text starts with an introduction to language and culture that presents a research?based explanation of why these concepts are important for teachers to understand (Chapter 1). Then, the middle 28 chapters each address one country/culture. Each chapter starts with a school scenario in the US. Part 2 of each chapter includes evidence?based demographic and background data on the country, including historical events that may have an impact on our students and their families. Part 3 includes a look at education, schooling, and culture, including famous people, contributions to the world, personal characteristics, important religious information, focal customs, and other aspects that are important to cultural insiders. Part 4 is about language and literacy traditions and how they relate to the culture, a number of words that teachers can learn (e.g., yes, no, thank you, please, hello), how the language is different from and similar to English, and what those differences and similarities might mean for English language learners from that culture. Part 5 comprises advice, resources, and ideas for teachers (for example, if it is an oral culture, the teacher might consider working with students on oral storytelling before transitioning to written stories, or incorporate both using technology). Each chapter also contains recommended readings and resources and short exercises that extend the chapter information. The final chapter presents parting notes for teachers and additional suggestions for addressing diversity.

Writing Technology - Studies on the Materiality of Literacy (Hardcover): Christina Haas Writing Technology - Studies on the Materiality of Literacy (Hardcover)
Christina Haas
R5,439 R4,564 Discovery Miles 45 640 Save R875 (16%) Ships in 12 - 17 working days

Academic and practitioner journals in fields from electronics to business to language studies, as well as the popular press, have for over a decade been proclaiming the arrival of the "computer revolution" and making far-reaching claims about the impact of computers on modern western culture. Implicit in many arguments about the revolutionary power of computers is the assumption that communication, language, and words are intimately tied to culture -- that the computer's transformation of communication means a transformation, a revolutionizing, of culture.
Moving from a vague sense that writing is profoundly different with different material and technological tools to an understanding of how such tools can and will change writing, writers, written forms, and writing's functions is not a simple matter. Further, the question of whether -- and how -- changes in individual writers' experiences with new technologies translate into large-scale, cultural "revolutions" remains unresolved.
This book is about the relationship of writing to its technologies. It uses history, theory and empirical research to argue that the effects of computer technologies on literacy are complex, always incomplete, and far from unitary -- despite a great deal of popular and even scholarly discourse about the inevitability of the computer revolution. The author argues that just as computers impact on discourse, discourse itself impacts technology and explains how technology is used in educational settings and beyond.
The opening chapters argue that the relationship between writing and the material world is both inextricable and profound. Through writing, the physical, time-and-space world of tools and artifacts is joined to the symbolic world of language. The materiality of writing is both the central fact of literacy and its central puzzle -- a puzzle the author calls "The Technology Question" -- that asks: What does it mean for language to become material? and What is the effect of writing and other material literacy technologies on human thinking and human culture? The author also argues for an interdisciplinary approach to the technology question and lays out some of the tenets and goals of technology studies and its approach to literacy.
The central chapters examine the relationship between writing and technology systematically, and take up the challenge of accounting for how writing -- defined as both a cognitive process and a cultural practice -- is tied to the material technologies that support and constrain it. Haas uses a wealth of methodologies including interviews, examination of writers' physical interactions with texts, think-aloud protocols, rhetorical analysis of discourse about technology, quasi-experimental studies of reading and writing, participant-observer studies of technology development, feature analysis of computer systems, and discourse analysis of written artifacts. Taken as a whole, the results of these studies paint a rich picture of material technologies shaping the activity of writing and discourse, in turn, shaping the development and use of technology.
The book concludes with a detailed look at the history of literacy technologies and a theoretical exploration of the relationship between material tools and mental activity. The author argues that seeing writing as an "embodied practice" -- a practice based in culture, in mind, "and" in body -- can help to answer the "technology question." Indeed, the notion of embodiment can provide a necessary corrective to accounts of writing that emphasize the cultural at the expense of the cognitive, or that focus on writing as only an act of mind. Questions of technology, always and inescapably return to the material, embodied reality of literate practice. Further, because technologies are at once tools for individual use and culturally-constructed systems, the study of technology can provide a fertile site in which to examine the larger issue of the relationship of culture and cognition.

Developing Engaged Readers in School and Home Communities (Paperback): Linda Baker, Peter Afflerbach, David Reinking Developing Engaged Readers in School and Home Communities (Paperback)
Linda Baker, Peter Afflerbach, David Reinking
R1,630 Discovery Miles 16 300 Ships in 12 - 17 working days

This book comprises a synthesis of current directions in reading research, theory, and practice unified by what has been referred to as the engagement perspective of reading. This perspective guides the research agenda of the National Reading Research Center (NRRC), a consortium of the University of Georgia, University of Maryland, and affiliated scholars. A major goal of the book is to introduce reading researchers to the engagement perspective as defined by the NRRC and to illustrate its potential to integrate the cognitive, social, and motivational dimensions of reading and reading instruction. Engaged readers are viewed as motivated, strategic, knowledgeable, and socially interactive. They read widely for a variety of purposes and capitalize on situations having potential to extend literacy.
The book is organized into four sections representing key components of the NRRC research agenda and the engagement perspective. This perspective emphasizes contexts that influence engaged reading. Accordingly, the first section of the volume focuses on the social and cultural contexts of literacy development, with chapters devoted to examining home influences, home-school connections, and the special challenges facing ethnic minorities. The engagement perspective also implies greater attention to the role of motivational and affective dimensions in reading development than traditional views of reading. Therefore, the second section examines motivational theory and its implications for reading engagement, with special attention to characteristics of classroom contexts that promote motivation in reading. The engagement perspective embraces innovative instructional contexts that address the cognitive, social, and motivational aspects of reading. Thus, the third section includes chapters on current directions in promoting children's learning from text, on the value of an integrated curriculum in promoting reading engagement, and on the challenges of assessing students' development as engaged readers. Finally, the broader conception of reading implied by the engagement perspective requires an expanded array of research approaches, sensitive to the complex and interacting contexts in which children develop literacy. The concluding section focuses on these important contemporary issues in literacy research and educational research, with chapters examining the variety of alternative modes of inquiry gaining prominence in literacy research, teacher inquiry, and ethical issues of collaboration between university and teacher researchers.
Intended for university-based researchers, graduate students, and classroom teachers, this volume brings together researchers who think about students and their literacy development in school and home communities in distinctly different ways. The cooperative and collaborative inquiry presented contributes to a richer understanding of the many factors influencing engaged reading.

Reading and Language Processing (Paperback): John M. Henderson, Murray Singer, Fernanda Ferreira Reading and Language Processing (Paperback)
John M. Henderson, Murray Singer, Fernanda Ferreira
R745 Discovery Miles 7 450 Ships in 12 - 17 working days

This volume was designed to identify the current limits of progress in the psychology of reading and language processing in an information processing framework. Leaders in their fields of interest, the chapter authors couple current theoretical analyses with new, formally presented experiments. The research -- cutting-edge and sometimes controversial -- reflects the prevailing analysis that language comprehension results in numerous levels of representation, including surface features, lexical properties, linguistic structures, and idea networks underlying a message as well as the situations to which a message refers. As a group, the chapters highlight the impact that input modality -- auditory or written -- has on comprehension. Finally, the studies also capture the evolution of new topic matter and ongoing debates concerning the competing paradigms, global proposals, and methods that form the foundation of the enterprise.
The book presents current accounts of research on word-, sentence-, and text-processing. It will prove informative for experimental psychologists as well as investigators in cognitive science disciplines such as computer science, linguistics, and educational psychology. The book will also be very helpful to graduate students who wish to develop expertise in the psychology of language processes. For them, it collects, in a single volume, readings that are representative of progress concerning many central problems in the field. As such, it is distinct from the numerous collected volumes that concentrate on a single issue. Complete author and subject indexes facilitate effective use of the volume.

Rhetoric, Cultural Studies, and Literacy - Selected Papers From the 1994 Conference of the Rhetoric Society of America... Rhetoric, Cultural Studies, and Literacy - Selected Papers From the 1994 Conference of the Rhetoric Society of America (Paperback)
J. Frederick Reynolds
R1,302 Discovery Miles 13 020 Ships in 12 - 17 working days

This volume presents a representative cross-section of the more than 200 papers presented at the 1994 conference of the Rhetoric Society of America. The contributors reflect multi- and inter-disciplinary perspectives -- English, speech communication, philosophy, rhetoric, composition studies, comparative literature, and film and media studies. Exploring the historical relationships and changing relationships between rhetoric, cultural studies, and literacy in the United States, this text seeks answers to such questions as what constitutes "literacy" in a post-modern, high-tech, multi-cultural society?

Composing Social Identity in Written Language (Paperback): Donald L. Rubin Composing Social Identity in Written Language (Paperback)
Donald L. Rubin
R1,313 Discovery Miles 13 130 Ships in 12 - 17 working days

This volume constitutes a unique contribution to the literature on literacy and culture in several respects. It links together aspects of social variation that have not often been thus juxtaposed: ethnicity/nationality, gender, and participant role relations. The unifying theme of this collection of papers is that all of these factors are aspects of writers' identities -- identities which are simultaneously expressed and constructed in text.
The topic of social identity and writing can be approached from a variety of scholarly avenues, including humanistic, critical, and historical perspectives. The papers in the present volume make reference to and contribute to such humanistic perspectives; however, this book lies squarely within the tradition of social science. It draws primarily upon the disciplines of linguistics, discourse analysis, anthropology, social and cognitive psychology, and education studies.
The constituent topics of social identity, style, and writing themselves lie at the intersections of several related fields of scholarship. Writing remains of peak interest to educators from many fields, and is still a "hot" topic. The instructional ramifications of the particular issues addressed in this volume are of vital concern to educational systems adjusting to the realities of our multicultural society. This publication, therefore, should attract a substantial and diverse readership of scholars, educators, and policymakers affiliated with many fields including applied linguistics, composition and rhetoric, communication studies, dialect studies, discourse analysis, English composition, English/language arts education, ethnic studies, language behavior, literacy, sociolinguistics, stylistics, women's studies, and writing research and instruction.

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