Is literacy a social and cultural practice, or a set of cognitive
skills to be learned and applied? Literacy researchers, who have
differed sharply on this question, will welcome this book, which is
the first to address the critical divide. The authors lucidly
explain how we develop our abilities to read and write and offer a
unified theory of literacy development that places cognitive
development within a sociocultural context of literacy practices.
Drawing on research that reveals connections between literacy as it
is practiced outside of school and as it is taught in school, the
authors argue that students learn to read and write through the
knowledge and skills that they bring with them to the classroom as
well as from the ways that literacy is practiced in their own
different social communities.
The authors argue that until literacy development can be
understood in this broader way educators will never be able to
develop truly effective literacy instruction for the broad range of
sociocultural communities served by schools.
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