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Print Literacy Development Uniting Cognitive and Social Practice Theories

ISBN-10: 0674022548
ISBN-13: 9780674022546
Edition: 2004
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Description: 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  More...

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Book details

List price: $32.50
Copyright year: 2004
Publisher: Harvard University Press
Publication date: 9/1/2006
Binding: Paperback
Pages: 218
Size: 6.00" wide x 9.00" long x 0.50" tall
Weight: 0.836
Language: English

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.

Victoria Purcell-Gates is Canada Research Chair in Early Childhood Literacy at the University of British Columbia.

� Jennifer Berne, PhD, is Associate Professor at National-Louis University, where she is also chair of the Department of Reading and Language Arts. She teaches courses in comprehension, the teaching of writing, and literacy methods. Dr. Berne?s publications include work on teacher professional development, the teaching of process writing, and comprehension strategy instruction. She spent 10 years in adult literacy, teaching underprepared college students the strategies needed for reading and writing in higher education. This classroom experience has anchored her interest in contemporary literacy practices and informs her work in pre- and inservice teacher learning. In addition to her work teaching, researching, and writing, Dr. Berne acts as a literacy consultant and professional developer in urban, rural, and suburban school districts working to refresh their literacy curriculum. � Sophie C. Degener, EdD, is Assistant Professor in the Department of Reading and Language Arts at National-Louis University, where she teaches classes in beginning reading, reading research, and literacy methods to undergraduates, master?s students, and doctoral students. Her research interests include family literacy and primary literacy instruction, and her numerous conference presentations and publications reflect those interests. Prior to her work as a professor, Dr. Degener taught in the primary grades. It is her work with struggling readers and their families that has motivated her interest in helping educators at every grade level to understand the unique needs of each and every student and to design differentiated instruction that best meets those needs.

To Learn to Read and Write: Students Who Fail and Succeed
The LPALS Study
How Does Print Literacy Develop?
Literacy as Social Practice
Print Literacy as Cognitive Skill Development
The Seeming Incommensurability of the Social and the Cognitive
Print Literacy Development through a Widened Lens
The Course of Print Literacy Development in and out of School
Signs and Symbols: Research Implications for Best Practice
Notes
References
Index

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