This popular text, now in its third edition, "unpackages" the various dimensions of literacy – linguistic (the nature of language, oral-written language relationships, language variation); cognitive (constructive nature of perception, the reading process, understanding written discourse, the writing process); sociocultural (literacy as social practices, authority of written discourse); and developmental (constructing the written language system) – and at the same time accounts for the interrelationships among them. Distinguished by its examination of literacy from a multidimensional and interdisciplinary perspective, it provides a strong conceptual foundation upon which literacy curriculum and instruction in school settings can be grounded. Dimensions of Literacy links theory and research to practice in an understandable, user-friendly manner; provides in-depth coverage of the various dimensions of literacy; and includes demonstrations, hands-on activities, authentic reading and writing events that reflect key concepts, and tables and figures that summarize the concepts. Changes in the third edition: provide more clearly focused discussion on the nature of language and addresses the role of various other sign systems in reading and writing cover new research on eye movements and miscue analysis (EMMA) and reading fluidity (i.e., flow) expand the discussion of bilingualism and biliteracy through the book extend the discussion of new literacies/multiliteracies/multimodal literacies include updated references throughout the entire book.

Product Description: resource for teachers in teaching Reading Psycholinguistically rather than Basal led curriculum

Product Description: Teaching the Dimensions of Literacy provides both the conceptual knowledge to support teachers' instructional decisions in the reading/literacy classroom and a multitude of instructional strategy lessons for classroom use with both monolingual and bilingual students...read more

The book addresses upper elementary English language learners who have a fairly good knowledge of spoken and written English, have demonstrated knowledge of phonemic awareness, phonics, decoding and word recognition, yet are struggling with academic English literacy. Throughout the book, the authors continuously argue that planning and delivering instruction to these students must be based on the ELL's existing competencies, prior knowledge and experiences. Classroom curriculum and instruction must provide opportunities for helping ELL learners to build and extend skills, knowledge and processes. And, the highly complex process of language learning and literacy development calls for multifaceted instructional approaches. The book is divided into eight chapters providing specific information on the diversity of ELLs and providing examples, models and strategies to move them beyond the transition in English reading and writing.

Product Description: “How do I pick a theme that all my students can get involved in?” “Teaching with themes doesn't work. I can never get the kids beyond the level of skills work.” “I have ESL students who understand content areas conceptually in their native language, but find it hard to express their ideas in English...read more