In Literacy as Involvement, Deborah Brandt examines the cultural and social roots of the acts of reading and writing. The book asks, for example, whether literacy is a natural growth of or a radical shift from orality. It questions the contrary views that literacy is either the learning of the conventions of language or is better understood as heightened social ability. Finally, it raises the possibility that knowing how to read and write is actually understanding how we respond during the acts of reading and writing. This examination of literacy as process is also offered as a critique of prevailing theories of literacy advanced by such scholars as Walter J. Ong, S.J., David Olson, and E. D. Hirsch. They depict literacy as a textual experience that is socially and linguistically detached. Brandt critically examines the underlying assumptions from research on writing processes and argues that they call for a major reformation of prevailing conceptions of literacy. Specifically, she analyzes several expository texts from a process perspective to establish the interaction of reader and writer in even the most seemingly formal and detached writing. In her conclusion, Brandt brings together the major findings of her study to address pressing literacy issues, including the problem of illiteracy in our schools.

In Literacy as Involvement, Deborah Brandt examines the cultural and social roots of the acts of reading and writing. The book asks, for example, whether literacy is a natural growth of or a radical shift from orality. It questions the contrary views that literacy is either the learning of the conventions of language or is better understood as heightened social ability. Finally, it raises the possibility that knowing how to read and write is actually understanding how we respond during the acts of reading and writing. This examination of literacy as process is also offered as a critique of prevailing theories of literacy advanced by such scholars as Walter J. Ong, S.J., David Olson, and E. D. Hirsch. They depict literacy as a textual experience that is socially and linguistically detached. Brandt critically examines the underlying assumptions from research on writing processes and argues that they call for a major reformation of prevailing conceptions of literacy. Specifically, she analyzes several expository texts from a process perspective to establish the interaction of reader and writer in even the most seemingly formal and detached writing. In her conclusion, Brandt brings together the major findings of her study to address pressing literacy issues, including the problem of illiteracy in our schools.

This book addresses critical questions facing public education at the twenty-first century.

Written in an eloquent and practical style, renown author and recognized national authority on family literacy, Patricia Edwards has carefully selected skills, strategies, and examples of family involvement that will empower educators to successfully implement family involvement initiatives. A timely publication on today's political climate with federal monies going into family literacy, Edwards has deliberately and painstakingly chosen research-based, school-tested ideas as the focus of this book.

"With a focus on goal-directed, purpose-driven reading conferences, the author shows how form follows function--the structure of each conference is clearly designed to serve its purpose. Through "Researcher Spotlights" in each chapter, she'll also introduce you to a few of the teaching mentors and researchers who've had a profound influence on her work. The author describes different types of conferences, some designed for individuals, others for small groups. Some are used during independent reading time, others during partnership or club time. One can read the chapters in order or dip into the chapter that best suits their needs and purpose"--

Meet instructional challenges effectively and efficiently by uncovering hidden time for meeting individual students' needs. With small groups, you'll work closely with more children each day with her how-tos on using formative assessment to create groups from common needs; differentiating for individuals, even in a group; and enhancing Tier 1 and Tier 2 instruction.