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The definitive encyclopedic resource on literacy, literacy instruction, and literacy assessment in the United States.

Once upon a time, the three "R"s sufficed. Not any more--not for students, not for Americans. Gone the way of the little red school house is simple reading and writing instruction. Surveying an increasingly complex discipline, Literacy in America: An Encyclopedia offers a comprehensive overview of all the latest trends in literacy education--conceptual understanding of texts, familiarity with electronic content, and the ability to create meaning from visual imagery and media messages.

Educators and academicians call these skills "multiple literacies," shorthand for the kind of literacy skills and abilities needed in an age of information overload, media hype, and Internet connectedness. With its 400 A-Z entries, researched by experts and written in accessible prose, Literacy in America is the only reference tool students, teachers, and parents will need to understand what it means to be--and become--literate in 21st-century America.

400 A-Z entries cover assessment, instruction, and general literary topics Includes literary resources and professional organizations Surveys literacy publications for professionals Includes three literacy reports

Tabla de contenidos provista por Syndetics

• Preface and Acknowledgments(p. ix)
• Further Acknowledgments(p. xi)
• Introduction: The Landscape of Literacy in Seven Portraits(p. xiii)
• List of Contributors(p. xxxi)
• Literacy in America(p. 1)
• Volume 1 A--M
• Ability Grouping(p. 1)
• Accountability and Testing(p. 5)
• Active Listening(p. 8)
• Activity Theory(p. 10)
• Adolescent Literacy(p. 13)
• Adolescent Literature(p. 15)
• Adult Literacy(p. 19)
• Adult Literacy Programs(p. 22)
• Adult Literacy Testing(p. 25)
• American Reading Forum(p. 29)
• Artists' Books(p. 29)
• Assessment Interviews(p. 30)
• Assessment Interviews for Parents and Teachers(p. 31)
• At-Risk Students(p. 33)
• Authentic Assessment(p. 36)
• Automaticity and Reading Fluency(p. 40)
• Balanced Literacy Instruction(p. 43)
• Basal Readers(p. 45)
• Bibliotherapy(p. 48)
• Bilingual Education(p. 49)
• Bilingualism(p. 52)
• Biliteracy(p. 57)
• Book Clubs(p. 60)
• Center for the Expansion of Language and Thinking(p. 63)
• Children's Literature(p. 64)
• Classroom Writing Assessment(p. 66)
• Cloze Procedure(p. 72)
• College Literacy and Learning(p. 73)
• College Reading and Learning Association(p. 74)
• College Reading Association(p. 75)
• Comics(p. 76)
• Commercial Reading Programs(p. 77)
• Community Literacy(p. 80)
• Comparative Reading(p. 82)
• Comprehension Strategies(p. 85)
• Computer-Assisted Instruction(p. 88)
• Concept Instruction with Text(p. 90)
• Conceptual Change Learning and Texts(p. 93)
• Considerate Text(p. 97)
• Constructivism(p. 99)
• Content-Area Literacy(p. 101)
• Context in Literacy(p. 104)
• Cooperative Learning(p. 107)
• Critical Literacy(p. 108)
• Critical Media Literacy(p. 111)
• Critical Reading(p. 113)
• Criticisms of Reader Response(p. 115)
• Critique of the National Reading Panel Report(p. 118)
• Deaf Students and Literacy(p. 121)
• Delayed Readers(p. 123)
• Developmental and College Reading(p. 127)
• Dialogic Responsiveness(p. 131)
• Dialogue Journals(p. 132)
• Directed Reading Activity and Directed Reading-Thinking Activity(p. 133)
• Discourse Analysis(p. 135)
• Discursive Theory(p. 140)
• Discussion(p. 143)
• The Discussion Web(p. 146)
• Distance Learning(p. 147)
• Diversity(p. 150)
• Dynamic Assessment(p. 154)
• Dyslexia(p. 155)
• Early Literacy(p. 157)
• Early Literacy Assessment(p. 160)
• Early Literacy Software(p. 165)
• Ebonics(p. 167)
• Ecological Literacy(p. 168)
• Economics of Literacy Development(p. 170)
• Effective Schools and Teachers(p. 173)
• Elders and Literacy(p. 175)
• Electronic Jigsaw(p. 177)
• English as a Second Language (ESL) Literacy Evaluation and Assessment(p. 178)
• English Journal(p. 181)
• The Even Start Family Literacy Program(p. 182)
• Eye Movements(p. 183)
• Family Literacy(p. 185)
• Feminist Post-Structuralism(p. 187)
• Flexibility(p. 191)
• Fluency(p. 191)
• Gender and Discussion(p. 195)
• Gender and Post-Typographical Text(p. 199)
• Gender and Reading(p. 201)
• Gender and Writing(p. 205)
• Graffiti(p. 208)
• Graphic Aids(p. 212)
• Graphic Organizers(p. 213)
• Group Reading Inventories(p. 215)
• The Handbook of Reading Research(p. 217)
• The Head Start Program(p. 218)
• Heritage-Language Development(p. 219)
• High-Stakes Assessment(p. 223)
• History of Reading Instruction(p. 224)
• History of the Book(p. 231)
• Hypertext(p. 233)
• Independent Reading(p. 239)
• Individualized Reading(p. 244)
• Informal Reading Inventory(p. 247)
• Inquiry-Based Instruction(p. 249)
• Instant Messaging(p. 251)
• Interdisciplinary Approaches to Literacy(p. 254)
• International Reading Association(p. 257)
• Intertextuality(p. 258)
• Journal of Adolescent and Adult Literacy(p. 259)
• Journal of Literacy Research(p. 260)
• Junior Great Books(p. 260)
• Kidwatching and Classroom Evaluation(p. 263)
• Kinesthetic Methods(p. 266)
• KWL and KWL+(p. 267)
• Language Acquisition(p. 273)
• Language Arts(p. 276)
• Language Arts Instruction(p. 277)
• Language Attitudes(p. 281)
• Language Experience Approach(p. 287)
• Laubach Literacy(p. 290)
• Learning Centers(p. 291)
• Learning with Texts(p. 293)
• Linguistic Approaches to Reading Instruction(p. 298)
• Listservs in Literacy(p. 299)
• Literacy and Culture(p. 303)
• Literacy Autobiography(p. 308)
• Literacy Definitions(p. 310)
• The Literacy Dictionary(p. 313)
• Literacy in Informal Settings(p. 315)
• Literacy in Play(p. 318)
• Literacy Labs(p. 323)
• Literacy Motivation(p. 326)
• Literacy Volunteers of America(p. 330)
• Literature Circles(p. 330)
• Literature-Based Instruction(p. 334)
• Mainstreaming(p. 339)
• Media Literacy(p. 340)
• Mental Modeling(p. 344)
• Metacognition(p. 345)
• Middle-School Literacy(p. 348)
• Minimum-Competency Testing(p. 351)
• Miscue Analysis(p. 352)
• Models of the Reading Process(p. 356)
• Multicultural Literacy(p. 364)
• Multicultural Literature(p. 368)
• Multimedia(p. 374)
• Multiple Literacies(p. 376)
• Multiple Texts(p. 380)
• Volume 2 N-Z
• Narrative and Expository Text(p. 385)
• Narrative Text(p. 388)
• National Assessment of Educational Progress(p. 392)
• National Commission on Reading(p. 395)
• National Conference on Research in Language and Literacy(p. 397)
• National Council of Teachers of English(p. 398)
• National Institute for Literacy(p. 399)
• National Reading Conference(p. 400)
• National Reading Conference Yearbook(p. 400)
• National Reading Panel(p. 401)
• The National Right to Read Foundation(p. 404)
• Oral Language(p. 407)
• Oral Language Development(p. 411)
• Oral Reading(p. 415)
• Peer and Cross-Age Tutoring(p. 419)
• Peer Discussion(p. 420)
• Peer Status and Literacy Development(p. 425)
• Phonics Instruction(p. 428)
• Phonological and Phonemic Awareness(p. 431)
• Policy Issues in Testing(p. 434)
• The Political Nature of Literacy(p. 437)
• Popular Culture(p. 440)
• Portfolios(p. 443)
• Post-Structuralism and Structuralism(p. 445)
• Post-Typographic(p. 448)
• Predictable Books(p. 450)
• Prior Knowledge and Misconceptions(p. 453)
• Prior-Knowledge Assessment(p. 456)
• Process Writing(p. 459)
• Programmed Instruction(p. 461)
• Psycholinguistics(p. 462)
• Public Opinion and Literacy(p. 464)
• Questioning(p. 469)
• The RAND Reading Study Group(p. 475)
• Rauding Theory(p. 476)
• Readability(p. 480)
• Read-Alouds(p. 486)
• Reader Response(p. 488)
• Readers Theatre(p. 493)
• The Reading and Writing Quarterly: Overcoming Learning Difficulties(p. 495)
• Reading Assessment(p. 495)
• Reading-Attitude Measures(p. 501)
• Reading Clinics(p. 502)
• Reading-Comprehension Instruction(p. 506)
• Reading-Comprehension Processes(p. 508)
• Reading Diagnosis(p. 515)
• Reading Excellence Act(p. 520)
• Reading Hall of Fame(p. 521)
• Reading-Interest Inventories(p. 522)
• Reading Is Fundamental(p. 523)
• Reading Online(p. 525)
• Reading Psychology: An International Quarterly(p. 526)
• Reading Readiness(p. 526)
• Reading Recovery(p. 527)
• Reading Research and Instruction(p. 530)
• Reading Research Quarterly(p. 530)
• Reading Specialists(p. 531)
• The Reading Teacher(p. 533)
• Reading Today(p. 534)
• Reading-Writing Relationships(p. 534)
• Reciprocal Teaching(p. 535)
• Recreational Reading(p. 539)
• Redundancy(p. 541)
• Refutational Texts(p. 542)
• Remediation(p. 545)
• Repeated Readings(p. 548)
• Research in the Teaching of English(p. 551)
• Resistant Reading(p. 552)
• Round-Robin Oral Reading(p. 553)
• Scaffolded Literacy Instruction(p. 555)
• Schema Theory(p. 556)
• Schema Theory Criticisms(p. 558)
• Secondary-School Reading Programs(p. 562)
• Semantic Feature Analysis(p. 566)
• Semantic Mapping(p. 572)
• Semiotics(p. 580)
• Sight Words(p. 581)
• Silent Reading(p. 583)
• Social Constructivism(p. 584)
• Social Justice and Literacies(p. 589)
• Social Nature of Literacy(p. 595)
• Society for the Scientific Study of Reading(p. 599)
• Sociolinguistics and Literacy(p. 599)
• Software for Older Readers(p. 603)
• Speed Reading(p. 605)
• Spelling(p. 606)
• Standardized Test Score Decline(p. 610)
• Standardized Test Score Interpretation(p. 613)
• Standardized Testing(p. 615)
• Standards(p. 617)
• Story Grammar(p. 619)
• Storytelling(p. 622)
• Structural Analysis(p. 626)
• Study Guides(p. 628)
• Study Skills and Strategies(p. 631)
• Subjectivity(p. 632)
• Teacher Education in Literacy(p. 639)
• Teacher Research in Literacy(p. 643)
• Television and Reading(p. 647)
• Test Preparation(p. 650)
• Textbooks(p. 651)
• Thematic Organizers(p. 653)
• Think-Alouds(p. 655)
• Title I(p. 656)
• Trade Books(p. 657)
• Transactional Theory(p. 661)
• Transmission Instruction(p. 663)
• Visual Literacy(p. 665)
• Vocabulary Instruction(p. 667)
• Whole Language and Whole-Language Assessment(p. 673)
• Whole Language Umbrella(p. 677)
• Word Recognition(p. 678)
• Workplace Literacy(p. 682)
• Writing across the Curriculum(p. 686)
• Writing Assessment(p. 688)
• Writing Assessment in Large-Scale Contexts(p. 693)
• Zines(p. 699)
• List of Acronyms(p. 701)
• Bibliography(p. 705)
• Index(p. 751)
• About the Editor(p. 779)

Reseñas proporcionadas por Syndetics

Library Journal Review

Representing a wide range of perspectives on the topic, both historical and current, this two-volume set offers a comprehensive overview of the study and practice of literacy in the United States. The 400 succinct entries are written by specialists in the field but are still accessible to a nonacademic audience. Ranging widely from adolescent literature to whole language and language assessment, the topics are arranged alphabetically rather than by category, but an index, ample cross references, and a detailed table of contents help readers find any piece of information needed. Editor Guzzetti (language & literacy, Arizona State Univ., Tempe) has included photos or other illustrations with some of the entries. Despite its heft and the seriousness of the topic, this work is extremely user-friendly. It should become a valued reference to those in the field and a wondrous source of information for anyone even remotely interested in the subject of literacy. Highly recommended for large public and academic libraries.-Manya S. Chylinski, Ctr. for Business Knowledge, Ernst & Young, Boston (c) Copyright 2010. Library Journals LLC, a wholly owned subsidiary of Media Source, Inc. No redistribution permitted.

CHOICE Review

Guzzetti's subject encyclopedia offers a detailed table of contents, a list of acronyms (which omits ALA, ACRL, and ASLA as well as some other associations) and a comprehensive bibliography. Most entries have see also references and bibliographies. The work's entries, which range from a paragraph to a few pages, cover all the current methods for combating illiteracy, including precautions, purpose and general effectiveness of the methods, theories, models, aids, programs, assessments, and labs. Complementing the entries, seven essays on literacy, described as portraits, unfold historic and current practice and theory. To complement Guzzetti, ACRL's Information Literacy Competency Standards for Higher Education (2000) covers current standards, performance indicators, and outcomes. Also recommended are Bill Harp's The Handbook of Literacy Assessment and Evaluation (2nd ed., 2000); J. David Cooper and Nancy D. Kiger's Literacy Assessment: Helping Teachers Plan Instruction (2001), and James L. Shanker and Eldon E. Ekwall's Ekwall/Shanker Reading Inventory (4th ed., 2000). ^BSumming Up: Recommended. All collections. S. G. Marvin West Chester University

Booklist Review

Because without widespread, deep literacy there would be neither markets for nor creators of encyclopedias, it is surprising that a comprehensive encyclopedia on literacy and its many dimensions has not appeared earlier. Written for an audience embracing both students being introduced to theories and terminology of literacy and specialists in the field, the A-Z0 entries fall into five categories. The first and most numerous covers "definitions, process, influences, issues, types, and theories." The others cover "literacy assessment, literacy instruction, literacy resources and organizations, and literacy professional publications and reports." Throughout, literacy is examined not just as the capability of an individual to read and write but also as a dynamic force in society. Entries such as Gender and writing, Literacy and culture0 , Social nature of literacy0 , and Television and reading 0 demonstrate literacy's inseparability from the society in which it functions. So, too, do articles on forms of expression that express social trends; these include Comics0 , Graffiti,0 and Instant mes0 saging. The great majority, however, treat concepts and terms related to the study, acquisition, and teaching of literacy. These include Ebonics0 , Fluency0 , Reading clinics0 , Spelling0 , and Writing assessment0 . Complementary articles treat both sides of controversial issues such as the phonics-whole language debate. The encyclopedia's substantial articles, each signed by its author, typically run two to three double-columned pages. See also0 references to related topics and short unannotated bibliographies conclude the articles. The citations cumulate in an extensive bibliography at the end of volume two. An article devoted to The Literacy Dictionary: The Vocabulary of Reading and Writing 0 (International Reading Association, 1995) describes the narrower scope and purpose of that earlier work, whose brief definitional entries complement the encyclopedia's longer, more analytical articles. Both have unquestionable value for library collections and curriculum centers serving teachers in training, practitioners in the field, and researchers. -- RBB Copyright 2003 Booklist

Notas de autor provistas por Syndetics

Barbara J. Guzzetti is a professor at the College of Education at Arizona State University, Tempe.