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818 Pages·2002·10.61 MB·English

Literacy in America

Literacy in America
An Encyclopedia of History, Theory, and Practice
Barbara J. Guzzetti, Editor
Donna E. Alvermann and Jerry L. Johns,
Editorial Advisors
Santa Barbara,California Denver,Colorado Oxford,England
Copyright © 2002 by Barbara J.Guzzetti
All rights reserved.No part ofthis publication may be reproduced,stored in a retrieval system,or transmitted,
in any form or by any means,electronic,mechanical,photocopying,recording,or otherwise,except for the
inclusion ofbriefquotations in a review,without prior permission in writing from the publishers.
Library ofCongress Cataloging-in-Publication Data
Literacy in America :an encyclopedia ofhistory,theory,and practice / Barbara J.Guzzetti,editor.
p.cm.
Includes bibliographical references and index.
ISBN 1-57607-358-0 (set :hard :alk.paper)
1. Literacy—United States—Encyclopedias.2. Reading—United
States—Encyclopedias. I.Guzzetti,Barbara J.
LC151 .L487 2002
302.2'244'0973—dc21
2002014350
06 05 04 03 02 10 9 8 7 6 5 4 3 2 1
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Manufactured in the United States ofAmerica
Contents
Preface and Acknowledgments,ix
Further Acknowledgments,xi
Introduction: The Landscape ofLiteracy in Seven Portraits,xiii
List ofContributors,xxxi
Literacy in America, 1
Volume 1: A–M Classroom Writing Assessment,66
Cloze Procedure,72
Ability Grouping,1 College Literacy and Learning,73
Accountability and Testing,5 College Reading and Learning Association,74
Active Listening,8 College Reading Association,75
Activity Theory,10 Comics,76
Adolescent Literacy,13 Commercial Reading Programs,77
Adolescent Literature,15 Community Literacy,80
Adult Literacy,19 Comparative Reading,82
Adult Literacy Programs,22 Comprehension Strategies,85
Adult Literacy Testing,25 Computer-Assisted Instruction,88
American Reading Forum,29 Concept Instruction with Text,90
Artists’Books,29 Conceptual Change Learning and Texts,
Assessment Interviews,30 93
Assessment Interviews for Parents and Teachers, Considerate Text,97
31 Constructivism,99
At-Risk Students,33 Content-Area Literacy,101
Authentic Assessment,36 Context in Literacy,104
Automaticity and Reading Fluency,40 Cooperative Learning,107
Critical Literacy,108
Balanced Literacy Instruction,43 Critical Media Literacy,111
Basal Readers,45 Critical Reading,113
Bibliotherapy,48 Criticisms ofReader Response,115
Bilingual Education,49 Critique oftheNational Reading Panel Report,
Bilingualism,52 118
Biliteracy,57
Book Clubs,60 DeafStudents and Literacy,121
Delayed Readers,123
Center for the Expansion ofLanguage and Developmental and College Reading,127
Thinking,63 Dialogic Responsiveness,131
Children’s Literature,64 Dialogue Journals,132
v
Contents
Directed Reading Activity and Directed Inquiry-Based Instruction,249
Reading-Thinking Activity,133 Instant Messaging,251
Discourse Analysis,135 Interdisciplinary Approaches to Literacy,254
Discursive Theory,140 International Reading Association,257
Discussion,143 Intertextuality,258
The Discussion Web,146
Distance Learning,147 Journal ofAdolescent and Adult Literacy,259
Diversity,150 Journal ofLiteracy Research,260
Dynamic Assessment,154 Junior Great Books,260
Dyslexia,155
Kidwatching and Classroom Evaluation,
Early Literacy,157 263
Early Literacy Assessment,160 Kinesthetic Methods,266
Early Literacy Software,165 KWL and KWL+,267
Ebonics,167
Ecological Literacy,168 Language Acquisition,273
Economics ofLiteracy Development,170 Language Arts,276
Effective Schools and Teachers,173 Language Arts Instruction,277
Elders and Literacy,175 Language Attitudes,281
Electronic Jigsaw,177 Language Experience Approach,287
English as a Second Language (ESL) Literacy Laubach Literacy,290
Evaluation and Assessment,178 Learning Centers,291
English Journal,181 Learning with Texts,293
The Even Start Family Literacy Program,182 Linguistic Approaches to Reading Instruction,
Eye Movements,183 298
Listservs in Literacy,299
Family Literacy,185 Literacy and Culture,303
Feminist Post-Structuralism,187 Literacy Autobiography,308
Flexibility,191 Literacy Definitions,310
Fluency,191 The Literacy Dictionary,313
Literacy in Informal Settings,315
Gender and Discussion,195 Literacy in Play,318
Gender and Post-Typographical Text,199 Literacy Labs,323
Gender and Reading,201 Literacy Motivation,326
Gender and Writing,205 Literacy Volunteers ofAmerica,330
Graffiti,208 Literature Circles,330
Graphic Aids,212 Literature-Based Instruction,334
Graphic Organizers,213
Group Reading Inventories,215 Mainstreaming,339
Media Literacy,340
TheHandbook ofReading Research,217 Mental Modeling,344
The Head Start Program,218 Metacognition,345
Heritage-Language Development,219 Middle-School Literacy,348
High-Stakes Assessment,223 Minimum-Competency Testing,351
History ofReading Instruction,224 Miscue Analysis,352
History ofthe Book,231 Models ofthe Reading Process,356
Hypertext,233 Multicultural Literacy,364
Multicultural Literature,368
Independent Reading,239 Multimedia,374
Individualized Reading,244 Multiple Literacies,376
Informal Reading Inventory,247 Multiple Texts,380
vi
Contents
Volume 2: N–Z Reading Clinics,502
Reading-Comprehension Instruction,506
Narrative and Expository Text,385
Reading-Comprehension Processes,508
Narrative Text,388
Reading Diagnosis,515
National Assessment ofEducational Progress,
Reading Excellence Act,520
392
Reading Hall ofFame,521
National Commission on Reading,395
Reading-Interest Inventories,522
National Conference on Research in Language
Reading Is Fundamental,523
and Literacy,397
Reading Online,525
National Council ofTeachers ofEnglish,398
Reading Psychology: An International Quarterly,
National Institute for Literacy,399
526
National Reading Conference,400
Reading Readiness,526
National Reading Conference Yearbook,400
Reading Recovery,527
National Reading Panel,401
Reading Research and Instruction,530
The National Right to Read Foundation,404
Reading Research Quarterly,530
Reading Specialists,531
Oral Language,407 The Reading Teacher,533
Oral Language Development,411 Reading Today,534
Oral Reading,415 Reading-Writing Relationships,534
Reciprocal Teaching,535
Peer and Cross-Age Tutoring,419 Recreational Reading,539
Peer Discussion,420 Redundancy,541
Peer Status and Literacy Development,425 Refutational Texts,542
Phonics Instruction,428 Remediation,545
Phonological and Phonemic Awareness,431 Repeated Readings,548
Policy Issues in Testing,434 Research in the Teaching ofEnglish,551
The Political Nature ofLiteracy,437 Resistant Reading,552
Popular Culture,440 Round-Robin Oral Reading,553
Portfolios,443
Post-Structuralism and Structuralism,445 Scaffolded Literacy Instruction,555
Post-Typographic,448 Schema Theory,556
Predictable Books,450 Schema Theory Criticisms,558
Prior Knowledge and Misconceptions,453 Secondary-School Reading Programs,562
Prior-Knowledge Assessment,456 Semantic Feature Analysis,566
Process Writing,459 Semantic Mapping,572
Programmed Instruction,461 Semiotics,580
Psycholinguistics,462 Sight Words,581
Public Opinion and Literacy,464 Silent Reading,583
Social Constructivism,584
Questioning,469 Social Justice and Literacies,589
Social Nature ofLiteracy,595
The RAND Reading Study Group,475 Society for the Scientific Study ofReading,599
Rauding Theory,476 Sociolinguistics and Literacy,599
Readability,480 Software for Older Readers,603
Read-Alouds,486 Speed Reading,605
Reader Response,488 Spelling,606
Readers Theatre,493 Standardized Test Score Decline,610
The Reading and Writing Quarterly:Overcoming Standardized Test Score Interpretation,613
Learning Difficulties,495 Standardized Testing,615
Reading Assessment,495 Standards,617
Reading-Attitude Measures,501 Story Grammar,619
vii
Contents
Storytelling,622 Transmission Instruction,663
Structural Analysis,626
Study Guides,628 Visual Literacy,665
Study Skills and Strategies,631 Vocabulary Instruction,667
Subjectivity,632
Whole Language and Whole-Language
Teacher Education in Literacy,639 Assessment,673
Teacher Research in Literacy,643 Whole Language Umbrella,677
Television and Reading,647 Word Recognition,678
Test Preparation,650 Workplace Literacy,682
Textbooks,651 Writing across the Curriculum,686
Thematic Organizers,653 Writing Assessment,688
Think-Alouds,655 Writing Assessment in Large-Scale Contexts,
Title I,656 693
Trade Books,657
Transactional Theory,661 Zines,699
List ofAcronyms,701
Bibliography,705
Index,751
About the Editor,779
viii
Preface and Acknowledgments
This two-volume encyclopedia provides a tion of the construct and then elaborates on the
comprehensive overview ofthe study and teach- issues and research surrounding the topic. In
ing of literacy in the United States. It addresses writing the entries,authors were cautioned to re-
the learning and practice of multiple literacies, frain from opinions or position statements as
including reading,writing,listening,and speak- much as possible and were asked to document
ing,and such “new literacies”as popular culture, their sources. At the end of most entries, there
media,and technology.Intended to fill a gap in are references designed to lead the reader to
extant resources on literacy, this work presents sources cited in the entry and to further reading.
the major topics and issues in the field ofliteracy The number of citations and references was de-
in language that is as nontechnical as possible. signed to be proportional to the length ofthe en-
As Alan Purves,late author ofthe Encyclopedia try.Due to space constraints,fewer citations and
of English Studies and Language Arts (1994), references were permitted than most authors
noted,editing an encyclopedia is a daunting task. would have preferred.
The task here was made easier, however, by my The entries represent five categories.The first
collaboration as editor with the two editorial ad- is a general category of definitions, process, in-
visers.Together,we generated the initial list ofen- fluences, issues, types, and theories of literacy.
tries by perusing related works,current textbooks This category includes such topics as biliteracy,
and academic texts in the field,and past profes- English as a second language (ESL),heritage-lan-
sional conference programs. We also surveyed guage development,and multicultural concerns.
subscribers to the National Reading Conference Four other categories include literacy assess-
listserv (NRCEMAIL), an electronic discussion ment,literacy instruction,literacy resources and
group for literacy researchers and professionals, organizations,and literacy professional publica-
for suggestions on entries. In addition, authors tions and reports. To save space, many general
and contributors consulted a web site with a mas- topics include specific terms not listed as entries.
ter list ofentries and then suggested other entries For example, the entry on reader-response the-
important to such a reference.The editor,edito- ory contains explanations of the terms aesthetic
rial advisers,and contributors collaboratively de- and efferent reading.
termined the titles ofthe entries.We planned for Although the entries can be grouped into five
entries of500 to 4,000 words,with most consist- categories according to subject area, they are
ing of about 2,000 words,for a total of approxi- arranged in alphabetical order in the encyclope-
mately 400,000 words in the two volumes. dia.Readers may wish to skim the list of entries
The entries in these volumes represent a range and the index to find what they are seeking. In
of perspectives,or “frames,”on literacy that ex- addition to the entry itself,most entries are cross-
plore historical topics along with current trends. referenced by a “See Also”section at the conclu-
Entries represent both the breadth and the depth sion.This section refers readers to related entries
ofvarying theories ofliteracy.Ifa topic has been (along with references) that may be ofinterest.
the subject of well-known controversy,then it is The entries in these volumes were written
counterbalanced with an entry representing an for a broad audience. Potential readers include
opposing view.Each entry begins with a defini- academicians and students in universities and
ix