Dimensions of Literacy

by Stephen B. Kucer

This popular text, now in its fourth edition, unpacks the various dimensions of literacy linguistic and other sign systems; cognitive; sociocultural; and developmental 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.

Linking theory and research to practice in an understandable, user-friendly manner, Dimensions of Literacy provides in-depth coverage of the dimensions of literacy, includes demonstrations and hands-on activities, examines authentic reading and writing events that reflect key concepts, and summarizes the concepts in tables and figures.

Changes in the Fourth Edition
Addresses academic language, new literacies/multiliteracies, and their relationship to literacy learning
More fully develops the developmental dimension of literacy in separate chapters on adult mediation and learner construction
Expands the discussion of multimodal literacies
Extends and integrates the discussion of bilingualism and biliteracy throughout the text
Integrates instructional implications more fully throughout

Genres: Teaching

384 pages, Paperback

First published March 1, 2001

Reviews

[Rachel · Rating 4 out of 5]

This is an excellent text to read and keep as a reference for the teaching of literacy. It does a particularly excellent job dispelling some of the more prevalent literacy myths that shift blame onto parents—particularly low-SES parents of color—rather than onto a white-supremacist education system. Kucer's work is nuanced and extremely well-researched, and while his writing is dense at times, it's mostly accessible, thanks in large part to graphic organizers and careful scaffolding. My only qualm here is that Kucer is a bit apprehensive to weigh in on phonics and the science of reading, and I think that's to his detriment. At this point there is no debate among scientists that students need direct reading instruction. Kucer touches on this, but he pulls back quickly and without his usual depth and detail.

[Kirsten · Rating 4 out of 5]

This was a really eye-opening book for me, my main issue is that the author brings up issues that he then doesn't address. This bothered me on a practical level, for instance, if we aren't assessing comprehension, how do we know whether a reader understands what they've just read? He brings up a stage view of the writing process, dismisses it, and never provides a different model.

This was the main text for an intensive graduate level course I took on reading instruction and I overall feel I came away from it with new information and understanding on reading and writing processes, which was very exciting.

[Kim · Rating 5 out of 5]

Outstanding and complete background on sociocultural literacy theory!

[Traci Underwood · Rating 4 out of 5]

Was required reading for Grad School. Deep and wordy, very wordy! Great points to ponder, but I was glad I don't need it anymore. Will keep it for reference.

[Nate Balcom · Rating 1 out of 5]

Read for UNK Gradudate Course: TE 845 Cont. Theory & Practice in Reading