Chapter
CHAPTER 3 Speech and Writing
Socrates and Plato on Speech and Writing
The Independence of Speech and Writing
CHAPTER 4 The Origins and Co-Evolution of Literacy and Numeracy
Tallies, Numerals, and Scripts
The Origins of Writing and Numerical Notation
Early Writing and Numerals: Summary
CHAPTER 5 Are There Linguistic Consequences of Literacy? Comparing the Potentials of Language Use in Speech and Writing
Linguistic Variation within and across the Two Modes
Multi-Dimensional Studies of Spoken and Written Registers in English
Cross-Linguistic Evidence
CHAPTER 6 Becoming a Literate Language User: Oral and Written Text Construction across Adolescence
The Language of Oral and Written Text Construction
Written Language Use in Narrative and Expository Texts
CHAPTER 7 The Challenge of Academic Language
Academic Language in Use: Some Examples
Academic Language: An Inventory of Features
A Pragmatics-Based Approach to Academic Language
Academic Language: A Research Agenda
The Developmental Course and Composition of Academic-Language Skills
What Are the Early Precursors?
What Is the Role of Metapragmatic Awareness?
What Is the Effect of Mode?
Is Academic Language Truly More Grammatically Complex?
What Is the Normative Developmental Course and the Ultimate Goal?
Teaching Academic-Language Skills
Which Academic-Language Skills Should Be Instructed?
What Are Effective Pedagogical Approaches?
How Do Planning, Revision, and Rewriting Improve the Advancement of Academic-Language Skills?
How Can Schools Provide Intervention in Academic-Language Skills to Students Who Start Far Behind?
How Can the Role of Language in Self-Presentation Be Taught?
Do Students Need Instruction in Metasociolinguistic Awareness?
In What Informational Context Should Teachers Teach Academic-Language Expression?
Which Genres Are the Most Important?
CHAPTER 8 The Basic Processes in Reading: Insights from Neuroscience
The Development of Reading across Languages
The Core Role of Phonology
The Development of Phonological Awareness across Languages
The Sequence of Phonological Development
The Acquisition of Reading and Spelling Skills across Languages
The Development of Reading in Atypical Groups of Children
Children with Developmental Dyslexia
Neuroimaging of Typical and Atypical Readers
Neuroimaging of Word Recognition and Phonology in Adult Readers
Neuroimaging of Word Recognition and Phonology in Children
CHAPTER 9 Language and Literacy from a Cognitive Neuroscience Perspective
Structural and Functional Complexity of the Brain
Information-Processing Models
A Developmental Perspective on Cognition
Literacy from a Cognitive Neuroscience Point of View
The Study Population of Southern Portugal
Functional and Neuroanatomical Differences between Literacy Groups
Cognitive Differences between Literacy Groups
Color Makes a Difference: Object Naming
The Impact of Literacy on Visuomotor Integration
Short-Term Working Memory and Phonological Processing
Word and Pseudoword Processing
Words in Sentence Context
Semantic Intrusions and the Awareness of Phonological Form
Part III LITERACY AND LITERATURES
CHAPTER 10 Ways of Reading
The Personal is Social: Reflections on Reading and Solitude
Reading and Peers: School and Competition
CHAPTER 11 Conventions of Reading
CHAPTER 12 Literacy, Reading, and Concepts of the Self
CHAPTER 13 Reading as a Woman, Being Read as a Woman
CHAPTER 14 Literacy and the History of Science
Introduction: Literate Competencies Required for Dealing With Scientific Texts
Reading a Text: The Example of Algorithms
Reading Other Types of Inscriptions
Restoring Literate Skills and the Cultures Linked to Them
CHAPTER 15 Scientific Literacy
Conceptions of Scientific Literacy
Reading as Intrinsic to Science
Reading and Writing for Science
CHAPTER 16 Digital Literacy
Computer-Mediated Communication
CHAPTER 17 Literacy, Video Games, and Popular Culture
Specialist Language in Popular Culture
Situated Meaning and Video Games
Augmented by Reality: Madison 2020
Part IV LITERACY AND SOCIETY
CHAPTER 18 Ethnography of Writing and Reading
‘Meanings of Literacy’ in Different Traditions
Cognitive Approaches to Literacy
Literacy as Text: Multimodality and Multi-Literacies
Social Practice Approaches
Ethnographies of Literacy
CHAPTER 19 The Origins of Western Literacy: Social Practice Approaches
Early Literacy in Greece (Eighth–Sixth Century)
Literacy and Democracy, Literacy and the State: Public Writing on Stone in Greece and Rome
Literacy and Literacies: How Many Were Literate?
Conclusions: Literacy and Social Advancement
CHAPTER 20 Literacy from Late Antiquity to the Early Middle Ages, c. 300–800 AD
Literacy in the Late Roman Empire
Christianity and Literacy: Belief and Practice
Old Languages, New Scripts
CHAPTER 21 Chinese Literacy
History of Literacy Among Han Chinese
Development of the Types of Hanzi
Hanzi as the Centre of Literacy
The Functions of Literacy and its Impacts on Chinese Culture
Literacy in Non-Han Languages
CHAPTER 22 The Elephant in the Room: Language and Literacy in the Arab World
Who Is the Pupil Imagined to Be?
A Relationship With the Language of Literacy
Communities of Practice, Communities of Participation
Literacy and the Production of Knowledge
CHAPTER 23 Literacy, Modernization, the Intellectual Community, and Civil Society in the Western World
The Intellectual Community
The Rise of Mass Literacy
The Creation of National Systems of Education
The Literate Community, Hegemony, and Civil Society
Hegemony and Civil Society
The Literate Community and the Legacy of Antiquity
The Renaissance and the Scientific Revolution
Traditional Jurisprudence, Literacy and Civil Society
The Democratization of Knowledge and the Loss of Hegemony
Part V LITERACY AND EDUCATION
CHAPTER 24 The Teaching of Literacy Skills in Western Europe: An Historical Perspective
The Evolving Meaning of Literacy
The Evolving Methodology of Research in the History of Literacy
Literacy and Schooling: Research Conducted between 1880 and 1960
Literacy and Popular Culture: Research Conducted since the Late 1960s
Teaching to Read from the Reformation to the Age of the Enlightenment
Learning to Read as Part of Catechism: Reading and Oral Memory
Arts of Memory for Schoolchildren: Reciting, Singing, Verse, Questions and Answers
Exams of Literacy and Participation in Sacraments
Literacy and the School Curriculum
American Primers between 1750 and 1850
Schooled Literacy in an Age of Novels and Newspapers
The Distinction between Primers and First Readers
The Creation of a Primary School Curriculum and of Academic Disciplines
CHAPTER 25 The Configuration of Literacy as a Domain of Knowledge
Literacy as a Domain of Knowledge
The Configuration of a Domain of Knowledge
From Formal Constraints of Writing to its Referential-Communicative Functions
From Universal to Orthography-Specific Development
The Configuration of Literacy Is Not an Additive Process
The Process of Interpretation Gears the Development of Literacy
Psycholinguistic and Educational Implications
CHAPTER 26 Literacy and Metalinguistic Development
The Nature of Metalinguistic Development
Metalinguistic Development as a Predictor of Literacy
Literacy as a Predictor of Metalinguistic Development
Reciprocal Nature of Literacy Acquisition and Metalinguistic Development
CHAPTER 27 Cultural and Developmental Predispositions to Literacy
Cognitive and Cultural Explanations of Learning
Cognitive Tools for Literacy
Cultural Practices, Literacy and Cognitive Development
Cultural Practices and Literacy
CHAPTER 28 Literacy and International Development: Education and Literacy as Basic Human Rights
The Quiet Revolution in Schooling: The Good News
The Results: What Constitutes Success and How Do We Know?
The Teachers: Who They Are
CHAPTER 29 Adult Literacy Education in Industrialized Nations
Determining the Scale of Need
Participation in Adult Literacy Education
Participation in Provision
Professionalism of the Teaching Staff
Accountability of Provision
Measuring Learning Gains in Programs
CHAPTER 30 New Technologies for Adult Literacy and International Development
Literacy and International Development
Trends in Technology Development
Technology in Support of Literacy and Basic Skills
ICTs in Support of Basic Literacy Skills
ICTs in Support of Distance Learning
Technology in Support of a Broader Vision of Literacy
Information Literacy and the Use of Digital Information
Literacy, the Internet, and the Creation of Digital Products
Information Literacy and New Approaches to Learning and Teaching
Social Structures and Information Literacy in Developing Countries
CHAPTER 31 Literacy, Literacy Policy, and the School
Literacy as the Ability to Read and Write
Literacy as an Acquaintance with Literature
Normative Conventions of Reading
Literacy Policy: Responsibility for the Acquisition of Basic and Higher Levels of Literacy
Setting and Monitoring Criteria for Judging that One is Literate
The Cambridge Handbook of Literacy
( Cambridge Handbooks in Psychology )
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