Patrick Hartwell July, 1995 Indiana University of Pennsylvania Selected references on literacy Contents: 1. Overviews, anthologies, and bibliographies . . . . . . 2 2. Issues in literacy A. Literacy and cognition . . . . . . . . . . . . . 49 B. Literacy and economic development . . . . . . . . 57 C. Literacy and gender . . . . . . . . . . . . . . . 60 D. Literacy and ideology . . . . . . . . . . . . . . 63 E. Orality and literacy . . . . . . . . . . . . . . 68 3. Adult literacy; language planning A. United States and other industrial nations . . . 75 B. Elsewhere . . . . . . . . . . . . . . . . . . . . 131 4. Historical studies A. Development of Western literacy 1. Western literacy--beginnings . . . . . . . . 194 2. Greeks and Romans . . . . . . . . . . . . . 203 3. Medieval . . . . . . . . . . . . . . . . . . 218 4. Renaissance . . . . . . . . . . . . . . . . 237 5. Eighteenth century . . . . . . . . . . . . . 249 6. Nineteenth century and after . . . . . . . . 257 7. United States--to 1800 . . . . . . . . . . . 268 8. United States--after 1800 . . . . . . . . . 271 B. Historical studies of non-Western traditions . . 283 5. Observational studies of literacy . . . . . . . . . . 289 6. Experimental and text-based studies . . . . . . . . . 382 7. Orthography A. General; alphabetic orthographies . . . . . . . . 445 B. English orthography . . . . . . . . . . . . . . . 465 C. Non-alphabetic orthographies . . . . . . . . . . 472 8. Applied studies; literacy and schooling . . . . . . . 493 Note: Incomplete entries abound--most obviously, the place marker 000-000 is used when page numbers were not available; ERIC "and others" is used when full author listing was not at hand; and working notes to Selfe, generally enclosed in irony brackets (<>), appear throughout. Another note: interim, working, preliminary, draft, tentative, error-filled, incomplete copy--please do not distribute without the permission of the compiler. 1. Overviews, anthologies, and bibliographies Akinnaso, F. Niyi (1982a). On the differences between spoken and written language. Language and Speech, 25, 97-125. Literature review, covering lexical and syntactic features. Suggests further research, noting the relevance of the issue for literacy transmission. [Authoritative and suggestive.] Akinnaso, F. Niyi. (1985). On the similarities between spoken and written language. Language and Speech, 28, 323-359. Alexander, Patricia A., and others. (1991). Coming to terms: How researchers in learning and literacy talk about knowledge. Review of Educational Research, 61, 315-343. Presents a conceptual framework for organizing and relating terms pertaining to select knowledge constructs. Applebee, Arthur N., Langer, Judith A., & Mullis, Ina V. S. (1987). Learning to be literate in America: Reading, writing, and reasoning (The Nation's Report Card). Princeton, NJ: Educational Testing Service, National Assessment of Educational Progress. (ERIC Document Reproduction Service No. ED 281 162) [52 pages] Summarizes NAEP findings for educators, policymakers, and anyone concerned with the nation's reading skills. Aronowitz, Stanley. (1981). Toward redefining literacy. Social Policy, 12, 53-55. Aronowitz, Stanley, & Giroux, Henry A. (1988). Schooling, culture, and literacy in an age of broken dreams: A review of Bloom and Hirsch. Harvard Educational Review, 54, 000-000. Criticizes Bloom (1987) and Hirsch (1987). [A major statement.] Aveni, Anthony F. (1986). Non-Western notational frameworks and the role of anthropology in our understanding of literacy. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 000-000). New York: Praeger. Bailey, Richard W., & Fosheim, Robin Melanie. (Eds.). (1983). Literacy for life: The demand for reading and writing. New York: Modern Language Association of America. [272 pages] Bantock, G. H. (1966). The implications of literacy. Leicester: PUBLISHER? Barton, David. (Comp.). (1990c). New views of literacy, 1990: A bibliography. Bradford, Eng.: RaPAL. (ERIC Document Reproduction Service No. ED 333 758) [30 pages] Cites resources in 13 aspects of education relating to literacy. SEE Bataille, L‚on. (Ed.). (1976). A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (Proceedings of the International Symposium for Literacy, Persepolis, Iran). Oxford: Pergamon Press. [270 pages] [ILL: Toledo: LC5209.U584] Baumann, Gerd. (1986a). Introduction. In Gerd Baumann (Ed.), The written word: Literacy in transition (pp. 1-22). Oxford: Oxford University Press. Examines cultural and historical dimensions of "literacy" and "writing." Baumann, Gerd. (Ed.). (1986b). The written word: Literacy in transition (Wolfson College Lectures, 1985). Oxford: Oxford University Press. [197 pages] [Reviewed: Street, B. V. (1988). Man, 23, 776-777.] Beach, Richard. (1992). Adopting multiple stances in conducting literacy research. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Beach, Richard, Green, Judith L., Kamil, Michael L., & Shanahan, Timothy. (1992). Introduction. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Beach, Richard, Green, Judith L., Kamil, Michael L., & Shanahan, Timothy. (Eds.). (1992). Multidisciplinary perspectives on literacy research. Urbana, IL: National Conference on Research in English; National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 343 082) [460 pages] Collects conference papers applying different disciplinary perspectives to studying literacy, drawing not only on newer linguistic and cognitive psychological orientations, but also on cultural anthropology, sociolinguistics, reader-response theory, critical theory, and poststructuralist theory. Beach, Richard, & Pearson, P. David. (Eds.). (1979). Perspectives on literacy. Minneapolis, MN: University of Minnesota College of Education. Bendor-Samuel, David. (1983). On the study of literacy. Annual Review of Applied Linguistics, 4, 2-6. Berlin, James. (1985). Rhetoric and literacy in American colleges. In Charles W. Kneupper (Ed.), Oldspeak/newspeak: Rhetorical transformations (pp. 257-266). Arlington, TX: Rhetoric Society of America. Discusses different conceptions of rhetoric and literacy in American universities. Bhatia, Tej K. (1983). Literacy in monolingual societies. Annual Review of Applied Linguistics, 4, 23-38. Reviews the status of research on literacy. Bhola, H. S. (1985b, July). Literacy: Destiny of the human species. Paper presented at the meeting of the American Library Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 260 384) [16 pages] Discusses the biological need to speak a language and the social necessity of reading and writing. Biggs, Donald A. (1991). Literacy and the betterment of individual life. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 117- 135). Albany: State University of New York Press. Discusses how personal and "lay theories" of literacy and the good life are presented in professional articles and literature in the humanities and social sciences. Bizzell, Patricia. (1987). Literacy in culture and cognition. In Theresa Enos (Ed.), A sourcebook for basic writing teachers (pp. 125-137). New York: Random House. Review article, critical of the notion of "a great cognitive divide" in the acquisition of literacy. [Useful synthesis] Bizzell, Patricia. (1988). Arguing about literacy. College English, 50, 141-153. Criticizes the structure of conventional positions on literacy. Bizzell, Patricia. (1990). Beyond anti-foundationalism to rhetorical authority: Problems defining "cultural literacy." College English, 52, 661-675. Explains antifoundationalism, which holds that there is no necessary nor self-evident knowledge. Bizzell, Patricia. (1991b). Professing literacy: A review essay. Journal of Advanced Composition, 11, 315- 322. Redefines literacy and questions the presumption that college students already have it. Bleich, David. (1988). The double perspective: Language, literacy, and social relations. New York: Oxford University Press. [347 pages] [Reviewed: Koelb, Clayton. (1991). Journal of English and Germanic Philology, 90, 123-125.] Draws a social model of literacy at the college level, with particular reference to the reading of literature, and explores its implications. Bleich, David. (1989). Reconceiving literacy: Language use and social relations. In Chris M. Anson (Ed.), Writing and response: Theory, practice, and research (pp. 000-000). Urbana, IL: National Council of Teachers of English. Bolter, Jay David. (1987). Text and technology: Reading and writing in the electronic age. Library Resources and Technical Services, 31(1), 12-23. Discusses the importance of the computer in the history of literacy. Boomer, Garth. (1985). Fair dinkum teaching and learning: Reflections on literacy and power.. Upper Montclair, NJ: Boynton/Cook. [204 pages] Collected essays of an Australian educator, concerned with questions of teaching and power. Bormuth, John R. (1978). The value and volume of literacy. Visible Language, 12, 118-161. Bormuth, John R. (1975). Reading literacy: Its definition and assessment. In John B. Carroll & Jeanne S. Chall (Eds.), Toward a literate society: The report of The Committee on Reading of The National Academy of Education (pp. 000- 000). New York: McGraw-Hill. Botstein, Leon. (1990). Damaged literacy: Illiteracies and American democracy. Daedalus, 119, 55-84. Brandt, Deborah. (1985). Review: Versions of literacy. College English, 47, 128-138. Reviews 5 books on literacy. [Suggestive] Bright, William. (1985). The virtues of illiteracy. In U. Pieper & G. Stickel (Eds.), Studia linguistica diachonica et synchronica: Werner Winter sexagenario (pp. 93-104). Berlin: Mouton de Gruyter. Makes 3 arguments for the value of illiteracy: superior memory, offering deeper knowledge; literacy as a obstacle to knowledge; and literacy as vehicle of oppression. Brodkey, Linda. (1986). Topics of literacy. Journal of Education, 168, 47-54. Questions current definitions of the "illiterate other." Brodkey, Linda. (1992). Articulating poststructural theory in research on literacy. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Bruckerhoff, Charles E. (1991, November). Literacy in contexts: Perspectives from society: Critique of "The New Literacy." Paper presented at the meeting of the College Reading Association, Crystal City, VA. (ERIC Document Reproduction Service No. ED 341 031) [10 pages] Criticizes John Willinsky's book "The New Literacy: Redefining Reading and Writing in the Schools." Bruner, Jerome. (1984). Language, mind, and reading. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 193- 200). Portsmouth, NH: Heinemann Educational Books. Bruss, Neal, & Macedo, Donaldo P. (1984). A conversation with Paulo Freire at the University of Massachusetts at Boston. Journal of Education, 166, 215-225. Calfee, Robert. (1988). Indicators of literacy. Santa Monica, CA: Rand Corporation, Center for Policy Research in Education. (ERIC Document Reproduction Service No. ED 297 302) [51 pages] Appraises how well schools in the United States are meeting the goal of a literate populace. Carpenter, Edmund. (1974). Oh, what a blow that phantom gave me! New York: Bantam Books. An anthropologist, a colleague of McLuhan, speculates on the cognitive effects of literacy. [Fun] Carpenter, Edmund, & McLuhan, Marshall. (Eds.). (1960). Explorations in communications. Boston, MA: Beacon. Carroll, John B., & Chall, Jeanne S. (Eds.). (1975). Toward a literate society: The report of the Committee on Reading of the National Academy of Education. New York: McGraw-Hill. Cazden, Courtney B. (in press). Texts in context: The myth of autonomous text. In D. M. Topping (Ed.), Thinking: The third international conference. Hillsdale, NJ: Lawrence Erlbaum. Chall, Jeanne S. (1983). Literacy: Trends and explanations. Educational Researcher, 12(9), 3-8. Argues for the need to balance theoretical research with problem-oriented research. Clark, Roger A. (1984). Definitions of literacy: Implications for policy and practice. Adult Literacy and Basic Education, 8(3), 133-146. Analyzes four widely used types of definitions for literacy. Coe, Richard M. (1981). Literacy "crises": A systemic analysis. Humanities in Society, 4, 363-378. Coles, William E., Jr. (1983a). The literacy crisis: A challenge how? In Patricia L. Stock (Ed.), fforum: Essays on theory and practice in the teaching of writing (pp. 15-23). Upper Montclair, NJ: Boynton/Cook. Coles, William E., Jr. (1983b). Literacy for the eighties: An alternative to losing. In Richard W. Bailey & Robin Melanie Fosheim (Ed.), Literacy for life: The demands for reading and writing (pp. 248-262). New York: Modern Language Association. Collins, James L. (1982). Written texts and contexts of situation and culture: A bibliography. Rhetoric Society Quarterly, 12, 132. Comprone, Joseph J. (1986a, March). The meaning of literacy in a culture of writing and reading. Paper presented at the meeting of the Conference on College Composition and Communication, New Orleans, LA. (ERIC Document Reproduction Service No. ED 270 745) [14 pages] Argues that composition classes are "interpretive communities" and that students can translate oral forms to reading and writing. [Useful bibliography.] Comprone, Joseph. (1986b). An Ongian perspective on the history of literacy: Psychological context and today's college student writer. Rhetoric Review, 4, 138-148. Shows how Walter Ong's interpretation of the history of literacy helps explain the split between individual orientation and social perspective. Copperman, P. (1978). The literacy hoax: The decline of reading, writing and learning in the public schools and what we can do about it. New York: William Morrow. Corbett, Edward P. J. (1982). A literal view of literacy. In James Raymond (Ed.), Literacy as a human problem (pp. 137-153). University: University of Alabama Press. An essay in definition. Coulmas, Florian, & Ehlich, Konrad. (Eds.). (1983). Writing in focus. Berlin: Mouton. [405 pages] Courts, Patrick L. (1991). Literacy and empowerment: The meaning makers. New York: Bergin & Garvey. [183 pages] Covino, William A. (1991). Magic, literacy, and the National Enquirer. In Patricia Harkin & John Schilb (Eds.), Contending with words: Composition and rhetoric in a postmodern age (pp. 23-37). New York: Modern Language Association. Damon, William. (1990). Reconciling the literacies of generations. Daedalus, 119, 33-53. Daniels, H. A. (1983). Famous last words: The American language crisis reconsidered. Carbondale: Southern Illinois University Press. Reviews laments about a current "literacy crisis," concluding there may not indeed be such a "crisis." Dauzat, S. J., & Dauzat, J. (1977). Literacy in quest of a definition. Convergence, 10, 37-41. Davis, Vivian I. (1982). Literacy: A human and a legal problem. In James Raymond (Ed.), Literacy as a human problem (pp. 37-54). University: University of Alabama Press. Explores the legal implications of the 1979 Ann Arbor decision, mandating training for teachers of black youth. De Castell, Suzanne, Luke, Allan, & Egan, Kieran. (Eds.). (1986). Literacy, society, and schooling: A reader. New York: Cambridge University Press. [336 pages] [Reviewed: Bledsoe, Caroline. Man, 23, 197-198.] Delattre, E. J. (1983). The insiders. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 52-62). New York: Modern Language Association. Literates are "the insiders." Derrida, Jacques. (1967). Writing and difference (A. Barr, Trans.). Chicago, IL: University of Chicago Press. (Orig. work publ. 1967) Derrida, Jacques. (1976). Of grammatology (G. C. Spivak, Trans.). Baltimore, MD: Johns Hopkins University Press. (Orig. work pub. 1967) Derrida's work stresses the special hermeneutics of written text. [Only a representative listing.] Disch, T. (Ed.). (1973). The future of literacy. Englewood Cliffs, NJ: Prentice-Hall. Douglas, G. H. (1977). Is literacy really declining? Educational Records, 57, 140-148. Downing, Pamela, Lima, Susan D., & Noonan, Michael. (Eds.). (1992). The linguistics of literacy. Philadelphia, PA: John Benjamins. [334 pages] Draper, James A. (Ed.). (1990). Writings relating to literacy done at the Ontario Institute for Studies in Education. Toronto: Ontario Institute for Studies in Education. (ERIC Document Reproduction Service No. ED 333 765) [40 pages] Contains about three hundred citations of publications on aspects of literacy by faculty and research officers at the Ontario Institute for Studies in Education (OISE) in Toronto. Dubin, Fraida, & Kuhlman, Natalie A. (Eds.). (1992). Cross-cultural literacy: Global perspectives on reading and writing. Englewood Cliffs, NJ: Regents/Prentice Hall. [213 pages] Collects essays on literacy across cultures. Ede, Lisa. (1991). Literacy in theory and practice: One class's effort to bridge the gap. Freshman English News, 19(2), 22-23, 26. Describes the difficulties encountered in a graduate class whose students came from two very different constituencies (essentially theorists and practitioners). Eisner, Elliot. (1981). Mind as a cultural achievement. Educational Leadership, 38, 466-471. Eisner, Elliot W. (1991a). Rethinking literacy. Educational Horizons, 69(3), 120-128. Explores the many ways in which experience is represented, the development of cognitive potential, and differences in intellectual proclivities. Eisner, Elliot W. (1991b). What really counts in schools. Educational Leadership, 48(5), 10-11, 14-17. What really counts in schools is teaching children the excitement of exploring ideas, helping youngsters formulate their own problems and resolution strategies, developing multiple literacy forms, imparting the importance of wonder, creating a sense of community, and recognizing each child's personal signature. Emig, Janet. (1982). Literacy and freedom. College Composition and Communication, 00, 000-000. [Repr. Emig, Janet. (1983). The web of meaning: Essays on writing, teaching, learning, and thinking (pp. 000-000). Upper Montclair, NJ: Boynton/Cook.] Attempts to articulate, for teachers of composition, a liberatory definition of literacy. Emig, Janet. (1988). A community of inquiry: James Britton and educational research. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Engler, Balz. (Ed.). (1992). Writing and culture (Swiss Papers in English Language and Literature, 6). Tbingen: Narr. [253 pages] Erickson, Frederick. (1984). School literacy, reasoning, and civility: An anthropologist's perspective. Review of Research in Education, 54, 525-546. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 205-226). Carbondale: Southern Illinois University Press.] Stresses the need for "cultural congruence" in academic learning tasks. [Important] Fadiman, Clifton, & Howard, James. (1979). Empty pages: A search for writing competence in school and society. Belmont, CA: Fearon Pitman. [166 pages] Farrar, Mary Thomas. (1986). Four conceptions of literacy. Reading Psychology, 7(1), 43-55. Illustrates 4 conceptions of literacy: (1) decoding, (2) structural comprehension, (3) elaborative comprehension, and (4) critical thinking. Ferdman, Bernardo M. (1990). Literacy and cultural identity. Harvard Educational Review, 60, 181-204. Analyzes the relationship between literacy and cultural identity in a multicultural society and argues that cultures differ in what they view as literate behavior, influencing how individuals acquire and engage in literacy. Ferdman, Bernardo M. (1991). Becoming literate in a multiethnic society. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 95-115). Albany: State University of New York Press. Provides a theoretical framework for thinking about the way literacy and culture influence each other at the level of the individual. Frawley, William. (Ed.). (1982). Linguistics and literacy. New York: Plenum Press. [Reviewed: John-Steiner, Vera. (1986). Language, 62, 480-401.] Freedman, Sarah Warshauer, and others. (1987). Research in writing: Past, present, and future. Berkeley: University of California, Berkeley, School of Education, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 285 205) [65 pages] {} Summarizes past and current trends in writing research and the resulting implications. Freire, Paulo. (1968). Pedagogy of the oppressed (M. B. Ramos, Trans.). New York: Herder & Herder. [Repr. (1981). New York: Continuum.] Freire, Paulo. (1973). Education for critical consciousness (M. B. Ramos, Trans.). New York: Seabury. [Repr. (1982). New York: Continuum.] Freire, Paulo. (1976a). A‡...o cultural para a liberdade e outros escritos. Rio de Janeiro: Paz e Terra. [149 pages] Freire, Paulo. (1976b). Are adult literacy programmes neutral? In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development-- the spirit and declaration of Persepolis (pp. 195-200). Oxford: Pergamon Press. Freire, Paulo. (1976c). Education: The practice of freedom. London: Writers' and Readers' Publishing Cooperative. Freire, Paulo. (1978). Pedagogy in process: The letters from Guinea-Bissau (C. S. J. Hunter, Trans.). New York: Seabury. Freire, Paulo. (1979a). Conciencia e historia: La praxis educativa de Paulo Freire: Antolog¡a (2nd ed., Carlos Alberto Torres Novoa, Trans.). M‚xico: Ediciones Gernika. [172 pages] Spanish translation of Portugese work. Freire, Paulo. (1979b). Letter to adult education workers. In M. D. de Oliveira (Ed.), Guinea-Bissau '79: Learning by living and doing (IDAC Document No. 18, pp. 000-000). Geneva: Institute for Cultural Action. Freire, Paulo. (1980). Vivendo e aprendendo: Experiãencias do Idac em educa‡...o popular (Institut d'action culturelle). S...o Paulo, Brasil: Brasiliense. [125 pages] Freire, Paulo. (1981). The people speak their mind: Learning to read and write in Sao Torme and Principe (L. P. Slover, Trans.). Harvard Educational Review, 51, 27-30. Freire, Paulo. (1983). The importance of the act of reading. Journal of Education, 162, 5-11. [Special issue, "Literacy and Ideology."] Freire, Paulo. (1984). La importancia de leer y el proceso de liberaci¢n. M‚xico City: Siglo XXI. [176 pages] "Siete ensayos escritos entre 1968 y 1981." Contents: Concientizaci¢n y liberaci¢n: Una charla con Paulo Freire -- Consideraciones en torno al acto de estudiar -- Los campesinos y sus libros de lectura -- Algunas notas sobre concientizaci¢n -- La importancia del acto de leer -- Alfabetizaci¢n de adultos y bibliotecas populares: Una introducci¢n -- El pueblo dice su palabra o la alfabetizaci¢n en S...o Tom‚ e Pr¡ncipe. Freire, Paulo. (1985a). The politics of education: Culture, power, and liberation. South Hadley, MA: Bergin & Garvey. [209 pages] Freire, Paulo. (1985b). Reading the world and reading the word: An interview with Paulo Freire. Language Arts, 62, 15-21. Freire, Paulo. (1987). Letter to North American teachers. In Ira Shor (Ed.), Freire for the classroom (pp. 211-214). Portsmouth, NH: Boynton-Cook. Freire, Paulo, & Faundez, Antonio. (1989). Learning to question: A pedagogy of liberation. New York: Continuum. [142 pages] Freire, Paulo, & Escobar Guerrero, Miguel. (1985). Paulo Freire y la educaci¢n liberadora. M‚xico, D.F.: Secretar¡a de Educaci¢n P£blica, SEPCultura. [160 pages] Freire, Paulo, & Macedo, Donaldo P. (1987). Literacy: Reading the word & the world. South Hadley, MA: Bergin & Garvey. [184 pages] [Reviewed: Allen, Elizabeth. (1989). Journal of Development Studies, 25, 265-267.] Galtung, Johan. (1976). Literacy and schooling-- for what? In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 93-105). Oxford: Pergamon Press. Argues that world literacy would accomplish little, but that an enhanced literacy--"literate, autonomous, critical, constructive people" (p. 93)--would accomplish much. [An important distinction.] Galtung, J. (1977). Literacy, education and schooling--for what? (University of Oslo Papers No. 56). Oslo: University of Oslo. Garaudy, Roger. (1976). Literacy and the dialogue between civilizations. In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 229-234). Oxford: Pergamon Press. Gardner, Howard. (1986). The development of symbolic literacy. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 39-56). New York: Praeger. Examines the developmental changes in symbolic literacy, concluding that cognitive functioning may not be enough to account for reading and writing across different symbol systems. Garvin, Paul. (1954). Literacy as a problem in language and culture. Georgetown University Monographs in Languages and Linguistics, 7, 117-129. Gee, J. P. (1984). Orality and literacy: From The Savage Mind to Ways with Words. TESOL Quarterly, 20, 719-746. Interprets traditions of literacy inquiry, drawing conclusions for ESL instruction. Gee, James Paul. (1986). Literate America on illiterate America: An essay review of "Illiterate America." Journal of Education, 168, 126-140. Reviews Kozol's "Illiterate America," asserting that Kozol's argument is insensitive to cultural variation. Gee, J. P. (1988). The legacy of literacy: From Plato to Freire through Harvey Graff. Harvard Educational Review, 54, 000-000. Reviews Graff (1987). Gee, James Paul. (1990). Social linguistics and literacies: Ideology in discourses. London: Falmer Press. [203 pages] Gee, James. (1991). Socio-cultural approaches to literacy (literacies). Annual Review of Applied Linguistics, 12, 31-48. Questions several related assumptions about literacy inherited from the discipline of cognitive psychology, including the following: (1) thinking and speaking are functions of individual minds; (2) literacy is an individual mental skill involving the ability to read and write; and (3) intelligence, knowledge, and aptitude are states of individual minds. Giroux, Henry A. (1984). Public philosophy and the crisis in education. Harvard Educational Review, 54, 186-194. Goodman, Kenneth S. (1982). Language and literacy: The selected writings of Kenneth S. Goodman (2 vols.). Boston, MA: Routledge & Kegan Paul. Goodman, Kenneth S. (1984). Unity in reading. In Alan C. Purves & Olive Niles (Eds.), Becoming readers in a complex society: Eighty-Third Yearbook of the National Society for the Study of Education, Part I (pp. 000-000). Chicago, IL: National Society for the Study of Education. {} Goodman, Kenneth S. (1985). On being literate in an age of information. Journal of Reading, 28, 388-392. [Repr. (1987). In B. M. Mayor & A. K. Pugh (Eds.), Language, communication and education (pp. 399-405). London: Croom Helm.] Stresses the social, rather than school-appropriate, value of literacy. Goody, Jack; Stock, Brian; Bruner, Jerome; Shattuck, Roger; Feldman, Carol Fleisher; Olson, David R.; Adorno, Rolena; & Miller, Christopher (1988). Selections from the Symposium on "Literacy, Reading, and Power," Whitney Humanities Center, November 14, 1987. Yale Journal of Criticism, 2, 193-232. [Individual statements by the separate authors.] Grabe, William, & Kaplan, Robert B. (Eds.). (1991). Literacy [Special Issue]. Annual Review of Applied Linguistics, 12. [Note: Also cited as Grabe, William, & Kaplan, Robert B. (Eds.). (1991). Annual Review of Applied Linguistics, 12. New York: Cambridge University Press.] Graubard, Stephen R. (Ed.). (1990). Literacy in America [Special Issue]. Daedalus, 119(2). (ERIC Document Reproduction Service No. ED 335 968) [301 pages] Collects essays that address issues related to basic literacy and mathematical competence in the United States (essays separately cited). Green, M. (1984). Philosophy, reason, and literacy. Review of Educational Research, 54, 547-559. Greenlaw, M. Jean. (1987). The quest for literacy. (ERIC Document Reproduction Service No. ED 290 129) [22 pages] Addresses the issue of whether or not American society is truly literate. Gronbeck, Bruce E., Farrell, Thomas J., & Soukup, Paul A. (Eds.). (1991). Media, consciousness, and culture: Explorations of Walter Ong's thought. Newbury Park, CA: Sage Publications. [272 pages] Guthrie, John T. (1983a). Equilibrium of literacy (Research). Journal of Reading, 26, 668-670. Defines literacy as an equilibrium between the achievement of the person and the demands of the context in which the person is situated. Guthrie, John T., & Kirsch, Irwin S. (1984). The emergent perspective on literacy. Phi Delta Kappan, 65, 351-355. Proposes redefining the problem of illiteracy in terms of a "social interaction perspective." Halverson, John. (1991). Olson on literacy. Language in Society, 20, 619-640. Finds Olson' hypothesis lacks sufficient evidence, substance and coherence to support a case for any significant cognitive consequences of literacy. Halverson, John. (1992). Goody and the implosion of the literacy thesis. Man, 27, 301-317. Halverson, John. (1992). Havelock on Greek orality and literacy. Journal of the History of Ideas, 53, 148-163. Hamilton-Wieler, Sharon. (1989, April). Cultural literacy shock: A drama in three acts. Paper presented at the National Council of Teachers of English Annual Spring Conference, Charleston, SC. (ERIC Document Reproduction Service No. ED 310 400) [17 pages] Describes a verbal clash at an international seminar between Harold Rosen of the United Kingdom, who for years had called for broader views of cultural literacy, and Robert Pattison of the United States, who also had called for a similar broadening of the definition of literacy. SEE Hawkins, David. (1990). The roots of literacy. Daedalus, 119, 1-14. Hayes, John R. (1992). A psychological perspective applied to literacy studies. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Hiebert, Elfrieda H. (Ed.). (1991). Literacy for a diverse society: Perspectives, practices, and policies. New York: Teachers College Press. Hillerich, R. L. (1976). Toward an accessible definition of literacy. English Journal, 65, 50-55. Hladczuk, John, Eller, William, & Hladczuk, Sharon. (Comps.). (1989). Literacy/illiteracy in the world: A bibliography. New York: Greenwood Press. [201 pages] Hladczuk, John, Eller, William, & Hladczuk, Sharon. (1990). General issues in literacy/illiteracy: A bibliography. New York: Hoggart, Richard. (1980). The importance of literacy. Journal of Basic Writing, 3(1), 74-87. Illich, Ivan, & Sanders, Barry. (1988). A B C: The alphabetization of the popular mind. San Francisco, CA: North Point Press. [166 pages] Focuses on two movements in history: the legal movement, in the 12th and 13th centuries, from (oral) custom to (written) law, and the modern threat of computer "uniquack." Kernan, Alvin. (1989a). Literacy crises, old and new information technologies and cultural change. Language and Communication, 9, 159-173. Kintgen, Eugene R. (1988). Literacy literacy. Visible Language, 22, 149-168. Notes the proliferation of "compound literacies"-- cultural literacy, computer literacy, science literacy--and calls for renewed research on literacy as literacy. Kintgen, Eugene R., Kroll, Barry M., & Rose, Mike. (1988a). Introduction. In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds), Perspectives on literacy (pp. xi-xix). Carbondale: Southern Illinois University Press. Explores opinions on 3 consequences of literacy: cognitive, economic, and social. Kintgen, Eugene R., Kroll, Barry M., & Rose, Mike. (Eds.). (1988). Perspectives on literacy. Carbondale: Southern Illinois University Press. [475 pages] Collects 28 reprinted essays. [An invaluable resource.] Kittay, Jeffrey. (1991). Thinking through literacies. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 165-173). New York: Cambridge University Press. Lang, Berel. (1983). Preliteracy, postliteracy, and the cunning of history (Commentary). Journal of Reading, 26, 581-585. Hypothesizes two historical explanations for the phenomenon of literacy and suggests that current technological developments may preclude the need for literacy as it is known today. Langer, Judith A. (1986b). A sociolinguistic perspective on literacy. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 274 988) [39 pages] Langer, Judith A. (1988a). From research to coursework: Rethinking the shape of academic programs in literacy. Research in the Teaching of English, 22, 125-127. Calls for cross-disciplinary research. Langer, Judith A. (1988b, April). The state of research on literacy. Educational Researcher, 17(3), 42-46. Reviews 3 anthologies, finding a convergence of cross-disciplinary approaches. Langer, Judith A. (Ed.). (1987). Language, literacy, and culture: Issues of society and schooling. Norwood, N.J.: Ablex. [240 pages] [Reviewed: Swann, Joan. (1991). The Modern Language Review, 86, 144-145.] (Contents in FULLFORM.) Langford, Thomas. (1981). Literacy and belief. Literature and Belief, 1, 11-18. Lanham, Richard A. (1983). Literacy and the survival of humanism. New Haven, CN: Yale University Press. [188 pages] [Reviewed: Paulin, Tom. (1983, December 30). Times Literary Supplement, p. 1448.] Lehr, Fran. (1985). A portrait of the American as reader. Journal of Reading, 29, 170-172. [ERIC/RCS report.] Leibowitz, A. (1969). English literacy: Legal sanction for discrimination. Notre Dame Lawyer, 45(7), 7-67. Leibowitz, Arnold H. (1984). The official character of language in the United States: Literacy requirements for immigration, citizenship, and entrance into American life. Aztlan, 15, 25-70. Leichter, H. J. (1978). Families and communities as educators: Some concepts of relationship. Teachers College Record, 79, 567-658. Leichter, H. J. (1984). Families as environments for literacy. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 38-50). Exeter, NH: Heinemann Educational Books. Argues for contextual observation of family literacy. Leichter, H. J. (1985). Families as educators. In M. D. Fantini & R. L. Sinclair (Eds.), Education in school and nonschool settings (pp. 81-101). Chicago, IL: University of Chicago Press. (84th Yearbook of the National Society for the Study of Education, Part 1) Levi-Strauss, Claude. (1973). Conversations with Claude Levi-Strauss. In T. Disch (Ed.), The future of literacy (pp. 15-19). Englewood Cliffs, NJ: Englewood Cliffs. Speculates that literacy may not be an unmixed good, noting its support of hierarchical societies. Levine, Kenneth. (1986). The social context of literacy. London: Routledge & Kegan Paul. [253 pages] Limage, L. J. (1987). The right to literacy. In Norma Bernstein Tarrow (Ed.), Human rights and education (pp. 000-000). New York: Macmillan. Lloyd-Jones, Richard. (1982). Who am I unless I know you? Another view of competence. In James C. Raymond (Ed.), Literacy as a human problem (pp. 118- 134). University: University of Alabama Press. Lunsford, Andrea A., Moglen, Helene, & Slevin, James. (Eds.). (1990). The right to literacy. New York: Modern Language Association. [306 pages] Lytle, Susan L. (1991). Living literacy: Rethinking development in adulthood. Linguistics and Education, 3, 109-138. Mackie, Robert. (Ed.). (1981). Literacy and revolution: The pedagogy of Paulo Freire. New York: Continuum. [166 pages] Malicky, Grace V. (1991). Myths and assumptions of literacy education. Alberta Journal of Educational Research, 37, 333-347. Critiques two overstatements about literacy: The illiteracy problem is much worse than many people think and is getting worse; and literacy development is both the cause and the solution to many social problems and will lead to economic development. Manning-Miller, Carmen L., & Crook, James. (1993). Newspaper promotions and coverage of literacy. Journalism Quarterly, 70, 118-25. Marcuse, Herbert. (1973). The closing of the universe of discourse. In T. Disch (Ed.), The future of literacy (pp. 000-000). Englewood Cliffs, NJ: Prentice-Hall. McCormick, Kathleen. (1991). Myth #14: All literacy problems are the result of learning disabilities. Literacy Beat, 4(2). Washington, DC: Education Writers Association. (ERIC Document Reproduction Service No. ED 333 116) [6 pages] Provides an overview of learning disabilities. McDonald, Donald. (1986). Educating the oppressed: An interview with Paulo Freire. The Center Magazine, 19, 16-18. McGinley, William, & Tierney, Robert J. (1988). Reading and writing as ways of knowing and learning (Technical Report No. 423). Urbana: University of Illinois, Center for the Study of Reading.(ERIC Document Reproduction Service No. ED 294 136) [19 pages] Literacy should be viewed as the ability to enlist a repertoire of discourse forms to explore and extend thinking and learning. [A seminal statement.] Micklos, J., Jr. (1982). Reading and literacy: Alive and well. Reading Horizons, 22, 116-119. Miller, George A. (1988, September 9). The challenge of universal literacy. Science, 241, 1293-1299. Moss, Michael. (1988). Reporting on literacy: Soft selling a complex political story. Washington, DC: Education Writers Association; Institute for Educational Leadership. (ERIC Document Reproduction Service No. ED 296 176) [20 pages] Criticizes national press coverage of illiteracy. Myers, Jamie. (1988). Literacy paradigms and language research methodology. (ERIC Document Reproduction Service No. ED 300 768) [82 pages] Finds that differing views on how meaning in a literacy event is formed have a large impact upon literacy instruction and language research. National Advisory Council on Adult Education. (1987, September). Towards defining literacy (Symposium Draft Papers, Philadelphia, PA). Washington, DC: National Advisory Council on Adult Education; Philadelphia, PA: Pennsylvania University, Literacy Research Center. (ERIC Document Reproduction Service No. ED 300 667) [95 pages] Collects 4 papers with responses. National Assessment of Educational Progress. (1981). Reading, thinking, and writing: Results from the 1979-80 assessment of reading and literature (Report 11-L-01). Denver, CO: National Assessment of Educational Progress. Neuman, Susan B. (1991). Literacy in the television age: The myth of the TV effect. Norwood, NJ: Ablex. [230 pages] [Reviewed: Beniger, James R. (1992). Communication Research, 19, 396-397; Christians, Clifford G. (1992). Journal of Communication, 42, 179-184.] Examines television's influence on literacy and school learning, rejecting most negative effects. Newton, J. (1985). Literature review of the writings and conversations of Paulo Freire. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 262 207) [25 pages] Myers, Miles. (1986). The present literacy crisis and the public interest. (ERIC Document Reproduction Service No. ED 288 183) [18 pages] Argues that the public must be made aware of the historical foundation of the present literacy crisis and the necessity for better learning conditions for students. Nystrom, C. (1987). Literacy as deviance. ETC.: A Journal of General Semantics, 44, 111-115. Laments what she sees as the inevitable decline of literacy: "the literate era was an anomaly, an accident, a wrinkle in time" (115). Olson, David R. (1977a). From utterance to text: The bias of language in speech and writing. Harvard Educational Review, 00, 000-000. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 175- 189). Carbondale: Southern Illinois University Press. ] Olson, David R. (1977b). The languages of instruction: The literate bias of schooling. In Richard C. Anderson, Rand J. Spiro, & William E. Montague (Eds.), Schooling and the acquisition of knowledge (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Olson, David R. (1977c). Oral and written language and the cognitive processes of children. Journal of Communication, 27, 10-26. Olson, David R. (1980). On the language and authority of textbooks. Journal of Communication, 30, 186-196. Notes that textbooks treat as stable and known areas that are, to practicioners, unstable and unknown. Olson, David R. (1981a). The literate native speaker: Some intellectual consequences of the languages of schooling. In Florian Coulmas (Eds.), A Festschrift for native speaker (pp. 277-290). The Hague: Mouton. Olson, David R. (1981b). McLuhan: Preface to literacy. Journal of Communication, 31, 136-143. Olson, David R. (1981c). Writing: The divorce of the author from the text. In Barry M. Kroll & Roberta J. Vann (Eds), Exploring speaking-writing relationships: Connections and contrasts (pp. 000-000). Urbana, IL: National Council of Teachers of English. Explains the special demands of explicitness in written texts and speculates on the difficulties these demands pose for beginning learners. Olson, David R. (1983). Children's language and language teaching (Perspectives). Language Arts, 60, 226-233. Stresses the increasing tendency to investigate children's language development in relation to their thinking and learning rather than in isolation and to include literacy development in the oral language development model. Olson, David R. (1984). "See! Jumping!" Some oral language antecedents of literacy. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 185-192). Portsmouth, NH: Heinemann Educational Books. Olson, David R. (1985). Introduction. In D. R. Olson, N. Torrance, and A. Hildyard (Eds.), Literacy, language, and learning: The social consequences of reading and writing (pp. 1-18). New York: Cambridge University Press. Olson, David R. (1986a). Cognitive consequences of literacy. Canadian Psychologist, 27, 101-121. Olson, David R. (1986b). Interpreting texts and interpreting nature: The effects of literacy on hermeneutics and epistemology. Visible Language, 20, 302-317. [Repr. (1988). IN Roger Saljo, (Ed.), The written world: Studies in literate thought and action (pp. 123- 138). Berlin: Springer. Interprets the distinction between what is given and what is inferred as crucial for the acquisition of literacy. Olson, David R. (1988a). Mind and media: The epistemic functions of literacy. Journal of Communication, 38, 27-36. Olson, David R. (1988b). On the origins of beliefs and other intentional states in children. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 414-426). New York: Cambridge University Press. Olson, David R. (1991a). Children's understanding of text and interpretation. In Anne McKeough & Judy Lee Lupart (Eds.), Toward the practice of theory-based instruction: Current cognitive theories and their educational promise (pp. 15-30). Hillsdale, NJ: Lawrence Erlbaum Associates. Asserts that children's thought, as they are initiated into a literate society, reflects the historical progression of discourse in western culture. Olson, David R. (1991b). Literacy as metalinguistic activity. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 251-270). New York: Cambridge University Press. VERIFY TITLE Examines some of the possible ways in which the availability of a writing system could alter cognitive processes, finding the metalinguistic hypothesis the most promising avenue toward explaining the intellectual advantages of literacy. Olson, David R., & Astington, J. W. (1986). Children's acquisition of metalinguistic and metacognitive verbs. In W. Demopoulos & A. Marras (Eds.), Language learning and concept acquisition (pp. 184-199). Norwood, NJ: Ablex. Olson, David R., & Astington, Janet W. (1990). Talking about text: How literacy contributes to thought. Journal of Pragmatics, 14, 705-721. Olson, David R., & de Kerckhove, Derek. (Eds.). (1986, Summer). The origins and functions of literacy [Special Issue]. Visible Language, 20(3). Prints papers from an International Conference on McLuhan and Innis at the University of Toronto, March 1983. Olson, David R., & Hildyard, Angela. (1983a). Literacy and the comprehension and expression of literal meaning. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 291-325). Berlin: Mouton. Olson, David R., & Hildyard, A. (1983b). Writing and literal meaning. In Martin Martlew (Ed.), The psychology of writing (pp. 000-000). New York: John Wiley. Olson, David R., & Torrance, Nancy. (1981). Learning to meet the requirements of written texts: Language development during the school years. In C. Frederiksen & J. Dominic (Eds.), Writing: The nature, development and teaching of written communicaton. Vol. 2: Writing development (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Olson, David R., & Torrance, Nancy. (1983a). Literacy and cognitive development: A conceptual transformation in the early school years. In S. Meadows (Ed.), Developing thinking: Approaches to children's cognitive development (pp. 000-000). London: Methuen. Olson, David R., & Torrance, Nancy. (1983b). Literacy and the comprehension and expression of literal meaning. In F. Coulmas & K. Ehlich (Eds.), Writing in focus (pp. 000-000). Amsterdam: Mouton. Olson, David R., & Torrance, Nancy. (1987). Language, literacy, and mental states. Discourse Processes, 16, 157-168. Olson, David R., & Torrance, Nancy. (Eds.). (1991). Literacy and orality. Cambridge: Cambridge University Press. [288 pages] Collects 18 papers from a 1987 conference at the McLuhan Center at the University of Toronto. Olson, David R., Torrance, Nancy, & Hildyard, Angela. (Eds.). (1985). Literacy, language, and learning: The nature and consequences of reading and writing. New York: Cambridge University Press. [438 pages] [Reviewed: Levy, Betty Ann. (1986). Canadian Journal of Psychology, 40, 306-310; Tonkin, Elizabeth. (1987). Man, 22, 568-569; Vincent, David. (1986). Sociological Review, 34, 896-899.] Olson, Gary A. (1992). History, "praxis," and change: Paulo Freire and the politics of literacy. Journal of Advanced Composition, 12, 1-14. Describes the views and goals of Paulo Freire, and presents an interview with Freire where he discusses his life, works, writing habits, pedagogy, social ideas, research, critical literacy, and other topics. Olson, Gary A., & Gale, Irene. (Eds.). (1992). (Inter)views: Cross-disciplinary perspectives on rhetoric and literacy. Carbondale: Southern Illinois University Press. [269 pages] Ong, Walter J. (1967). The presence of the word. New Haven, CN: Yale University Press. [IUP: 401/On3p] Ong, Walter J. (1971). Rhetoric, romance, and technology. Ithaca, NY: Cornell University Press. Ong, Walter J. (1977a). African talking drums and oral noetics. New Literary History, 8, 411-429. Ong, Walter J. (1977b). Interface of the word: Studies in the evolution of consciousness and culture. Ithaca, NY: Cornell University Press. Ong, Walter J. (1977c). Oral culture and the literate mind. In D. Fisher (Ed.), Minority language and literature: Retrospective and perspective (pp. 134-139). New York: Modern Language Association. Ong, Walter J. (1978). Literacy and orality in our times. ADE Bulletin, 58, 1-7. [Repr. (1979). Profession 79 (pp. 1-7). New York: Modern Language Association.] [Repr. (1980). Journal of Communication, 30, 197-204.] [Repr. (1981). In Gary Tate & Edward P. J. Corbett (Eds.), The writing teacher's sourcebook (pp. 36-48). New York: Oxford University Press.] [Repr. (1982). Pacific Quarterly Moana, 7(2), 8-20. (Special issue devoted to the oral tradition).] [Repr. (1983). In Winifred Bryan Horner (Ed.), Composition and literature: Bridging the gap (pp. 126-140). Chicago: University of Chicago Press.] [Repr. (1987). In Theresa Enos (Ed.), A sourcebook for basic writing teachers (pp. 44-55). New York: Random House.] Asks us to see that many of our students have "secondary orality." Ong, Walter J. (1980). Reading, technology, and the nature of man: An interpretation. Yearbook of English Studies, 10, 132-149. Ong, Walter J. (1981a). Fighting for life: Contest, sexuality, and consciousness. Ithaca, NY: Cornell University Press. Ong, Walter J., S.J. (1981b). Oral remembering and narrative structures. Georgetown University Round Table on Languages and Linguistics, pp. 12-24. Ong, Walter J. (1982a). Orality and literacy: The technologizing of the word. London: Methuen. [Excerpt, (1988). Some psychodynamics of literacy. In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 28-43). Carbondale: Southern Illinois University Press.] [Reviewed: Gronbeck, Bruce. (1984). Quarterly Journal of Speech, 70, 206-208; Hall, Robert A. (1984). Language, 60, 625-630; Kerr, Stephen T. (1984). Theology Today, 41, 346+; Lazarus, Neil. (1984). Sociological Review, 32, 437-440; Olson, David R. (1984). Journal of Communication, 34, 206-209; Rivers, Elias L. (1984). Comparative Literature, 36, 162-164; Rule, Philip C. (1984). Theological Studies, 44, 531-532.] Ong, Walter J. (1982b). Reading, technology, and human consciousness. In James Raymond (Ed.), Literacy as a human problem (pp. 170-199). University: University of Alabama Press. Ong, Walter J. (1983). Writing is a humanizing technology. ADE Bulletin, 74, 13-16. Describes writing as a technology that changes thought processes and verbal expression and suggests that language and literature teachers become familiar with the processes of primary orality and literacy. Ong, Walter J. (1984). Orality, literacy, and medieval textualization. New Literary History, 16, 1-12. Ong, Walter J. (1985). Writing and the evolution of consciousness. Mosaic, 18(1), 1-10. Ong, Walter J. (1986). Writing is a technology that restructures thought. In Gerd Baumann (Ed.), The written word: Literacy in transition (pp. 23-50). New York: Oxford University Press. [Repr. (1992). In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 293-319). Amsterdam: John Benjamins. Argues for the effects of writing on consciousness. Ong, Walter J., S.J. (1987). Orality-literacy studies and the unity of the human race. Oral Tradition, 2, 371-382. Ong, Walter J., & Scherp, Angelica. (1987). Oralidad y escritura: Tecnologias de la palabra. Mexico City: Fondo de Cultura Economica. [190 pages] Otto, Wayne, and others. (1991). Defining "literacy": An examination of literate communities. In Bernard L. Hayes & Kay Camperell (Eds.), Literacy: International, national, state, and local (Ninth Yearbook of the American Reading Forum, pp. 000-000). Logan: Utah State University, College of Education; American Reading Forum. (ERIC Document Reproduction Service No. ED 340 002) Owen, Charles L. (1986). Technology, literacy, and graphic systems. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 156-187). New York: Praeger. Forecasts "enhanced literacy" as a result of the increased accessibility through interactive computer graphic technology to the as-yet unexplored sections of our catalog of graphic systems. Oxenham, J. (1981). Literacy: Writing, reading, and social organization. Boston: Routledge & Kegan Paul. Padak, Nancy D., Rasinski, Timothy V., & Logan, John. (Eds.). (1992). Literacy research and practice, foundations for the year 2000. [s.l.] : College Reading Association. Paiva, Vanilda Pereira. (1981). Paulo Freire y el nacionalismo desarrollista. M‚xico, D.F.: Extempor neos. [237 pages] Palmeri, Anthony. (1987, May). Walter J. Ong's perspectives on rhetoric. Paper presented at the meeting of the Eastern Communication Association, Syracuse, NY. (ERIC Document Reproduction Service No. ED 283 225) [52 pages] Reviews Ong's work, dividing it into 3 stages. Pattanayak, D. P. (1991). Literacy: An instrument of oppression. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 105-108). New York: Cambridge University Press. Pattison, Robert. (1983). On literacy: The politics of the word from Homer to the age of rock. New York: Oxford University Press. [246 pages] [Reviewed: Finegan, Edward. (1985). American Speech, 60, 354-357.] Reviews historical studies of literacy from the Greeks to the present day, concluding by denying a current "literacy crisis." [Urbane and readable; useful historical synthesis.] Pattison, Robert. (1985). Literacy: Confessions of a heretic. In Stephen N. Tchudi (Ed.), Language, schooling, and society (pp. 41-52). Upper Montclair, NJ: Boynton/Cook. Criticizes false assumptions about literacy, such as the assumption that literacy is "a single thing." Pattison, Robert. (1988). The stupidity crisis. ADE Bulletin, 89, 3-10. Pauly, John J. (1983). Ivan Illich and mass communication studies. Communication Research--An International Quarterly, 10, 259-280. Reviews Illich's works. Peacock, John. (1985). Writing and speech after Derrida: Application and criticism. In Francis Barker, Peter Hulme, Margaret Iverson, & Diana Loxley (Eds.), Europe and its others (Vol. 2, pp. 78-90). Colchester, Eng.: University of Essex. Petroski, Henry. (1985). Numeracy and literacy: The two cultures and the computer revolution. Virginia Quarterly Review, 61, 302-317. Phillips, Shelley. ([1986]). Television's impact on children and the positive role of parents (Selected Papers Number 53). Kensington, Australia: Foundation for Child and Youth Studies. Paper based on a talk given at the Mass Media Education National Conference (Hobort, Australia, January 1987). (ERIC Document Reproduction Service No. ED 299 015) [22 pages] Discusses issues concerning television's impact on children. Powell, W. R. (1977). Levels of literacy. Journal of Reading, 20, 488-492. Pradl, Gordon M. (1984). On coming to terms with the real literacy crisis. ETC.: A Review of General Semantics, 41, 248-266. Purves, Alan C. (1990). The scribal society: An essay on literacy and schooling in the information age. New York: Longman. [118 pages] Elaborates on the complex nature of literacy from a social, epistemological, psychological, and pedagogical perspective. Purves, Alan C. (1991). Clothing the emperor: Towards a framework relating function and form in literacy. Journal of Basic Writing, 10(2), 33-53. Argues that literacy as a technique needs to be separated from the social models of literacy which define how it will be used by whom and in what circumstances. Purves, Alan C. (1991). The textual contract: Literacy as common knowledge and conventional wisdom. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 51-69). Albany: State University of New York Press. Analyzes the special nature of school literacy, questioning whether literacy is a form of liberation. Rahnema, Majid. (1976). Literacy: For reading the word or the world? In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 165-180). Oxford: Pergamon Press. Rassekh, Shapour. (1991). Perspectives on literacy: A selected world bibliography. Beirut, Lebanon: Librairie Du Liban. [300 pages] Raymond, James C. (1980). Media transforming media: Implications of Walter Ong's stages of literacy. Rhetoric Society Quarterly, 10, 56-61. Raymond, James C. (Ed.). (1982). Literacy as a human problem. University: University of Alabama Press. [206 pages] Reeves, N. (1985). How literate is literate? Changing views of literacy in Australia. Australian Journal of Reading, 8, 55-64. Resnick, Daniel P., & Resnick, Lauren B. (1977). The nature of literacy: An historical exploration. Harvard Educational Review, 47, 370-385. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 190-202). Carbondale: Southern Illinois University Press.] Surveys changing definitions of the scope and nature of "literacy" in the West, concluding that "back to basics" is not a viable solution to the current perception of a "literacy crisis." [An important perspective.] Resnick, Daniel P., & Resnick, Lauren B. (1985). Standards, curriculum and performance: Historical and comparative perspectives. Educational Researcher, 14(ISSUE?), 5-20. Resnick, Lauren B. (1987, December). Learning in school and out. Educational Researcher, 16(9), 13-20. Criticizes the decontextualized nature of school learning. Resnick, Lauren B. (1990). Literacy in school and out. Daedalus, 119, 169-185. Robinson, J. P. (1980). The changing reading habits of the American people. Journal of Communication, 30, 141-152. Robinson, Jay L. (1983a). The social context of literacy. In Patricia L. Stock (Ed.), fforum: Essays on theory and practice in the teaching of writing (pp. 2- 12). Upper Montclair, NJ: Boynton/Cook. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 243-253). Carbondale: Southern Illinois University Press.] Robinson, Jay L. (1983b). The users and uses of literacy. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 3-18). New York: Modern Language Association. Robinson, Jay L. (1985). Literacy in the Department of English. College English, 47, 482-499. Suggests that English Departments must rethink a definition of literacy. Robinson, Jay L. (1986). Constitutive literacy: The Department of English revisited. In (EDITOR?), Profession 1986 (pp. 36-40). New York: Modern Language Association. Robinson, Jay L. (1987). Literacy in society: Writers and readers in the worlds of discourse. In David Bloome (Ed.), Literacy and schooling (pp. 327-353). Norwood, NJ: Ablex. Sketches a social model of literacy development. Robinson, Jay L. (1990). Conversations on the written word: Essays on language and literacy. Portsmouth, NH: Boynton/Cook. Rommetveit, Ragnar. (1988). On literacy and the myth of literal meaning. In Roger Saljo (Ed.), The written world: Studies in literate thought and action (pp. 13-40). Berlin: Springer. Rose, Mike. (1989). Lives on the boundary: The struggles and achievements of America's underprepared. New York: The Free Press. [255 pages] Reviews the author's experiences, with conclusions for basic education. [A major statement.] Roth, Rita. (1984). Schooling, literacy acquisition, and cultural transmission. Journal of Education, 166, 291-308. Explores the relationship between schooling and the acquisition of literacy and the implications of this relationship for cultural transmission. Ryan, John. (1992). Literacy research, policy, and practice: The elusive triangle. Annals of the American Academy of Political and Social Science, 520, 36-41. Ryan, John. (1990). What is literacy?: Critical issues for the next decade. In Patty Bossort, and others (Eds.), Literacy 2000: Make the next ten years matter (pp. 000-000). Victoria: British Columbia Ministry of Advanced Education, Training and Technology; New Westminster, BC: Douglas College; Ottawa, Ont.: National Literacy Secretariat. (ERIC Document Reproduction Service No. ED 335 443) S...lj•, Roger. (Ed.). (1988). The written world: Studies in literate thought and action. Berlin: Springer. [214 pages] Salomon, G. (1979). Interaction of media, cognition, and learning. San Francisco, CA: Jossey-Bass. Salomon, Gavriel. (1982). Television literacy and television vs. literacy. Journal of Visual/Verbal Languaging, 2(2), 7-16. Examines issues of literacy mode. Schaafsma, David. (1993). Eating on the street: Teaching literacy in a multicultural society. Pittsburgh: University of Pittsburgh Press. [229 pages] Schousboe, K., & Trolle Larsen, M. (Eds.). (1989). Literacy and society. Copenhagen: Akademisk Forlag. Schwartz, Helen J. (1990, December). Pricing literacy: The ethics of access. Paper presented at the meeting of the Modern Language Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 333 343) [8 pages] Finds computers necessary, and sketches premises for future programs. Science News. (1988, September 17). Getting a read on literacy. Science News, 134, 187. Scollon, Ron. (1985). Language, literacy and learning: An annotated bibliography. In D. R. Olson, N. Torrance, & A. Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 412- 426). New York: Cambridge University Press. Provides an informal, evaluative annotations. [Excellent] Scribner, Sylvia. (1984a). Literacy in three metaphors. American Journal of Education, 93, 6-21. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 71-81). Carbondale: Southern Illinois University Press.] Offers 3 ascending metaphors for literacy: literacy as adaptation, literacy as power, and--from religious literacy--literacy as a state of grace. Scribner, Sylvia. (1984b). The practice of writing: Where mind and society meet. In S. J. White & V. Teller (Eds.), Discourses in reading and linguistics (pp. 5-19). New York: New York Academy of Sciences. (Annals of the New York Academy of Sciences, 433) Scribner, Sylvia, & Cole, Michael. (1978b). Unpackaging literacy. Social Science Information, 17, 19-40. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.) Perspectives on literacy (pp. 57-70). Carbondale: Southern Illinois University Press. ] Scribner, Sylvia, & Cole, Michael. (1981). The psychology of literacy. Cambridge, MA: Harvard University Press. [335 pages] [Reviewed: Frances, Hazel. (1983). British Journal of Psychology, 74, 541-542; Singler, John Victor. (1983). Language, 59, 893-901.] Studies literacy among the triliterate Vai in Liberia, finding few shared cognitive effects of literacy acquisition. [Major study] Selden, R. (1978). Literacy: Current problems and current research. In Fifth report of the National Council on Educational Research (pp. 31-40). Washington, DC: U.S. Department of Education. Selfe, Cynthia L. (1987, March). Re-defining literacy: The multi-layered grammars of computers. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 280 034) [NEEDPP pages] Suggests that the multilayered grammars of computers continue to affect definitions of literacy. Shanahan, Timothy. (1992). Modes of inquiry in literacy studies and issues of philosophy of science. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Shearer, Kenneth D. (1984). The geography of information. Geolinguistics, 10, 1-11. Simonite, Vanessa. (1983). Literacy & numeracy: Evidence from the National Child Development Study. London: National Children's Bureau; Adult Literacy and Basic Skills Unit. (ERIC Document Reproduction Service No. ED 281 057) [13 pages] Reports an ongoing longitudinal study of British 23-year-olds. Smith, Frank. (1985). A metaphor for literacy: Creating worlds or shunting information? In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (p. 195-213). New York: Cambridge University Press. Snyder, Benson R. (1990). Literacy and numeracy: Two ways of knowing. Daedalus, 119, 233-256. Stark, J. (1986). Rhetoric, literacy and citizenship. Rhetoric Society Quarterly, 16, 135-143. A lawyer stresses the interaction of these forces. Steen, Lynn Arthur. (1990). Numeracy. Daedalus, 119, 211-231. Stephens, Diane, & Pearson, P. David. (1992). Multiple perspectives on multiple perspectives. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Stevens, Edward W., Jr. (1988). Literacy, law, and social order. DeKalb: Northern Illinois University Press. [278 pages] Stock, A. (1982). The United Kingdom: Becoming and staying literate. Prospects: Quarterly Review of Education, 12, 221-232. Street, Brian. (1984). Literacy in theory and practice. Cambridge: Cambridge University Press. Street, Brian V. (1988b). Literacy practices and literacy myths. In Roger Saljo (Ed.), The written world: Studies in literate thought and action (pp. 59- 72). Berlin: Springer. Street, Brian. (1989?). Putting literacies on the political agenda. RaPAL Bulletin, 10?, 000-000. Bradford, Eng.: Research and Practice in Adult Literacy. (ERIC Document Reproduction Service No. ED 340 260) NEED TO VERIFY DATE AND VOLUME AS WELL AS PAGE NUMBERS Street, Brian V., & Wickert, Rosie. (1990). Putting literacies on the political agenda [and] response to Street. Open Letter: Australian Journal for Adult Literacy Research and Practice, 1(1), 5-17. Center for Studies in Literacy Education, School of Humanities, Deakin University, Geelong, Victoria 3217, Australia. Street argues that there are many kinds of "literacies," and the Great Divide theory that illiterate people are fundamentally separate from literate people is being rejected in current policy debates. ILL Street, Brian. (Ed.). (1990, April). Literacy in development: People, language and power (Papers from the International Seminar Held at the Commonwealth Institute for International Literacy Year, London). London: Commonwealth Institute; King's Lynn, Eng.: Education for Development. (ERIC Document Reproduction Service No. ED 340 871) [88 pages] SEE Consists of papers given at, relating to, and produced by an international seminar that emphasized sharing practical experience and analyzing conditions necessary to set up and sustain a literacy program (papers not separately analyzed). Stubbs, Michael. (1982). Written language and society: Some particular cases and general observations. In Martin Nystrand (Ed.), What writers know: The language, process, and structure of written discourse (pp. 31-55). New York: Academic Press. Suhor, Charles. (1984). The role of print as a medium in our society. In Alan C. Purves & Olive Niles (Eds.), Becoming readers in a complex society: Eighty- Third Yearbook of the National Society for the Study of Education, Part I (pp. 000-000). Chicago, IL: National Society for the Study of Education. {} Sussman, Henry. (1989). High resolution: Critical theory and the problem of literacy. New York: Oxford University Press. [256 pages] [Reviewed: Carroll, Joseph. (1991). Journal of English and Germanic Philology, 90, 232-236; Reinfeld, Linda. (1990). MLN, 105, 1137-1139.] Swearingen, C. Jan. (1988). Bloomsday for literacy: how reactionaries and relativists alike undermine literacy. Freshman English News, 17(1), 2-5. Criticizes both the right (Bloom, Hirsch) and the left (Bloom, Miller) for impeding literacy. Taber, S. R. (1987). Current definitions of literacy. Journal of Reading, 30, 458-460. Tarrow, Norma Bernstein. (Ed.). (1987). Human rights and education (Comparative & International Education Series, Volume 3). New York: Macmillan. [261 pages] Discusses the relationship between human rights and education. Thimmesch, Nick. (Ed.). (1984). Aliteracy, people who can read but won't. Washington, DC: American Enterprise Institute for Public Policy Research. [59 pages] Thompson, Mark E. (1988, October). The literacy image: Assumptions and implications. Paper presented at the meeting of the North Central Reading Association, South Bend, IN. (ERIC Document Reproduction Service No. ED 299 542) [42 pages] Explores the range of illiteracy estimates. Troyka, Lynn Quitman. (1982). Perspectives on legacies and literacy in the 1980s. College Composition and Communication, 33, 252-261. [Repr. (1987). In Theresa Enos (Ed), A sourcebook for basic writing teachers (pp. 16-26). New York: Random House.] Tuman, Myron C. (1987). A preface to literacy: An enquiry into pedagogy, practice, and progress. University: University of Alabama Press. [196 pages] Tuman, Myron C. (Ed.). (1992). Literacy online: The promise (and peril) of reading and writing with computers. Pittsburgh, PA: University of Pittsburgh Press. Tuttleton, James W. (1987). Literacy at the barricades (Review Article). Commentary, 84, 45-48. Venezky, Richard L., Kaestle, Carl, & Sum, Andrew. (1987). The subtle danger: Reflections on the literacy of young adults. Princeton, NJ: Center for the Assessment of Educational Progress, Educational Testing Service. (ERIC Document Reproduction Service No. ED 284 164) [67 pages] {} Summarizes the most important results of the Young Adult Literacy Assessment, and analyzes their implications from the standpoint of unemployment, economic competitiveness, the problem of poverty, and inequality. Venezky, Richard L., Wagner, Daniel A., & Ciliberti, Barrie S. (Eds.). (1990). Toward defining literacy. Newark, DE: International Reading Association. [74 pages] Wagner, Daniel A. (Ed.). (1987). The future of literacy in a changing world. Oxford: Pergamon Press. [344 pages] Wagner, Daniel A. (1991). Literacy as culture: Emic and etic perspectives. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 11- 19). Albany: State University of New York Press. Argues that an etic perspective on literacy assumes that skills such as decoding, word- picture-matching, and reading a medicine bottle's instructions ought to have substantially the same meaning to different individuals across different cultural groups. Wagner, Daniel A. (1992c). Literacy: Developing the future (International Yearbook of Education, Vol. 43). Paris: United Nations Educational, Scientific & Cultural Organization. [146p.] ISBN: 92-3-102785-9 (pb). Puts forward a new and integrated method of analysing literacy concepts which is designed to set up linkages between childhood literacy and adult literacy, between literacy and socio- cultural environments, between literacy and economic growth and between developing and industrialized countries. Wagner, Daniel A. (Ed.). (DATE?). The future of literacy in a changing world. PUB? [Reviewed: Besnier, Niko. (1992). American Anthropologist, 92, 756-757.] Walsh, Catherine E. (Ed.). (1991). Literacy as praxis: Culture, language, and pedagogy. Norwood, NJ: Ablex. [229 pages] Walters, Keith, Daniell, Beth, & Trachsel, Mary. (1987). Formal and functional approaches to literacy. Language Arts, 65, 855-868. Distinguishes between these approaches, criticizing the reductionist tendencies of functionalist approaches. Wason, Peter. (1986). Trust in writing. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 000-000). New York: Praeger. Weber, Rose-Marie. (1983). Reading: United States. Annual Review of Applied Linguistics, 4, 111-123. Explores the increasingly important role of linguistics in literacy research and instruction. Weber, Rose Marie. (1991). Literacy in the U.S. Annual Review of Applied Linguistics, 12, 172-189. Notes that current definitions of literacy reflect a holistic view of reading and writing as linguistic enterprises situated in social and intellectual contexts. Welch, Anthony R., & Freebody, Peter. (Eds.). (1993). Knowledge, culture, and power: International perspectives on literacy as policy and practice. Pittsburgh, PA: University of Pittsburgh Press. [244 pages] Wheeler, Thomas C. (1979). The great American writing block: Causes and cures of the new illiteracy. New York: Viking Press. [189 pages] White, Anthony G. (1987). Literacy U.S.A.: A selected bibliography. Monticello, IL: Vance Bibliographies. [13 pages] White, J. B. (1983). The invisible discourse of the law: Reflections on legal literacy and general education. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 137-150). New York: Modern Language Association. White, J. B. (1984). Constituting a culture of argument: The possibilities of American law. When words lose their meaning: Constitutions and reconstitutons of language, character, and community (pp. 231-274). Chicago: University of Chicago Press. Wick, T. (1980). The pursuit of universal literacy. Journal of Communication, 30, 107-112. Wiley, Terrence. (1991). Measuring the nation's literacy: Important considerations (ERIC Digest). Washington, DC: National Clearinghouse on Literacy Education. (ERIC Document Reproduction Service No. ED 334 870) [4 pages] Focuses on measuring literacy in the United States. Williams, Dennis A., and others. (1983, May 9). Can the schools be saved? Newsweek, pp. 50-58. Discusses falling educational standards in America in light of a report issued by the national commission on excellence in education. Williams, James D., & Snipper, Grace Capizzi. (1990). Literacy and bilingualism. New York: Longman. [162 pages] Williams, Maurvene D., & Cole, John Y. (Eds.) (1989). The community of the book: A directory of selected organizations and programs (2nd ed.). Washington, DC: Library of Congress, Center for the Book. (ERIC Document Reproduction Service No. ED 307 589) [144 pages] Lists organizations that promote books and reading, administer literacy projects, and encourage the study of books. Williams, Raymond. (1983b). Writing and society. Thetford, Norfolk: Thetford-Verso. Williams, Raymond. (1983a). Culture and society, 1780-1950 (2nd ed). New York: Columbia University Press. Notes the development of a vocabulary for social analysis in the 19th century ("class," "culture," "commerce"), and explores such analysis in various authors. Winchester, Ian. (1990). The standard picture of literacy and its critics. Comparative Education Review, 34, 21-40. Characterizes changes in literacy's "standard picture" since World War II. Winston, S. (1930). Illiteracy in the United States. Chapel Hill: University of North Carolina Press. Winterowd, W. Ross. (1977). The second R in crisis: Reversing the decline in American literacy. Inside English: Journal of the English Council of the California Two-Year Colleges, 3, 000-000. {} Winterowd, W. Ross. (1983). Literacy, black holes, and Paulo Freire. Rhetoric Review, 2, 28-36. Winterowd, W. R. (1987a). Literacy: Kultur and culture. Language Arts, 65, 869-874. [Preliminary version (1986, March). Paper presented at the meeting of the Conference on College Composition and Communication, New Orleans, LA. (ERIC Document Reproduction Service No. ED 281 233) [11 pages]] Contrasts Freire's view of culture with that of Hirsch. [Important] Winterowd, W. Ross. (1987b). Literacy, linguistics, and rhetoric. In G. Tate (Ed.), Teaching composition: Twelve bibliographical essays (Rev. ed., pp. 265-290). Fort Worth: Texas Christian University Press. Review article. Winterowd, W. Ross. (1989). The culture and politics of literacy. New York: Oxford University Press. [226 pages] Wolf, Maryanne, McQuillan, Mark K., & Radwin, Eugene. (Eds.). (1980). Thought & language/language & reading. Cambridge, MA: Harvard Educational Review. [732 pages] Reprints essays from the Harvard Educational Review. Wray, David, Bloom, Wendy, & Hall, Nigel. (1989). Literacy in action. London: Falmer Press. [197 pages] Wray, David. (Ed.). (1990). Emerging partnerships: Current research in language and literacy. Philadelphia, PA: Multilingual Matters. [130 pages] Wrolstad, Merald E., & Fisher, Dennis F. (Eds.). (1986). Toward a new understanding of literacy. New York: Praeger. [331p.] Contains 14 papges from the Third Conference on the Processing of Visible Language, Warrenton, VA, June 1982. Yeakey, Carol Camp. (1990). Social change through the humanities: An essay on the politics of literacy and culture in American society. New Literary History, 21, 841-862. Zasloff, Tela. (1983). Readings on literacy: A bibliographical essay. In Daniel P. Resnick (Ed.), Literacy in historical perspective (pp. 155-170). Washington, DC: Library of Congress. [Of limited use.] Zaslove, Jerry. (1986). The bureaucratization of Eros= formalist culture and the spirit of modernity - the case of literacy and cultural value. In Matoto Ueda (Ed.), Explorations: Essays in comparative literature (pp. 326-379). Lanham, MD: University Press of America. Zuanelli Sonino, Elisabetta. (Ed.). (1989). Literacy in school and society: Multidisciplinary perspectives. New York: Plenum Press. [291 pages] Papers originated from an interdisciplinary meeting on trends in research on early literacy through mother tongues, held in Venice under the auspices of the University of Venice. 2. Issues in literacy A. Literacy and cognition Akinnaso, F. Niyi. (1981). The consequences of literacy in pragmatic and theoretical perspectives. Anthropology and Education Quarterly, 12, 163-200. Akinnaso, F. N. (1982b). The literate writes and the nonliterate chants: Written language and ritual communication in sociolinguistic perspective. In William Frawley, (Ed.), Linguistics and literacy (pp. 7-36). New York: Plenum Press. Akinnaso, F. Niyi. (1991a). Literacy and individual consciousness. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 000- 000). Albany: State University of New York Press. Aronsson, Karin. (1988). Language practices and the visibility of language: Reflections on the great divide in the light of Ethiopian oral traditions. In Roger Saljo (Ed.), The written world: Studies in literate thought and action (pp. 73-83). Berlin: Springer. Bain, Bruce, & Yu, Agnes. (1991). Qin, Han and Huang: Text reproduction and literacy in rural China: A case for Euclid and Homer. Canadian Modern Language Review/La Revue Canadienne des Language Vivantes, 47, 861-877. Debates the merits of the claim that "symbolic technologies push cognitive growth earlier and longer." Basso, Keith. (1980). Review of The domestication of the savage mind by Jack Goody. Language in Society, 9, 72-80. Disputes the causal argument of Goody (1977): "the possibility remains actively alive that the mental capacities that [Goody] believes were 'caused' by literacy are precisely those that made it possible in the first place" (p. 78). Baugh, John. (1986). Response and comment. Pre/Text, 7, 195-199. Responds to Daniell (1986), Farrell (1986), and Swearingen (1986) at their 1985 conference presentation. Includes a comment by Eric A. Havelock: "The first time I heard of this 'Great Leap' theory was right now, and I would like to state that my work does not support it" (p. 198). Bernstein, Basil. (1982). Codes, modalities, and the process of cultural reproduction: A model. Language in Society, 11, 165-201. Offers a model of cultural reproduction, more complex than his earlier notions of "elaborated and restricted codes." Bonitatibus, G. (1988). What is said and what is meant in referential communication. In J. W. Astington, P. L. Harris, & D. R. Olson (Eds.), Developing theories of mind (pp. 326-338). New York: Cambridge University Press. Review article, noting the said/meant distinction is crucial outcome of literacy, central to cognitive monitoring. Brislin, Richard W. (1983). Cross-cultural research in psychology. Annual Review of Psychology, 34, 363-400. Review article. D'Angelo, Frank J. (1982). Luria on literacy: The cognitive consequences of reading and writing. In James Raymond (Ed.), Literacy as a human problem (pp. 154-169). University: University of Alabama Press. Takes seriously claims for a "great cognitive divide" between literates and illiterates. Daniell, Beth. (1984, November). Toward a definition of literacy. Paper presented at the meeting of the National Council of Teachers of English, Detroit, MI. (ERIC Document Reproduction Service No. ED 257 114) [14 pages] Finds literacy "distinct from standard dialect." Daniell, Beth. (1986a). Against the great leap theory of literacy. Pre/Text, 7, 181-193. Argues against Ong's view that literacy is "a great cognitive leap." Rather, literacy is "enabling." Daniell, Beth. (1986b). Ong's great leap: The politics of literacy and orality (Doctoral dissertation, University of Texas-Austin, 1986). Dissertation Abstracts International, 00, 000A. (University Microfilms No. 00000) Daniell, Beth. (1987, March). The uses of literacy theory: The great leap and the rhetoric of retreat. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 281 197) [16 pages] Criticizes the Great Leap theory of literacy. [Helpful] Daniell, Beth. (1988, March). Re-reading Ong: Literacy and social change. Paper presented at the meeting of the Conference on College Composition and Communication, St. Louis, MO. (ERIC Document Reproduction Service No. ED 294 216) [14 pages] Criticizes Ong's use of Luria's data. [An important criticism of Ong's work.] Denny, J. Peter. (1991). Rational thought in oral culture and literate decontextualization. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 66-89). New York: Cambridge University Press. Rejects most strong claims for for the effects of literacy on human cognition, and contends that literacy supports (only) a greater tendency for decontextualization. Feldman, Carol Fleisher. (1991). Oral metalanguage. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 47-65). New York: Cambridge University Press. Argues against the "general claim" that writing and the spread of literacy have given rise to the particular forms of consciousness found in modern Western thought. Foley, Michele. (1989). Literacy and thought. Cahiers Linguistiques d'Ottawa, 17, 1-32. Fondacaro, Rocco, & Higgins, E. Tory. (1985). Cognitive consequences of communication mode: A social psychological perspective. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 73-101). Cambridge: Cambridge University Press. Frake, Charles O. (1983). Did literacy cause the great cognitive divide? [Review Article]. American Ethnologist, 10, 368-371. Ginsberg, H. (1977). Some problems in the study of schooling and cognition. Quarterly Newsletter of the Institute for Comparative Human Development, 1(1), 7-10. Glick, J. (1975). Cognitive development in cross-cultural perspective. In F. D. Horowitz (Ed.), Review of child development research (vol. 4, pp. 595-654). Chicago, IL: University of Chicago Press. Goodnow, Jacqueline J. (1977). The nature of intelligent behavior: Questions raised by cross-cultural studies. In Lauren B. Resnick (Ed.), The nature of intelligence (pp. 169-188). Hillsdale, NJ: Lawrence Erlbaum. Questions using Western scientific thought as the measure of "intelligent behavior." [Important] Goodnow, Jacqueline. (1986). Cognitive and other factors in reading and writing with words and pictures. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 000-000). New York: Praeger. Goody, Jack. (1972, May 12). Literacy of the non-literate. Times Literary Supplement, pp. 539-540. Goody, Jack. (1977a). The domestication of the savage mind. New York: Cambridge University Press. [179 pages] Goody, Jack. (1977b). Literacy and classification: Turning the tables. In R. K. Jain (Ed.), Text and context (pp. 000-000). Philadelphia, PA: ISHI. Goody, Jack. (1980). Thought and writing. In E. Gellner (Ed.), Soviet and western anthropology (pp. 000-000). London: Gerald Duckworth. Goody, Jack. (1982). Alternate paths to knowledge in oral and literate cultures. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 201-215). Norwood, NJ: Ablex. Notes that oral cultures value 1) communal knowledge, 2) spiritual knowledge, and 3) "deep" knowledge. Goody, Jack. (1983). Literacy and achievement in the Ancient World. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 83-97). Berlin: Mouton. Goody, Jack. (1985). The logic of writing and the organization of society. New York: Cambridge University Press. Goody, Jack. (1986). Writing, religion and revolt in Bahia. Visible Language, 20, 318-343. Discusses the psychosocial consequences of literacy as a "technology of the intellect" (p. 318), using a 19th century Brazilian revolt and the preliterate LoDigaa in Africa. Goody, Jack. (1987). The interface between the written and the oral. New York: Cambridge University Press. [328 pages] Goody, Jack. (Ed.). (1968). Literacy in traditional societies. New York: Cambridge University Press. [347 pages] [Repr. (1975). [Paperback edition].] Goody, Jack, Cole, Michael, & Scribner, Sylvia. (1977). Writing and formal operations: A case study among the Vai. Africa, 47, 289-304. Goody, Jack, & Watt, Ian. (1963). The consequences of literacy. Comparative Studies in Society and History, 5, 304-345. [Repr. (1968). In Jack Goody (Ed.), Literacy in traditional societies (pp. 27-68). New York: Cambridge University Press.] [Repr. (1976). In J. Karabel & A. H. Halsey (Eds.), Power and ideology in education (pp. 000-000). New York: Oxford University Press.] [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 3-27). Carbondale: Southern Illinois University Press.] The classic statement of the "great leap forward" theory of literacy. Greenfield, P. M. (1972). Oral and written language: The consequences for cognitive development in Africa, the United States, and England. Language and Speech, 15, 169-178. Greenfield, P. M. (1976). Cross-cultural research and Piagetian theory: Paradox and progress. In K. F. Riegel & J. A. Meachan (Eds.), The developing individual in a changing world (vol. 2, pp. 322-343). The Hague: Mouton. Greenfield, P. M., & Bruner, J. S. (1969). Culture and cognitive growth. In D. A. Goslin (Ed.), Handbook of socialization: Theory and research (pp. 000-000). New York: Rand McNally. Horton, R. (1970). African traditional thought and Western science. In B. R. Wilson (Ed.), Rationality (pp. 000-000). Oxford: Basil Blackwell. Laboratory of Comparative Human Cognition. (1979). What's cultural about cross-cultural communication? Annual Review of Psychology, 30, 145-172. Review article. Laboratory of Comparative Human Cognition. (1983). Culture and cognitive development. In W. Kessen (Ed.), Mussen's handbook of child psychology: Vol. 1. History, theory, and method (4th ed., pp. 295-256). New York: John Wiley. Lave, J. (1977). Cognitive consequences of traditional apprenticeship training in West Africa. Anthropology and Education Quarterly, 8, 177-180. Lloyd, Barbara, & Gay, John. (Eds.). (1981). Universals of human thought: Some African evidence. Cambridge: Cambridge University Press. [273 pages] Luria, A. R. (1976). Cognitive development: Its cultural and social foundations (M. Cole, Ed.; M. Lopez-Molinas & L. Solotaroff, Trans.). Cambridge: Harvard University Press. Malpas, R. S. (1975). On the theoretical basis of methodology: A return to basics. In D. Price-Williams (Ed.), Explorations in cross-cultural psychology (pp. 64-72). San Francisco: Chandler & Sharp. Nickerson, Raymond S. (1986). Literacy and cognitive development. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 5-38). New York: Praeger. Looks at common features of different writing systems and further examines the issue as to whether different orthographies make different demands on the beginning reader. Rogof, Barbara. (1981). Schooling and the development of cognitive skills. In H. C. Triandis & A. Heron (Eds.), A handbook of cross-cultural psychology (vol. 4, pp. 233-294). Boston, MA: Allyn & Bacon. [335 pages] Review article, concluding that many cognitive effects attributed to literacy are rather the effect of schooling. [Important corrective] Rogoff, B., & Gardner, W. (1983). Adult guidance of cognitive development. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 95-116). New York: Cambridge University Press. Rowe, Helga H. (Ed.). (1991). Intelligence: Reconceptualization and measurement. Hillsdale, NJ: Lawrence Erlbaum Associates; Hawthorn, Vict.: Australian Council for Educational Research. [312p.] Scribner, Sylvia. (1974a). Developmental aspects of categorized recall in a West African society. Cognitive Psychology, 6, 475-494. Scribner, Sylvia. (1974b). Recall of classical syllogisms: A cross-cultural investigation of error on logical problems. In R. Falmagne (Ed.), Psychological studies of logic and its development (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Scribner, Sylvia. (1976). Situating the experiment in cross-cultural research. In K. F. Riegel & J. A. Meacham (Eds.), The developing individual in a changing world (vol. 1, pp. 310-321). The Hague: Mouton. Scribner, Sylvia. (1979). Modes of thinking and ways of speaking: Culture and logic reconsidered. In R. O. Freedle (Ed.), Discourse production and comprehension (pp. 223-243). Hillsdale, NJ: Lawrence Erlbaum. Scribner, Sylvia. (1983). Studying working intelligence. In B. Rogoff & J. Lave (Eds.), Everyday cognition: Its development in social context (pp. 9-44). Cambridge, MA: Harvard University Press. Scribner, Sylvia, & Cole, Michael. (1973, November 9). Cognitive consequences of formal and informal education. Science, 182, 555-559. Scribner, Sylvia, & Cole, Michael. (1978a). Literacy without schooling: Testing for intellectual effects. Harvard Educational Review, 48, 448-461. Sekuler, Robert. (1986). Some things cognitive psychology says about literacy. In Merald E. Wrolstad & Dennis F. Fisher (Eds.), Toward a new understanding of literacy (pp. 70-79). New York: Praeger. Suggests some broad lessons that cognitive psychology has to offer students of literacy based on the description of the mind as a large set of subsystems whose identities and interactions are constantly in flux. Serpell, Robert. (1976). Culture's influence on behavior. London: Methuen. Singler, John Victor. (1983). The psychology of literacy (Review Article). Language, 59, 893-901. Street, Brian. (1988a). A critical look at Walter Ong and the "great divide." Aspects, 1(1), 000-000. [Excerpted (1988b). Literacy Research Center, 4(1), 1, 3, 5.] Criticizes Ong's view empirically, methodologically, and theorically. Todd, Emmanuel. (1987). The causes of progress: Culture, authority, and change. Oxford: Basil Blackwell. [217 pages] Translation of: L'enfance du monde. Tuman, Myron C. (1983). Words, tools, and technology [Review of Ong (1982)]. College English, 45, 769-779. Winch, C. A. (1983). Education, literacy and the development of rationality. Journal of Philosophy of Education, 17, 187-200. Argues that becoming literate does not mark a step toward a more developed type of rationality. B. Literacy and economic development Anderson, C. A. (1965). Literacy and schooling and the development threshold. In C. A. Anderson & M. J. Bowman (Eds.), Education and economic development (pp. 347-367). Chicago, IL: University of Chicago Press. Benton, Lauren, & Noyelle, Thierry. (1992). Adult illiteracy and economic performance. Paris: Organisation for Economic Cooperation and Development, Centre for Educational Research and Innovation. (ERIC Document Reproduction Service No. ED 340 922) [87 pages] Reports findings from national surveys of literacy levels to clarify the nature and magnitude of the literacy problem. Blaug, M. (1966). Literacy and economic development. School Review, 74, 393-418. Bowen, W. G. (1968). Assessing the economic contribution of education. In M. Blaug (Ed.), The economics of education (Vol. 1, pp. 67-100). Harmondsworth, England: Penguin Books. Bowman, M. J., & Anderson, C. A. (1976). Education and economic modernization in historical perspective. In L. Stone (Ed.), Schooling and society (pp. 3-19). Baltimore, MD: Johns Hopkins University Press. Cutright, Phillips, & Hargens, Lowell L. (1984). The threshold hypothesis: Evidence from less developed Latin American countries, 1950 to 1980. Demography, 21, 459-473. Duffy, James E. (1990). Education and economics: A mandate for literacy (A "Bulletin" Special). NASSP Bulletin, 74, 48-53. Illustrates the convergence of education and the economy by the emergence of the global marketplace and the changing nature of work in the U.S. Fisher, E. A. (1982). Illiteracy in context. Prospects, 12, 155-162. [Repr. (1987). In B. M. Mayor & A. K. Pugh (Eds.), Language, Communication and Education (pp. 406-416). London: Croom Helm.] Provides economic and other measures for "largely literate" and "largely illiterate" countries. Hanson, John R. (1989). Education, economic development, and technology transfer: A colonial test. Journal of Economic History, 49, 939-957. Hoachlander, E. Gareth, Kaufman, Phillip, & Wilen, Elliot. (1991). Indicators of education and the economy. Berkeley, CA: National Center for Research in Vocational Education. (ERIC Document Reproduction Service No. ED 329 793) [51 pages] Examines eighteen indicators important for discussions about education and the economy and strategies for public policy. Innis, Harold A. (1950). Empire and communication. New York: Oxford University Press. [Repr. (1972). Toronto: University of Toronto Press.] Innis, Harold. (1951). The bias of communication. Toronto: University of Toronto Press. [Repr. (1964). Toronto: University of Toronto Press.] Khan, Shahrukh R., and others. (1991). Causality between literacy and labor productivity. Economics of Education Review, 10, 245-251. Utilizes the Granger causality test to estimate cause and effect relationships between literacy and labor productivity in Pakistani manufacturing and agricultural sectors. Meister, A. (1973). Alphabetisation et developpement. Paris: Anthropos. Pick, James B., Tellis, Glenda L., & Butler, Edgar W. (1989). Fertility determinants in the oil region of Mexico. Social Biology, 36, 45-66. Schumann, H., Inkeles, A., & Smith, D. (1967). Some social and psychological effects and non-effects of literacy in a new nation. Economic Development and Cultural Change, 16, 1-14. Singh, Ram D. (1992). Underinvestment, low economic returns to education, and the schooling of rural children: Some evidence from Brazil. Economic Development and Cultural Change, 40, 645-664. Smith, James P. (1984). Race and human capital. American Economic Review, 74, 685-698. Discussion. (1986). 76, 1221-1229. Thomas, Audrey M. (1989). The social and economic costs of illiteracy. Prospects, 19, 537-547. Analyzes economic and social costs of functional illiteracy in industrialized countries, highlighting Canada and the United States. Tresserras, R., Canela, J., & Alvarez, J. (1992). Infant mortality, per capita income, and adult illiteracy: An ecological approach. American Journal of Public Health, 82, 435-438. Studies the ecological association of infant mortality rate (IM) with per capita income (PI) and prevalence of adult illiteracy (AI) using 103 countries as units of analysis. Waiser, M. (1980, October). An alternative theoretical approach to the study of literacy and its role in development. Paper presented at the meeting of the Latin American Studies Association, WHERE? (ERIC Document Reproduction Service No. ED 202 092) [000 pages] Windham, Douglas M. (1991). Literacy, economic structures, and individual and public policy incentives. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 23-36). Albany: State University of New York Press. Analyzes how the interactive relationship between literacy and economic structures presents configurations of incentives (negative and positive) that vary among individuals and within and among nations. C. Literacy and gender Ballara, Marcela. (1992). Women and literacy. Atlantic Highlands, NJ: Zed Books. [84 pages] Bogdan, Deanne. (1990). Feminism, romanticism, and the new literacy in response journals. In Mike Hayhoe & Stephen Parker (Eds.), Reading and response (pp. 62- 72). Milton Keynes, Eng.: Open University Press. Bown, Lalage. (1990). Preparing the future--women, literacy and development:The impact of female literacy on human development and the participation of literate women in change (ActionAid Development Report No. 4). Chard, Eng.: ActionAid. (ERIC Document Reproduction Service No. ED 340 881) [59 pages] Examines outcomes of 43 project case studies and a country case study (Nepal) were examined to identify the impact of adult women's literacy. Gaskell, Jane, & McLaren, Arlene. (Eds.). (1987). Women and education: A Canadian perspective (Revised versions of papers presented at the conference "Women and Education," Vancouver, British Columbia, Canada, June 1986). Ottawa: Canadian Social Science and Humanities Research Council. (ERIC Document Reproduction Service No. ED 300 663) [395 pages] Contains 16 papers that explore the relationship between feminist research and education, especially in Canada. Gilbert, Pam. (1989). Personally (and passively) yours: Girls, literacy and education. Oxford Review of Education, 15, 257-265. Challenges teachers' assumptions that language and literature are neutral fields of study and suggests alternative nonsexist approaches to education. Hollis, Karyn L. (1987, March). Literacy theory, context and feminist response. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 292 098) [25 pages] Argues for general application of the principles of activist education common to women's studies programs. Horsman, Jennifer. (1990). Something in my mind besides the everyday: Women and literacy. Toronto: Women's Press. [238 pages] Kramarae, Cheris. (1984). ESSAY TITLE?? Journal of English and Germanic Philology, 83, 549-551. Kramarae, Cheris, Schulz, Muriel, & O'Barr, William M. (Eds.). (1984). Language and power. Beverly Hills, CA: Sage Publications. [320 pages] McGann, Patrick. (1988, March). Women and the dichotomy of literacy: Public/private discourse. Paper presented at the meeting of the Conference on College Composition and Communication, St. Louis, MO. (ERIC Document Reproduction Service No. ED 294 200) [15 pages] Views women's literacy in America from the Colonial period until the present. Ramdas, Lalita. (1989). Women and literacy: A quest for justice. Prospects, 19, 519-530. Links literacy for women with justice and empowerment. Ramdas, Lalita. (1990). Gender issues and literacy: An analysis. Convergence, 23(4), 37-48. Examines documents generated by the World Conference on Education for All, finding a lack of understanding of gender issues. Safman, Phyllis C. (1986, October). Illiterate women: New approaches for new lives. Paper presented at the Annual Conference of the American Association for Adult and Continuing Education, Hollywood, FL. (ERIC Document Reproduction Service No. ED 275 856) [17 pages] Indentifies 3 factors that contribute to illiteracy among women--social acculturation and sex-role stereotyping, personal problems that promote high school incompletion, and institutional barriers to women in adult basic education programs. Salice, Barbara. (1988). Women and illiteracy in the United States: A feminist view (Revised). (ERIC Document Reproduction Service No. ED 299 434) [26 pages] Cites feminist perspectives on literacy. Stromquist, Nelly P. (1990c, October). Women and literacy: Promises and constraints. Paper presented at the International Conference on World Literacy in the Year 2000, Philadelphia, PA. (ERIC Document Reproduction Service No. ED 338 117) [28 pages] Argues that the subordination of women is related to the sexual division of labor and the control of women's sexuality, which in turn affect women's participation in literacy programs. Stromquist, Nelly P. (1992). Women and literacy: Promises and constraints. Annals of the American Academy of Political and Social Science, 520, 54-65. Turner, Susan. (Ed.). (1990). The literacy issue: Feminist perspectives on reading and writing [Special Issue]. Voices Rising, 4(1). Jan-Feb 1990. (ERIC Document Reproduction Service No. ED 328 102) [45 pages] Wolfe, Leslie R. (Ed.). (1991). Women, work, and school: Occupational segregation and the role of education. Boulder, CO: Westview Press. (Document not available from EDRS; abstract available as ERIC Document Reproduction Service No. ED 341 321) [225 pages] Contains 13 papers examining the link between sex stereotyping in education and occupational inequities in the workplace (papers not separately analyzed). D. Literacy and ideology Auerbach, Elsa. (1991). Literacy and ideology. Annual Review of Applied Linguistics, 12, 71-85. Considers how student diversity positions learners, teachers, and researchers with respect to existing inequities and relations of domination and subordination. Bee, B. (1981). The politics of literacy. In R. Mackie (Ed.), Literacy and revolution (pp. 000-000). New York: Continuum. Bhola, H. S. (1992, March). Literacy, knowledge, power, and development--multiple connections. Paper presented at a workshop on "People Empowerment: Challenges for Access in the Developing World," Bloomington, IN. (ERIC Document Reproduction Service No. ED 345 587) [22 pages] Argues that development must offer people not only release from poverty but also social esteem and political freedom. Bizzell, Patricia. (1991a). Power, authority, and critical pedagogy. Journal of Basic Writing, 10(2), 54- 70. Addresses the problem of left-liberal educators who want to promote their own values through their teaching but fear that doing so would contradict these values. Blitz, Michael, & Hurlbert, C. Mark. (1989). Literacy demands and institutional autobiography. Works and Days: Essays in the Socio-Historical Dimensions of Literature and the Arts, 7(1), 7-33. Bourdieu, P. (1967). Systems of education and systems of thought. International Social Science Journal, 19, 338-358. Bourdieu, P. (1977a). Cultural reproduction and social reproduction. In J. Karabel & A. H. Halsey (Eds.),Power and ideology in education (pp. 000-000). New York: Oxford University Press. Bourdieu, P. (1977b). The economics of linguistic exchange. Social Science Information, 6, 645-668. Bourdieu, P. & Passeron, J. C. (1977). Reproduction: In education, society, and culture. Beverly Hills, CA: Sage. Brannon, Lil. (1991). Reconstructing the classroom: Literacy and the problem of choice. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 000-000). Albany: State University of New York Press. D'Amico-Samuels, Deborah. (1990b). Families, inequality, and power: The cultural politics of literacy. Information Update, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 329 719) Focuses on the importance of understanding the different models used in interpreting the causes of illiteracy and the cultural politics of literacy. Giroux, Henry A. (1978). Writing and critical thinking in the social studies. Curriculum Inquiry, 8, 291-310. Giroux, Henry A. (1981). Literacy, ideology, and the culture of schooling. Humanities in Society, 4, 335-362. Giroux, Henry A. (1983). Theory and resistance in education: A pedagogy for the opposition. South Hadley, MA: Bergin & Garvey. Suggests that current pedagogies for literacy are reproductive of a liberal ideology, and argues for a newer, "critical literacy." Giroux, Henry A. (1987). Critical literacy and student experience: Donald Graves' approach to literacy. Language Arts, 64, 175-181. Argues that Donald Graves' approach to critical literacy provides a crucial insight into the learning process. Giroux, Henry A. (1988). Literacy and the pedagogy of voice and political empowerment. Educational Theory, 38, 61-75. Giroux, Henry A. (1990). Reading texts, literacy, and textual authority. Journal of Education, 172, 84- 103. Presents dominant approaches to English teaching as reinforcing social inequality by excluding works considered marginal with respect to mainstream society. Giroux, Henry A. (1992a). Literacy, pedagogy, and the politics of difference. College Literature, 19, 1-11. Giroux, Henry A. (1992b). Paulo Freire and the politics of postcolonialism. Journal of Advanced Composition, 12, 15-26. Asserts that Paulo Freire's work has been appropriated in ways that denudes it of some of its important political insights. Giroux, Henry A., & McLaren, P. (1986). Teacher education and the politics of engagement. Harvard Educational Review, 56, 213-238. Argues that literacy instruction must be embedded in social context and social responsibility. Glaser, Hermann. (1984). Literitat als ein heuristisches Instrument fur Kulturpolitik. Der Deutschunterricht: Beitrage zu Seiner Praxis und Wissenschaftlichen Grundlegung, 36, 51-60. Hodge, R. I. V. (1977). Literacy and society: Some consequences of linguistic modes of production. UEA Papers in Linguistics, 4, 1-17. King, James R. (1990, December). Critical theory and teaching literacy. Paper presented at the meeting of the National Reading Conference, Miami, FL. (ERIC Document Reproduction Service No. ED 333 335) [31 pages] Examines 3 views of critical theory: Critical social theory, feminist theory, and child advocacy. King, James R., & Stahl, Norman A. (1991). Oral history as a critical pedagogy: Some cautionary issues. In Bernard L. Hayes & Kay Camperell (Eds.), Literacy: International, national, state, and local (Ninth Yearbook of the American Reading Forum, pp. 000-000). Logan: Utah State University, College of Education; American Reading Forum. (ERIC Document Reproduction Service No. ED 340 002) Language Arts. (1992). Politics and literacy [Special Issue]. Language Arts, 69(5). Lankshear, Colin, & McLaren, Peter. (Eds.). (1993). Critical literacy: Politics, praxis, and the postmodern. Albany: State University of New York Press. [443 pages] Lazere, Donald. (1987b). Literacy and mass media: The political implications. New Literary History, 18, 237-255. McLaren, Peter. (1993). Critical literacy and postcolonial praxis: A Freirian perspective. College Literature, 19, 7-27. O'Barr, William M. (1984). Asking the right questions about language and power. In Cheris Kramarae, Muriel Schulz, & William M. O'Barr (Eds.), Language and power (pp. 260-280). Beverly Hills, CA: Sage Publications. Ohmann, Richard. (1982). Reflections on class and language. College English, 44, 1-17. [Repr. (1986). In Harold B. Allen & Michael D. Linn (Eds.), Dialect and language variation (pp. 284-303). Orlando, FL: Academic Press.] [Repr. (1987). In Richard Ohmann, Politics of letters (pp. 275-293). Middletown, CT: Wesleyan University Press.] Notes that, from videotape evidence from the urban U.S., that working-class speakers do speak a "restricted code," but notes also that interviewers structure questions so as to elicit that code. Ohmann, Richard. (1985). Literacy, technology, and monopoly capital. College English, 47, 675-689. [Repr. (1987). In Richard Ohmann, Politics of letters (pp. 215-229). Middletown, CT: Wesleyan University Press.] Speculates that calls for "computer literacy" will lead to class inequities similar to those imposed by literacy instruction. Ohmann, Richard. (1986). Reading and writing, work and leisure. In Thomas Newkirk (Ed.), Only connect: Uniting reading and writing (pp. 000-000). Upper Montclair, NJ: Boynton/Cook. {} Power, S. G. (1983). The politics of literacy. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 21-29). New York: Modern Language Association. Ramdas, Lalita. (1987). Literacy and empowerment. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Sledd, James. (1991). Response to "language, politics, and composition: A conversation with Noam Chomsky." Journal of Advanced Composition, 11, 443-446. Responds to the conversation of two eminent compositionists with Noam Chomsky. E. Orality and literacy Beil, J. (1983). Select bibliography on orality and literacy. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 277-281). La Salle, IL: Monist Library of Philosophy. Bhola, H. S. (1991f, March). Symbiosis, printspeak, and politics: Topics in the orality and literacy debate. Paper presented at a seminar on Orality and Literacy, Bloomington, IN. (ERIC Document Reproduction Service No. ED 331 318) [9 pages] Orality and literacy are not antithetical, rather they exist in a complex symbiosis at the individual, family, and community levels. Demonstrates this claim by examining "printspeak," oral speech with a written character. Birnbaum, Henrik. (1985). Orality, literacy, and literature in Old Rus'. Die Welt der Slaven: Halbjahresschrift fur Slavistik, 30, 161-196. Bloomfield, Leonard. (1927). Literate and illiterate speech. American Speech, 2, 10, 432-439. Bradley, Henry. (1914). Spoken and written English. Proceedings of the British Academy, 6, 211-232. [Repr. (1970). The collected papers of Henry Bradley (pp. 168-188). College Park, MD: McGrath.] Brandt, Deborah. (1989). The message is the massage: Orality and literacy once more. Written Communication, 6, 31-44. Bright, William. (1982a). Literature: Written and oral. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 271-283). Norwood, NJ: Ablex. Stresses the need to revalue Native American oral literature. Chafe, Wallace. (1979). The flow of thought and the flow of language. In T. Givon (Ed.), Syntax and semantics, 12: Discourse and syntax (pp. 159-181). New York: Academic Press. Chafe, Wallace L. (1982). Integration and involvement in speaking, writing, and oral literature. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 35-53). Norwood, NJ: Ablex. Chafe, Wallace L. (1985). Linguistic differences produced by differences between speaking and writing. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 105-123). Cambridge: Cambridge University Press. Chafe, Wallace. (1992). Information flow in speaking and writing. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 17-29). Amsterdam: John Benjamins. Chafe, Wallace L., & Danielewicz, J. (1987). Properties of spoken and written language. In R. Horowitz & S. J. Samuels (Eds.), Comprehending oral and written language (pp. 000-000). Orlando, FL: Academic Press. [Preliminary version. (1987, May). Properties of spoken and written language (Technical Report No. 5). Berkeley: University of California-Berkeley Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 282 230)] Obtains formal and informal spoken and written samples from 20 professors and graduate students, finding increased detachment with level of formality. Cox, Gary N. (1992, March). Orality and literacy-- the real difference: A historical perspective. Paper presented at the meeting of the Conference on College Composition and Communication, Cincinnati, OH. (ERIC Document Reproduction Service No. ED 346 472) [10 pages] Reviews Hittite data from 15th-century BCE residents of the ancient city of Nuzi. Cullmann, O. (1950). "KYRIOS" as designation for the oral tradition concerning Jesus. Scottish Journal of Theology, 3, 180-197. Durant, A. (1984). The concept of secondary orality: Observations about text in modern communications media. Dalhousie Review, 64, 332-353. Egan, K. (1987). Literacy and the oral foundations of thought. Harvard Educational Review, 57, 445-472. Einhorn, L. (1978). Oral style and written style: An examination of differences. Southern Speech Communication Journal, 43, 302-311. Enos, Richard Leo, & Ackerman, John M. (1991). Walter J. Ong and the archaeology of orality and literacy: A theoretical model for historical rhetoric. In Bruce E. Gronbeck, Thomas J. Farrell, & Paul A. Soukup (Eds.), Media, consciousness, and culture: Explorations of Walter Ong's thought (pp. 108-120). Newbury Park, CA: Sage Publications. Enos, Richard Leo, & Odoroff, E. (1985). The orality of the "paragraph" in Greek literature. Pre/Text, 6, 000-000. Finnegan, Ruth H. (1973). Literacy versus non-literacy: The great divide? Some comments on the significance of "literature" in non-literate cultures. In R. Horton & R. Finnegan (Eds.), Modes of thought: Essays on thinking in Western and nonwestern societies (pp. 112-144). London: Faber & Faber. Finnegan, Ruth H. (1981). Literacy and literature. In Barbara Lloyd & John Gay (Eds.), Universals of human thought: Some African evidence (pp. 234-255). New York: Cambridge University Press. [IUP: 110/Un3i] Finnegan, Ruth H. (1988). Literacy and orality: Studies in the technology of communication. Oxford: Basil Blackwell. [201 pages] [Reviewed: Collins, James. (1992). American Anthropologist, 92, 1037-1038; Street, Brian V. (1990). Journal of American Folklore, 103, 220-222; Tonkin, Elizabeth. Man, 25, 728-729.] Foley, J. M. (1985). Oral-formulaic theory and research: An introduction and annotated bibliography. New York: Garland Press. Foley, John Miles. (Ed.). (1986). Oral tradition in literature: Interpretation in context. Columbia: University of Missouri Press. [190 pages] Foley, John Miles. (Ed.). (1987). Comparative research on oral traditions: Memorial for Milman Parry. Columbus, OH: Slavica. [597 pages] Guy, Jeff. (1991). Literacy and literature. In E. R. Sienaert, A. N. Bell, & M. Lewis (Eds.), Oral tradition and innovation: New wine in old bottles? (pp. 395-413). Durban, South Africa: University of Natal, Oral Doc. & Research Centre. Irele, Abiola. (1990). Orality, literacy and African literature. In Janos Riesz & Alain Ricard (Eds.), Semper Aliquid Novi: Litterature comparee et litteratures d'Afriqued'Afrique (pp. 251-263). Tbingen: Narr. Kelber, W. H. (1979a). Mark and the oral tradition. Semeia, 16, 7-55. Kelber, W. H. (1979b). Mark und die mundliche Tradition. Linguistica Biblica, 45, 5-58. Kelber, W. H. (1979c). Walter Ong's three incarnations of the word: Orality--literacy--technology. Philosophy Today, 23, 70-74. Kelber, W. H. (1983). The oral and written gospel: The hermeneutics of speaking and writing in the synoptic tradition, Mark, Paul, and Q. Philadelphia, PA: Fortress Press. [BS2555.2/K44 (Lib.)] Finds a stratum of oral composition in Aramic in the narrative of the passion. Kellog, R. (1977). Literature, nonliterature, and oral tradition. New Literary History, 8, 531-534. Kellogg, Robert L. (1991). Literary aesthetics in oral art. Oral Tradition, 6, 137-140. Labrie, Vivian. (1982). La Culture ‚crite dans la societ‚ de tradition orale: Le Cas de Tracadie, N.-B. In Ronald Labelle & Lauraine Leger (Eds.), En r'montant la tradition: Hommage au pere Anselme Chiasson (pp. 149-164). Moncton: Ed. d'Acadie. Lohisse, J. (1979). Oral society and its language (J. Ferguson, Trans.). Diogenes, 106, 70-89. Lord, A. B. (1960). The singer of tales (Harvard Studies in Comparative Literature, No. 24). Cambridge, MA: Harvard University Press. Lord, Albert B. (1986). The merging of two worlds: Oral and written poetry as carriers of ancient values. In John Miles Foley (Ed.), Oral tradition in literature: Interpretation in context (pp. 19-64). Columbia: University of Missouri Press. Marino, Adrian. (1984). Scriere si oralitate. Revista de Istorie si Teorie Literara, 32, 45-51. Marvin, Carolyn. (1984). Constructed and reconstructed discourse: Inscription and talk in the history of literacy. Communication Research: An International Quarterly, 11, 563-594. Examines the history of literacy, arguing that the definition of literacy consists in written and oral practices organized around texts in a particular culture. Neusner, J. (1972). The Rabbinic traditions about the Pharisees before 70 A.D.: The problem of the oral tradition. Kairos, 14, 57-70. Parry, Milman. (1971). The making of Homeric verse: The collected papers of Milman Parry (Adam Parry, Ed.). New York: Oxford University Press. Sienaert, E. R., Bell, A. N., & Lewis, M. (Eds.). (1991). Oral tradition and innovation: New wine in old bottles? Durban, South Africa: University of Natal, Oral Doc. & Research Centre. [428 pages] Swearingen, C. Jan. (1985). On photographic "Literacy": An Interview with Walter J. Ong. Exposure, 23, 19-27. Swearingen, C. Jan, & Baugh, John. (Eds.). (1986). The literacy/orality wars [Special Issue]. Pre/Text, 7(3-4). Tannen, Deborah. (1982). The oral/literate continuum in discourse. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 1-16). Norwood, NJ: Ablex. Argues that the oral/literate continuum is more complex than most theorists envision. Tannen, Deborah. (1983). Oral and literate strategies in spoken and written discourse. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 79-96). New York: Modern Language Association. Argues that "oral strategies may underlie successful discourse production and comprehension in the written as well as the oral mode" (92). Tannen, Deborah. (1985b). Relative focus on involvement in oral and written discourse. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 124-147). Cambridge: Cambridge University Press. Tannen, Deborah. (1988). The commingling of orality and literacy in giving a paper at a scholarly conference. American Speech, 63, 34-43. Tannen, Deborah. (1992). How is conversation like literary discourse? The role of imagery and details in creating involvement. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 31-46). Amsterdam: John Benjamins. Tannen, Deborah. (Ed.). (1982). Spoken and written language: Exploring orality and literacy. Norwood, NJ: Ablex. [267 pages] [Reviewed: Cole, Michael. (1984). Journal of Communication, 34, 221-223; Dillon, George L. (1984). Language, 60, 441-444.] Weeden, T. J. (1979). Metaphysical implications of Kelber's approach to orality and textuality. Society of Biblical Literature Seminar Papers (pp. 000-000). Missoula, MT: Scholars Press. 3. Adult literacy; language planning A. United States and other industrial nations Ayrer, J. E. (1977). Problems in the development of a test of functional literacy. Journal of Reading, 20, 697-705. Auerbach, Elsa Roberts. (1992). Making meaning, making change: Participatory curriculum development for adult ESL literacy. Washington, DC: Center for Applied Linguistics; McHenry, IL: Delta Systems. [140 pages] Auerbach, Elsa Roberts, & Burgess, Denise. (1985). The hidden curriculum of survival ESL. TESOL Quarterly, 19, 475-495. [Repr. (1987). In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Heinemann Educational Books.] Argues that "survival" courses emphasize subservient social roles. Auerbach, Elsa Roberts. (1989). Toward a social- contextual approach to academic literacy. Harvard Educational Review, 59, 165-181. Describes a University of Massachusetts-Boston immigrant program, using a social-contextual approach as opposed to a skills/deficit approach. [Challenging.] Barker, Francis, Hulme, Peter, Iverson, Margaret, & Loxley, Diana. (Eds.). (1985). Europe and its others: Proceedings of the Essex Conference on the Sociology of Literature (2 vols.). Colchester, Eng.: University of Essex. [193 + 200 pages] Barton, David, & Hamilton, Mary E. (1990, October). Researching literacy in industrialised countries: Trends and prospects (UIE Reports 2). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. Paper commissioned for the European Conference of Directors of Educational Research Institutions, Bled, Yugoslavia. (ERIC Document Reproduction Service No. ED 332 045) [65 pages] Identifies 5 trends in literacy research, including national and international agendas, active networks, and public images of literacy. Barton, David, & Murphy, Sally. (1990). Linking research and practice--ten examples of adult literacy research in Britain. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Beales, R. W. (1978). Studying literacy at the community level: A research note. Journal of Interdisciplinary History, 9, 93-102. Black, Stephen, Rouse, Rosemary, & Wickert, Rosie. (1990). The illiteracy myth: A comparative study of prisoner literacy abilities. Sydney, Australia: Technology University. (ERIC Document Reproduction Service No. ED 328 798) [28 pages] Reports survey results that contradict the belief that illiteracy is a feature of the Australian prisoner population. Bohnenn, Ella. (1987). The practice of literacy in the Netherlands. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Brennan, M., & Brennan, R. E. (1984). Literacy and learning: The human factor. New South Wales: Australian Institute of Criminology. (ERIC Document Reproduction Service No. ED 242 891) [354 pages] Examines literacy models of prison inmates. Brod, R. L., & McQuiston, J. M. (1983, January). American Indian adult education and literacy: The first national survey. Journal of American Indian Education, 22(2), 1-16. Brooke, W. Michael. (Ed.). (1972). Adult basic education: A resource book of readings. Toronto: New Press. [393 pages] Brown, Rexford. (1980). Contributions of the National Assessment to understanding the problems of literacy and equity. Denver, CO: National Assessment for Educational Progress. (ERIC Document Reproduction Service No. ED 192 294) [122 pages] Burnet, Mary. (1965). ABC of literacy. Paris: UNESCO. [64 pages] Calamai, Peter. (Comp.). (1987). Broken words: Why five million Canadians are illiterate (The Southam Literacy Report: A Special Southam Survey). Toronto, Ont.: Southam Newspaper Group. (ERIC Document Reproduction Service No. ED 291 871) [82 pages] Reprints 29 newspaper articles about literacy in Canada. Carroll, John B. (1987). The national reading assessments in reading: Are we misreading the findings? Phi Delta Kappan, 68, 424-430. Evaluates reading proficiency assessments from 1974 to 1985. College Board Advisory Panel on the Scholastic Aptitude Test Score Decline. (1977). Report. New York: College Entrance Examination Board. Commission of the European Communities. (1989). Report on the fight against illiteracy. Brussels: Commission of the European Communities. (ERIC Document Reproduction Service No. ED 326 746) [285 pages] Explores programs in European countries. Cook, Wanda D. (1977). Adult literacy education in the United States. Newark, DE: International Reading Association. [139 pages] Crandall, JoAnn. (1983a). Adult literacy. Annual Review of Applied Linguistics, 4, 162-180. Reviews of the status of adult literacy, focusing on the United States. Crandall, JoAnn. (1991). Adult literacy development. Annual Review of Applied Linguistics, 12, 86-104. Discusses the economic and social arguments that advance adult literacy. De La Rosa, Denise, & Maw, Carlyle E. (1990). Hispanic education: A statistical portrait 1990. Washington, DC: National Council of La Raza, Office of Research Advocacy and Legislation. (ERIC Document Reproduction Service No. ED 325 562) [94 pages] Provides statistical data on the educational status of Hispanic Americans. Delgado-Gaitan, Concha. (1987b). Mexican adult literacy: New directions for immigrants. In S. R. Goldman & H. T. Trueba (Eds.), Becoming literate in English as a second language (pp. 9-32). Norwood, NJ: Ablex. Diehl, W. (1979). The variable and symbolic nature of functional literacy: A historical review and critique of research (M.A. Thesis, Indiana University). (ERIC Document Reproduction Service No. ED 186 868) Diekhoff, G. M. (1987). An appraisal of adult literacy programs: Reading between the lines. Journal of Reading, 31, 624-630. Notes the poor success rate of such programs. Duffy, Thomas M. (1976, September). Literacy research in the Navy. In T. Sticht & D. Zapf (Eds.), Reading and readability research in the armed services (pp. 119-151). Alexandria, VA: Human Resources and Research Organization. (HumRRO Report No. WD 76-4) Duffy, Thomas M. (1985). Literacy instruction in the Armed Forces (CDC Technical Report No. 22). Pittsburgh, PA: Carnegie-Mellon University, Communications Design Center. (ERIC Document Reproduction Service No. ED 276 882) [57 pages] Looks at efforts by the Armed Forces to identify and provide literacy instruction. Duffy, Thomas M. (1985). Literacy instruction in the military. Armed Forces and Society, 11, 437-467. Eberle, Anne, & Robinson, Sandra. (1980). The adult illiterate speaks out: Personal perspectives on learning to read and write. Washington, DC: National Institute for Community Development. [49 pages] (ERIC Document Reproduction Service No. ED 195 771) Education Writers Association. (1989). The best of the literacy beat 1988-1989. The best of the literacy beat 1987. Washington, DC: Education Writers Association. (ERIC Document Reproduction Service No. ED 329 663) [345 pages] Collects prize-winning newspaper articles and summaries of radio and television shows. Education Writers Association. (1990, August). Myth #13: English is going out of style. Washington, DC: Education Writers Association. Literacy Beat, 4(1). (ERIC Document Reproduction Service No. ED 324 982) [7 pages] Describes concern about literacy education for non-English-speaking adults. Education Writers Association. (1991a). Is the story literacy, decent jobs, or political will? A reporter's guide to emerging adult literacy issues. Washington, DC: Education Writers Association. (ERIC Document Reproduction Service No. ED 337 708) [56 pages] Contains six newspaper reports (not separately cited). Education Writers Association. (1991b). Myth #15: Management and labor agree on literacy goals. Washington, DC: Education Writers Association. Literacy Beat, 4(3). (ERIC Document Reproduction Service No. ED 336 547) [5 pages] Outlines union's belief that workplace literacy programs should be voluntary and involve more that just "work" skills. Educational Testing Service, National Assessment of Educational Progress. (1985). Profiles of literacy: An assessment of young adults. Princeton, NJ: National Assessment of Educational Progress. (ERIC Document Reproduction Service No. ED 263 193) [12 pages] ERIC Clearinghouse on Adult, Career, and Vocational Education. (1985). Adult literacy education (ERIC Digest). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 259 210) [2 pages] ERIC Clearinghouse on Adult, Career, and Vocational Education. (1988). Adult literacy: Trends and issues alerts. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 307 379) [3 pages] Offers an overview of trends and issues in the area of adult literacy. ERIC Clearinghouse on Reading and Communication Skills. (1988). Workplace literacy (Focused Access to Selected Topics [FAST] Bibliography No. 1). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 293 093) [4 pages] Offers a brief, annotated list of ERIC resources to assist those interested in workplace literacy programs. ERIC Clearinghouse on Reading and Communication Skills. (1991a). Adult literacy (Special Collection Number 2). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 334 569) [58 pages] Collects two ERIC Digests and nine FAST annotated bibliographies. ERIC Clearinghouse on Reading and Communication Skills. (1991b). Student literacy (Special Collection Number 12). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 339 029) [67 pages] Contains 10 or more Digests (brief syntheses of the research on a specific topic in contemporary education) and FAST Bibs, providing up-to-date information in an accessible format. Fagan, William T. (1990b, May). Literacy for participation in the economy. Paper presented at the meeting of the Canadian Council of Teachers of English, Halifax, Nova Scotia. (ERIC Document Reproduction Service No. ED 333 107) [16 pages] Examines relationships for workplace literacy. Fagan, William T. (1990c, September). Literacy messages,the messenger and the receiver. Paper presented at the meeting of the Canadian Education Association, Saint John, New Brunswick. (ERIC Document Reproduction Service No. ED 325 833) [28 pages] Questions the vaidity of the Southam Literacy Survey. Fagan, William T. (1991a, March). A social psychological conceptualization of adult literacy. Paper presented at the North American Conference on Adolescent and Adult Literacy, Banff, Alberta, Canada. (ERIC Document Reproduction Service No. ED 333 106) [25 pages] Offers a trait-state model for understanding adult literacy, drawing heavily on the social psychological literature. Fagan, William T. (1991b). Understanding learner participation in adult literacy programs. Edmonton: University of Alberta. (ERIC Document Reproduction Service No. ED 333 108) [31 pages] Examines factors in the high dropout rate from adult literacy programs. Fingeret, Arlene. (1983). Social network: A new perspective on independence and illiterate adults. Adult Education Quarterly, 3, 133-146. Observations show that illiterates create reciprocal networks to which they contribute a range of skills. Illiterate adults demonstrate varying abilities to decode the social world and take action; that is, illiteracy does not imply dependence. Fingeret, A. (1984). Adult literacy education: Current and future directions. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 246 308) Fingeret, Arlene. (1988, January). The politics of adult literacy education. Address presented to the National Urban Literacy Conference, Washington, DC. (ERIC Document Reproduction Service No. ED 292 053) [7 pages] Argues that recent attention to literacy promotes literacy for basic, entry-level employment, a position that supports the existing power structure. Fingeret, Hanna Arlene. (1990, February). Let us gather blossoms under fire . . . . Paper presented at a Conference on Literacy for a Global Economy: A Multicultural Perspective, El Paso, TX. (ERIC Document Reproduction Service No. ED 323 819) [9 pages] Stresses instrumental rather than formalized literacy programs. Fingeret, Hanna Arlene. (1991a, December). Literacy in the USA: The present issues. Paper presented at the Future of Literacy and the Literacy of the Future Conference, Hamburg, Germany. (ERIC Document Reproduction Service No. ED 340 924) [11 pages] Argues that empowering grassroots efforts in literacy is paramount in the literacy education movement. Fingeret, Hanna Arlene. (1991b). Meaning, experience and literacy. Adult Basic Education, 1(1), 4-11. Argues that respect for cultural and linguistic backgrounds must be incorporated into teacher- learner relationships. Fingeret, Hanna Arlene, & Danin, Susan Tuck. (1991). "They really put a hurtin' on my brain": Learning in Literacy Volunteers of New York City. Durham, NC: Literacy South; New York: Literacy Volunteers of New York City. (Final Report: ERIC Document Reproduction Service No. ED 332 026) [282 pages] (Executive Summary: ERIC Document Reproduction Service No. ED 332 025) [55 pages] Explore the impact on students on participation in Literacy Volunteers of New York City. Finn, Paula. (1990). The politics of literacy. Information Update, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 329 719) Presents a union's model for revising the politics of literacy theory and practice. Fisher, D. L. (1983). Functional literacy tests: A model of question-answering and an analysis of errors. Reading Research Quarterly, 16, 418-448. Fitzsimmons, Kathleen A. (1991). African American women who persist in literacy programs: An exploratory study. Urban Review, 23, 231-250. Investigates characteristics of 10 African- American women persisting in literacy programs. Flood, James, & Lapp, Diane. (1992). Reading in America: A progress report. San Diego, CA: San Diego State University Press. [42 pages] Fox, Michael. (1986). A look at illiteracy in America today--the problem, the solutions, the alternatives. Washington, DC: Push Literacy Action Now, Inc. (ERIC Document Reproduction Service No. ED 279 792) [31 pages] Views a continuum of undereducation, stretching from those who cannot read and write at all at the low end to those who have less than a high school education at the high end. Fox, Mike, & Baker, Catherine. (1990). Adult illiteracy in the United States: Rhetoric, recipes, and reality. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Freeman, H. E., & Kassenbaum, G. G. (1956). The illiterate in American society: Some general hypotheses. Social Forces, 34, 371-375. French, Joyce N. (1987). Adult literacy: A source book and guide. New York: Garland Pub. [435 pages] Fuchs-Brninghoff, Elisabeth, Kreft, Wolfgang, & Kropp, Ulrike. (1986). Functional illiteracy and literacy provision in developed countries: The case of the Federal Republic of Germany. Hamburg: Unesco institute for Education. (ERIC Document Reproduction Service No. ED 324 507) [102 pages] Examines German debate on the problem of functional illiteracy among adults. Gadway, C. J., & Wilson, H. A. (1976). Functional literacy: Basic reading performance. Denver, CO: Education Commission of the States. (ERIC Document Reproduction Service No. ED 112 350) Gambrell, L. B., & Heathington, B. S. (1981). Adult disabled readers' metacognitive awareness about reading tasks and strategies. Journal of Reading Behavior, 8, 215-221. Gambrell, Linda B., and others. (1989). Adult beginning readers: Their views on their reading environment. Research in Education for Adult Learners, 1(2), 5-15. Collects responses from 63 adult beginning readers and 41 proficient readers regarding beliefs, feelings, and behaviors about consumer, social context, work-related, at-home, and recreational reading. Garcia, Ricardo L. (1987, October). Global perspectives on language policy and education. Paper presented at the meeting of the Advocates for Language Learning, Washington, DC. (ERIC Document Reproduction Service No. ED 288 357) [28 pages] Discusses the link between a nation's goals and its language education policy, focusing on the Soviet Union and the Philippines. Garvey, John. (1990). Literacy & common sense. Information Update, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 329 719) Discusses the "need" for literacy. Gayfer, Margaret. (Ed.). (1987, October). Literacy inindustrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique (Proceedings of the International Seminar on Literacy in Industrialized Countries, Toronto, Ontario. Convergence, 20(3-4). (ERIC Document Reproduction Service No. ED 300 531) [253 pages] Gayter, M., Hall, B., Kidd, J. R., & Shivasrava, V. (1979). The world of literacy: Policy, research and action. Toronto: International Development Center. Gerhardt, Heinz Peter. (1989). Literacy for what? The plurality of cultural approaches. Prospects, 19, 491-504. Compares the differences in purposes for literary campaigns when conducted in developed and developing countries. Giere, Ursula. (1987). Functional illiteracy in industrialized countries: An analytical bibliography (UIE Studies on Post-Literacy and Continuing Education, Functional Illiteracy in Industrialized Countries 3). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 481) [111 pages] Presents and analyzes selected books, articles, and sample learning materials on functional illiteracy in industrialized countries. Giere, Ursula, and others. (1990, January- February). Literacy in developing countries: An analytical bibliography. Geneva: International Bureau of Education. Bulletin of the International Bureau of Education, 254-257. (ERIC Document Reproduction Service No. ED 325 627) [181 pages] Offers a guide to publications on literacy in developing countries. Giere, Ursula, & Hautecoeur, Jean Paul. (1990). A selective bibliography on literacy in industrialised countries = une bibliographie selective sur l'alphabetisation dans les pays industrialises (UIE Reports 3). Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. Paper prepared for the European Conference of Directors of Educational Research Institutions, Bled, Yugoslavia. For a related, complementary document, see ED 324 481. (ERIC Document Reproduction Service No. ED 333 163) [44 pages] Focuses on research in adult literacy and basic education (251 items; 16 newsletters). Ginzberg, Eli, & Bray, Douglas Weston. (1953). The uneducated. New York, Columbia University Press. [246 pages] Goffinet, Sylvie-Anne. (Ed.). (1986). Les itin‚raires d'analphab‚tisme. Luxembourg: Office des publications officielles des Communaut‚s europ‚ennes; Washington, DC: European Community Information Service (Catalog No. CB-46-86-072-FR-C). [302 pages] Goffinet, Sylvie Anne, & Van Damme, Dirk. (1990). Functional illiteracy in Belgium (UIE Studies on Functional Illiteracy in Industrialized Countries 6). Brussels: King Baudouin Foundation; Hamburg, Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 340 916) [191 pages] Provides a historical overview of illiteracy as a social phenomenon in Belgium, examines public policies, and profiles literacy in the French and Flemish communities. Goldberg, Samuel. (1951). Army training of illiterates in World War II. New York: Teachers College, Columbia Unviersity, Bureau of Publications. [302 pages] Goldfarb, Jeffrey C. (1989). The decline and fall of American culture? (Review Article). Social Research, 56, 659-680. Goldthwait, John T. (1983). The sub-literate college student. Educational Forum, 47, 199-207. Describes the deterioration of literacy and of linguistic and academic standards. Greenlaw, M. Jean. (1987). The quest for literacy. (ERIC Document Reproduction Service No. ED 290 129) [22 pages] Addresses the issue of whether or not American society is truly literate. Griffin, Patrick, & Forwood, Anne. (1991). Adult literacy and numeracy competency scales: An International Literacy Year project. Coburg, Aust.: Phillip Institute of Technology, Assessment Research Centre. For a related document, see ED 336 512. (ERIC Document Reproduction Service No. ED 336 511) [66 pages] Describes an Australian project to develop appropriate ratings scales to assess adults' literacy and numeracy skills. Groff, S. D. (1976, September). Summary of ongoing research and development in literacy training in the Air Force. In T. Sticht & D. Zapf (Eds.), Reading and readability research in the armed services (pp. 164-170). Alexandria, VA: Human Resources and Research Organization. (HumRRO Report No. WD 76-4) Grubb, W. Norton, and others. (1991). Readin', writin', and 'rithmetic one more time: The role of remediation in vocational education and job training programs (A Report to Congress, the Secretary of Education, and the Secretary of Labor). Berkeley, CA: National Center for Research in Vocational Education. (ERIC Document Reproduction Service No. ED 336 568) [160 pages] Survey results show the type of remediation provided, the existing coordination, and the lack of information in the existing system. Guthrie, John T., & Kirsch, Irwin S. (1985, February). What is literacy in the United States? Reading competencies and practices (Technical Report No. 5.). Alexandria, VA: Army Research Institute. (ERIC Document Reproduction Service No. ED 258 146) [28 pages] Hagen, E., & Thorndike, R. (1953). A study of W.W. II Navy careers of illiterates sent through literacy training (Research Report). Washington, DC: Bureau of Naval Personnel, Classification and Survey Research Branch. Hansell, T. Stevenson, & Voelkel, Jean A. (1992). Views of personal literacy within a prison population. Journal of Reading, 35, 460-466. Surveys prison inmate-students and tutors about their reading, past and present, and to what factors they attribute their current reading levels. Hanson, Mary Menair. (1987). A bibliography of materials for and about adult new readers. Augusta: Maine State Library, Bibliography of the Library Literacy Project. (ERIC Document Reproduction Service No. ED 302 257) [58 pages] Offers a bibliography on literacy, adult new readers, and literacy programs in libraries. Harman, D. (1970). Illiteracy: An overview. Harvard Educational Review, 40, 226-243. Harman, David. (1974). Community fundamental education: A nonformal educational strategy for development. Lexington, MA: Lexington Books. [174 pages] Harman, D. (1984). Functional illiteracy in the United States: Issues, experiences, and dilemmas. San Francisco, CA: Far West Laboratory for Educational Research and Development. (ERIC Document Reproduction Service No. ED 259 232) [42 pages] Harman, David. (1985). Turning illiteracy around: An agenda for national action (Working Paper No. 2). New York: Business Council for Effective Literacy. For the companion document--Working Paper No. 1, see CE 052 726. (ERIC Document Reproduction Service No. ED 308 342) [57 pages] Reviews the resources, problems, and needs of the literacy field, focusing on the long-term requirements for expanding literacy services. Harman, David. (1986). Keeping up in America. Wilson Quarterly, 10, 116-131. Harman, David. (1987a). Illiteracy: A national dilemma. New York: Cambridge Book Company. [112 pages] Examines the facts and the serious implications of the complicated problem of illiteracy, suggesting far-reaching programmatic solutions rather than "quick fixes." Harman, David. (1987b). Learning in the workplace. World Education, Inc. Reports, 26, 000-000. Examines education in the workplace and the importance of workplace education in providing opportunities for lifelong learning. Harmon, D. (1987c). Literacy in the workplace. World Education, 26, 000-000. (ERIC Document Reproduction Service No. ED 291 900) Harnischfeger, A., & Wiley, D. E. (1975). Achievement test score decline: Do we need to worry?. Chicago, IL: CEMREL. Hassett, Michael, and others. (1989). World perspective case descriptions on educational programs for adults: Ireland. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 173) [285 pages] Describes 15 adult education programs being conducted in Ireland. Hautecoeur, Jean-Paul. (Ed.). (1990c). Alpha 90: Current research in literacy. Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) [439 pages] Contains 21 reports that explore and document literacy. (Some papers separately cited; contents in FULLFORM.) Heisel, Marsel, & Larson, Gordon. (1984). Literacy and social milieu: Reading behavior of the black elderly. Adult Education Quarterly, 34(2), 63-70. Examines the literacy behavior of 132 elderly Blacks in a large city environment. Helmick, John S., & Anderson, Scarvia B. (1988, August). Illiteracy in the United States--what and why? Paper presented at the meeting of the International Council of Psychologists, Singapore. For a companion paper, see CS 009 722. (ERIC Document Reproduction Service No. ED 308 490) [9 pages] Lists concerns of psychologists working in the literacy field. Herrara, Julia F. (1986). An investigation into an "illiterate" urban language community (Doctoral dissertation, New Mexico State University, 1986). Dissertation Abstracts International, 48, 01A. (University Microfilms No. 87-09, 680) Finds supposedly "illiterate" women perform a variety of activities. Hill, Clifford, & Parry, Kate. (1983). Autonomous and pragmatic models of literacy: Reading assessment in adult education. Linguistics and Education, 1, 233-283. Hispanic literacy statistics. (1990). SERAmerica, 4(3), 5. Indicates that Hispanics are the youngest, fastest-growing, and least-educated major population group in the United States. (JOW) Holben, Ralph Penrose. (1923). Poverty with relation to education (Doctoral dissertation, University of Pennsylvania, 1923). [208 pages] A study of one hundred families selected from the records of the Associated charities of Allentown, PA. Holzman, Michael, & Connolly, Olga. (Eds.). ([1986]). Workplace literacy: Essays from the Model Literacy Project. Los Angeles: University of Southern California; Sacramento: California Conservation Corps. (ERIC Document Reproduction Service No. ED 286 068) [374 pages] Collects 20 essays based on a project undertaken by the California Conservation Corps (CCC) and the Model Literacy Project in 1983-85. Hull, Glynda A. (1988). Literacy, technology, and the underprepared: Notes toward a framework for action. Quarterly of the National Writing Project and the Center for the Study of Writing, 10(3), 1-3, 16-24. Calls for research on technology and the underprepared, worrying that full use will not be made of the new technology of computers. Hull, Glynda. (1991). Hearing other voices: A critical assessment of popular views on literacy and work. Berkeley, CA: National Center for Research in Vocational Education. (ERIC Document Reproduction Service No. ED 338 865) [47 pages] SEE Observes that much workplace literacy discourse centers on functional context training--basing literacy instructional materials on texts used on the job. Hunter, C. (1982). Literacy for empowerment and social change. Visible Language, 16, 137-143. Hunter, Carmen. (1987). Literacy: What do definitions tell us? Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Hunter, Carmen St. John. (1987). Literacy/illiteracy in an international perspective. World Education, Inc. Reports, 26, 000-000. {} Stresses that literacy and illiteracy are moving targets, varied according to the socioeconomic realities of a particular place at a particular time. Hunter, Carman St. John, & Harman, David. (1979). Adult illiteracy in the United States: A report to the Ford Foundation. New York: McGraw-Hill. [206 pages] Illich, Ivan. (1987). A plea for research on lay literacy. North American Review, 272, 10-17. [Repr. (1991). In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 28-46). New York: Cambridge University Press. ] Imel, Susan. (1986). Adult literacy volunteers (ERIC Digest). Columbus, OH: Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 268 301) [2 pages] Imel, Susan. (1988a). Computer-assisted instruction in adult literacy education (Practice Application Brief). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 296 184) [2 pages] Summarizes research findings regarding computer- assisted instruction (CAI) and its effectiveness in adult literacy education programs. Imel, Susan. (1988b). Trends and issues in adult education 1988 (Information Series No. 330). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education, Columbus, Ohio. (ERIC Document Reproduction Service No. ED 303 678) [35 pages] Notes growth and difficulties of adult education. Imel, S. (1988c). Workplace literacy programs (ERIC Digest No. 70). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 292 974) [4 pages] Imel, Susan. (1989a). Adult literacy issues: An update (ERIC Digest No. 89). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 308 402) [4 pages] Summarizes issues in the adult literacy field. Imel, Susan. (1989b). Workplace literacy: Trends and issues alerts. Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 304 563) [3 pages] Reviews issues in workplace literacy education. Imel, Susan. (1990). Adult literacy learner assessment (ERIC Digest No. 103). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 325 658) [3 pages] Describes and evaluates 4 approaches to learner assessment--standardized testing, materials-based, competency-based, and participatory assessment. Imel, Susan. (1991a). Adult literacy (Trends and Issues Alerts). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 340 944) [3 pages] Examines factors that have led to renewed concern about adult literacy. Imel, Susan. (1991b). School-to-work transition: Its role in achieving universal literacy (ERIC Digest No. 106). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 329 806) [3 pages] Argues for encouraging business involvement in strengthening the connection between school and work. Imel, Susan. (1992). Workplace literacy: An update (Trends and Issues Alerts). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 346 321) [3 pages] Examines issues in workplace literacy programs-- the deficit assumptions and questions of development and implementation. Ingram, David. (1991). Review of the white paper on language policy in Australia: Australia's language-- the Australian language and literacy policy. Babel: Journal of the Australian Modern Language Teachers' Associations, 26(3), 4-14. Discusses the extent to which the Australian language policy "White Paper" meets the real needs of the Australian people. International Development Research Centre (1979). The world of literacy: Policy, research, and action. Ottawa: International Council for Adult Education. [128 pages] Irwin, Paul M. (1991a). Adult literacy issues, programs, and options (CRS Issue Brief, Updated). Washington, DC: Library of Congress, Congressional Research Service. Revised version of ED 317 794. (ERIC Document Reproduction Service No. ED 339 919) [16 pages] LITERACY ESTIMATE--SEE Summarizes estimates of adult illiteracy, problems of defining, and federal government efforts. Isenberg, Irwin. (1964). The drive against illiteracy. New York: H. W. Wilson Company. [164 pages] Jacob, E. (in press). Literacy tools: Reading and writing of entry level production workers. In C. Bosman & J. Reisman (Eds.), Becoming a worker. Norwood, NJ: Ablex. Jeffries, Charles Joseph. (1967). Illiteracy: A world problem. New York: F. A. Praeger. [204 pages] Johnson, James N. (1985). Adults in crisis: Illiteracy in America. San Francisco, CA: Far West Laboratory for Educational Research and Development; Andover, MA: Network of Innovative Schools, Inc. (ERIC Document Reproduction Service No. 254 775) [25 pages] Johnson, John. (1987). The way through: A personal journey through the maze of literacy. London: Cambridge House Literacy Scheme. (ERIC Document Reproduction Service No. ED 306 413) [75 pages] Offers a personal history of adult literacy as seen through the eyes of a student. Kassam, Yusuf. (1989). Who benefits from illiteracy? Literacy and empowerment. Prospects, 19, 531-535. Asks who benefits from illiteracy to reveal the political implications of literacy's empowering potential. Kazemek, Francis E. (1984a). Adult literacy education: An ethical endeavor. Adult Literacy and Basic Education, 8, 61-72. Argues that ethics demand that we approach students as equals in a dialogue about genuine ideas. Kazemek, Francis E. (1984b). "I wanted to be a tencra to help penp to I . . . ": Writing for adult beginning learners. Journal of Reading, 27, 614-619. Discusses the rationale for integrating writing in beginning literacy instruction. Kazemek, Francis E. (1985a). An examination of the adult performance level project and its effects on adult literacy education in the U.S. Lifelong Learning, 7(2), 24-28. Kazemek, Francis E. (1985b). Functional literacy is not enough: Adult literacy as a developmental process. Journal of Reading, 28, 332-335. Argues that adult literacy instruction should develop slowly over time and begin in the expressive and poetic discourse modes. Kazemek, Francis E. (1987). William Carlos Williams, literacy, and the imagination. English Journal, 76(7), 22-28. Suggests current teaching of literature lacks imagination. Kazemek, Francis E. (1988). Necessary changes: Professional involvement in adult literacy programs. Harvard Educational Review, 58, 000-000. [Resp. Broderick, T. L. (1989). 59, 384-386. Resp. Kazemek, F. E. (1989). 59, 386-388.] Kazemek, Francis. (1990). Adult literacy education: Heading into the 1990s. Information Update, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 329 719) Reviews seven works that illustrate the changes in the last decade. Kazemek, Francis. (1990). Understanding literacy as a developmental process. In Patty Bossort, and others (Eds.), Literacy 2000: Make the next ten years matter (pp. 000-000). Victoria: British Columbia Ministry of Advanced Education, Training and Technology; New Westminster, BC: Douglas College; Ottawa, Ont.: National Literacy Secretariat. (ERIC Document Reproduction Service No. ED 335 443) Kazemek, Francis E. (1991). "In ignorance to view a small portion and think that all": The false promise of job literacy. Journal of Education, 173, 51-64. Finds a perspective that sees adult literacy only in job-related terms too limiting for a participatory democracy. Kazemek, Francis E., & Rigg, Pat. (1984). Adult literacy: An annotated bibliography. Newark, Del.: International Reading Association. [36 pages] Kerka, Sandra. (1991). Family and intergenerational literacy (ERIC Digest No. 111). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 334 467) [3 pages] Describes the goals and forms of family and intergenerational literacy programs. Kerka, Sandra. (1992). Family literacy programs and practices (Practice Application Brief). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 347 328) [4 pages] Describes family and intergenerational literacy programs designed to break the continuing cycle of low literacy levels. Kirsch, I. S., & Jungeblut, A. (1986a, September). Literacy: America's young adults. Princeton, NJ: National Assessment of Educational Progress. (ERIC Document Reproduction Service No. ED 275 692) [79 pages] Reports 1985 survey of 21- to 25-year olds, finding them unable to perform tasks of moderate complexity. Kirsch, I. S., & Jungeblut, A. (1986b, September). Literacy: Profiles of America's young adults (Final Report). Princeton, NJ: National Assessment of Educational Progress. (ERIC Document Reproduction Service No. ED 275 701) [436 pages] Reports methodology of Kirsch and Jungeblut (1986a), above. Klassen, Cecil. (1991). Obstacles to learning: The account of low education Latin American adults. Toronto: University of Toronto. (ERIC Document Reproduction Service No. ED 333 762) [26 pages] Explored how low levels of schooling and literacy affected access of Latin-American adults in Toronto to aspects of everyday life. Knox, Alan B., and others. (1989). World perspective case descriptions on educational programs for adults: U.S.A. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 188) [281 pages] Offers 13 case studies of adult education programs in the United States. Kozol, Jonathan. (1980b). Prisoners of silence: Breaking the bonds of adult illiteracy in the United States. New York: Continuum. [IUP: 428.4/K849p] Kozol, Jonathan. (1985b). Illiterate America. Garden City, NY: Anchor Press/Doubleday. [270 pages] [IUP: 370.973/K849i; PITTCAT] Surveys adult illiteracy in the U.S., and calls for programmatic change. Kozol, Jonathan. (1985c). Illiterate America. Public Welfare, 43, 10-17, 30-36. Kozol, Jonathan. (1985d). Illiterate America (videotape). Los Angeles: California State University, Los Angeles. [IUP: Media Resources: VCV 2722] Welfare, 43, 10-17, 30-36. Kozol, Jonathan. (1986). Where stands the republic? Illiteracy: A warning and a challenge to the nation's press. A Report, with Recommendations to the American Newspaper Publishers Association and the American Society of Newspaper Editors. Atlanta, GA: Cox Enterprises, Inc. (ERIC Document Reproduction Service No. ED 281 029) [39 pages] Reports that approximately 25 million adults are currently reading below the fifth-grade level, and another 35 to 40 million adults read between the fifth- and eighth-grade levels. Lado, Ana Luisa. (1992). Literacy levels of adult Spanish speakers: A key factor in beginning ESL literacy (Doctoral dissertation, Georgetown University, 1992). Dissertation Abstracts International, 52, 3205A. (University Microfilms No. DA9205177). Lanning, Frank W., & Many, Wesley A. (Eds.). (1966). Basic education for the disadvantaged adult: Theory and practice. Boston, MA: Houghton Mifflin. [411 pages] Lawrence, John E. S. (1992). Literacy and human resources development: An integrated approach. Annals of the American Academy of Political and Social Science, 520, 42-53. Limage, Leslie. (1990). Adult literacy and basic education in Europe and North America: From recognition to provision. Comparative Education, 26, 125-140. Examines the growth of recognition of adult illiteracy in Western Europe and North America since the early 1970s. Literacy Assistance Center. (1990b). The politics of literacy [Special Issue]. Information Update, 7(1). New York: Literacy Assistance Center. (ERIC Document Reproduction Service No. ED 329 719) [29 pages] Examines political questions that surround the issue of literacy. Lund, Leonard, & McGuire, E. Patrick. (1990). Literacy in the work force (Report Number 947). New York: Conference Board, Inc. (ERIC Document Reproduction Service No. ED 330 894) [24 pages] Estimates, from survey results, that up to 10 percent of U.S. workers are either functionally illiterate or marginally literate. Offers goals suggested by businesses. LITEST Lund, Leonard, & McGuire, E. Patrick. (1990). Literacy in the work force (Conference Board Report No. 947). New York: Conference Board. [23 pages] Lytle, Susan L., and others. (1986, April). Literacy theory in practice: Assessing reading and writing of low-literate adult. Philadelphia: Pennsylvania University, Literacy Research Center. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 278 675) [65 pages] {} Presents the preliminary results of a short-term longitudinal study of the impact of literacy instruction on the lives of 76 adults. Lytle, Susan L., & Wolfe, Marcie. (1989). Adult literacy education: Program evaluation and learner assessment (Information Series No. 338). Columbus, OH: Ohio State University, Center on Education and Training for Employment, ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. 315 665) [80 pages] Malone, Cheryl Knott. (1987). Gender, unpaid labor, and the promotion of literacy: A selected, annotated bibliography. New York: Garland Pub. [148 pages] Manly, Donna, Bentley, Cindy, Cardona, Pablo, Flesch, Lisa, Mullarkey, James E., & Suyama, Barbara. (1991). Workplace educational skills analysis (Training Guide). Madison: Wisconsin State Board of Vocational, Technical, and Adult Education. Produced by the Wisconsin Workplace Partnership Literacy Program with the Wisconsin AFL-CIO and Wisconsin Manufacturers and Commerce. For a related evaluation report, see ED 334 443. (ERIC Document Reproduction Service No. ED 334 442) [77 pages] Develops a systematic process used by the Wisconsin Workplace Partnership Training Program to identify and analyze the basic educational skills required on the job. Marsh, George E., II, Pollan, Carolyn, McFadden, Anna C. & Price, Barrie Jo. (1990). Literacy skills of welfare recipients. Urban Review, 22, 299-304. Tests a sample of welfare recipients in Arkansas, finding that 53 percent were literate. Martin, Larry G. (1990a). Dropout, persistence, and completion in adult secondary and pre-vocational education programs. Adult Literacy and Basic Education, 14, 159-174. Reports follow-up interviews with adult literacy students who dropped out. Martin, Larry G. (1990b). Facilitating cultural diversity in adult literacy programs. In Jovita M. Ross-Gordon, Larry G. Martin, & Diane Buck Briscoe (Eds.), Serving culturally diverse populations (pp. 17- 29). San Francisco, CA: Jossey-Bass. [Also cited as New Directions for Adult and Continuing Education, 48, 17-29.] Explores the issue of facilitating cultural diversity in adult literacy programs, arguing that culturally derived barriers hinder minority participation in literacy education. Marzano, Robert J. (1991). Integrating high and low literacy: A working model. Aurora, CO: Mid- Continent Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 337 757) [27 pages] Sketches a model to integrate low literacy (involving knowledge and use of the strategies and conventions important to reading, writing, and vocabulary development) and high literacy (including these competencies along with a number of thinking and reasoning strategies that augment and deepen these abilities). Mercier, Lorraine Y. (1981). Outlook for the 80's: Adult literacy. Washington, DC: Dingle Associates, Inc. (ERIC Document Reproduction Service No. ED 211 701) [102 pages] Mernagh, Geraldine. (1991). Why do we have a literacy problem among adults in Ireland? Convergence, 24(1-2), 70-79. Surveys illiteracy in Ireland and its social, economic, educational, and political causes. Mezei, Regina. (1989). Somali language and literacy. Language Problems and Language Planning, 13, 211-223. Mikulecky, L. (1981). The mismatch between school training and job literacy demands. The Vocational Guidance Quarterly, 30, 174-180. Mikulecky, L. J. (1982). Job literacy: The relationship between school preparation and workplace actuality. Reading Research Quarterly, 17, 400-419. Mikulecky, Larry. (1984). Preparing students for workplace literacy demands. Journal of Reading, 28, 253-257. Argues for the need to increase the range of real world reading and writing materials. Mikulecky, Larry. (1987). The status of literacy in our society. In John E. Readence & R. Scott Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 000-000). Chicago, IL: National Reading Conference. {} [Preliminary version. (1986, December). The status of literacy in our society. Paper presented at the meeting of the National Reading Conference, Austin, TX. (ERIC Document Reproduction Service No. ED 281 182) [NEEDPP pages] ] Focuses upon what is known about literacy levels and gives special attention to changes in literacy demands. Mikulecky, Larry. (1988a). Literacy for the workplace. An earlier version of this paper apppeared in: Mikulecky, L. and Drew, R., "The Work Education Bridge," Bloomington, Indiana University, 1988. (ERIC Document Reproduction Service No. ED 294 164) [40 pages] Concentrates on what is known about literacy demands in the workplace and the abilities of various segments of the adult and adolescent population to meet them. Mikulecky, L. J. (1988b). Literacy for what purpose? Literacy Research Center, 4(1), 1, 4, 6. Mikulecky, Larry. (1989). Real-world literacy demands: How they've changed and what teachers can do. In Diane Lapp and others (Eds.), Content area reading and learning: Instructional strategies (pp. 000-000). Englewood Cliffs, NJ: Prentice-Hall. Mikulecky, Larry. (1990a). Basic skills impediments to communication between management and hourly employees. Management Communication Quarterly, 3, 452-473. Examines increased print-communication demands in business organizations. Mikulecky, Larry. (1990b). National adult literacy and lifelong learning goals. Phi Delta Kappan, 72, 304-309. Suggests modest gains in reading proficiency occurred in the 1970s. Mikulecky, Larry. (1991, March). Basic skills impediments to communication between management and hourly employees. In Louisiana Endowment for the Humanities, (Ed.), Louisiana literacy forum II: Proceedings (pp. 00-000). New Orleans: Louisiana Endowment for the Humanities; Baton Rouge: Louisiana Library Association; Louisiana State Office of Literacy, Baton Rouge. (ERIC Document Reproduction Service No. ED 347 394) Mikulecky, Larry, and others. (1987). Training for job literacy demands: What research applies to practice. University Park: Pennsylvania State University, Institute for the Study of Adult Literacy. (ERIC Document Reproduction Service No. ED 284 968) [32 pages] {} Finds the demand for worker literacy is increasing in nearly every occupation. Mikulecky, Larry, & D'Adamo-Weinstein, Lisa. (1991). How effective are workplace literacy programs? Bloomington: Indiana University. (ERIC Document Reproduction Service No. ED 330 891) [36 pages] Reviews of current research on workplace literacy programs, noting that few programs reporting rigorous evaluations. Mikulecky, Larry, & Diehl, William. (1983). Reading for vocational literacy. VocEd, 58(5), 34-35. Suggests how-to-do-it monologues and tasks based on actual job reading. Mikulecky, Larry, & Drew, Rad A. (1988). Basic literacy and communication skills for vocational training. In James A. Pershing (Ed.), Bridging education andemployment with basic academic skills. The work-education bridge: A basic skills collection (pp. 000-000). Bloomington: Indiana University, School of Education. (ERIC Document Reproduction Service No. ED 297 159) {} Mikulecky, L. J., & Ehlinger, J. (1986). The influence of metacognitive aspects of literacy on job performance of electronic technicians. Journal of Reading Behavior, 18, 41-62. Mikulecky, L., & Newman, A. (Eds.). (1987, April). Themed issue on adult literacy [Special issue]. Journal of Reading, 31(7), 602-694. "Preface," pp. 602-603. Mikulecky, Larry, & Winchester, Dorothy. (1983). Job literacy and job performance among nurses at varying employment levels. Adult Education Quarterly, 34, 1-15. Examines the job performance and job literacy strategies of nurses. Monahan, Evelyn. (1987). A personal view of functional illiteracy: An open letter to teachers (From Theory to Practice). Adult Literacy and Basic Education, 11(3), insert. (ERIC Document Reproduction Service No. ED 309 293) [5 pages] SEE Describes the history and feelings of a woman who was functionally illiterate as an adult but who, having learned to read, is now a student at a California community college. Newman, Anabel P. (1980). Adult basic education: Reading. Boston, MA: Allyn & Bacon. [235 pages] Provides practical suggestions and teaching approaches for both administrators and instructors. Newman, Anabel Powell, & Beverstock, Caroline. (1990). Adult literacy: Contexts & challenges. Newark, DE: International Reading Association; Bloomington, IN: ERIC Clearinghouse on Reading and Communications Skills. [218 pages] Nickerson, Raymond S. (1985). Adult literacy and technology. Visible Language, 19, 311-355. [Preliminary version. (1985). Adult literacy and technology (Technical Report No. 351). Urbana, IL: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 266 4200 [81 pages] ] Nickse, Ruth S. (1989). The noises of literacy: An overview of intergenerational and family literacy programs. Washington, DC: Office of Educational Research and Improvement (ED). (ERIC Document Reproduction Service No. ED 308 415) [96 pages] Provides an overview of intergenerational and family literacy programs in the United States. Nickse, Ruth S. (1990). Family and intergenerational literacy programs: An update of "The noises of literacy" (Information Series No. 342). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 327 736) [91 pages] Sketches the advantages of family and intergenerational literacy programs. Nickse, Ruth S. (1991, April). A typology of family and intergenerational literacy programs: Implications for evaluation. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 333 166) [25 pages] Identifies and classifies programs by key components and provides examples of each type. Nickse, Ruth S. (1992). Family and intergenerational literacy practices at the Family Learning Center: One voice of experience. In Thomas G. Sticht, Micheal J. Beeler, & Barbara A. McDonald (Eds.), The intergenerational transfer of cognitive skills, Vol. 1: Programs, policy, and research issues (pp. 122-135). Norwood, NJ: Ablex. Summarizes the theoretical work that has led to the development of intergenerational interventions, and describes an intergenerational literacy project located at, and sponsored by, Boston University. Nickse, Ruth, & Englander, Nancy. (1985a). At risk parents: Collaborations for literacy. Equity and Choice, 1, 11-18. Nickse, Ruth, & Englander, Nancy. (1985b). At-risk parents: Collaborations for literacy, an integrational reading project. Equity and Choice, 1, 609-613. Nickse, Ruth S., & Englander, Nancy. (1985c). Collaborations for literacy: An intergenerational reading project (Administrator's Handbook). Boston, MA: Boston University. (ERIC Document Reproduction Service No. ED 285 969) [173 pages] Describes a Boston University project, using college work-study students to teach adults to read through reading to and with a child. Nickse, R. S., Speicher, A. M., & Buchek, P. C. (1987). An intergenerational adult literacy project: A family intervention/prevention model. Journal of Reading, 31, 634-642. Evaluates a program with 30 adults in Boston. Novek, Eleanor M. (1991, November). No pitiful stories: Looking at the relationship between adult literacy programs and empowerment. Paper presented at the meeting of the Speech Communication Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 343 182) [18 pages] Examines brochures promoting adult literacy programs both nationally and in Philadelphia indicates that the programs promote adult literacy instruction as empowering learners and rescuing them from unemployment and a poor quality of life. SEE ADULT O'Neill, Barry, and others. (1989). World perspective case descriptions on educational programs for adults: Australia. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 160) [425 pages] Documents 24 case studies of adult education in Australia. Patterson, O., & Pulling, L. L. (1981, September). Critical issues in adult literacy. In L. Y. Mercier (Ed.) Outlook for the 80's: Adult literacy (pp. 000-000). Washington, DC: U.S. Department of Education, Basic Skills Improvement Program. Peyton, Joy Kreft, & Staton, Jana. (Ed.). (1991). Writing our lives: Reflections on dialogue journal writing with adults learning English (Language in Education Series, 77). Washington, DC: National Clearinghouse on Literacy Education. (ERIC Document Reproduction Service No. ED 333 763) [160 pages] Focuses on the use of dialogue journal writing for developing the literacy skills of adult English- as-a-Second-Language (ESL) students. Pohl, Susan E. (1990). The Federal Government's role intrying to solve the adult illiteracy problem: The current situation and proposed solutions. Washington, DC: ERIC/CEE. (ERIC Document Reproduction Service No. ED 326 684) [51 pages] Investigates the Federal Government's role in working to solve adult illiteracy problems. Quigley, B. Allan. (1992). Opposing views: An analysis of resistance to adult literacy and basic education. International Journal of Lifelong Education, 11(1), 41-49. Analyzes 10 works of fiction containing a character who resisted traditional schooling and embraced an alternative lifestyle. Rasmussen, Sonja. (1989). Reading and the elderly (Focused Access to Selected Topics [FAST] Bibliography No. 18). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 307 568) [6 pages] Annotates 34 items, 1977-1987, from the ERIC database. Read, Catherine, & Mackay, Ron. (1984). Illiteracy among adult immigrants in Canada. Montreal, Quebec: Concordia University. (ERIC Document Reproduction Service No. ED 291 875) [153 pages] Outlines some of the literacy problems of immigrants to Canada and the attempts being made to overcome these problems. Rebesko, Branco, and others. (1989). World perspective case descriptions on educational programs for adults: Yugoslavia. Battle Creek, MI: Kellogg Foundation, Battle Creek, Mich. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 190) [224 pages] Describes 8 adult education programs in Yugoslavia. Reder, Stepen M. (1983, August). Giving literacy away: Alternative strategies for increasing adult literacy development, training capacity and program participation. San Francisco, CA: Far West Regional Laboratory for Educational Research and Development and The Network, Inc. Reder, Stephen. (1992). Getting the message across: Cultural factors in the intergenerational transfer of cognitive skills. In Thomas G. Sticht, Micheal J. Beeler, & Barbara A. McDonald (Eds.), The intergenerational transfer of cognitive skills. Vol. 2: Theory and research in cognitive science: Cognition and literacy (pp. 202-228). Norwood, NJ: Ablex. Develops an analytical framework for describing the nature and social organization of literacy practices. Reder, S. M., Green, K. R., Sweeney, M., & Cohen, M. (1983, August). Individual acquisition of functional literacy: 1982 report of the Functional Literacy Project. Portland, OR: Northwest Regional Educational Laboratory Literacy and Language Program. Resnick, Daniel P., & Peterson, Natalie L. (1991, November). Evaluating progress toward goal five: A report to the National Center for Education Statistics. Washington, DC: National Center for Education Statistics (ED). Commissioned paper prepared for a workshop on Assessing Higher Order Thinking & Communication Skills in College Graduates, Washington, DC, in support of National Education Goal V, Objective 5. For other workshop papers, see TM 018 009 024. (ERIC Document Reproduction Service No. ED 340 764) [38 pages] Focuses on measures that can be used to contribute to the development of higher order skills. Rigg, Pat, & Kazemek, Francis E. (1983a). Adult illiteracy in the USA: Problem and solutions. Convergence: An International Journal of Adult Education, 16(4), 24-31. Proposes (1) developing an adult/adult learning environment, (2) using a psycholinguistic model of the reading process, and (3) using a cognitive- discovery model of the writing process. Rigg, Pat, & Kazemek, Francis. (1983b). Literacy and elders; What we know and what we need to know. Educational Gerontology, 9, 417-424. Reviews recent literature about literacy and the aged and calls for empirical research. Rivera-Batiz, Francisco L. (1992). Quantitative literacy and the likelihood of employment among young adults in the United States. Journal of Human Resources, 27, 313-328. Rivera-Batiz, Francisco L. (1992, February). Education and the economic condition of Hispanics in the United States: Background tables for NCREST presentation. Tables presented at the National Center for Restructuring Education, Schools, and Teaching, New York City. (ERIC Document Reproduction Service No. ED 342 826) [22 pages] Consists of 15 data tables, without accompanying text, for a National Center for Restructuring Education, Schools, and Teaching (NCREST) presentation on the education and economic condition of Hispanic Americans. Rockhill, Kathleen. (1990). Literacy as threat/desire: Longing to be somebody. TESL Talk, 20, 89-110. Draws on a Los Angeles research project with Hispanic immigrant women with limited English to address the ambivalence with which many women approach the task of becoming literate in English. Rosow, J. M., & Zager, R. (1988). Functional illiteracy. In ED?, The competitive edge (pp. 000-000). San Francisco, CA: Jossey-Bass. Notes that conventional illiteracy programs demand that students have the skills they lack, and offers an alternative program. Ross-Gordon, Jovita M., Martin, Larry G., & Briscoe, Diane Buck. (Eds.). (1990). Serving culturally diverse populations (New directions for adult and continuing education, No. 48, The Jossey-Bass higher and adult education series). San Francisco, CA: Jossey- Bass. [112p.] ISBN: 1-55542-802-9 (pb). Eight chapters provide conceptual analyses of various issues of adult education. Rubsamen, Helga, & Kamper, Gertrud. (1990). Illiterates and literacy training: The Federal Republic of Germany has its share. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000- 000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Ryan, Janet, and others. (1990). Publishing women's stories: Parkdale Project Read, Toronto, Canada. Voices Rising, 4(1), 000-000. (ERIC Document Reproduction Service No. ED 328 102) Salice, Barbara Farenga. (1992). Palapala: Language, literacy, and learning among Native Hawaiian women in Waimanalo, Hawaii (Doctoral dissertation, University of Southern California, 1992). Dissertation Abstracts International, 52, 3541A. (Not available from University Microfilms) Sarmiento, Anthony R. (1989, September). A labor perspective on basic skills. Paper presented at the Conference on Workplace Basic Skills: A Labor-Management Approach, Columbus, OH. (ERIC Document Reproduction Service No. ED 325 647) [25 pages] Provides an overview of organized labor's current involvement in worker education and training. Sarmiento, Anthony R. (1990a, April). Organized labor's participation in state workplace literacy initiatives. Paper presented at the National Conference on State Literacy Initiatives, Harrisburg, PA. (ERIC Document Reproduction Service No. ED 325 619) [6 pages] A literature review shows that state federations of labor should be, and many are, actively involved in current state literacy initiatives. Sarmiento, Tony. (1991). Do workplace literacy programs promote high skills or low wages? Suggestions for future evaluations of workplace literacy programs. Published in the July 1991 issue of "Labor Notes," a monthly newsletter of the Center for Policy Research, National Governors Association. (ERIC Document Reproduction Service No. ED 346 299) [6 pages] Notes that workplace literacy programs can support the path toward either low wages or high skills, concluding that most U.S. companies follow the "low wage" path. Sarmiento, Anthony R., & Kay, Ann. (1990). Worker- centered learning: A union guide to workplace literacy. Washington, DC: American Federation of Labor and Congress of Industrial Organizations, Human Resources Development Institute. (ERIC Document Reproduction Service No. ED 338 863) [132 pages] Examines organized labor's views on adult literacy. Scott, Judith A., Hiebert, Elfrieda H., & Anderson, Richard C. (1982). From present to future: Beyond "Becoming a Nation of Readers" (Technical Report No. 443). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 302 823). [19 pages] Scribner, Sylvia. (1982a). Industrial literacy (Final Report to the Ford Foundation). New York: CUNY Graduate School and University Center. Seifer, N. (1973). Absent from the majority: Working-class women in America. New York: American Jewish Committee. Service Employees International Union. (1992). Workplace education from a to z: A handbook for SEIU local union leaders. Washington, DC: Service Employees International Union. (ERIC Document Reproduction Service No. ED 347 395) [67 pages] Provides guidance for local unions setting up worker education programs--from basic skills to job training. Shermis, Michael. (1989a). Adult literacy: Instructional strategies (Focused Access to Selected Topics [FAST] Bibliography No. 32). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 307 579) [6 pages] Contains 36 references on teaching methods and instructional strategies in the field of adult literacy. Shermis, Michael. (1989b). Adult literacy: Overview, programs, and research (Focused Access to Selected Topics [FAST] Bibliography No. 31). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 307 578) [6 pages] Contains 34 references on issues concerning adult literacy listed in the ERIC database, 1987-1989. Sisco, Burt. (1983). The undereducated: Myth or reality. Lifelong Learning: The Adult Years, 6(8), 14- 15, 24, 26. Examines three myths--learning and education occur only in the classroom; (2) the more formal education one has, the more one is educated; and (3) those who fail in school are stupid or dumb. Skagen, Anne. (Ed.). (1986). Workplace literacy. New York: American Management Association, Membership Publications Division. [74 pages] Skutnabb-Kangas, Tove. (1990). Language, literacy, and minorities. London: Minority Rights Group. (ERIC Document Reproduction Service No. ED 337 028) [37 pages] Promotes the ideal of a world where bilingualism or multilingualism is a normal and accepted feature. Smart, K. (1985). Literacy: A reflection. Insights into Open Education, 18(1), 1-9. Examines meanings of the term, affirming its fundamental role in human lives. Smith, Carl Bernard, & Fay, Leo Charles. (1973). Getting people to read: Volunteer programs that work. New York, Delacorte Press. [238 pages] Smith-Burke, M. Trika, and others. (1987). Starting over: Characteristics of adult literacy learners. New York: Literacy Assistance Center. (ERIC Document Reproduction Service No. ED 302 723) [112 pages] Reports interview data from those individuals who participate in New York City's adult literacy programs. Soares de Melo, Alvaro, & Cristovao, Artur F. A. C. (1989). World perspective case descriptions on educational programs for adults: Portugal. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 181) [149 pages] Describes 2 adult education programs in Portual. Spanos, George. (1991). Cultural considerations in adult literacy education (ERIC Digest). Washington, DC: National Clearinghouse on Literacy Education. (ERIC Document Reproduction Service No. ED 334 866) [4 pages] Discusses the main themes of a broad interpretation of literacy, citing examples of approaches to literacy education. Squires, Paul, & Ross, Reginald G. (1990, August). Literacy requirements for customer service jobs. Paper presented at the Annual Convention of the American Psychological Association, Boston, MA. (ERIC Document Reproduction Service No. ED 328 802) [28 pages] Identifies the reading and mathematics job requirements for three sales and service jobs. Srivastava, R. N. (1989). Literacy. Annual Review of Applied Linguistics, 10, 81-102. Argues that research is needed in order to make literacy instruction more functional in adult literacy programs. Staton, Jana, and others. (1991, October). Family resource, support, and parent education programs: The power of a preventive approach (Family Impact Seminar, Washington, DC). Washington, DC: Family Impact Seminar (FIS), The AAMFT Research and Education Foundation. For other documents in this series, see PS 020 539-543 and PS 020 549. (ERIC Document Reproduction Service No. ED 345 850) [59 pages] Provides meeting highlights and a background briefing report from a policy seminar about family resource and support programs and parent education programs. Stevenson, Colin. (1985). Challenging adult illiteracy: Reading and writing disabilities in the British Army. New York: Teachers College Press. [213 pages] Stewart, Alva W. (1984). Illiteracy in America: A brief checklist. Monticello, IL: Vance Bibliographies. [12 pages] Sticht, Thomas G. (1980). The basic skills movement: Its impact on literacy. Washington, DC: U.S. Dept. of Education, Department of Health, Education, and Welfare, Right to Read Program. [16 pages] Sticht, Thomas G. (1982). Literacy at work. In Barbara A. Hutson (Ed.), Advances in reading/language research: A research annual, I (pp. 219-243). Greenwich, CT: JAI Press. Sticht, Thomas. (1983). Literacy and human resources development at work: Investing in the education of adults to improve the educability of children. Alexandria, VA: Human Resources Research Organization. Sticht, Thomas G. (1987a). Functional context education: Workshop resource notebook. San Diego, CA: Applied Behavioral & Cognitive Sciences, Inc. (ERIC Document Reproduction Service No. ED 342 878) [90 pages] Offers a notebook containing materials for a workshop to teach participants how to address the needs of youth and adults for improved literacy, employability, and productivity. Sticht, Thomas G. (1987b). Issues in indexing functional literacy. One of 46 papers commissioned by the Study Group on the National Assessment of Student Achievement and cited in Appendix B to their final report "The Nation's Report Card" (TM 870 049). (ERIC Document Reproduction Service No. ED 279 700) [20 pages] Explores some of the issues involved in developing an index of functional literacy that can serve diagnostic purposes. Sticht, Thomas G. (1991). Evaluating national workplace literacy programs. San Diego, CA: Applied Behavioral & Cognitive Sciences. (ERIC Document Reproduction Service No. ED 334 431) [13 pages] Discusses evaluation as required under the Department of Education rules and regulations for the National Workplace Literacy Program (NWLP). Sticht, Thomas G. (Ed.). (1975). Reading for working: A functional literacy anthology. Alexandria, VA: Human Resources Organization. Sticht, Thomas G., Armijo, L, Weitzman, R., Koffman, N., Roberson, K., Chang, F., & Moracco, J. (1986). Teachers, books, computers, and peers: Integrated communications technologies for adult literacy development (Summary Report). Monterey, CA: U.S. Navy. Sticht, Thomas G., Beeler, Micheal J., & McDonald, Barbara A. (Eds.). (1992). The intergenerational transfer of cognitive skills. Vol. 1: Programs, policy and research issues. Vol. 2: Theory and research in cognitive science. Norwood, NJ: Ablex. Sticht, Thomas G., Beeler, Micheal J., & McDonald, Barbara A. (Eds.). (1992). The intergenerational transfer of cognitive skills. Vol. 1: Programs, policy, and research issues. Vol. 2: Theory and research in cognitive science: Cognition and literacy. Norwood, NJ: Ablex. [465 + 465 pages] Collects 33 essays. Volume 1 focuses on emerging intergenerational literacy programs; Volume 2 presents a review of contemporary cognitive science and its implications for the intergenerational transfer of literacy and other cognitive skills. Sticht, Thomas G., Caylor, J. S., Kern, R. P., & Fox, L. C. (1972). Project Realistic: Determination of adult functional literacy levels. Reading Research Quarterly, 7, 424-465. Sticht, Thomas G., & McDonald, Barbara A. (1989). Making the nation smarter: The intergenerational transfer of cognitive ability. San Diego, CA: Applied Behavioral & Cognitive Sciences. (ERIC Document Reproduction Service No. ED 309 279) [56 pages] Explores intergenerational literacy programs to explain why many intervention programs do not seem to make their participants more knowledgeable or better thinkers. Sticht, Thomas G., & McDonald, Barbara A. (1992). Teaching adults to read. In S. Jay Samuels & Alan E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 340 011) Stratiff, Frank Michael. (1984). Paulo Freire's literacy program and adult basic education in the United States (Doctoral Development, Boston, MA). (ERIC Document Reproduction Service No. ED 296 306) [15 pages] Strouse, Joan. (1989, March). Educational policy and the Hmong. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 307 720) [8 pages] Notes that U.S. educational policy has failed to integrate the Hmong into the mainstream of American life. Taylor, Gordon. (Ed.). (1988). Literacy by degrees. Milton Keynes, Eng.: Society for Research into Higher Education & Open University Press. [92 pages] Taylor, Maurice C., & Draper, James A. (Eds.). (1989). Adult literacy perspectives. Ottawa, Ontario: National Literacy Secretariat. (ERIC Document Reproduction Service No. ED 333 117) [486 pages] Offers essays intended as a professional reference work. Taylor, Maurice C., Draper, James A., & Lewe, Glenda R. (Eds.). (1991). Basic skills for the workplace. Toronto, Ontario: Culture Concepts. (ERIC Document Reproduction Service No. ED 333 180) [513 pages] Offers a practitioner's guide to developing literacy training programs for workers. Taylor, N., Wade, P., Jackson, S., Blum, I., & Goold, L. (1980). A study of low literate adults: Environmental and program considerations. Urban Review, 12, 69-77. Thomas, Audrey M. (1990). Encouraging adults to acquire literacy skills = l'alphabetisation: Encourager les adultes a participer aux programmes. Ottawa, Ont.: National Literacy Secretariat. (ERIC Document Reproduction Service No. ED 329 700) [52 pages] "According to a 1989 survey, 6.9 million people or 38 percent of the Canadian adult population are low-literate. They are mostly older, are equally men and women, and live in rural and urban areas." Tomin, V. P. (1984). Standards of public education in the USSR: Part I. Soviet Education, 26(6), 12-83. Reports impressive advances in public education in the USSR. Topping, K., & Wolfendale, S. (Eds.). (1985). Parental involvement in children's reading. New York: Nichols. Trivisonno, Ann. (1987, March). Freirean literacy and the liberal arts: Empowering the returning adult. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 284 245) [KNEADPP pages] Reports courses at Ursuline College (Cleveland, Ohio) created for returning adult students that were based on Freire's ideas. Turner, Gwendolyn Y. (1990). The university's role in promoting adult competency education. Adult Literacy and Basic Education, 14, 116-123. Examines the role universities can play in resolving the problems of functionally illiterate adults, which have reduced human capital and economic production. Tymister, Ulrike. (1993). Reading acquisition in analphabetic adults. In Sarah F. Wright & Rudolf Groner (Eds.), Facets of dyslexia and its remediation (pp. 623-630). Amsterdam: North Holland/Elsevier Science Publishers. Presents "the Freiburg Integral Approach," which aims at individually supporting and activating the participants of adult literacy courses. U.S. Congress, House Committee on Education and Labor, Subcommittee on Elementary, Secondary, and Vocational Education. (1986). Oversight on illiteracy in the United States: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives (Washington, DC, March 1986). Washington, DC: Government Publication Office. [184 pages] U.S. Congress, House Committee on Education and Labor, Subcommittee on Elementary, Secondary, and Vocational Education. (1991). Hearing on dropout prevention and workplace literacy: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives (Flint, MI, February 1991). Washington, DC: U.S. Government Publication Office. U.S. Congress, House Committee on Education and Labor, Subcommittee on Postsecondary Education. (1984). Illiteracy and the scope of the problem in this country : Hearing before the Subcommittee on Postsecondary Education of the Committee on Education and Labor, House of Representatives. (Washington, DC, September 1982). Washington, DC: U.S. Congress, House Committee on Education and Labor, Subcommittee on Postsecondary Education. [83 pages] U.S. Congress, Joint Economic Committee, Subcommittee on Education and Health. (1988). The education deficit: A staff report summarizing the hearings on "Competitiveness and the quality of the American work force." Washington, DC: U.S. Congress, Joint Economic Committee, Subcommittee on Education and Health. [50 pages] U.S. Congress, Senate Committee on Labor and Human Resources, Subcommittee on Education, Arts, and Humanities. (1989). Eliminating illiteracy: Hearings before the Subcommittee on Education, Arts, and Humanities of the Committee on Labor and Human Resources, United States Senate (May and July 1989). Washington, DC: Government Publications Office, Congressional Sales Office. [364 pages] U.S. Congress, House Committee on Education and Labor, Subcommittee on Elementary, Secondary, and Vocational Education. (1986). Oversight hearing on successful education programs relating to illiteracy, bilingual education, and dropout prevention: Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives (Los Angeles, CA, November 1985). Washington, DC: Government Publication Office. [179 pages] U.S. Congress, House Committee on Education and Labor, Subcommittee on Elementary, Secondary, and Vocational Education. (1987). An assessment of the federal initiative in the area of adult literacy (Staff Report). Washington, DC: Government Publications Office, Congressional Sales Office. [8 pages] U.S. Congress, House Committee on Education and Labor, Subcommittee on Elementary, Secondary, and Vocational Education. (1990). Hearing on H.R. 3123, the Adult Literacy and Employability Act (Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives, Washington, DC, November 1989). Washington, DC: Government Publications Office, Congressional Sales Office. [227 pages] U.S. Congress. (1987). Literacy Corps Assistance Act of1987: Hearing on S. 1016 to provide financial assistance for the establishment and operation of Literacy Corps Programs before the Committee on Labor and Human Resources. Washington, DC: Congress of the U.S., Senate Committee on Labor and Human Resources. (ERIC Document Reproduction Service No. ED 290 897) [57 pages] Contains a congressional hearing on the establishment and operation of Literacy Corps programs. U.S. Congress. (1988). Competitiveness and the quality of the American work force: Hearings before the Subcommittee on Education and Health of the Joint Economic Committee (Part 2). Washington, DC: Congress of the United States, Joint Economic Committee. For part 1, see CE 050 200. (ERIC Document Reproduction Service No. ED 295 014) [595 pages] Reports 4 hearings to examine the United States educational system and to consider its redesign. U.S. Congress. (1986). Oversight hearing on successfuleducation programs relating to illiteracy, bilingual education and dropout prevention (Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor). Washington, DC: House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 275 788) [183 pages] Offers proceedings of a regional hearing on problems in American education. U.S. Congress. (1988a). Competitiveness and the quality of the American work force: Hearings before the Subcommittee on Education and Health of the Joint Economic Committee (Part 1). Washington, DC: Congress of the United States, Joint Economic Committee. For part 2, see CE 050 201. (ERIC Document Reproduction Service No. ED 295 013) [647 pages] Reports 5 congressional hearings to examine the United States educational system and to consider its redesign. U.S. Congress. (1987). Oversight hearing on the educational, literacy and social needs of the Hispanic community. Washington, DC: Congress of the U.S., Hearing before the House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 289 645) [189 pages] Presents testimony and gather information aimed at reducing the incidence of Hispanic dropouts and adult illiteracy. U.S. Congress. (1987). An assessment of the federal initiative in the area of adult literacy (Staff Report of the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor). Washington, DC: House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 286 072) [11 pages] A Congressional staff study found that there are 79 literacy-related programs administered by 14 federal agencies. U.S. Congress. (1991). Hearing on dropout prevention and workplace literacy (Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the House Committee on Education and Labor, Flint, Michigan). Washington, DC: House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 335 532) [118 pages] Contains oral and written testimony from a Congressional hearing on dropout prevention and workplace literacy held in Flint, Michigan, in February 1991. U.S. Congress. (1986). Oversight hearing on illiteracy (Joint Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor, House of Representatives and the Subcommittee on Education, Arts and Humanities of the Committee on Labor and Human Resources, United States Senate). Washington, DC: House Committee on Education and Labor; Senate Committee on Labor and Human Resources. (ERIC Document Reproduction Service No. ED 279 855) [67 pages] Contains transcripts of testimony and written materials. U.S. Congress. (1986). Oversight on illiteracy in the United States (Hearing before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor). Washington, DC: House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 281 176) [189 pages] Gathers testimony and written statements on illiteracy presented to a House Subcommittee. U.S. Congress. (1987). Reauthorization of expiring federal elementary and secondary education programs. Volume 5: Adult Education (Hearing on H.R. 5, before the Subcommittee on Elementary, Secondary, and Vocational Education of the Committee on Education and Labor). Washington, DC: Congress of the U.S., House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 306 440) [55 pages] Offers testimony focusing on the problem of illiteracy. U.S. Congress. (1987). Oversight hearing on the educational, literacy and social needs of the Hispanic community. Washington, DC: Congress of the U.S., Hearing before the House Committee on Education and Labor. (ERIC Document Reproduction Service No. ED 289 645) [189 pages] Presents testimony and gather information aimed at reducing the incidence of Hispanic dropouts and adult illiteracy. U.S. Congress. (1987). Literacy Corps Assistance Act of1987: Hearing on S. 1016 to provide financial assistance for the establishment and operation of Literacy Corps Programs before the Committee on Labor and Human Resources. Washington, DC: Congress of the U.S., Senate Committee on Labor and Human Resources. (ERIC Document Reproduction Service No. ED 290 897) [57 pages] Contains a congressional hearing on the establishment and operation of Literacy Corps programs. U.S. Congress. (1988a). Competitiveness and the quality of the American work force: Hearings before the Subcommittee on Education and Health of the Joint Economic Committee (Part 1). Washington, DC: Congress of the United States, Joint Economic Committee. For part 2, see CE 050 201. (ERIC Document Reproduction Service No. ED 295 013) [647 pages] Reports 5 congressional hearings to examine the United States educational system and to consider its redesign. U.S. Congress. (1988). Competitiveness and the quality ofthe American work force: Hearings before the Subcommittee on Education and Health of the Joint Economic Committee (Part 2). Washington, DC: Congress of the United States, Joint Economic Committee. For part 1, see CE 050 200. (ERIC Document Reproduction Service No. ED 295 014) [595 pages] Reports 4 hearings to examine the United States educational system and to consider its redesign. U.S. Congress. (1990). Meeting the challenges of a new work force: Hearing before the Senate Committee on Labor and Human Resources, on Examining the Way in Which the Changes in Our Workforce Affect the Role of Business and the Federal Government in Meeting Changes in Workforce and Workplace Needs. Washington, DC: U.S. Congress, Senate Committee on Labor and Human Resources. (ERIC Document Reproduction Service No. ED 334 360) [76 pages] Records the oral and written testimony given at a hearing on preparation of the work force for the year 2000 and beyond. U.S. Department of Education. (1990). Defining literacy and the national adult literacy survey (Report to Congress). Washington, DC: Department of Education. (ERIC Document Reproduction Service No. ED 326 729) [23 pages] Provides a congressionally-mandated definition of literacy. U.S. Department of Education. (1991). Indian nations at risk (Task Force Commissioned Papers). Washington, DC: Department of Education, Indian Nations At Risk Task Force. For related documents, see ED 339 587 and RC 018 613-633. (ERIC Document Reproduction Service No. ED 343 753) [530 pages] Contains 21 papers commissioned by the Indian Nations at Risk Task Force (papers not analyzed in abstract). U.S. Department of Education (1986). Update on adult illiteracy. Washington, DC: U.S. Department of Education. U.S. Department of Education. (1988). The bottom line: Basic skills in the workplace (William J. Bennett, Introd.). Washington, DC: Department of Education; Department of Labor. (ERIC Document Reproduction Service No. ED 291 922) [57 pages] Provides guidelines for setting up workplace programs to strengthen employee basic skills. U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center. (1990). Report to Congress on defining literacy and the national adult literacy survey. Washington, DC: U.S. Department of Education, Office of Educational Research and Improvement, Educational Resources Information Center. (ERIC Document Reproduction Service No. ED 326 729) U.S. General Accounting Office. (1977). A need to address illiteracy problems in the military services: Department of Defense. Washington, DC: General Accounting Office. [27 pages] U.S. Government Publication Office. (1988, May). A resource guide to United States government publications about literacy. Washington, DC: U.S. Government Printing Office. [6 pages] "Shipping list no.: 88-344-P." U.S. Office of Vocational and Adult Education. (1991). Teaching adults with limited English skills: Progress and challenges. Washington, DC: Office of Vocational and Adult Education (ED), Division of Adult Education and Literacy. (ERIC Document Reproduction Service No. ED 341 296) [81 pages] Summarizes current demographic trends, best practices, and federal initiatives in adult literacy as a reference for practitioners in the field who are involved in delivering education services to adults with limited English skills. U.S. Office of Bilingual Education and Minority Languages Affairs. (Ed.). (1990, September). Proceedings of the research symposium on limited English proficient students' issues, Washington, DC. Washington, DC: Office of Bilingual Education and Minority Languages Affairs (ED). (Individual papersabstracted as ERIC Document Service Reproduction Nos. FL 020 031 040; document available as ED 341 260) [522 pages] Presents ten research papers commissioned by the Office of Bilingual Education and Minority Languages Affairs for the 1990 research symposium on issues related to Limited-English-Proficient (LEP) students (papers not separately analyzed in abstract). U.S. Office of Educational Research and Improvement. (1986). Our literacy report card. Washington, DC: Office of Educational Research and Improvement, U.S. Department of Education. (ERIC Document Reproduction Service No. ED 276 836) [2 pages] U.S. Office of Vocational and Adult Education, Division of Adult Education and Literacy. (1990). Workplace literacy: Reshaping the American workforce. Washington, DC: U.S. Department of Education, Office of Vocational and Adult Education, Division of Adult Education and Literacy. [93 pages] U.S. Office of Education. (1971). The right to read [motion picture]. New York: U.S. Office of Education: Released by Modern Talking Picture Service. [28 minutes] Summary: Shows, in human terms, the problems of illiteracy, and tells what is being done and what can be done to improve the situation in communities throughout the United States. Describes the need for universal reading ability in order to foster effective democracy, economic survival, and personal growth. U.S. Office of Bilingual Education and Minority Languages Affairs. (1992). Proceedings of the second National Research Symposium on Limited English Proficient Students' Issues: Focus on evaluation and measurement (Research Symposium on Limited English Proficient Students' Issues, Washington, DC, 1991, 2 Vols.). Washington, DC: U.S. Department of Education, Office of Bilingual Education and Minority Languages Affairs. Ungerleider, Dorothy Fink. (1985). Reading, writing, and rage: The terrible price paid by victims of school failure. Rolling Hills Estates, CA: Jalmar Press. [221 pages] United States Conference of Mayors. (1986). Adult literacy: A policy statement and resource guide for cities. Washington, DC: United States Conference of Mayors. (ERIC Document Reproduction Service No. ED 287 023) [26 pages] Expands upon a policy resolution passed unanimously at the Annual Conference of Mayors in 1985. United Way of America. (1987). Illiteracy: A national crisis. United Way's role: A report from United Way of America's Strategic Planning Committee. Alexandria, VA: United Way of America. (ERIC Document Reproduction Service No. ED 295 000) [30 pages] Examines United Way's role in solving illiteracy. Vaikoosi, Danae. (1990). On the training of tutors for women's literacy: A woman's experience with women in Greece. Voices Rising, 4(1), 000-000. (ERIC Document Reproduction Service No. ED 328 102) Valasek, Michele. (1990). The "other language": Language planning in Belgium. Penn Working Papers in Educational Linguistics, 6(1), 000-000. (ERIC Document Reproduction Service No. ED 335 929) . Examines the ways status planning activities and legislation influence the use of Netherlandic and French in the northern provinces. Vargas, Arturo. (1986). Illiteracy in the Hispanic community (Revised). Washington, DC: National Council of La Raza, Office of Research Advocacy and Legislation. (ERIC Document Reproduction Service No. ED 304 880) [30 pages] Explores illiteracy and other language problems among Hispanics in the United States. Vargas, Arturo. (1988). Literacy in the Hispanic community. Washington, DC: National Council of La Raza, Office of Research Advocacy and Legislation. (ERIC Document Reproduction Service No. ED 296 059) [43 pages] Notes that Hispanics have substantially higher rates of illiteracy than any other major population group. Velez-Ibanez, Carlos G., & Greenberg, James B. (1992). Schooling processes among U.S. Mexicans, Puerto Ricans, and Cubans: A comparative, distributive, and case study approach. Forthcoming in Thomas Weaver (Ed.), Hispanics in the United States. Houston, TX: Arte Publico Press. (ERIC Document Reproduction Service No. ED 347 022) [47 pages] Suggests that "Hispanic" populations are a diverse category, and that undifferentiated comparisons only create a comparative "ecological" fallacy. Verhoeven, Ludo T. (1991b). Literacy in Europe. Annual Review of Applied Linguistics, 12, 119-141. Reviews research findings in Europe over the past five years, including the following areas of study: Construct of literacy, assessment of literacy problems, emergent literacy, reading and writing development, and individual differences in literacy acquisition. Vermes, Genevieve, & Kastenbaum, Michele. (1992). Sociolinguistic minorities and scholastic difficulties in France. Annals of the American Academy of Political and Social Science, 520, 163-173. Wadds, Gillian M. (1989). Who cares? Woodstock, IL: Dramatic Publishing Company. [107 pages] A play in two acts. Wallat, Cynthia. (1987). Literacy, language, and schooling: State policy implications. In David Bloome (Ed.), Literacy and schooling (pp. 000-000). Norwood, NJ: Ablex Publishing Corporation. Ward, Annita Marie. ([1986]). Comparative literacy attainment behaviors of non-literate adults and preliterate and early literate children. (ERIC Document Reproduction Service No. ED 284 184) [13 pages] Compares the performances of adults who were learning to read with those of two groups of preliterate and second-grade children on selected cognitive tasks and on the display of certain metacognitive understandings. Ward, Norman. (1971). The educationally subnormal in the community (2nd ed.). London, National Elfrida Rathbone Society. Weinstein-Shr, Gail, & Lewis, Nora E. (1991). Language, literacy, and the older refugee in America: A research agenda for the nineties. College ESL, 1(1), 53-65. Argues that qualitative research on the language needs of elderly refugees is critically important to developing responsive English-as-a-Second- Language programs for this group. Weiss, Barry D., and others. (1991). The relationship between literacy and health. Journal of Health Care for the Poor and Underserved, 1, 351-363. Proposes research exploring the relationship between illiteracy or impaired literacy and health status in the United States. Wells, Alan. (1987). Perspectives and lessons from the adult literacy campaign in England and Wales. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Wells, Robert N., Jr. (1991). Indian education from the tribal perspective: A survey of American Indian tribal leaders. (ERIC Document Reproduction Service No. ED 330 539) [23 pages] Reports a 1990 survey on American Indian education was conducted among 511 Native American tribal leaders, 227 (44.4%) of whom responded. Weston, Dee. (Comp.). ([1988]). Adults who believe in education. Asheboro, NC: Randolph Community College. (ERIC Document Reproduction Service No. ED 303 645) [31 pages] Contains short statements written by students of adult basic education. Whitehead, David. (1993). Literacy and learning - will it survive the achievement initiative: English language? Working Papers in Language Education, 1, 43-49. Whitesel, Russ. (1986). Background information on adult illiteracy (Employment Disincentives Memo No. 4). Madison: Wisconsin State Legislative Council. (ERIC Document Reproduction Service No. ED 290 956) [17 pages] Reviews issues of adult illiteracy. Whyte, J. (1981). Language and reading: A case study of adult literacy students in Northern Ireland. Journal of Reading, 24, 595-598. Wider Opportunities for Women, Inc. (1989). Literacy and the marketplace: Improving the literacy of low-income single mothers (Report of a Meeting of Practitioners, Policymakers, Researchers, and Funders, New York, January 1988). Washington, DC: Wider Opportunities for Women, Inc. (ERIC Document Reproduction Service No. ED 311 307) [77 pages] LISTCONTENTS Contains 6 papers from a conference on the problems of low literacy among single mothers. Wiley, Terrence G. (1991). Literacy and the adult Mexican-origin population: What a biliteracy analysis can tell us. Journal of the Association of Mexican American Educators, 4, 000-000. (ERIC Document Reproduction Service No. ED 344 716) Willinsky, John. (1984a). The bounds of literacy. Interchange, 15(4), 40-52. Willinsky, John. (1984b). Literacy unbound. Interchange, 15(4), 58-62. Young, Art. (1987, November). Writing, literature, and general education. Paper presented at the meeting of the South Atlantic Modern Language Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 294 198) [15 pages] Explores stereotypical attitudes toward English studies and the apparent lack of integration in curricula and pedagogies. Yussen, Steven R., & Smith, Cecil M. (Eds.). (1993). Reading across the life span. New York: Springer-Verlag. [329 pages] B. Elsewhere Ahai, Naihuwo. (1990, October). Literacy in an emergent society: Papua New Guinea. Paper presented at the International Literacy Year Colloquium, Washington, DC. (ERIC Document Reproduction Service No. ED 327 816) [21 pages] Reviews literacy efforts in Papua New Guinea. Akinnaso, F. Niyi. (1989). One nation, four hundred languages: Unity and diversity in Nigeria's language policy. Language Problems and Language Planning, 13, 133-146. Akinnaso, F. Niyi. (1990). The politics of language planning in education in Nigeria. WORD, 41, 337-367. Akinnaso, F. Niyi. (1991b). Toward the development of a multilingual language policy in Nigeria. Applied Linguistics, 12, 29-61. Angl‚s, Cipriano. (196?). El analfabetismo en el Per£ y sus causas. Lima: Universidad Nacional Mayor de San Marcos, Facultad de Educaci¢n. [77 pages] Archer, David, & Costello, Patrick. (1990). Literacy and power: The Latin American battleground. London: Earthscan. [206 pages] Arguello, Fanny M. (1986). Adult literacy campaigns in a multilingual country: Official vs. indigenous languages. In Nancy Schweda-Nicholson (Ed.), Languages in the international perspective: Proceedings of the 5th Delaware Symposium on Language Studies (pp. 41-55). Norwood, NJ: Ablex. Explores the role of Quecha in Ecuador. Arnove, Robert F. (1986). Education and revolution in Nicaragua. New York: Praeger. [160 pages] Arnove, Robert F., & Dewees, Anthony. (1991). Education and revolutionary transformation in Nicaragua, 1979-1990. Comparative Education Review, 35, 92-109. Traces the efforts of Nicaragua's Sandinista government to create a new education system consonant with the revolution's ideals of social justice. Arnove, Robert F., & Graff, Harvey J. (1987a). National literacy campaigns: Historical and comparative lessons. Phi Delta Kappan, 69, 202-206. Arnove, Robert F., & Graff, Harvey J. (Eds.). (1987b). National literacy campaigns: Historical and comparative perspectives. New York: Plenum Press. [322 pages] Asia-Pacific Programme of Education for All. (1991). National studies. Bangkok: UNESCO Principal Regional Office for Asia and the Pacific. A series of pamphlets on literacy efforts the Asia-Pacific region. Available: Bangladesh [14 pages]; China [29 pages]; India [71 pages]; Laos [14 pages]; Malaysia [25 pages]; Pakistan [85 pages]; Nepal [32 pages]; Vietnam [47 pages]. Bailey, Richard W. (1983) Literacy in English: An international perspective. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 30-44). New York: Modern Language Association. Bailey, Richard W. (1985). The conquests of English. In Sidney Greenbaum (Ed.), The English language today (pp. 9-19). Oxford: Pergamon Press. Barnes, Dayle, (1973). Language planning in mainland China: Standardization. In Joan Rubin & Roger Shuy (Eds.), Language planning: Current issues in research (pp. 000-000). Washington, DC: PUBLISHER? [Repr. (1974). In Joshua A. Fishman (Ed.), Advances in language planning (pp. 000-000). The Hague: Mouton.] Beca, Carlos E., and others. (1987). Alfabetizacion y postalfabetizacion en America latina: Perfiles de projectos y programas vigentes (Literacy programs in Latin America and the Caribbean: Profiles of existing programs and projects). Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. (ERIC Document Reproduction Service No. ED 288 799) [68 pages] Characterizes the illiteracy problem in 14 Latin American and Caribbean countries and reports the achievements of 22 currently established literacy programs. {} Beisiegel, Celso de Rui. (1982). Pol¡tica e educa‡...o popular: A teoria e a pr tica de Paulo Freire no Brasil. S...o Paulo: Editora Atica. Originally presented as the author's thesis (livre docencia-- Universidade de S...o Paulo). [304 pages] Belamide, Eileen. (1987). Literacy practice in the Philippines. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Benalc zar, C‚sar Augusto. (1989). El proceso alfabetizador en Ecuador, 1944-1989. Quito, Ecuador: Fundaci¢n Ecuatoriana de Estudios Sociales. [358 pages] Bendor-Samuel, David, & Bendor-Samuel, Margaret M. (1983). Community literacy programmes in northern Ghana. Dallas, TX: Summer Institute of Linguistics. [81 pages] Bernard, H. Russell. (1985). The power of print: The role of literacy in preserving native cultures. Human Organization, 44, 88-93. Discussion (1986). 45, 177-179. Bernhardt, Elizabeth B. (1991). A psycholinguistic perspective on second language literacy. AILA Review, 8, 31-44. Berstecher, D., and others. (Eds.). (1985). Education and rural development: Issues for planning and research (Report on an IIEP Research Project). Paris: UNESCO, International Institute for Educational Planning. (ERIC Document Reproduction Service No. ED 277 535) [227 pages] {} Reviews world rural development efforts. Bhola, H. S. (1984). Campaigning for literacy: Eight national experiences of the twentieth century, with a memorandum to decision-makers. Paris: UNESCO. [203 pages] Reviews campaigns in the USSR, Vietnam, China, Cuba, Burma, Brazil, Tanzania, and Somalia. Bhola, H. S. (1985a, May). Literacy in revolution and reform: Experiences in the SADCC region of southern Africa. Paper presented at the International Conference on the Future of Literacy in a Changing World: Syntheses from Industrialized and Deveveloping Nations, Philadelphia, PA. (ERIC Document Reproduction Service No. ED 260 208) [27 pages] Bhola, H. S. (1987a, March). Adult literacy for development in Ethiopia: A review of policy and performance at mid-point. Paper presented at the Annual Conference of the Comparative and International Education Society, Washington, DC. (ERIC Document Reproduction Service No. ED 277 899) [NEEDPP pages] {} Reviews the Ethiopian National Literacy Campaign. Bhola, H. S. (1987b). Adult literacy for development in India: Analysis of policy and performance. In R. F. Arnove & Harvey J. Graff (Eds.), National literacy campaigns: Historical and comparative perspectives (pp. 000-000). New York: Plenum Press. Bhola, H. S. (1987c, May). Adult literacy for development in Zimbabwe: The third phase of the revolution examined. Paper presented at the meeting of the Canadian Association of African Studies, Edmonton, Alberta. (ERIC Document Reproduction Service No. ED 279 898) [24 pages] Reviews the National Literacy Campaign of Zimbabwe. Bhola, H. S. (1987d). The politics of adult literacy promotion: An international perspective. Journal of Reading, 31, 667-671. Sketches 3 models, gradualist, reformist, and revolutionary. Bhola, H. S. (1988a). The Botswana national literacy program: Case materials on policy and performance. Bloomington: Indiana University. For related document, see ED 255 705. (ERIC Document Reproduction Service No. ED 332 144) [50 pages] Examines literacy programs in Botswana, relying on informal education and shifting from a utilitarian to a humane development ideology. Bhola, H. S. (1988c, September). Literacy for revitalization in the SADCC countries of Southern Africa. Paper presented at the Modern Language Association Right to Literacy Conference, Columbus, OH. (ERIC Document Reproduction Service No. ED 297 304) [19 pages] Examines literacy strategies in the SADCC countries--Angola, Botswana, Lesotho, Malawi, Mozambique, Swaziland, Tanzania, Zambia, and Zimbabwe. Bhola, H. S. (1988d, March). A policy analysis of adult literacy education in India: Across the two national policy reviews of 1968 and 1986. Paper presented at the Conference of the Comparative and International Education Society, Atlanta, GA. (ERIC Document Reproduction Service No. ED 290 909) [36 pages] Notes few changes in educational policy regarding the provision of adult literacy education in India over the past two decades. Bhola, Harbans S. (1989a). Adult literacy: From concepts to implementation strategies. Prospects, 19, 479-490. Analyzes UNESCO's policy initiatives over the past 50 years. Bhola, H. S. (1989b). Towards an agenda for literacy. World Education Reports, 28, 000-000. (ERIC Document Reproduction Service No. ED 305 478) Reports on developing an agenda for literacy promotion among nongovernmental organizations at an international meeting. Bhola, H. S. (1989c, April). The uses and consequences of literacy in the daily lives of ordinary people: From an evaluation of Adult Literacy Organization of Zimbabwe (ALOZ). Paper presented at a seminar sponsored by the Federal Interagency Panel for Research and Development on Adulthood and the Division of Higher Education and Adult Learning of the Office of the Assistant Secretary for Educational Research and Improvement, United States Department of Education, Washington, DC. (ERIC Document Reproduction Service No. ED 304 660) [16 pages] Evaluates positively the Adult Literacy Organization of Zimbabwe (ALOZ), an organization whose aim is to achieve universal literacy in Zimbabwe. Bhola, H. S. (1989d, June). World trends and issues in adult literacy: Interregional and international comparisons. Paper presented at the Annual World Congress of Comparative Education, Montreal, Canada. Revised version of ED 319 938. (ERIC Document Reproduction Service No. ED 330 231) [26 pages] Suggests that available world statistics, however limited, indicate a trend toward the universalization of literacy, reason for cautious optimism. Bhola, H. S. (1990a, October). Adult literacy and adult education in the socialist modernization of China: Policy, performance, lessons. Paper presented at the International Literacy Year Colloquium: Literacy--The Foundation for Development. (ERIC Document Reproduction Service No. ED 327 650) [17 pages] Examines different accounts of adult literacy education in China. Bhola, H. S. (1990b, November). Adult literacy for development: The logic and structure of economic motivations. Paper presented at a Seminar on Adult Literacy for Development, New Delhi. (ERIC Document Reproduction Service No. ED 327 648) [12 pages] Addresses the logic and the structure of economic motivations for adult literacy promotion, using China as an example. Bhola, H. S. (1990c, December). The essential theory of literacy and its implications for programming and evaluation. Paper presented at a Seminar for the Swedish International Development Authority, Stockholm. (ERIC Document Reproduction Service No. ED 327 649) [10 pages] Defends literacy as an essential human capacity. Bhola, H. S. (1990d). Evaluating "literacy for development" projects, programs and campaigns: Evaluation planning, design and implementation, and utilization of evaluation results (UIE Handbooks and Reference Books 3). Bonn: German Foundation for International Development (DSE); Hamburg: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 161) [312 pages] Presents a comprehensive treatment of the subject of evaluation as applied to literacy programs, covering evaluation theory, planning, and practice. Bhola, H. S. (1990f). Literacy for survival and for more than mere survival (Literacy Lessons). Geneva: International Bureau of Education. (ERIC Document Reproduction Service No. ED 321 033) [17 pages] Suggests that the diffusion of literacy worldwide has been politically, socially, and economically thwarted. Bhola, H. S. (1990g). An overview of literacy in Sub-Sahara Africa--images in the making. African Studies Review, 33, 5-20. Bhola, H. S. (1990h). The psychology of development and the psychology of literacy: A point of intersection. Psychology and Developing Societies, 2(1), 53-65. (ERIC Document Reproduction Service No. ED 334 865) Notes the correlations between literacy and development as a focus for psychological and economic issues. Bhola, H. S. (1991a, March). Evaluation implications of "education for all": Focus on adult literacy. Paper presented at the meeting of the Comparative and International Education Society, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED 329 581) [22 pages] Examines the evaluative implications of adult literacy for all, as delineated by the World Conference on Education for All. Bhola, H. S. (1991b). Literacy as a social process; literacy as a social intervention. ASBAE Courier, 47, 6-14. (ERIC Document Reproduction Service No. ED 340 261) Argues, by assuming that literacy is a social process, that literacy workers in local communities must reconcile national visions and objectives with local needs. Bhola, H. S. (1991c). Literacy in southern Africa. Annual Review of Applied Linguistics, 12, 243-259. Reviews the status of languages and literacy in the countries of southern Africa, policies of literacy promotion, and the emerging symbioses among spoken languages and among literacies in mother tongues, national or official languages, and metropolitan languages. Bhola, H. S. (1991d, March). Management information systems for basic education: Discovering and supporting current best practice in adult literacy and post-literacy evaluation. Paper presented at the meeting of the Comparative and International Education Society, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED 329 580) [15 pages] Sketches a model of evaluation planning, implementation, and management that includes a management information system. Bhola, H. S., Muller, J., & Dijkstra, P. (1983). The promise of literacy campaigns, programs and projects. Baden Baden, West Germany: Verlagsgesellschaft. Bhola, H. S. (Ed.). (1990i). Literacy in Africa [Special Issue for the International Year of Literacy]. African Studies Review, 33, 1-120. Biber, Douglas, & Hared, Mohamed. (1991). Literacy in Somali: Linguistic consequences. Annual Review of Applied Linguistics, 12, 260-282. Examines linguistic consequences of literacy in Somalia in a review of the literature and through a study of five dimensions of variation among Somali registers and the expansion of linguistic variation in Somali resulting from the introduction of written registers. Bokamba, Eyamba G. (1983). Language and literacy in West Africa. Annual Review of Applied Linguistics, 4, 40-74. Reviews literacy education in West Africa between 1800-1959. Bordia, Anil, & Kaul, Anita. (1992). Literacy efforts in India. Annals of the American Academy of Political and Social Science, 520, 151-162. Browne, Angela W., & Barrett, Hazel R. (1991). Female education in Sub-Saharan Africa: The key to development? Comparative Education, 27, 275-285. Finds female literacy is associated with higher agricultural productivity and is more strongly correlated than GNP with mortality and immunization rates of young children, using a case study of Gambia. Carceles, Gabriel. (1990). World literacy prospects at the turn of the century: Is the objective of literacy for all by the year 2000 statistically plausible? Comparative Education Review, 34, 4-20. Describes status and challenge of worldwide illiteracy. Carr, Irene Campos. (1990). The politics of literacy in Latin America. Convergence, 23(2), 60-68. Contrasts the purposes and methods of government- sponsored literacy programs in Latin America. Carron, G. (1990). The functioning and effects of the Kenya literacy program. African Studies Review, 33, 97-120. Centro Regional de Alfabetizaci¢n Funcional en las Zonas Rurales de Am‚rica Latina. (1969). Bibliograf¡a sobre alfabetizaci¢n (2 vols.). P tzcuaro, Michoac n, M‚xico: CREFAL. Vol. 1: Contiene 340 extractos de escritos de 165 autores, correspondientes a publicaciones en espa¤ol, existentes en la Biblioteca del CREFAL; v.2: Contiene 371 extractos de art¡culos en espa¤ol de las publicaciones peri¢dicas de la UNESCO (Bolet¡n trimestral de educaci¢n fundamental, El Correo de la UNESCO, Cr¢nica de la UNESCO y Proyecto principal de educaci¢n). Chacoff, Ana. (1989). (Bi)literacy and empowerment: Education for indigenous groups in Brazil. Penn Working Papers in Educational Linguistics, 5(2), 000-000. (ERIC Document Reproduction Service No. ED 335 923) Chishimba, Maurice M. (1981). Language teaching and literacy: East Africa. Annual Review of Applied Linguistics, 12, 168-188. Cobarrubias, Juan, & Fishman, Joshua A. (Eds.). (1983). Progress in language planning: International perspectives. Berlin: Mouton, 1983. [IUP: 404/P943r] Coulmas, Florian. (1984b). Linguistic minorities and literacy. In Florian Coulmas (Ed.), Linguistic minorities and literacy (pp. 5-20). Berlin: Mouton. Coulmas, Florian. (Ed.). (1984). Linguistic minorities and literacy: Language policy issues in developing countries. Berlin: Mouton. [133 pages] [Reviewed: Embleton, Sheila M. (1987). Language, 63, 906-910.] Coulmas, Florian. (Ed.). (1988c). With forked tongues: What are national languages good for? Ann Arbor, MI: Karoma. Cowan, J. Ronayne. (1983). Literacy in the Southern Sudan: A case study of variables affecting literacy programs. Annual Review of Applied Linguistics, 4, 75-92. Describes the Local Languages Literacy Project in the Southern Sudan. Cziko, Gary A. (1982). Vernacular education in the Southern Sudan: A test case for literacy. Journal of Multilingual and Multicultural Development, 3, 293-314. Presents the results of the first impact evaluation of the Local Language Literacy Project in the Southern Sudan, conducted in late 1980. Dave, R. H., and others. (Eds.). (1985). Learning strategies for post-literacy and continuing education in Kenya, Nigeria, Tanzania and United Kingdom: Outcomes of an International Research Project (UIE Studies on Post-Literacy and Continuing Education 3). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 500) [292 pages] Offers 4 case studies of post-literacy programs. Dave, R. H., Perera, D. A., & Ouane, A. (Eds.). (1985). Learning strategies for post-literacy and continuing education: A cross-national perspective (Outcomes of an international research project of the Unesco Institute for Education organized in co-operation with the German Commission for Unesco, Bonn). Hamburg: Unesco Institute for Education. [269 pages] Dave, R. H., Ouane, A., & Ranaweera, A. M. (Eds.). (1986a). Learning strategies for post-literacy and continuing education in Brazil, Colombia, Jamaica and Venezuela: Outcomes of an International Research Project (UIE Studies on Post-Literacy and Continuing Education 5). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 502) [293 pages] Offers 3 case studies of post-literacy programs. Dave, R. H., and others. (Eds.). (1986b). Learning strategies for post-literacy and continuing education in China, India, Indonesia, Nepal, Thailand and Vietnam: Outcomes of an International Research Project (UIE Studies on Post-Literacy and Continuing Education 4). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 501) [294 pages] Presents 6 national case studies. Dave, R. H., and others. (Eds.) (1987). Learning strategies for post-literacy and continuing education in Algeria, Egypt and Kuwait: Outcomes of an International Research Project (UIE Studies on Post-Literacy and Continuing Education 6). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 503) [226 pages] Offers 3 case studies of post-literacy programs. Dave, R. H., Ouane, A., & Perera, D. A. (1988). Learning strategies for post-literacy and continuing education: A cross-national perspective. Outcomes of an International Research Project (Second edition, Studies on Post-Literacy and Continuing Education 1). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Hamburg, West Germany, Institute for Education. (ERIC Document Reproduction Service No. ED 324 499) [316 pages] Describes post-literacy programs. Dave, R. H., Perera, D. A., Ouane, A., & Macharia, David N. (Eds.). (1985). Learning strategies for post-literacy and continuing education in Kenya, Nigeria, Tanzania and United Kingdom: Outcomes of an international research project of the Unesco Institute for Education organized in co-operation with the German Commission for Unesco, Bonn. Hamburg: Unesco Institute for Education. [284 pages] Du Sautoy, Peter. (1966). The planning and organization of adult literacy programmes in Africa (Unesco Manuals on Adult and Youth Education, 4). Paris: UNESCO. [127 pages] Eddy, David, & Garb, Gill. (Eds.). (1989, Spring). Towards a fully literate world [Special Issue]. World Education Reports, 28. For a related issue, see ED 291 900. (ERIC Document Reproduction Service No. ED 305 478) [29 pages] Editorial de Ciencias Sociales(?). (1981). Cuba, territorio libre de analfabetismo. Ciudad de La Habana, Cuba: Equipo de Ediciones Especiales, Editorial de Ciencias Sociales. [101 pages] Eisemon, Thomas Owen. (1988). The consequences of schooling: A review of research on the outcomes of primary schooling in developing countries (Education Development Discussion Paper No. 3). Cambridge, MA: Harvard University, Institute for International Development. (ERIC Document Reproduction Service No. ED 323 657) [83 pages] Reviews the efficacy of educational investments in developing countries. Eisemon, Thomas Owen, and others. (1989). What language should be used for teaching?: Language policy and school reform in Burundi. Journal of Multilingual and Multicultural Development, 10, 473-497. Examines language-of-instruction policies in primary schools in Burundi, arguing that the use of French makes it difficult for teachers to cover the entire syllabus and encourages a vocabulary-building rather than academic orientation. Ellis, Cornelia S. (1987). Literacy statistics in the RSA, 1980 (Report Soling-12). Pretoria, South Africa: Human Sciences Research Council. (ERIC Document Reproduction Service No. ED 289 015) [58 pages] Collects literacy data on a 5 percent sample of the Republic of South Africa's 1980 population census. Eshiwani, G. S. (1985). The education of women in Kenya, 1975-1984. Nairobi, Kenya: Kenyatta University College, Bureau of Educational Research. (ERIC Document Reproduction Service No. ED 284 802) [86 pages] Argues that the extent to which the educational system reaches women in Kenya will in some measure dictate the pace of national development. Fara, Mohammed Saeed, & Fisher, Nigel. (1988). The 1984 literacy campaign in the People's Democratic Republic of Yemen: A case study (Notes, Comments...No. 183). New York: United Nations Children's Fund; Paris: United Nations Educational, Scientific, and Cultural Organization. (ERIC Document Reproduction Service No. ED 328 676) [16 pages] Reviews the 1984 nationwide literacy campaign. Farah, Iffat. (1991). School ka sabaq: Literacy in a girls' primary school in rural pakistan. PENN Working Papers in Educational Linguistics, 7(2), 59-81. (Abstract available as ERIC Document Reproduction Service No. ED 341 248; document available as ED 341 245) Observes the limited goals of "school ka sabaq" or "school lesson" in a girls' school in Pakistan. Farooq, Nishat. (1991). Literacy among women in India. ASPBAE Courier, 52, 21-28. (ERIC Document Reproduction Service No. ED 338 900) Suggests that literacy may serve as an effective instrument of social change in India. Fasold, R. (1984). Introduction to sociolinguistics, vol. 1: The sociolinguistics of society. Oxford: Basil Blackwell. Ch. 11, "Vernacular Language Education" (pp. 292-315), critically evaluates vernacular language programs for linguistic minorities. F vero, Osmar. (Ed.). (1983). Cultura popular, educa‡ o popular: Mem¢ria dos anos 60. Rio de Janeiro, RJ: Graal. [283 pages] Federighi, Paolo, and others. (1989). World perspective case descriptions on educational programs for adults: Italy. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 175) [178 pages] Describes 9 adult education programs being conducted in Italy. Federighi, Paolo. (1989). Adult education: Legislative and administrative measures. Paris: UNESCO, Division of Primary Education, Literacy & Adult Education, Education in Rural Areas. (ERIC Document Reproduction Service No. ED 326 676) [30 pages] Surveys 29 countries to identify and compare the administrative procedures implemented in the field of adult education. Feitelson, D. (1985). Becoming literate in societies in transition. Paper presented at the International Conference on the Future of Literacy in a Changing World, Philadelphia, University of Pennsylvania. Ferguson, Charles A. (1971). Contrasting patterns of literacy acquisition in a multilingual nation. In W. H. Whitely (Ed.), Language use and social change (pp. 234-253). London: Oxford University Press. Ferguson, Charles A. (1983). Language planning and language change. In Juan Cobarrubias, J. & Joshua A. Fishman (Eds.), Progress in language planning: International perspectives (pp. 29-40). Berlin: Mouton, 1983. Fijalkow, Jacques. (1990). Social interactions and the teaching of reading and writing in underprivileged areas. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Filqueira, Carlos. (1978). Expansi¢n educacional y estratificaci¢n social en Am‚rica Latina (1960-1970) (United Nations Economic Commission for Latin America; Proyecto Desarrollo y Educaci¢n en Am‚rica Latina y el Caribe, No. 4). Buenos Aires: Comisi¢n Econ¢mica para Am‚rica Latina. [124 pages] Fordham, P. (1985). One billion illiterates: One billion reasons for action. Bonn: German Foundation for International Development. Fox, F. (1962). 14 Africans and one American. New York: Macmillan. [IUP: 372.967/F831] Fox, John, & Powell, Jan. (1991). A literate world. Geneva: International Bureau of Education. (ERIC Document Reproduction Service No. ED 342 954) [33 pages] Offers a booklet based on information shared at the 42nd session of the International Conference on Education held in Geneva, Switzerland, in September 1990. Franklin, J. A. (1983, December). Literacy involvement in Papua New Guinea: The Summer Institute of Linguistics. RELC Journal, 14(2), 44-53. Freire, Ana Maria Ara£jo. (1989). Analfabetismo no Brasil: Da ideologia da interdi‡...o do corpo áa ideologia nacionalista, ou de como deixar sem ler e escrever desde as Catarinas (Paragua‡u), Filipas, Madalenas, Anas, Genebras, Apolãonias e Gr cias at‚ os Severinos, 1534-1930. S...o Paulo, SP: Cortez Editora. Based on the author's thesis (mestre em filosofia da educa‡...o, Pontif¡cia Universidade Cat¢lica de S...o Paulo). [236 pages] Frembgen, Jurgen. (1986). Aspekte der Oralitat und Literalitat Ihre Implikationen fur das Geschichtsbewusstsein der muslimischen Nagerkuts in Nordpakistan. Anthropos: International Review of Ethnology and Linguistics, 81, 567-581. Glock, Naomi. (1983). Extending the use of Saramaccan in Suriname. Journal of Multilingual and Multicultural Development, 4, 349-360. Advocates the use of the vernacular language, not only as an important vehicle for learning, but also as a means of enhancing the native speakers' feeling of self-worth. Goetzfridt, Nicholas. (1985). An annotated bibliography for teaching English as a second language in the South Pacific. Suva, Fiji: University of the South Pacific. (ERIC Document Reproduction Service No. ED 279 195) [53 pages] Lists materials dealing specifically with the problems inherent in teaching English as a second language to South Pacific students. Gonz lez de Cascorro, Ra£l. (1979). Historias de brigadistas. Ciudad de La Habana: Editorial Gente Nueva. [70 pages] Gosal, Gurdev S. (1982). The spatial variation of Indian literacy. In Allen G. Noble & Ashok K. Dutt (Eds.) India: Cultural patterns and processes (pp. 29- 43). Boulder, CO: Westview Press. Green, Sara E., Rich, Thomas A., & Nesman, Edgar G. (1985). Beyond individual literacy: The role of shared literacy for innovation in Guatemala. Human Organization, 44, 313-321. Griffin, Tim D., & Algren, Mark S. (1988). Adult education in Saudi Arabia. (ERIC Document Reproduction Service No. ED 322 382) [21 pages] Notes the religious emphasis and the newer place of female education. Gustafsson, Uwe. (1990, October). Developing a successful community supported literacy program: The Adivasi Oriya-Telugu Adult Literacy Project, Araku Valley, India. Paper presented at the International Literacy Year Colloquium, Washington, DC. (ERIC Document Reproduction Service No. ED 337 060) [22 pages] Reports a literacy project in the eastern hill ranges of India at the beginning of which the tribal language, Adivasi Oriya, was not yet a written language. Gustafsson, Uwe. (1991). Can literacy lead to development?: A case study in literacy, adult education, and economic development in India. Dallas, TX: Summer Institute of Linguistics; University of Texas at Arlington. [149 pages] Gutierrez Mouat, Ricardo. (1987). La letra y el letrado en El senor Presidente de Asturias. Revista Iberoamericana, 53, 643-650. Haghighat, Cathy. (1990). Literacy problems of Persian speakers. TESL Talk, 20, 234-243. Discusses difficulties of Persian speakers, including literacy problems in learning English because of differences in script. Hamilton, Edwin. (1984). Adult education and community development in Nigeria. Graduate Studies Journal, 2, 63 75. Describes and discusses adult education and community development in Nigeria. Hammond, John L. (1991). Popular education in the midst of guerrilla war: An interview with Julio Portillo. Journal of Education, 173, 91-106. Interviews Salvadoran educator J. Portillo about popular education practiced in El Salvador. Hamuy, Eduardo. (1960). Educaci¢n elemental, analfabetismo y desarrollo econ¢mico. Santiago de Chile: Editorial Universitaria. [87 pages] Hartley, Robyn. (1989). The social costs of inadequate literacy: A report for International Literacy Year. Canberra: Australian Government Publishing Service, for the Department of Employment, Education, and Training. [62 pages] Harvey, Barbara, & McGinty, Suzanne. (Eds.). (1988, September). Learning my way: Papers from the National Conference on Adult Aboriginal Learning, Perth, Western Australia (Special Edition). Wikaru, 16. Perth: Western Australian College of Advanced Education, Institute of Applied Aboriginal Studies. (ERIC Document Reproduction Service No. ED 329 762) [273 pages] Offers 31 papers dealing with adult aboriginal learning. (Not separately cited; contents available in FULLFORM.) Haugen, Einar. (1966). Language, dialect, nation. American Anthropologist, 68, 922-935. Hern ndez, Isabel. (1981). Educa‡...o e sociedade ind¡gena: ma aplica‡...o bil¡nge do m‚todo Paulo Freire. S...o Paulo, SP: Cortez Editora, 1981. 114p.?] Hornberger, Nancy H. (1991). Literacy in South America. Annual Review of Applied Linguistics, 12, 190- 215. Observes that literacy in South America must be understood in terms of the linguistic diversity there, where only 2 of 14 nations and territories are monolingual. Infante R., M. Isabel. (1983). Educaci¢n, comunicaci¢n, y lenguaje: Fundamentos para la alfabetizaci¢n de adultos en Am‚rica Latina. M‚xico, D.F.: Centro de Estudios Educativos. [179 pages] Ingram, D. E. (1989). Language in education planning. Annual Review of Applied Linguistics, 10, 53-78. Irvine, Patricia, & Elsasser, Nan. (1988). The ecology of literacy: Negotiating writing standards in a Caribbean setting. In Bennett A. Rafoth & Donald L. Rubin (Eds.), The social construction of written communication (pp. 304-320). Norwood, NJ: Ablex. Explores the problems of imposing a European curriculum in the Caribbean. Israeli, Eitan, & Tokatli, Rachel. (1989). World perspective case descriptions on educational programs for adults: Israel. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 174) [103 pages] Describes two adult education programs being conducted in Israel. Jalaluddin, A. K. (1983). Problems of transition of rural Indian society from oral to written tradition through adult education. Journal of Pragmatics, 7, 517-531. Jayagopal, R., & Burns, E. P. (1989). World perspective case descriptions on educational programs for adults: India. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 172) [130 pages] Describes 4 adult education programs being conducted in India. Johnston, Anton. (1990). Adult literacy for development in Mozambique. African Studies Review, 33, 83-96. Jones, Phillip W. (1990). UNESCO and the politics of global literacy. Comparative Education Review, 34, 41-60. Analyzes UNESCO's historical role in literacy education, noting the politics of international institutions. Jones, Phillip W. (1988). International policies for Third World education: Unesco, literacy and development. London: Routledge. [274 pages] Jones, Phillip. (1990, March). Literacy and basic education for adults and young people: Review of experience. A study for the World Conference on Education for All, Bangkok, Thailand. Paris: United Nations Educational, Scientific, and Cultural Organization. (ERIC Document Reproduction Service No. ED 330 832) [51 pages] Offers conclusions from a worldwide review of literacy and basic education for adults and young people. Junhua, Wang. (1986, June). An overview of China's ongoing education reform. Paper presented at the meeting of the Canadian Society for the Study of Education, Winnipeg, Manitoba. (ERIC Document Reproduction Service No. ED 277 116) [19 pages] Reviews Chinese efforts from 1949 to 1984. Kearney, Linda. (1988). Frank C. Laubach, literacy pioneer. (ERIC Document Reproduction Service No. ED 296 278) [20 pages] A fervent idealist whose dream was to eliminate illiteracy throughout the world, Frank C. Laubach sought to bring Christianity to the masses by giving them the ability to read and spread the teachings of the Bible. Kh"i, Lˆ Th...nh. (1976). Literacy training and revolution: The Vietnamese experience. In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 123-136). Oxford: Pergamon Press. King, Edmund. (1984). Chinese educational development in comparative perspective. Comparative Education, 20, 165-181. Outlines the development of the formal education system in China. Kleinbach, Russell. (1985, July/August). Nicaraguan literacy campaign: Its democratic essence. Monthly Review, 37, 75-84. Knox, Alan B. (1987). International perspectives on adult education (Information Series No. 321). Columbus, OH: ERIC Clearinghouse on Adult, Career, and Vocational Education. (ERIC Document Reproduction Service No. ED 290 931) [59 pages] Calls for understanding major societal influences on literacy programs. Kokhuhirwa, Hilda. (1987). Field report: Letter from Tanzania. World Education, Inc. Reports, 26, 000- 000. {} Addresses the subject of women in a literacy program in Tanzania. Kokora, Pascal D. (1991). Literacy in francophone africa. Annual Review of Applied Linguistics, 12, 230- 242. Reviews literacy in francophone Africa, where literacy is still a privilege. Konrad, Abram G. (Ed.). (1991). Everyone's challenge: Proceedings of the Literacy Conference (Edmonton, Alberta, October 9-12, 1990). Edmonton: University of Alberta, Faculty of Education. (ERIC Document Reproduction Service No. ED 343 006) [92 pages] Includes conference proceedings (papers not separately cited). Kozol, Jonathan. (1980a). Literacy and the underdeveloped nations. Journal of Education, 162, 27-39. Kravskii, Volodar V. (1987). The experience of the Soviet Union in the elimination of illiteracy. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) La Belle, Thomas J., & Ward, Christopher R. (1990). Education reform when nations undergo radical political and social transformation. Comparative Education, 26, 95-106. Analyzes the relationship between radical social transformation and educational reform in Algeria, China, Cuba, Ethiopia, Iran, Mozambique, and Nicaragua. Labahn, Thomas. (1982). Sprache und Staat: Sprachpolitik in Somalia. Hamburg: Buske. Lamontagne, Jacques. (1986, June). Illiteracy, sex and occupational status in present-day China. Paper presented at the joint session of the Comparative and International Education Society of Canada and the Canadian Asian Studies Association at the Learned Societies Conference, Winnipeg, Manitoba. (ERIC Document Reproduction Service No. ED 277 117) [74 pages] Explores the disparity between men and women in China in relation to illiteracy and occupational status. Lankshear, Colin. (1991). Literacy and running your life: A Nicaraguan example. Language and Education: An International Journal, 5, 95-111. Presents a case study from rural Nicaragua, set against an account of adult literacy for revolutionary change. Lankshear, Colin, & Lawler, Moira. (1987). Literacy, schooling and revolution. London: Falmer Press. [260 pages] Latap¡, Pablo, & Castillo, Alfonso. (Eds.). (1975). Lecturas sobre educaci¢n de adultos en Am‚rica Latina [Readings on adult education in Latin Americaa] (Retabla de Paper 14). P tzcuaro, Michoac n, M‚xico: UNESCO, Oficina Regional de Educaci¢n para Am‚rica Latina y El Caribe: Centro Regional de Educaci¢n de Adultos y Alfabetizaci¢n Funcional para Am‚rica Latina; Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and Caribbean. (ERIC Document Reproduction Service No. ED 330 228) [343 pages] Presents 12 essays in Spanish on the state of adult education in Latin America. (Titles in FULLFORM.) Laubach, Frank C. (1938). Toward a literate world. New York: Columbia University Press. [IUP: 379.24/L36t] Laubach, Frank Charles. (1943). The silent billion speak. New York, Friendship press. [201 pages] Laubach, Frank Charles. (1947). Teaching the world to read: A handbook for literacy campaigns. New York: Friendship Press, for the Committee on World Literacy and Christian Literature of the Foreign Missions Conference of North America by Friendship Press. [246 pages] Laubach, Frank Charles. (1959). Thirty years with the silent billion: Adventuring in literacy. Westwood, NJ: Revell. [383 pages] Catalog note: "The first eight chapters ... were originally published in the book The silent billion speak." Laubach, Frank Charles. (1970). Forty years with the silent billion: Adventuring in literacy. Old Tappan, NJ: F. H. Revell Co. [501 pages] Laubach, Frank Charles, & Laubach, Robert S. (1960). Toward world literacy, the each one teach one way. Syracuse, NY: Syracuse University Press. [335 pages] Lestage, Andr‚. (1982). Literacy and illiteracy. Paris: Unesco; New York: Unipub. [31 pages] Levine, Kenneth. (1982). Functional literacy: Fond illusions and false economies. Harvard Educational Review, 52, 249-266. [Repr. (1987). In B. M. Mayor & A. K. Pugh (Eds.) Language, communication and education (pp. 417-442). London: Croom Helm.] Criticizes UNESCO literacy programs, offering a broadly socal model. Lichtner, Maurizio. (1991). Labour market strategies and adult education in Europe. Studies in the Education of Adults, 23(2), 145-153. Describes developments in Italy that exemplify change include literacy for immigrants, work- related education for women, "Green Universities," and transferable skills. Li, Dina. (1986). El analfabetismo en el Per£, 1940-1981. Lima, Per£: Direcci¢n General de Demograf¡a. [140 pages] Likia, Fred Michael. (1991). National literacy course, Papua New Guinea. ASPBAE Courier, 51, 24-26. (ERIC Document Reproduction Service No. ED 335 525) Retells the experience of 3 participants from East Sepik, offering suggestions for program improvement. Limtrakarn, Siriporn. (1990). Literacy programmes in Thailand. Paper presented at the World Congress on Reading, Stockholm. (ERIC Document Reproduction Service No. ED 326 862) [11 pages] Discusses the literacy situation in Thailand, where, while literacy is regarded as the basic right of every Thai, the greater proportion of the population reads at the elementary level. Lind, Agneta, & Johnston, Anton. (1990). Adult literacy in the third world: A review of objectives and strategies. Stockholm: Swedish International Development Authority (SIDA). Expansion/Translation of an October 1986 study. (ERIC Document Reproduction Service No. ED 339 819) [144 pages] Describes literacy strategies with major influence in developing countries: Fundamental education, selective-intensive functional, conscientization, and mass campaign. Lindblom, Eric N. (1990). Building on basics: A report on the global education crisis and U.S. foreign aid to basic education. Washington, DC: RESULTS Educational Fund. [81 pages] Linder, Kjell. (1990, March). Functional literacy projects and project proposals: Selected examples. A study for the World Conference on Education for All, Bangkok, Thailand. Paris: United Nations Educational, Scientific, and Cultural Organization. (ERIC Document Reproduction Service No. ED 330 833) [67 pages] Describes projects in progress in nine countries--Bangladesh, China, Ethiopia, Jamaica, Nepal, Nicaragua, Sierra Leone, Somalia, and People's Democratic Republic of Yemen--and offers proposals for projects in 11 countries--China (Tibet), Ecuador, Jordan (the West Bank), People's Democratic Republic of Korea, Mongolia, Niger, Papua New Guinea, Sri Lanka, Central America (Costa Rica, El Salvador, Guatemala, Honduras, Nicaragua, and Panama), seven Pacific Island states, and Vietnam. Lizop, E. (1976). On the way to the learning society. In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 201-211). Oxford: Pergamon Press. Llomovatte, Silvia Y. (1989). Analfabetismo y analfabetos en Argentina. Buenos Aires: Mi¤o y D vila. [56 pages] Long, Huey B. (1990). Twentieth century social and contextual factors contributing to the development of adult education knowledge. Syracuse, NY: Syracuse University, Kellogg Project. Paper presented at the Syracuse University Kellogg Project's Visiting Scholar Conference in the History of Adult Education, Syracuse, NY. (ERIC Document Reproduction Service No. ED 334 369) [23 pages] Examines external factors in the development of adult education, including the social context, contributions from other disciplines, and associations and government. Long, Lynellyn D. (1989). Language and literacy shifts in refugee populations. (ERIC Document Reproduction Service No. ED 331 326) [13 pages] Examines the effects of large scale movements of refugees in many areas of the world. Lowenberg, Peter H. (1983). Literacy in Indonesia. Annual Review of Applied Linguistics, 4, 124-140. Examines sociolinguistic and historical context in which a dramatic increase in literacy (from 5 percent literacy in 1945 to 75 percent literacy in 1980) occurred in Indonesia, focusing on use of Bahasa Indonesian. MacDonald, Theodore H. (1985). Making a new people: Education in revolutionary Cuba. Vancouver, BC: New Star Books. [248 pages] Macedo, Donaldo P. (1983). The politics of an emancipatory literacy in Cape Verde. Journal of Education, 165, 99-112. Examines the literacy program in Cape Verde against theories of cultural production and reproduction, arguing that the use of Portuguese rather than the Capeverdean dialect reproduces a colonial, elitist mentality. Macharia, David. (1990). The education of adult refugees in Somalia. Convergence, 23(3), 11-22. Describes programs for refugees, 20 percent of the Somalian population are refugees, many from Ethiopia. Major Project in the Field of Education in the Latin American and Caribbean Region. (Ed.). (1990). Situaci¢n educativa de Am‚rica Latina y el Caribe, 1980-1987. Santiago, Chile: UNESCO/OREALC. [499 pages] Mak, Grace. (1989). World perspective case descriptions on educational programs for adults: Hong Kong. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 170) [89 pages] Describes adult basic education in Hong Kong. Malcolm, Ruth, & Bourne, Emma. (1993). The Pacific Island community and access training for employment: Literacy as one component. Working Papers in Language Education, 1, 50-61. Mallikarjun, B. (1986). Language use in administration and national integration (CIIL Occasional Monographs Series No. 37). Mysore: Central Institute of Indian Languages. [115 pages] Mammo, G. (1982). The national literacy campaign in Ethiopia. Prospects 12 (1982): 193-199. Mammo, G. (1985). Structures and linkages for involvement of political leadership in the Ethiopian mass-literacy campaign. In G. Carron & A. Bordia (Eds.), Issues in planning and implementing national literacy programmes: Papers presented at the Workshop on Planning and Implementing of Literacy and Post- Literacy Strategies (pp. 000-000). Paris: United Nations Educational, Scientific, and Cultural Organization, International Institute for Educational Planning. (ERIC Document Reproduction Service No. ED 283 964) {} Mari¤o S., V. Augusto. (1985). El adulto iletrado y la educaci¢n en Colombia. Bogot : Universidad Santo Tom s, Centro de Ense¤anza Desescolarizada. [381 pages] Marissal, Veronique. (1990). The role of homework schools in the prevention of illiteracy. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Marshall, Judith. (1991). The elusive art of Ngo literacy: Some issues and reflections. Convergence, 24(1-2), 93-104. Reviews issues from the Namibia World Literacy Consultation: The legitimacy of nongovernmental organizations, definitions of functional literacy, mother tongue versus bilingual and bicultural literacy, funding, and war and occupation. Martin, D'Arcy. (1983). Pedagogy and politics: Adult education in Latin America. Convergence: An International Journal of Adult Education, 16(3), 17-22. Notes that adult education has drawn relatively small amounts of money and skill away from the Latin American government's obsessive concern with primary schooling. McGivney, Veronica, & Murray, Frances. (1991). Adult education in development: Methods and approaches from changing societies. Leicester, Eng.: National Institute of Adult Continuing Education. (ERIC Document Reproduction Service No. ED 338 906) [105 pages] SEE Offers case studies providing examples of initiatives illustrating the role of adult education in development and its contribution to the process of change in developing countries. McKenzie, Noella. (1990). Those Indians are trouble. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Medary, Marjorie. (1954). Each one teach one: Frank Laubach, friend to millions. New York, Longmans, Green. [227 pages] Meisenhelder, Susan. (1992). Literacy and national development: The case of Botswana. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000- 000). Englewood Cliffs, NJ: Regents/Prentice Hall. Miller, Louise. (1990). Illiteracy and human rights = l'analphabetisme et les droits de la personne. Ottawa, Ont.: National Literacy Secretariat. (ERIC Document Reproduction Service No. ED 329 702) [54 pages] Reports a 1989 survey finding that 38 percent of the Canadian adult population have reading problems, and offers case studies of adult illiteracy. Miller, Michael T., & Casebeer, Arthur L. (1991). Education in Thailand: A model for developing countries? Lincoln: University of Nebraska, Department of Vocational and Adult Education. (ERIC Document Reproduction Service No. ED 334 035) [12 pages] Argues that government efforts have achieved a near 90% literacy rate. Miller, Valerie. (1985). Between struggle and hope: The Nicaraguan literacy crusade. Boulder, CO: Westview Press. [258 pages] [Reviewed: Calvert, Peter. (1986). Journal of Latin American Studies, 18, 465-467; Smirnova, Natalya. (1986). World Marxist Review, 29, 121-123.] Accepts government claims that "from an effective rate of 40 percent, illiteracy was reduced to 13 percent" (p. 198). Miller, Valerie. (1989). Mountain after mountain. World Education Reports, 28, 000-000. (ERIC Document Reproduction Service No. ED 305 478) Draws lessons from a Catholic program in Haiti. Mingchuan, Dong. (1991). Rural nonformal education in China. ASPBAE Courier, 52, 42-48. (ERIC Document Reproduction Service No. ED 338 900) Outlines education in rural China since 1949. Describes the informal system of education to improve production. Ministerio de Cultura [Cuba]. (1985). La Campa¤a nacional por la lectura debe entenderse como una profundizaci¢n de la campa¤a nacional por la cultura. Havana, Cuba: Ministerio de Cultura. [40 pages] Ministerio de Educaci¢n [Per£, Direcci¢n de Educaci¢n Fundamental, Direcci¢n General de Educaci¢n Com£n. (1969?). Instrucciones complementarias para la organizaci¢n y funcionamiento de los Centros de Educaci¢n para el Desarrollo Comunal y programas de estudios. Lima, Peru: Ministerio de Educaci¢n, Direcci¢n de Educaci¢n Fundamental, Direcci¢n General de Educaci¢n Com£n. [39 pages] Minta, Ousmane. (1981). Language policy and literacy development: A study of the two West African countries of Ghana and Mali (Doctoral dissertation, WHERE?, WHEN?). Dissertation Abstracts International, 41, 4699A-4700A. (University Microfilms No. WHAT?) Modiano, N. (1973). Indian education in the Chiapas highlands. New York: Holt, Rinehart & Winston. Moschetto, Nelida A. (Ed.). (1985). La alfabetizaci¢n en el Ecuador: Aplicaci¢n de la metodolig¡a reflexivo-cr¡tica. Quito, Ecuador: Instituto de Investigaciones Socio‚con¢micas y Tecnol¢gicas. [147 pages] Mushi, Philemon A. K. (1991). Origins and development of adult education innovations in Tanzania. International Review of Education Internationale Zeitschrift fuer Erziehungswissenschaft Revue Internationale de Pedagogie, 37, 351-364 1991 Analyzes the political and socioeconomic context of three innovations introduced in Tanzania in the 1960s and 1970s: Functional adult literacy, workers' education, and the Folk Development Colleges. Naik, Chitra. (1983). India: Extending primary education through non-formal approaches. Prospects: Quarterly Review of Education, 13(1), 61-72. Describes a community-oriented, evening education project for illiterate children residing in the rural Pune district of India. Nam, Jin U. (1989). World perspective case descriptions on educational programs for adults: Korea. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 177) [95 pages] Reports that North Korea eliminated illiteracy in 1949. Napoli, Anna. (1987). Literacy and immigrant communities in industrialized countries: The case of Italy. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Navarro Torres, C‚sar. (1976). ¨El analfabetismo, problema de Venezuela? Caracas: Republica de Venezuela, Ministerio de Educaci¢n, Direcci¢n de Educaci¢n de Adultos. [181 pages] Nicaragua Ministerio de Educaci¢n. (1980). La Educaci¢n en el primer a¤o de la Revoluci¢n Popular Sandinista. Managua, Nicaragua Libre: El Ministerio. [238 pages] Norton, Dawn, & Steinberg, Carola. (1990). Khulumani Makhosikazi: Women and literacy . . . some South African women speak. Voices Rising, 4(1), 000- 000. (ERIC Document Reproduction Service No. ED 328 102) N£¤ez Mach¡n, Ana. (1983). La epopeya, historia de la Campa¤a de Alfabetizaci¢n. La Habana: Editorial de Ciencias Sociales. [272 pages] Nussbaum, Mary. (1965). A selected bibliography for literacy workers: With special reference to Africa (Rev. ed.). Hartford, CT: Hartford Seminary Foundation. [133 pages] Okedara, J. T., and others. (1989). World perspective case descriptions on educational programs for adults: Nigeria. Battle Creek, MI: Kellogg Foundation. This series includes thirty-two documents (CE 053 003-034) covering Argentina to Yugoslavia. The first 78 pages of each document are identical introductory matter. (ERIC Document Reproduction Service No. ED 311 179) [327 pages] Offers case studies of 7 adult education programs being conducted in Nigeria. Okedara, J. T., & Okedara, C. A. (1992). Mother-tongue literacy in Nigeria. Annals of the American Academy of Political and Social Science, 520, 91-102. Olsson, Micael. (1990, July). Literacy policy and provision in Papua New Guinea. Paper presented at the World Congress on Reading, Stockholm. (ERIC Document Reproduction Service No. ED 325 814) [14 pages] Reviews literacy efforts in Papua New Guinea. Omolewa, Michael. (1984). The first year of Nigeria's mass literacy campaign and new prospects for the future. Convergence: An International Journal of Adult Education, 17(1), 55-62. Concludes that a Mass Literacy Campaign devoid of ideological orientation and lacking in a popularist approach to the elimination of illiteracy, has limited chances of success. Ong, Steward T. (1983). Language and literacy in Singapore. Language Learning and Communication: A Journal of Applied Linguistics in Chinese and English, 2, 199-214. Ooijens, J. L. P. (Ed.). (1989). Alfabetizaci¢n y mujeres: La experiencia del proyecto IHDER-ANACH. The Hague: Centrum voor de Studie van het Onderwijs in de Ontwikkelingslanden; Tegucigalpa, Honduras: Editorial Guaymuras. [169 pages] Organization of American States, Department of Educational Affairs. (1979). Educational deficits in the Caribbean: Atlas of illiteracy and population without instruction of the Caribbean countries = Los deficits educativos en el Caribe: Atlas del analfabetismo y de la poblaci¢n sin instrucci¢n de los pa¡ses del Caribe. Washington, DC: Organization of American States, Department of Educational Affairs, Unit of Planning, Research and Studies of Education. [128 pages] Organization of American States, Department of Educational Affairs. (1979). Los d‚ficits educativos en Am‚rica Latina: Atlas del analfabetismo y poblaci¢n sin instrucci¢n de los pa¡ses de Am‚rica Central, Am‚rica del Sur y M‚xico. Washington, DC: Organizaci¢n de Estados Americanos, Dept. de Asuntos Educativos, Unidad de Planeamiento, Investigaci¢n y Estudios de la Educaci¢n. [191 pages] Osuji, E. (1984). The university and community service in Nigeria. Adult Education [London], 57, 244- 251. Describes the extent and characteristics of government extension activities undertaken in Nigeria. Ouane, Adama. (1992). Functional literacy: North-South perspectives. Annals of the American Academy of Political and Social Science, 520, 66-75. Ouane, Adama, & Amon-Tanoh, Yvette. (1990). Literacy in French-speaking Africa: A situational analysis. African Studies Review, 33, 21-38. Oxenham, John, & French, Edward. (1990). Universities and adult literacy in South Africa: An exploration of their relationship. Witwatersrand, South Africa: Witwatersrand University. (ERIC Document Reproduction Service No. ED 339 247) [35 pages] Offers observations of the relationship between South Africa's universities and adult literacy. Padua N., Jorge. (1979). El analfabetismo en Am‚rica Latina: Un estudio emp¡rico con especial referencia a los casos de Per£, M‚xico y Argentina. M‚xico: El Colegio de M‚xico. [192 pages] Palmer, Edward L. (1993). Toward a literate world: Television in literacy education--lessons from the Arab region. Boulder, CO: Westview Press. [170 pages] Palmer, J. D. (1983). Literacy in Thailand. Annual Review of Applied Linguistics, 4, 141-147. Reviews literacy in Thailand, focusing on compensatory education and the major dialects of Thai. Patil, B. R. (1989). Mass movement for adult education (with special stress on Gram Shikshan Mohim of Maharashtra). New Delhi: Indian Adult Education Association, Series 168. (ERIC Document Reproduction Service No. ED 340 837) [206 pages] Of the total number of illiterate people in the world, half are in India. Sketches national programs for adult education in India. P‚rez Cruz, Felipe. (1988). Las coordenadas de la alfabetizaci¢n. La Habana: Editorial de Ciencias Sociales. [215 pages] Picon, Cesar. (1987). Literacy and popular education: A Latin American experience. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Pontificia Universidad Cat¢lica del Per£, Departamento de Ciencias Sociales. (1978). Situaci¢n y derechos pol¡ticos del analfabeto en el Per£: Documentos del Seminario realizado entre el 13 y 16 de Noviembre de 1978 (Seminario sobre la Situaci¢n y los Derechos Pol¡ticos del Analfabeto en Per£, Lima, 1978). Lima, Per£: Departamento de Ciencias Sociales, Pontificia Universidad Cat¢lica del Per£. [180 pages] Pouwels, Randall L. (1992). Swahili literature and history in the post-structuralist era. International Journal of African Historical Studies, 25, 261-283. Raju, Saraswati. ([1988]). Female literacy in India: The urban dimension. (ERIC Document Reproduction Service No. ED 304 382) [32 pages] Presents a sociogeographic analysis of female literacy in India. Ranaweera, A. M., & Coutinho, A. M. (1989). Non-conventional approaches to education at the primary level. Hamburg: Unesco Institute for Education. [164 pages] Rebottini, Sondra. (1991). Literacy: An international perspective. In Bernard L. Hayes & Kay Camperell (Eds.), Literacy: International, national, state, and local (Ninth Yearbook of the American Reading Forum, pp. 000-000). Logan: Utah State University, College of Education; American Reading Forum. (ERIC Document Reproduction Service No. ED 340 002) Reissig, Luis. (1961). Educaci¢n y desarrollo econ¢mico. Buenos Aires: Editorial Losada. [111 pages] Richmond, Edmun B. (1982). The development of a national literacy program: The Gambia project. Language Problems and Language Planning, 6, 154-164. Richmond, Edmun B. (1983). New directions in language teaching in Sub-Saharan Africa: A seven- country study of current policies and programs for teaching official and national languages and adult functional literacy. Washington, DC: United States Information Agency; distributed by University Press of America, Lanham, MD. (ERIC Document Reproduction Service No. ED 342 273) [73 pages] Examines educational and language policy shifts in seven anglophone and francophone countries in western, central, and eastern Africa, including: Senegal, The Gambia, Liberia, Gabon, Rwanda, Burundi, and Kenya. Richmond, Edmun B. (1986a). A comparative survey of seven adult functional literacy programs in Sub- Saharan Africa. Washington, DC: United States Information Agency; World Bank; distributed by University Press of America, Lanham, MD. (ERIC Document Reproduction Service No. ED 342 272) [115 pages] Compares the adult functional literacy campaigns and programs developed in seven African nations: The Gambia, Liberia, Mali, Burundi, Rwanda, Kenya, and Seychelles. Riesz, Janos, & Ricard, Alain. (Eds.). (1990). Semper Aliquid Novi: Litterature comparee et litteratures d'Afriqued'Afrique (Melanges offerts a Albert Gerard). Tbingen: Narr. [404 pages] Rippberger, Susan. (1988). Nicaragua: Educational policy for ethnic minorities. Santa Barbara: University of California, Santa Barbara. (ERIC Document Reproduction Service No. ED 329 446) [22 pages] Describes native language literacy programs for the Miskito and Sumo, who maintain their own language and unique way of life. Rivero, Jose H. (1989). Literacy, human rights, and democracy. International Understanding at School, 56-57, 5-9. Presents alternative ways of overcoming illiteracy in Latin America. Rogers, Alan. (1989). Partners in literacy: A pilot attitudinal survey of literacy animators in Tamil Nadu, India. King's Lynn, Norfolk, Eng.: Education for Development. (ERIC Document Reproduction Service No. ED 329 770) [48 pages] Studies part-time instructors--called "animators"--who teach literacy in villages in Tamil Nadu, India. Rojo, Emilia. (1984). Literacy and politics in Latin America: The case of Brazil, Peru and Nicaragua. Convergence: An International Journal of Adult Education, 17(2), 24 33. Analyzes and compares approaches to literacy and the involvement of the community in literacy training in Brazil, Peru, and (3) Nicaragua. Roy, Prodipto, & Kapoor, J. M. (1975). The retention of literacy. Delhi: Macmillan Company of India. [119 pages] Ruiz, Ram¢n Eduardo. (1963). Mexico: The challenge of poverty and illiteracy. San Marino, CA: Huntington Library. [234 pages] Russo, Domenico. (1986). Alfabetismo e analfabetismo. Lett. dall'It., 1, 59. Rustam, Rohani. (1990). Promoting literacy and reading in Malaysia: The role of Dewan Bahasa dan Pustaka. Information Development, 6(3), 150-153. Sketches a program in Malaysia to promote literacy and reading through publishing, book promotion, book distribution, extension programs, writing incentives, and maintenance of a special library. Ryan. (1985). 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Expanding the 'generative word' process: Women's iron will, Haiti. Voices Rising, 4(1), 000-000. (ERIC Document Reproduction Service No. ED 328 102) Sedere, Mohottige U. (1991). Second cycle development problems and the role of adult education: A case study of Sri Lanka. ASPBAE Courier, 52, 29-41. (ERIC Document Reproduction Service No. ED 338 900) Review issues, particularly malnutrition, as the result of the first cycle of development in Sri Lanka, and highlights new challenges. Seeberg, Vilma. (1990). Literacy in China: The effect of the national development context and policy on literacy levels, 1949-79 = Literacy in China: Auswirkungen des nationalen Entwicklungskontextes und der Politik auf den Stand der Grundbildung, 1949-79. Berlin: Brockmeyer. [348 pages] English text, with German abstract. [Reviewed: Price, R. F. (1991). China Quarterly, 126, 383-384; Woodside, Alexander. (1991). Journal of Asian Studies, 50, 398-400.] Seeberg, Vilma. (1991, April). 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[In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Shugurensky, Daniel. (1991). Introduccion al mundo de la promocion social [introduction to the world of community development education] (Apuntes de promotor/2). Patzcuaro, Mexico: Regional Centre for Adult Education and Functional Literacy for Latin America; Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and Caribbean. (ERIC Document Reproduction Service No. ED 330 224) [97 pages] Presents a discussion on the relationship between adult literacy and the economic development of a community. Shukla, Sureshachandra. (1983). Indian educational thought and experiments: A review. Comparative Education, 19(1), 59-71. Proposes a typology for examining Indian educational thought and experiments. Siaciwena, Richard M. C. (1983). Continuing education in Zambia. Media in Education and Development, 16, 165-169. Shows need for continuing education in rural and urban areas of Zambia. Sibayan, B. (1971). Language policy, language engineering, and literacy: The Philippines. In T. Sebeok (Ed.), Current trends in linguistics, vol. 8: Linguistics in Oceania (pp. 000-000). The Hague: Mouton. Sigsfeld, Donata von. (1989). Educaci¢n no formal y poblaci¢n marginada. Quito, Ecuador: PUCE-ILDIS. Singh, Raja Roy. (1986). Education in Asia and the Pacific: Retrospect: Prospect. Bangkok, Thailand: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Asia and the Pacific. (ERIC Document Reproduction Service No. ED 277 494) 207[ pages] Provides a retrospective and prospective view of cooperative efforts and conditions in the 28 countries of the region. Sivadas, S. (1991). How Ernakulam became the first fully literate district of India = comment l'ernakulam devint le premier district entierement alphabete de l'inde (Notes, Comments...No. 195). Paris: United Nations Children's Fund; Paris: United Nations Educational, Scientific, and Cultural Organization; New York: United Nations, World Food Programme. (ERIC Document Reproduction Service No. ED 342 915) [48 pages] Describes "Lead Kindly Light," an extensive campaign for the total eradication of illiteracy within 1 year in the Ernakulam District of India. Sjostrom, Margareta, & Sjostrom, Rolf. (1983). How do you spell development? A study of a literacy campaign in Ethiopia. Stockholm: Almqvist & Wiksell International, for the Scandinavian Institute of African Studies. [Reviewed: Pankhurst, Alula. (1985). African Affairs, 85, 624-626.] Smith, L. E. (Ed). (1986). Discourse across cultures: Strategies in world Englishes. New York: Pergamon Institute of English. Smith, Sandra N. (1982). Educational development for the African diaspora in Surinam. Journal of Negro Education, 51, 147-156. Describes planning and development activities of a UNESCO team. Smolicz, J. J. (1984). Is the monolingual nation- state out-of-date? A comparative study of language policies in Australia and the Philippines. Comparative Education, 20, 265-285. Discusses language policy in the multilingual settings of Australia and the Philippines. Sreedhar, Sulochana. (Ed.) (1987). Universalization of elementary education: Some issues. Kolhapur, India: Institute for Socially Disadvantaged Groups' Educational Improvement. (ERIC Document Reproduction Service No. ED 296 779) [78 pages] Offers 7 articles discussing prospects, problems, and successes of providing universal elementary education to the children of India. Sridhar, Kamal K. (1991). Language and literacy: The case of India. 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Literacy acquisition in Peru, Asia, and the United States. Annals of the American Academy of Political and Social Science, 520, 174-185. Stites, Regie, & Semali, Ladislaus. (1991). Adult literacy for social equality or economic growth? Changing agendas for mass literacy in China and Tanzania. Comparative Education Review, 35, 44-75. Finds the current economic development orientation of rural adult literacy education policy in China and Tanzania represent a break with earlier socialist commitments to social equity. Stringer, Mary D., & Faraclas, Nicholas G. (1987). Working together for literacy: A guidebook for local language literacy programs. Wewak, Papua New Guinea: Christian Books Melanesia. (ERIC Document Reproduction Service No. ED 341 230) [211 pages] Presents a simple basic foundation for literacy instruction that can be handled by local people with little experience. Stromquist, Nelly P. (1990a). Challenges to the attainment of women's literacy. Revised version of a paper presented at the symposium "Women and Literacy: Yesterday, Today, and Tomorrow," sponsored by the Nordic Association for the Study of Education in Developing Countries, Hasselby, Sweden, June 1989. (ERIC Document Reproduction Service No. ED 340 844) [24 pages] Sketches 5 key challenges to the attainment of literacy emerge for women. Stromquist, Nelly P. (1990b). Women and illiteracy: The interplay of gender subordination and poverty. Comparative Education Review, 34, 95-111. Examines relationships among gender, subordination, politics, poverty, and illiteracy in developing nations. Stromquist, Nelly P. (1991, March). Adult literacy: Views from the ivory tower and the grass roots. Paper presented at the meeting of the Comparative International Education Society, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED 339 822) [31 pages] Reviews data from recent international conferences and existing studies to show that adult literacy research questions pursued by academicians and those pursued by practitioners are markedly different. Suckcharoen, Karmmanee. (1990, August). Literacy campaigns in Asia and Thailand. In International Federation of Library Associations (Eds.), IFLA General Conference, 1990. IFLA Presession Seminar on Public Library Policy (pp. 000-000). The Hague: International Federation of Library Associations. Papers presented at the International Federation of Library Associations (IFLA) General Conference, Stockholm, Sweden. (ERIC Document Reproduction Service No. ED 329 280) Examines literacy campaigns in the Republic of China, Pakistan, the Philippines, and Thailand. Swartz, Beverly. (1981). Vernacular literacy for Warlpiri adults. In Susanne Hargrave (Ed.), Literacy in an Aboriginal context (pp. 000-000). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 425) {} Swartz, S. M. (1984). Reports on Warlpiri literacy workshops. In B. Larrimore (Ed.), Papers in literacy (Work Papers of SIL-AAB, Series B, vol. 12, pp. 000-000). Darwin, Australia: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 427) Describes a workshop program, providing materials used. Sz‚pe, Gy"rgy, & Dovala, M rta. (1989). Literacy problems in Hungary. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 115-126). New York: Plenum Press. Tedla, Elleni. (1984). Nonformal education and development: Implications of the Cuban and Tanzanian literacy campaigns (Doctoral dissertation, University of Pittsburgh, 1984). [224 pages] Terra, Juan Pablo. (1980). Alfabetismo y escolarizaci¢n b sica de los jovenes en Am‚rica Latina (United Nations Economic Commission for Latin America; Proyecto Desarrollo y Educaci¢n en Am‚rica Latina y el Caribe, No. 24). Buenos Aires: Comisi¢n Econ¢mica para Am‚rica Latina. [157 pages] Thompson, Mertel E. (1984). Teaching literacy to Creole speakers: Problems and possibilities. Caribbbean Journal of Education, 11, 158-163. Notes possibilities of dialect interference, but stresses the need for teacher training. Torra, L zaro L. (1962). La escuela mural de libro abierto. Mexico. [22 pages] Torres, Carlos Alberto. (1991). The state, nonformal education, and socialism in Cuba, Nicaragua, and Grenada. Comparative Education Review, 35, 110-130. Examines the new educational policies of revolutionary governments in Cuba, Nicaragua, and Grenada. Torres, Rosa Mar¡a. (1983). De alfabetizando a maestro popular: La post-alfabetizaci¢n en Nicaragua (un modelo de autoeducaci¢n colectiva del pueblo). Managua, Nicaragua: Instituto de Investigaciones Econ¢micas y Sociales, Coordinadora Regional de Investigaciones Econ¢micas y Sociales. [36 pages] Torres, Rosa Mar¡a. (1985). Los CEP: Educaci¢n popular y democracia participativa en Nicaragua. Managua, Nicaragua: CRIES, Coordinadora Regional de Investigaciones Econ¢micas y Sociales. [56 pages] Torres, Rosa Mar¡a. (1988). 9 tesis sobre la alfabetizaci¢n alternativa: Reflexiones en torno a la experiencia nicaragèuense (Rev. ed.). Quito, Ecuador: Centro de Investigaciones Ciudad. [96 pages] Torres, Rosa Mar¡a. (1989). Entre la acci¢n y la praxis: Cr¢nica de un proceso de formaci¢n de educadores populares. Quito, Ecuador: Ciudad. [104 pages] Torres, Rosa Mar¡a. (Ed.). (1990). Alfabetiza‡...o de adultos na Am‚rica Latina. Petr¢polis: Vozes em co-edi‡...o com nova-Pesquisa e Assessoria em Educa‡...o. [75 pages] Torres, Rosa Mar¡a, & Abreu, Luc¡a. (Eds.). (1987). Alfabetizaci¢n popular: Di logo entre 10 experiencias de Centroam‚rica y el Caribe. Quito, Ecuador: Consejo de Educaci¢n de Adultos de Am‚rica Latina. [442 pages] Townsend, Tony, & Cowdell, Jennie. (Eds.). (1988, September). Partnerships in education: A collection of papers presented at the International Community Education Association (ICEA) Conference (Melbourne, Australia). (ERIC Document Reproduction Service No. ED 333 234) [351 pages] Collects conference papers (not separately cited). Turtle, N. J. (1981). A suggested strategy for an Alyawarra literacy programme from a community development viewpoint. In S. Hargrave, (Ed.), Literacy in an Aboriginal context (Work Papers of SIL-AAB, Series B, vol. 6, pp. 000-000). Darwin, Australia: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 425) Udagama, Premadasa. (Ed.). (1991, October). Adult education: The quality of life [Special Issue]. ASPBAE Courier, 52. [Journal of the Asian - South Pacific Bureau of Adult Education.] (ERIC Document Reproduction Service No. ED 338 900) [65 pages] Examines the quality of life as it can be improved by adult education, especially in the countries of Asia, Africa, and the South Pacific. Udagama, Premadasa. (Ed.) (1991, December). Adult education in the 90s: Unity in diversity [Special Issue]. ASPBAE Courier, 53. (ERIC Document Reproduction Service No. ED 341 862) [68 pages] This issue of the Asian - South Pacific Bureau of Adult Education (ASPBAE) Courier contains contributions related to the theme of unity in the diversity of interests and approaches to adult/informal education (papers not separately analyzed). UNESC0. (1976-). Statistical yearbook = Annuaire statistique. Paris: UNESCO. Former title (1963-): Basic facts and figures (UNESCO). UNESCO, Education Clearing House. (1950). Literacy statistics from available census figures (Occasional Papers in Education, 6). Paris: UNESCO. 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Alternativas de alfabetizaci¢n en Am‚rica Latina y el Caribe (Seminario Regional sobre Alternativas de Alfabetizaci¢n para Am‚rica Latina y el Caribe, Bras¡lia, Brazil, 1987). Santiago, Chile: UNESCO/OREALC. [402 pages] UNESCO Regional Office for Education in Asia and the Pacific. (1984-). Literacy situation in Asia and the Pacific: Country studies. Bangkok: UNESCO Regional Office for Education in Asia and the Pacific. Contents: v. [1]. Bangladesh -- v. [2]. Burma -- v. [3]. China -- v. [4]. India --v. [5]. Indonesia -- v. [6]. Nepal -- v. [7]. Pakistan -- v. [8]. Philippines -- v. [9]. Socialist Republic of Vietnam -- v. [10]. Thailand -- v. [11]. Maldives. UNESCO Regional Office for Education in Asia and the Pacific. (Ed.). (1984). The drop-out problem in primary education: Some case studies. Bangkok: UNESCO Regional Office for Education in Asia and the Pacific. 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[200 pages] UNESCO International Institute for Educational Planning. (1989). The Kenya literacy programme: A view from below (Report of an IIEP Research Review Workshop, Nairobi, Kenya, November 1989). Paris: United Nations Educational, Scientific, and Cultural Organization, International Institute for Educational Planning. (ERIC Document Reproduction Service No. ED 342 957) [53 pages] Presents research conducted in Kenya to describe the literacy program and literacy learners and to determine the literacy skill levels of participants and to what use they are putting those skills. UNESCO International Institute for Educational Planning. (1990). The Tanzania literacy programme: A view from below (Report of an IIEP Research Review Workshop, Morogoro, Tanzania, October 1990). Paris: United Nations Educational, Scientific, and Cultural Organization, International Institute for Educational Planning. (ERIC Document Reproduction Service No. ED 3imary Education Personnel Working in Difficult Educational Contexts, Northern Territory, Australia, August 1988). Bangkok, Thailand: UNESCO, Principal Regional Office for Asia and the Pacific. (ERIC Document Reproduction Service No. ED 309 014) [66 pages] Presents the proceedings of a workshop on teacher training and support for teachers working in remote rural areas. UNESCO Institute for Education. (1990, November). Functional literacy in Eastern and Western Europe: A UIE-UNESCO/EC/OECD-CERI Seminar (Hamburg, Germany). Hamburg: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 340 921) [106 pages] Describes presentations and discussions at a seminar to bring together research initiatives in the area of functional literacy and to explore appropriate ways of developing policy-driven research in all countries. UNESCO Major Project in the Field of Education in the Latin American and Caribbean Region. (Ed.). (1990). Situaci¢n educativa de Am‚rica Latina y el Caribe, 1980-1987. Santiago, Chile: UNESCO/OREALC. [499 pages] UNESCO, Office for the Pacific States. (1988, May). Toward full literacy in the Pacific (Report of a Sub Regional Workshop on Youth and Adults with Limited Literacy Skills, Apia, Western Samoa). Apia, Western Samoa: United Nations Educational, Scientific and Cultural Organization, Office for the Pacific States. (ERIC Document Reproduction Service No. ED 309 247) [51 pages] Reports a workshop on literacy involving 15 educators and specialists from the Cook Islands, Fiji, Solomon Islands, Tokelau, Tonga, and Western Samoa. UNESCO Principal Regional Office for Asia and the Pacific. (1991). National studies: Thailand. Bangkok: UNESCO. Principal Regional Office for Asia and the Pacific; Asia-Pacific Programme of Education for All. 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Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. (ERIC Document Reproduction Service No. ED 301 482) [71 pages] Contains the results of an operational training workshop covering 11 case studies on the production of teaching materials. UNESCO, Regional Office for Education in Asia and the Pacific. (1988). Education in Asia and the Pacific (Reviews, Reports and Notes Number 24, December 1987). Bangkok, Thailand: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Asia and the Pacific. Reviews, Reports and Notes, 24 (December 1987). (ERIC Document Reproduction Service No. ED 297 721) [140 pages] Includes special reports, reviews of recent publications and studies, and notes on Asian documents and sources of documents. UNESCO, Regional Office for Education in Latin America and the Caribbean. (1986). The major project in the field of education in the Latin American and Caribbean region (Bulletin 10-11). Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. (ERIC Document Reproduction Service No. ED 288 765) [80 pages] Essays stress renewed and intensive efforts by Latin American and Caribbean Island countries. UNESCO, Regional Office for Education in Latin America and the Caribbean. (1988). Evaluacion de programas de alfabetizacion (Consulta Tecnica Regional, Maracaibo, Venezuela, Diciembre 1987, Informe Final). [Evaluation of Literacy Programs (Regional Technical Meeting, Maracaibo, Venezuela, December 1987)]. Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. 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Bangkok, Thailand: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Asia and the Pacific. Reviews, Reports and Notes, 24 (December 1987). (ERIC Document Reproduction Service No. ED 297 721) [140 pages] Includes special reports, reviews of recent publications and studies, and notes on Asian documents and sources of documents. UNESCO, Regional Office for Education in Latin America and the Caribbean. (1975). MOBRAL, the Brazilian adult literacy experiment. Paris: UNESCO. [70 pages] UNESCO Secretariat. (1976b). Literacy in the world since the 1965 Teheran Conference: Shortcomings, achievements, tendencies. In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 3-33). Oxford: Pergamon Press. UNESCO Secretariat. (1976a). Experimental World Literacy Programme Report and synthesis of evaluation. 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(ERIC Document Reproduction Service No. ED 331 615) [88 pages] Presents the main elements of a regional seminar held in Sucre, Bolivia, to analyze and assess basic education and literacy programs that have been implemented in Latin America and the Caribbean. United Nations Children's Fund. (1990, September). Children and development in the 1990s: A UNICEF sourcebook on the occasion of the world summit for children (New York). New York: United Nations Children's Fund. (ERIC Document Reproduction Service No. ED 343 708) [235 pages] Provides background information, data, and references relating to child welfare issues throughout the world. United Nations Office of Public Information. (1990). Literacy: Tool for empowering women. New York: United Nations Office of Public Information. (ERIC Document Reproduction Service No. ED 328 674) [5 pages] Reports reasons for female illiteracy and describes programs. Uzc tegui Garc¡a, Emilio. (1952). La obligatoriedad de la educaci¢n en el Ecuador. 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Vejarano, Gilbert, and others. (1989, August). La communicacion en la educacion de adultos y el desarrollo rural [Adult literacy and rural development]. Patzcuaro, Mexico: Regional Centre for Adult Education and Functional Literacy for Latin America. ["Cuadernos del CREFAL, 14."] (ERIC Document Reproduction Service No. ED 330 225). [58 pages] Summarizes responses to a 1981 regional conference, noting that programs to not recognize rural needs. Vejarano, Gilberto, Chapela, Lourdes, De Santos, Francisco Javier, & Reyes, Francisco Javier. (1989). La communicacion en la educacion de adultos y el desarrollo rural [adult literacy and rural development] (Cuadernos del CREFAL 14). Patzcuaro, Mexico: Centre for Adult Education and Functional Literacy for Latin America. (ERIC Document Reproduction Service No. ED 330 225) [58 pages] Presents the ideas that came out of the Regional Meeting for Adult Literacy and Rural Development. Velho, Marcia Montenegro. (1991). Literacy in Brazil: For what purposes? Penn Working Papers in Educational Linguistics, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 331 305) Discusses the structures and roles of two literacy programs implemented in Brazil in the 1960s and 1970s, one built on the work of Paolo Freire and the other on the Brazilian Literacy Movement. Velis, Jean-Pierre. (1990). Functional illiteracy and the "new literacy." In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) Verne, E. (1976). Literacy and industrialization-- the dispossession of speech. In L‚on Bataille (Ed.), A turning point for literacy: Adult education for development--the spirit and declaration of Persepolis (pp. 211-228). Oxford: Pergamon Press. Villamin, A. (1988). Country report on Philippines-- literacy and language in the Philippine setting. In M. Boonprasert, S. Nilakupta, & M. Benson (Eds.), Literacy and technological development: Proceedings of the Second International Conference on Literacy and Languages (pp. 503-514). Bangkok: Thailand Reading Association, Literacy and Languages in Asia, and the International Reading Association. Reviews government literacy efforts. Viscusi, M. (1971). Literacy for working: Functional literacy in Tanzania. Paris: UNESCO. Wagner, Daniel A. (1987b). Literacy futures: Five common problems from industrialized and developing nations. In Daniel A. Wagner (Ed.), The future of literacy in a changing world (pp. 000-000). New York: Pergamon Press. Wagner, Daniel A. (1988). "Appropriate education" and literacy in the Third World. In P. R. Dasen, J. W. Berry, & N. Sartorius (Eds.), Health and cross-cultural psychology: Toward applications (pp. 000-000). Newbury Park, CA: Sage. Wagner, Daniel A. (1990). Literacy assessment in the Third World: An overview and proposed schema for survey use. Comparative Education Review, 34, 112-138. Discusses problems involved with surveying and assessing literacy rates in developing nations. Wagner, Daniel A. (1992b). Understanding ITCS: A commentary on the relationship between cognitive and social change. In Thomas G. Sticht, Micheal J. Beeler, & Barbara A. McDonald (Eds.), The intergenerational transfer of cognitive skills, Vol. 1: Programs, policy, and research issues (pp. 000-000). Norwood, NJ: Ablex. ITCS = "intergenerational transfer of cognitive skills." Wagner, Daniel A. (1992c). World literacy: Research and policy in the EFA decade. Annals of the American Academy of Political and Social Science, 520, 12-26. Wagner, Daniel A., & Puchner, Laurel D. (Eds.). (1992). World literacy in the year 2000. Newbury Park, CA: Sage. [228 pages] [Also, (1992). [Special Issue]. Annals of the American Academy of Political and Social Science, 520. Contents separately cited and available in FULLFORM. Wendell, Margaret M. (1982). Bootstrap literature: Preliterate societies do it themselves. Newark, DE: International Reading Association. [191 pages] Wenqing, Zhao. (1984). Comprehensive continuing education: The only way to build on literacy. Convergence: An International Journal of Adult Education, 17(3), 18-22. Describes programs in the Jilin province in northeast China. Wood, Richard H. (1988). Literacy and basic needs satisfaction in Mexico. World Development, 16, 405-417. World Education Reports. (1987). Literacy and the learner [Special Issue]. World Education, Inc. Reports, 26. Boston, MA: World Education, Inc. (ERIC Document Reproduction Service No. ED 291 900) [25 pages] Focuses on the learner, looks at why literacy has become a major concern and examines the changes brought about by the mastery of new skills. World Education Congresses. (Ed.). (1972). Inter-American Seminar on Literacy in Social and Economic Development = Seminario Interamericano sobre la Afabetizaci¢n en el Desarrollo Social y Econ¢mico (Key Biscayne, FL, 1972). New York: World Education Congresses. [35 pages] Xu, Shunsong. (1991, March). Basic education and social development in China's rural areas. Paper presented at the Conference of the Comparative and International Education Society, Pittsburgh, PA. (ERIC Document Reproduction Service No. ED 344 708) [18 pages] Examines the interaction between basic education (primary education, adult literacy, and nonformal adult education) and economic development needs in rural Zhuji County, Zhejiang Province, located in southeast China. Yanwei. (1985). People's participation and mobilization: Characteristics of the literacy campaigns in China. In G. Carron & A. Bordia (Eds.), Issues in planning and implementing national literacy programmes: Papers presented at the Workshop on Planning and Implementing of Literacy and Post-Literacy Strategies (pp. 000-000). Paris: United Nations Educational, Scientific, and Cultural Organization, International Institute for Educational Planning. (ERIC Document Reproduction Service No. ED 283 964) {} Yopo, Boris P. (1989). Metodologia de la investigacion participativa [the methodology of participatory research] (Cuadernos del CREFAL 16). Patzcuaro, Mexico: Regional Centre for Adult Education and Functional Literacy for Latin America, Patzcuaro (Mexico). (ERIC Document Reproduction Service No. ED 330 227) [63 pages] Describes participant research as adult-education method in which learners can have an active role in their learning. Youngman, Frank. (1990). The political economy of literacy in the Third World. Convergence, 23(4), 5-13. Notes that social divisions of gender, class, race, ethnicity, and religion constitute a structure of power disparities that influences the form and content of literacy programs in developing nations. Zamalloa Sota, Eulogio. (1990). Analfabetismo en el Per£: Planes y programas de alfabetizaci¢n 1970-1990. Lima, Per£: MAIJOSA Editorial. [186 pages] Zuniga, Madeleine, and others. (Eds.). (1987). Educacion en poblaciones indigenas: politicas y estrategias en America latina (Education for Indigenous Populations: Policies and Strategies in Latin America). Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. Document derived from the Subregional Seminar on Policy and Educational Cultural Strategy for Indigenous Populations, Lima, Peru. 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(1988). Recent discoveries illuminating the origin of the alphabet. Abr-Nahrain [University of Melbourne, Department of Middle Eastern Studies], 26, 30-67. Cottrell, Leonard. (1971). Reading the past: The story of deciphering ancient languages. New York: Crowell- Collier Press. [IUP: 417.7/C829r] Daniels, Peter T. (1988). "Shewing of hard sentences and dissolving of doubts": The first decipherment. Journal of the American Oriental Society, 108, 419-436. Reviews the decipherment of the Palmyrene script by Jean-Jacques Barth‚lemy (1716-1795). Diamond, A. S. (1959). The history and origin of language. New York: Philosophical Society. Doblhofer, Ernst. (1961). Voices in stone: The decipherment of ancient scripts and writings (Mervyn Savill, Trans.). New York: Viking Press. [IUP: 411/D654] [Orig. pub. (1957). Zeichen und Wunder. Vienna: Paul Neff Verlag.] Dow, S. (1973). Literacy in Minoan and Mycenaean lands. Cambridge ancient history (vol. 2, part 1, pp. 582-608). 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Hershbell (Eds.), Communication arts in the ancient world (pp. 63-78). New York: Hastings House. Havelock, Eric A. (1963). Preface to Plato. Cambridge, MA: Harvard University Press. [IUP: 184.1/H298p] [Repr. (1967). New York: Grossett & Dunlo pages] [Repr. (1971). Cambridge, MA: Harvard University Press.] Havelock, Eric A. (1966a). Preliteracy and the Pre-Socratics. Bulletin of the Institute of Classical Studies, 13, 44-67. 000 Havelock, Eric A. (1966b). Thoughtful Hesiod. Yale Classical Studies, 20, 61-72. Havelock, Eric A. (1973). Prologue to Greek literacy. Norman: University of Oklahoma Press for the University of Cincinnati Press. Havelock, Eric A. (1976). Origins of western literacy (Monograph Series No. 14). Toronto: Ontario Institute for Studies in Education. Havelock, Eric A. (1977). The preliteracy of the Greeks. New Literary History, 8, 369-391. Havelock, Eric A. (1978). The alphabetisation of Homer. In E. A. Havelock & J. P. Hershbell (Eds.), Communication arts in the ancient world (pp. 3-21). New York: Hastings House. Havelock, Eric A. (1979). The ancient art of oral poetry. Philosophy and Rhetoric, 12, 187-202. Havelock, Eric A. (1980a). The coming of literate communication to Western culture. Journal of Communication, 30, 90-98. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 127- 134). Carbondale: Southern Illinois University Press. ] Havelock, Eric A. (1980b, MONTH?). The oral and the written. Paper presented AT WHAT?, WHERE? (ERIC Document Reproduction Service No. ED 208 345) [000 pages] Havelock, Eric A. (1980c). The oral composition of Greek drama. Quaderni Urbanti di Cultura Classica, 35, 61-113. Havelock, Eric A. (1982a). Harold A. Innis: A Memoir. Toronto: Harold A. Innis Foundation. Havelock, Eric A. (1982b). The literate revolution in Greece and its cultural consequences. Princeton, NJ: Princeton University Press. Havelock, Eric A. (1983a). The linguistic task of the Presocratics, part one: Ionian science in search of an abstract vocabulary. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 7-82). La Salle, IL: Monist Library of Philosophy. Havelock, Eric A. (1983b). The Socratic problem: Some second thoughts. In John P. Anton & George L. Kustus (Eds.), Essays in ancient Greek philosophy (Vol. 2, pp. 147-173). Albany: State University of New York Press. Havelock, Eric A. (1984). The orality of Socrates and the literacy of Plato. In E. Kelly (Ed.), New essays on Socrates (pp. 67-93). Washington, DC: University Press of America. Havelock, Eric A. (1985). Oral composition in the Oedipus Tyrannus of Sophocles. New Literary History, 16, 175-197. Havelock, Eric A. (1986a). After words: A post script. Pre/Text, 7, 201-208. Havelock, interviewed by Victor Vitanza, comments negatively about Farrell's use of his work (Farrell, 1984, 1986). Havelock, Eric A. (1986b). The alphabetic mind: A gift from Greece to the modern world. Oral Tradition, 1, 000-000. Havelock, Eric Alfred. (1986c). The muse learns to write: Reflections on orality and literacy from antiquity to the present. New Haven, CN: Yale University Press. [IUP: 001.54/H298m] [Reviewed: Connors, Robert J. (1988). Quarterly Journal of Speech, 74, 379-381; Couch, Carl J. (1988). Journal of Communication, 38, 172-174; Dunkel, Patricia. (1988). Communication Quarterly, 36, 237-239; Rivers, Elias L. (1989). Comparative Literature, 41, 102-104.] Havelock, Eric A. (1986d). Orality, literacy, and star wars. Written Communication, 3, 411-420. [Repr. (1986). Pre/Text, 7, 123-132, with McIlvaine, R., Response to Eric A. Havelock, pp. 133-135, and Discussion following Eric A. Havelock, "Literacy, orality, and star wars," pp. 136-144.] Uses the space shuttle disaster to illustrate our overuse of conceptual language. Havelock, Eric A. (1989). Orality and literacy: An overview. Language and Communication, 9, 87-98. Havelock, Eric. (1991). The oral-literate equation: A formula for the modern mind. In David R. Olson & Nancy Torrance (Eds.), Literacy and orality (pp. 11-27). New York: Cambridge University Press. Havelock, Eric A.; McIlvane, Robert. (1986). Orality, literacy, and Star Wars. Pre/Text, 7, 123-144. [Havelock and McIlvane respond separately to articles in the special issue.] Havelock, Eric A.; Swearingen, C. Jan. (1986). After words: A post script. Pre/Text, 7, 201-208. [Swearingen interviews Havelock.] Havelock, Eric A., & Hershbell, J. P. (Eds.). (1978). Communication arts in the ancient world. New York: Hastings House. [IUP: 302.20938/C737m] Hendrickson, G. L. (1929). Ancient reading. Classical Journal, 25, 182-196. <2cit> Herman, J¢zsef. (1991). Spoken and written Latin in the last centuries of the Roman Empire. In Roger Wright (Ed.), Latin and the Romance languages in the Early Middle Ages (pp. 000-000). London: Routledge. Hershbell, J. P. (1983). The oral-poetic religion of Xenophanes. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 125-133). La Salle, IL: Monist Library of Philosophy. Hollis, K. (1977). Literacy in ancient Greece: The evidence from history and archaeology. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 253 866) [20 pages] Summarizes the work of Havelock and others. Horsfall, Nicholas. (1989). The uses of literacy and the Cena Trimalchionis. Greece & Rome, 36, 74-89, 194-209. Jarratt, S. C. (in press). The first Sophists and the political implications of techn‚. Pre/Text. Jeffrey, L. H. (1961). The local scripts of archaic Greece. Oxford: Clarendon Press. Jeffrey, L. H. (1982). Greek alphabetic writing. In J. Boardman, I. E. S. Edwards, N. G. L. Hammond, & E. Sollberger (Eds.), The Cambridge ancient history (2nd ed., Vol. 3, pp. 819-833). New York: Cambridge University Press. Kahn, C. H. (1983). Philosophy and the written word: Some thoughts on Heraclitus and the early Greek use of prose. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 110-124b). La Salle, IL: Monist Library of Philosophy. Kenyon, Frederick George. (1951). Books and readers in ancient Greece and Rome (2nd ed.). Oxford: Clarendon Press. [First ed. 0000.] [IUP: 331.880942/W383b] Argues that there were few literates. Kirk, G. S. (1983). Orality and sequence. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 83-90). La Salle, IL: Monist Library of Philosophy. Knox, B. M. W. (1968). Silent reading in antiquity. Greek, Roman and Byzantium Studies, 9, 421-435. Critiques Balogh (1927). Koep, L. (1952). Das himmlische Buch in Antike und Christentum. Bonn: P. Hansen. Lanza, D. (1979). Lingua e discorso nell'Atene delle professioni. Naples: Liguori. Shows the slow penetration of documentation into the different circles of Athens in the 5th century. [I & S] Larfeld, W. (1907). Handbuch der Griechischen Epigraphik. Leipzig: D. R. Riesland. Lentz, Tony M. (1978). The oral tradition in transition: A bibliography relevant to the study of reading in ancient Greece. Rhetoric Society Quarterly, 8, 82-98. Lentz, Tony M. (1983). Spoken versus written inartistic proof in Athenian courts. Philosophy and Rhetoric, 16, 242-261. Notes that spoken inartistic proof had a higher status in Athenian courts than did written proof. Lentz, Tony M. (1985). From recitation to reading: Memory, writing, and composition in Greek philosophical prose. Southern Speech Communication Journal, 51, 49-70. Posits 3 stages in the developing relationship between memory and writing. Lentz, Tony M. (1988). Orality and literacy in Hellenic Greece. Carbondale: Southern Illinois University Press. [221 pages] [Reviewed: Russo, Joseph. (1991). Journal of American Folklore, 104, 382-354.] Explores the relationship of oral and written modes of thought. Margolis, J. (1983). The emergence of philosophy. In Kevin Robb (Ed.), Language and thought in early Greek philosophy (pp. 229-243). LaSalle, IL: Monist Library of Philosophy. Marrou, H. I. (1956). A history of education in antiquity. New York: Sheed & Ward. Marrou, H. I. (1958). Saint Augustin et la fin de la cultur antique (4th ed.). Paris: Editions Boccard. "Reading is done out loud and more often than not the author listens to a lector reading back what he has dictated. The scroll and the book . . . prevent the reader from returning to a passage already read, and make scanning or leafing impossible." [I & S, p. 151] McCarter, P. Kyle, Jr. (1975). The antiquity of the Greek alphabet and the early Phonenician scripts. Missoula: Scholars Press, for the Harvard Semitic Museum. McCartney, E. S. (1948). Notes on reading and praying audibly. Classical Philology, 43, 184-187. Momigliano, A. (1957). The historians of the classical world and their audiences. Annali della Scuola Normale Superiore di Pisa, 8, 59-75. Notes that historians, after Herodotus, "quickly adaped mental conventions that devalued hearsay against documented evidence," but that audiences were slower to demand proof. [Illich & Sanders (1988), pp. 152-152] Monaghan, E. J. (1987). Readers writing: The curriculum of the writing schools in eighteenth-century Boston. Visible Language, 21, 167-214. Morison, S. (1983). Politics and script: Aspects of authority and freedom in the development of Graeco-Latin script from the sixth century B.C. to the twentieth century A.D. (N. Barker, Ed.). Charlottesville: University Press of Virginia. [IUP: 745.6197/M826p] ALSO HAVE AS MORRISON Powell, Barry B. (1988). The Dipylon Oinochoe and the spread of literacy in Eighth-Century Athens. Kadmos, 27(1), 65-86. Pulgram, E. (1950). Spoken and written Latin. Language, 26, 458-466. Robb, Kevin. (1971). Greek oral memory and the origins of philosophy. The Personalist, 51, 5-45. Robb, Kevin. (1978). The poetic sources of the Greek alphabet. In E. A. Havelock & J. P. Hershbell (Eds.), Communication arts in the ancient world (pp. 23-36). New York: Hastings House. Robb, Kevin. (Ed.). (1983). Language and philosophy in early Greek philosophy. LaSalle, IL: Monist Library of Philosophy. Roberts, C. H. (1949). The Christian book and the Greek papyri. Journal of Theological Studies, 50, 155-168. Roberts, C. H. (1970). Books in the Graeco-Roman world and in the New Testament. In In P. R. Ackroyd & C. F. Evans (Eds.), Cambridge history of the Bible (pp. 48-66). Cambridge: Cambridge University Press. Roth, C. (1966). An illuminated Hebrew scroll of Esther from China. In W. White (Ed.), Chinese Jews (pp. 000-000). New York: Paragon Books. Schiller, A. A. (1938). Custom in classical Roman law. Virginia Law Review, 24, 268-282. Introduces "the shifting meaning in Classical antiquity of the difference between custom/law." [I & S, p. 160] Sedgwick, W. B. (1929). Reading and writing in classical antiquity. Contemporary Review, 135, 90-94. Segal, Charles. (1982). Trag‚die, oralit‚, ‚criture. Po‚tique, 50, 131-154. Segal, Charles. (1986a). Greek tragedy: Writing, truth, and the representation of self. In Interpreting Greek tragedy: Myth, poetry, text (pp. 75-109). Ithaca, NY: Cornell University Press. Segal, Charles. (1986b). Tragedy, orality, literacy. In EDITOR? Oralita: Cultura, letteratura, discorso: Atti del convegno internazionale a cura di Bruno Gentili e Guiseppe Paioni (pp. 000-000). Paris: E. A. Lequien. Shugar, D. (1985). Croll, Flacius Illyricus, and the origins of anti-Ciceronianism. Rhetorica, 3, 269-284. Spolsky, Bernard. (1983). Triglossia and literacy in Jewish Palestine of the first century. International Journal of the Sociology of Language, 42, 95-109. Stoddart, Simon, & Whitley, James. (1988). The social context of literacy in archaic Greece and Etruria. Antiquity, 62, 761-772. Stroud, Ronald S. (1989). The art of writing in ancient Greece. In Wayne M. Senner, (Ed.), The origins of writing (pp. 103-119). Lincoln: University of Nebraska Press. Summarizes scholarship on the origins, use, and spead of Greek writing. Svenbro, Jesper. (1990). The "interior" voice: On the invention of silent reading (Flora Zeitlin, Trans.). In John J. Winkler & Froma I. Zeitlin (Eds.), Nothing to do with Dionysos? Athenian drama in its social context (pp. 366-384). Princeton, NJ: Princeton University Press. [IUP: 882/N844t] [Preliminary version. (1987). In Culture and history (pp. 31-47). Copenhagen: PUBLISHER?] [Preliminary version. (1988). La voix int‚rieure: Sur l'invention de la lecture silencieuse. Phrasikleia: Anthropologie de la lecture en GrŠce ancienne (pp. 178- 207). Paris: PUBLISHER?] Cites cases of "silent reading" in Greek drama and literature to suggest the role of drama in the invention of silent reading. Svenbro, Jesper. (1993). Phrasikleia: An anthropology of reading in ancient Greece. 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Chapel Hill: University of North Carolina Press. Wyczanski, A. (1974). L'alphabetisation et structure sociale en Pologne au XVIe siecle. Annales: Economies, Societes, Civilisations, 29, 705-713. Yates, Frances. (1966). The art of memory. London: Routledge & Kegan Paul. Traces the movement, in the Renaissance, from visual "memory theaters" to philosophical "method." [Standard.] 5. Western literacy--18th century Ballinger, S. E. (1959). The idea of progress through education in the French Enlightenment. History of Education Journal, 10, 88-99. Chartier, Roger. (1981). From words to texts: The Cahiers de doleances of 1789. In H. U. Gumbrecht, R. Reichardt, & T. Schleich (Eds.), Sozialgeschichte der AufKlarung im Frankreich (Vol. 2, pp. 171-199). Munich: Oldenbourg. [In German.] [Repr. (1981). Revue d'Histoire Moderne et Contemporaine, 28, 68-93. (In French.)] [Repr. (1987). The cultural uses of print in early modern France (Lydia G. Cochrane, Trans., pp. 110-144). 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Vaughan, Mary Kay. (1990). Primary education and literacy in nineteenth-century Mexico: Research trends, 1968-1988. Latin American Research Review, 25(1), 31-66. Vilanova, Mercedes. (1992). Anarchism, political participation, and illiteracy in Barcelona between 1934 and 1936. American Historical Review, 97, 96-120. Vincent, David. (1981). Bread, knowledge, and freedom: A study of nineteenth-century working-class autobiographers. London: PUBLISHER? Vincent, David. (1989). Literacy and popular culture: England, 1750-1914. New York: Cambridge University Press. [362 pages] [Reviewed: Boli, John. (1991). American Journal of Sociology, 97, 569-571; Graff, Harvey J. (1991). Journal of Social History, 24, 858-861; Gurney, Peter. (1991). Sociological Review, 39, 197-199; Peterson, Richard A. (1991). International Journal of Comparative Sociology (Leiden), 32, 358-359; Rothblatt, Sheldon. (1991). Journal of Interdisciplinary History, 22, 304-306; Thompson, Paul. (1990, March 16). Times Literary Supplement, p. 294. Urdank, Albion M. (1991). Journal of Modern History, 63, 767-771.] Webb, R. K. (1950). Working-class readers in early Victorian England. English Historical Review, 65, 333-351. Webb, R. K. (1955). The British working-class reader. London: Routledge & Kegan Paul. [IUP: 331.880942/W383b] Weber, E. (1976). Peasants into Frenchmen: The modernization of rural France, 1870-1914. Stanford, CA: Stanford University Press. West, E. G. (1964). The role of education in 19th century doctrines of political economy. British Journal of Educational Studies, 12, 161-174. West, E. G. (1975). Education and the industrial revolution. London: Batsford. West, E. G. (1978). Literacy and the industrial revolution. Economic History Review, 31, 369-383. Williams, Raymond. (1969). Introduction. In Raymond Williams (Ed.), The Penguin book of English prose, vol. 2 (pp. 000-000). Harmondsworth, England: Penguin. Notes the introduction, into the 19th-century novel, of the language of analysis developed in the 18th-century essay. Williams, Raymond; Higgins, John. (1991). Interview with Raymond Williams: The politics of literacy. Pretexts: Studies in Writing and Culture, 3, 136-143. Wilson, David. (1991). The death of orality and the rise of the literate "subject." In Philip Shaw & Peter Stockwell (Eds.), Subjectivity and literature from the Romantics to the present day (pp. 159-171). London: Harold Pinter. Woollen, Geoff. (1982). Lantier versus Goujet in L'Assommoir: The misuses of literacy. Folio: Essays on Foreign Languages and Literatures, 14, 15-30. 7. United States--to 1800 Auwers, L. (1977). The social meaning of female literacy: Windsor, Connecticut, 1660-1775 (Newberry Papers in Family and Community History). Chicago, IL: University of Chicago Press. [NIL: 9/89] Auwers, L. (1980). Reading the marks of the past: Exploring female literacy in colonial Windsor, Connecticut. Historical Methods, 13, 204-214. Cohen, P. C. (1982). A calculating people: The spread of numeracy in early America. Chicago, IL: University of Chicago Press. Galenson, D. (1979). Literacy and the social origins of some early Americans. Historical Journal, 22, 75-91. Gallegos, B. P., & Maggart, Z. (1986). History of literacy in New Mexico: Part I. Literacy in New Mexico before 1860. New Mexico Journal of Reading, 7(1), 11-15. Gallegos, B. P., & Maggart, Z. (1987a). History of literacy in New Mexico: Part II. New Mexico Journal of Reading, 7(2), 9-15. Gallegos, B., & Maggart, Z. (1987b). History of literacy in New Mexico, Part III: 1845-1965. New Mexico Journal of Reading, 7(3), 9-15. Gallegos, Bernardo P. (1992). Literacy, education, and society in New Mexico, 1693-1821. Albuquerque: University of New Mexico Press. [119 pages] [Rev.: Kicza, John E. (1993). Hispanic American Historical Review, 73, 150-151.] Gallman, Robert E. (1988). Changes in the level of literacy in a new community of early America (Perquimans County, NC). Journal of Economic History, 48, 567-582. Gilmore, William J. (1982). Elementary literacy on the eve of the Industrial Revolution: Trends in rural New England, 1760-1830. Proceedings of the American Antiquarian Society, 92, 87-178. Gilmore, William J. (1982). Elementary literacy on the eve of the industrial revolution: Trends in rural New England, 1760-1830. Worcester, MA: American Antiquarian Society. [171 pages] [Also, Proceedings of the American Antiquarian Society, 92(1).] Gilmore, William J. (1989). Reading becomes a necessity of life: Material and cultural life in rural New England, 1780-1835. Knoxville: University of Tennessee Press. [538 pages] Grubb, Farley. (1987). Colonial immigrant literacy: An economic analysis of Pennsylvania--German evidence, 1727-1775. Explorations in Economic History, 24, 63-76. Grubb, Farley. (1992). Educational choice in the era before free public schooling: Evidence from German immigrant children in Pennsylvania, 1771-1817. Journal of Economic History, 52, 363-375. Hall, David D. (1983). Introduction: The uses of literacy in New England, 1600-1850. In William Leonard Joyce, David D. Hall, Richard D. Brown, & John B. Hench (Eds.), Printing and society in Early America (pp. 1- 47). Worcester, MA: American Antiquarian Society. Issacs, R. (1975). Preachers and patriots: Popular culture and the revolution in Virginia. In A. Young (Ed.), The American revolution (pp. 000-000). DeKalb: Northern Illinois University Press. Joyce, William Leonard, Hall, David D., Brown, Richard D., & Hench, John B. (Eds.). (1983). Printing and society in Early America. Worcester, MA: American Antiquarian Society. [322 pages] Lockridge, Kenneth A. (1974). Literacy in colonial New England: An enquiry into the social context of literacy in the early modern West. New York: W. W. Norton. [164 pages] Lockridge, K. A. (1977). L'alphabetisation en Amerique. Annales: Economies, Societes, Civilisations, 30, 503-518. Lockridge, K. A. (1981). Literacy in early America, 1650- 1800. In Harvey J. Graff (Ed.), Literacy and social development in the West: A reader (pp. 000-000). Cambridge: Cambridge University Press. Long, Huey B. (1983). Adult basic education in colonial America. Adult Literacy and Basic Education, 7, 55-68. Describes the role of private teachers in colonial America, including evening schools and literacy education. Main, Gloria L. (1991). An inquiry into when and why women learned to write in colonial New England. Journal of Social History, 24, 579-589. Nord, David Paul. (1989). A republican literature: Magazine reading and readers in late-eighteenth century New York. In Cathy N. Davidson (Ed.), Reading in America: Literature and social history (pp. 114-139). Baltimore: Johns Hopkins University Press. Perlmann, Joel, & Shirley, Dennis. (1991). When did New England women acquire literacy? The William and Mary Quarterly, 48, 50-67. Steele, Thomas J., S.J. (1987). Orality and literacy in matter and form: Ben Franklin's Way to Wealth. Oral Tradition, 2, 273-285. Tebbel, J. W. (1975). A history of book publishing in America (3 vols.). New York: Bowker. Tully, A. (1972). Literacy levels and educational development in rural Pennsylvania, 1729-1775. Pennsylvania History, 39, 301-312. Wesling, Donald. (1987). Writing as power in the slave narrative of the early republic. Michigan Quarterly Review, 26, 459-472. 8. United States--after 1800 Calhoun, Daniel. (1973). The intelligence of a people. Princeton, NJ: Princeton University Press. [IUP: 155.9/C128n] Notes the changing goals of American education, 1700-1900. [Suggestive] Castell, Suzanne de, & Luke, Allan. (1983). Defining "literacy" in North American schools: Social and historical conditions and consequences. Journal of Curriculum Studies, 15, 373-389. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 000- 000). Carbondale: Southern Illinois University Press.] Finds literacy is the product of the values of particular cultures at particular points in their histories. [An important historical perspective.] Cornelius, Janet. (1983). "We slipped and learned to read": Slave accounts of the literacy process, 1830- 1865. Phylon, 44, 171-186. Presents evidence from former slaves on specific aspects of the literacy process. Cornelius, Janet Duitsman. (1991). "When I can read my title clear": Literacy, slavery, and religion in the antebellum South. Columbia: University of South Carolina Press. [215 pages] [Reviewed: Chaplin, Joyce E. (1993). Journal of Social History, 26, 632-634; Goings, Kenneth W. (1992). Annals of the American Academy of Political and Social Science, 524, 210-211; Sparks, Randy J. (1993). Journal of Southern History, 59, 134-135.] Dalton, Karen C. Chambers. (1992). "The alphabet is an abolitionist": Literacy and African Americans in the emancipation era. Massachusetts Review, 32, 545-580. de Castell, S., & Luke, A. (1983). Defining "literacy" in American schools: Social and historical conditions and consequences. Journal of Curriculum Studies, 15, 373-389. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 159-174). Carbondale: Southern Illinois University Press.] Donald, James. (1983). How illiteracy became a problem (and literacy stopped being one). Journal of Education, 165, 35-52. Examines how the contrast between working class resistance against an imposed culture and the struggle for hegemony (bringing class factions into a political alliance) operated in England during the nineteenth century. [Useful historical perspective] Engs, R. F. (1987). Historical perspectives on the problem of black literacy. Educational Horizons, 66, 13-17. Eurich, A. C., & Kraetsch, G. A. (1982). A 50-year comparing of University of Minnesota freshman reading performance. Journal of Educational Psychology, 74, 660-665. Farr, Roger, Fay, L., & Negley, H. (1978). Then and now: Reading achievement in Indiana (1944-45 and 1976). Bloomington: Indiana University. (ERIC Document Reproduction Service No. ED 158 262) Farr, Roger, & Fay, L. (1982). Reading trend data in the United States: A mandate for caveats and caution. In Gilbert R. Austin & Herbert Garber (Eds.), The rise and fall of national test scores (pp. 83-141). New York: Academic Press. Farr, Roger, Fay, L., & Negley, H. H. (1974). Then and now: Reading achievement in the U. S. Bloomington: Indiana University School of Education. Farr, Roger, Tuinman, J., & Rowis, M. (1974). Reading achievement in the United States: Then and now. Bloomington, IN: The Reading Program Center. Fay, Leo. (1988, November). Literacy: A historical perspective and today's reality. Paper presented at the meeting of the New York State Reading Association, Kiamesha Lake. (ERIC Document Reproduction Service No. ED 300 774) [13 pages] Outlines the history of literacy development in this country (tracing the growth of literacy, methods of estimating population literacy, and changing definitions of literacy). Field, A. J. (1976). Educational expansion in mid-nineteenth-century Massachusetts. Harvard Educational Review, 46, 521-552. Field, A. J. (1979a). Economic and demographic determinants of educational commitment: Massachsetts, 1855. Journal of Economic History, 39, 439-459. Field, A. J. (1980). Industrialization and skill intensity: The case of Massachusetts. Journal of Human Resources, 15, 149-175. Fitzgerald, Francis. (1980). America revised: History of schoolbooks in the twentieth century. New York: Vintage. Notes changing models of American history in high school textbooks. Foertsch, Mary A. (1992). Reading in and out of school: Factors influencing the literacy achievement of American students in grades 4, 8, and 12, in 1988 and 1990. Princeton, NJ: Educational Testing Service, National Assessment of Educational Progress. (ERIC Document Reproduction Service No. ED 341 976) [74 pages] Focused on the background factors that are most closely related to reading instruction and reading performance, including instructional approaches, reading experiences, home influences, and demographic characteristics. Gates, A. I. (1961). Attainment in elementary schools: 1957 and 1937. New York: Columbia Teachers College, Bureau of Publications. Gates, Henry Louis. (1985). Writing "race" and the difference it makes [Editor's Introduction]. Critical Inquiry, 12, 1-20. Discussion. (1986). 13, 197-200, 203-210. Gates, Henry Louis. (1986). James Gronniosaw and the trope of the talking book. Southern Review, 22, 252-272. Godkin, E. L. (1897). The illiteracy of American boys. Educational Review, 13, 1-9. Godzich, Wlad. (1984). The culture of illiteracy. Enclitic, 8, 27-35. Graff, Harvey J. (1983a). Literacy and social development in North America: On ideology and history. In W. B. Stephens (Ed.), Aspects of literacy in the eighteenth and nineteenth centuries (pp. 82-97, 103-106). Leeds: University of Leeds, Museum of the History of Education. [Repr. Graff, Harvey J. (1987b). The labyrinths of literacy: Reflections on literacy past and present (pp. 73-93). New York: The Falmer Press.] Greene, Jamie Candelaria. (1994). Misperspectives on literacy: A critique of an Anglocentric bias in histories of American literacy. Written Communication, 11, 251-269. Argues that the work of de Castell and Luke, Graff, and Kaestle ignores Hispanic contributions to literacy in America. Greer, A. (1978). The pattern of literacy in Quebec, 1745-1899. Histoire Sociale, 44, 293-335. Gutman, H. (1973). Work, culture, and society in industrializing America, 1815-1919. American Historical Review, 78, 531-588. Hanus, K. (1989). An analysis of historical studies of literacy standards from three epochs in American elementary education. In Edward Rutkowski, (Ed.), Journal of the Midwest History of Education Society, 17, 000-000. Papers and proceedings of the meeting of the Midwest History of Education Society, Chicago, IL, October 1988). (ERIC Document Reproduction Service No. ED 310 968) Jensen, Joan M. (1984). Not only ours but others: The Quaker teacher daughters of the Mid-Atlantic, 1790- 1850. History of Education Quarterly, 24, 3-19. Reports the development of "teaching daughters" in southeastern Pennsylvania and northern Delaware from 1790 to 1850. Jim‚nez, Robert T. (1990). The history of reading and the uses of literacy in colonial Mexico (Technical Report No. 494). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. 315 724) [24 pages] Kaestle, Carl F. (1976). "Between the Scylla of brutal ignorance and the Charybdis of a literary education": Elite attitudes toward mass education in early industrial England and America. In L. Stone (Ed.), School and society (pp. 000-000). Baltimore, MD: Johns Hopkins University Press. Kaestle, Carl F. (1981). Literacy and mainstream culture in American history. Language Arts, 58, 207-218. Kaestle, Carl F. (1983). Pillars of the Republic: Common schools and American society, 1780-1860. New York: Hill & Wang. Kaestle, Carl F. (1985). The history of literacy and the history of readers. Review of Research in Education, 12, 11-53. Kaestle, Carl F. (1991). Literacy in the United States: Readers and reading since 1880. New Haven, CN: Yale University Press. [Reviewed: Chall, Jeanne. (1991). New England Quarterly, 65, 316-319; Craig, John E. (1992). American Journal of Sociology, 97, 1513-1515; Graff, Harvey J. (1992). Journal of Social History, 25, 883-886.] Kaestle, Carl F., & Vinovskis, M. (1980). Education and social change in nineteenth-century Massachusetts. New York: Cambridge University Press. Lambert, Frank. (1992). "I saw the book talk": Slave readings of the first Great Awakening. The Journal of Negro History, 77, 185-198. Lane, A. T. (1984). American trade unions, mass immigration and the literacy test: 1900-1917. Labor History, 25, 5-25. Lauter, Paul. (1984). Society and the profession, 1958-1983. PMLA, 99, 414-426. SEE Lazerson, Marvin. (1990). Lawrence Cremin and the American dilemma. American Journal of Education, 99, 95-104. Reviews Lawrence Cremin's "American Education: The Metropolitan Experience, 1876-1980" (1988), noting themes of inequality, equity, and the role of education in a democracy. MacCallum, A. (1975). Compulsory education. In A. Prentice & S. Houston (Eds.), Family, school and society in nineteenth-century Canada (pp. 176-177). Oxford: Oxford University Press. MacLean, Murdoch Campbell. (1937). Illiteracy and school attendance: A study based on the census of 1931 and supplementary data. Ottawa: J. O. Patenaude. [177 pages] "Reprinted from volume XII, Seventh census of Canada, 1931." Margo, Robert A. (1986). Educational achievement in segregated school systems: The effects of "separate-but-equal." American Economic Review, 76, 794-801. Murphy, Kevin. (1984). Illiterate's progress: The descent into literacy in Huckleberry Finn. Texas Studies in Literature and Language, 26, 363-387. Neufeldt, Harvey G., & McGee, Leo. (Eds.). (1990). Education of the African American adult: An historical overview. New York: Greenwood Press. [273 pages] Nord, D. P. (1987). Working-class readers: Family, community and reading in late nineteenth-century America. In M. Gurevitch & M. R. Levy (Eds.), Mass communication yearbook 6 (pp. 000-000). Newbury Park, CA: Sage. Osgood, R. L. (1987). Immigrants and elementary education in the Boston public schools, 1820-1920. In Malcolm P. Douglass (Ed.), Writing and reading in a culturally diverse society: Proceedings of the Claremont Reading Conference (pp. 000-000). Claremont, CA: Claremont Graduate School. {} Pich‚, G. L. (1977). Class and culture in the development of the high school English curriculum, 1880-1900. Research in the Teaching of English, 11, 17-27. Prentice, A. (1977). The school promoters: Education and social class in mid-nineteenth-century upper Canada. Toronto: McClelland & Steward. Quigley, B. Allan. (1991). Exception and reward: The history and social policy development of the GED in the U.S. and Canada. Adult Basic Education, 1(1)27-43. Outlines the primary differences between U.S. and Canadian use of General Educational Development Tests. Repo, S. (1974). From Pilgrim's Progress to "Sesame Street": 125 years of colonial readers. In G. Martell (Ed.), The politics of the Canadian public school (pp. 118-133). Toronto: James Lewis & Samuel. Rudolph, F. (1978). Curriculum: A history of the American course of study since 1636. San Francisco: Jossey-Bass. Shor, Ira. (1986). Culture wars: School and society in the conservative revolution, 1969-1984. Boston: Routledge & Kegan Paul. Chronicles responses to a presumed literacy crisis during the period. Soltow, Lee, & Stevens, Edward. (1977). Economic aspects of school participation in mid-nineteenth-century United States. Journal of Interdisciplinary History, 7, 221-243. Soltow, Lee, & Stevens, Edward. (1981). The rise of literacy and the common school in the United States: A socioeconomic analysis to 1870. Chicago, IL: University of Chicago Press. [247 pages] [Reviewed: Galenson, David W. (1984). Economic Development and Cultural Change, 32, 653-657.] Finds a causal relationship between literacy and wealth. Stedman, Lawrence C., & Kaestle, Charles F. (1985). One hundred years of illiteracy: The definition and measurement of reading ability in America, 1880-1980. Madison: University of Wisconsin Center for Education Research. Stedman, Lawrence C., & Kaestle, Charles F. (1986). An investigation of crude literacy, reading performance, and functional literacy in the United States, 1880-1980 (Program Report 86-2). Madison: University of Wisconsin, Wisconsin Center for Education Research. Stedman, Lawrence C., & Kaestle, Carl F. (1987). Literacy and reading performance in the United States, from 1880 to the present. Reading Research Quarterly, 22, 8-46. Finds reading performance stable through the 1970s, but also notes new literacy demands. [Authoritative on issues of definition and measurement.] Stevens, E. (1983). Illiterate Americans and nineteenth-century courts: The meanings of literacy. In Daniel P. Resnick (Ed.), Literacy in historical perspective (pp. 59-83). Washington, DC: Library of Congress. Finds that the illiterate comes to suffer disabilities by the end of the century. Stevens, Edward W., Jr. (1990). Technology, literacy, and early industrial expansion in the United States. History of Education Quarterly, 30, 523-544. Traces the historical development of technical literacy through the establishment of technical institutes in the United States. Stotsky, Sandra. (1990, November). Do we have, or have we had, a literary canon in our secondary schools? What literature surveys reveal. Paper presented at the meeting of the National Council of Teachers of English, Atlanta, GA. (ERIC Document Reproduction Service No. ED 326 877) [19 pages] Surveys literary works assigned in high school, 1907 to the present, finding no evidence of a stable "canon." Stotsky, Sandra. (1991, April). Does a literary canon exist in our secondary schools? Or how many students need to read the same body of works before it can be called a literary canon? Paper presented at the meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 331 057) [21 pages] Reviews surveys, concluding that there does not seem to be any strong evidence for the existence of a canon in high school literature programs over the past century if what is meant by a canon is a group of literary works remaining essentially unchanged from decade to decade. Townsend, L. (1989). Isabella Graham and Joanna Bethune's early American experiments in educating illiterates. In Edward Rutkowski, (Ed.), Journal of the Midwest History of Education Society, 17, 000-000. Papers and proceedings of the meeting of the Midwest History of Education Society, Chicago, IL, October 1988). (ERIC Document Reproduction Service No. ED 310 968) Trachsel, Mary. (1984, November). Formal and functional notions of literacy in the history of American education. Paper presented at the meeting of the National Council of Teachers of English, Detroit, MI. (ERIC Document Reproduction Service No. ED 257 115) [13 pages] Documents a shift from formal to functional definitions of literacy. Tyack, D. B. (1974). The one best system: A history of American education. Cambridge, MA: Harvard University Press. Tyack, D. B. (1978). The spread of public schooling in Victorian America. History of Education Quarterly, 7, 172-182. Tyack, D. B. (1979). The high school as a social service agency: Historical perspectives on current policy issues. Educational Evaluation and Policy Analysis, 1, 45-57. U.S. Department of Commerce, Bureau of the Census. (1979). The social and economic status of the Black population in the United States: An historical view, 1790-1969 (Special Studies, Series P-23, No. 80). Washington, DC: Government Printing Office. VanLeirsburg, Peggy. (1991). Socio-educational influences on standardized reading tests, 1900-1991 (Literacy Research Report No. 11). DeKalb: Northern Illinois University, Curriculum and Instruction Reading Clinic. Based on a dissertation "The Historical Development of Standardized Reading Tests in the United States, 1900-1991," completed at Northern Illinois University. (ERIC Document Reproduction Service No. ED 335 662) [14 pages] Provides a historical survey of standardized reading tests. Varnum, R. (1986). From crisis to crisis: The evolution toward higher standards of literacy in the United States. Rhetoric Society Quarterly, 16, 145-165. Venezky, Richard L. (1980a). Overview: From Sumer to Leipzig to Bethesda. In J. F. Kavanagh & R. L. Venezky (Eds.), Orthography, reading, and dyslexia (pp. 000-000). Baltimore, MD: University Park Press. Venezky, Richard L. (1980b). From Webster to Rice to Roosevelt. In U. Frith (Ed.), Cognitive processes in spelling (pp. 9-30). New York: Academic Press. Venezky, Richard L. (1982). The origins of the present-day chasm between adult literacy needs and school literacy instruction. Visible Language, 16, 113-126. VERIFY Venezky, Richard L. (1984). The history of reading research. In P. David Pearson (Ed.), Handbook of reading research (pp. 3-38). New York: Longman. Finds 4 research strands: reading processes, instruction, testing, and literacy. Venezky, Richard L. (1986b). Steps toward a history of American reading instruction. Review of Research in Education, 13, 129-167. Venezky, Richard L. (1987). A history of the American reading textbook. Elementary School Journal, 87, 247-265. Wagoner, Shirley A., & Almasi, Janice. (1992). Historical perspectives by Dale Johnson and S. Jay Samuels. In Suzanne F. Clewell, and others (Eds.), Literacy: Issues and practices (Yearbook of the State of Maryland International Reading Association Council, Volume 9, pp. 000-000). Baltimore: International Reading Association. Maryland Council. (ERIC Document Reproduction Service No. ED 346 438) Warren, C. (1884). Illiteracy in the United States in 1870 and 1880. Washington, DC: U.S. Government Printing Office. Weiberg, M. (1977). A chance to learn: A history of race and education in the United States. New York: Cambridge University Press. Wesman, Evelyn. (1990). Black illiteracy in the rural South. Rural Libraries: A Forum for Rural Library Service, 10(1-2), 000-000. Clarion: Clarion University of Pennsylvania. (ERIC Document Reproduction Service No. ED 327 345) Reviews information on rates of functional illiteracy among rural black Southerners and describes two successful rural literacy programs. Willinsky, John. (1991b). The triumph of literature/the fate of literacy: English in the secondary school curriculum. New York: Teachers College Press. [224 pages] Wilson, Charles E., Jr. (1991). Chesnutt's "Baxter's 'Procrustes'": Cultural fraud as link to cultural identity. In Bonnie Braendlin (Ed.), Cultural power/cultural literacy: Selected papers from the Fourteenth Annual Florida State University Conference on Literature and Film (pp. 120-128). Tallahassee: Florida State University Press. Wilson Quarterly. (1986). The struggle for literacy [Special Issue]. The Wilson Quarterly, 10, 94-133. Zboray, Ronald J. (1987). The letter and the fiction reading public in Antebellum America. Journal of American Culture, 10, 27-34. Zlatic, Thomas D. (1992). The "seeing eye" and the "creating mouth": Literacy and orality in Mark Twain's Joan of Arc. CLIO, 21, 285-304. B. Historical studies of non-Western traditions Barnard, Noel. (1978). The nature of the Ch'in "Reform of the Script" as reflected in archaeological documents excavated under conditions of control. In David T. Roy & Tsuen-hsuin Tsien (Eds.), Ancient China: Studies in early civilization (pp. 181-213). Hong Kong: Chinese University Press. Barthel, T. (1971). Pre-contact writing in Oceania. In Thomas Sebeok (Ed.), Current trends in linguistics, vol. 8: Linguistics in Oceania (pp. 000-000). The Hague: Mouton. Beckles, H. McD. (1984). The literate few: An historical sketch of the slavery origins of black elites in the British West Indies. Caribbbean Journal of Education, 11, 19-35. Notes that literate slaves formed social elite after slavery. Bhanu, D. (1953). Libraries and their management in Mughul history. Journal of Indian History, 31, 157-173. Boodberg, Peter. (1937). Some proleptical remarks on the evolution of archaic Chinese. Harvard Journal of Asiatic Studies, 2, 329-372. Boodberg, Peter. (1940). "Ideography" or iconolatry? T'oung Pao, 35, 266-288. Boodberg, Peter. (1957). The Chinese script: An essay in nomenclature (the First Hecaton). Bulletin of the Institute of History and Philology Academia Sinica [Taipei], 39, 113-120. Cheung Kwong-yue. (1983). Recent archaeological evidence related to the origin of Chinese characters. In David N. Keightley (Ed.), The origins of Chinese civilization (pp. 323-391). Berkeley: University of California Press. Christie, Michael. (1990). Aboriginal literacy and power: An historical case study. Australian Journal of Adult and Community Education, 30, 116-121. Reviews the struggle of Aborigines in Australia in the 1870s. Carter, Thomas Francis. (1924). The westward movement of the art of printing: Turkestan, Persia and Egypt as milestones in the long migration from China to Europe. Yearbook of Oriental Art and Culture, 1, 19-28. Carter, Thomas Francis. (1943). Islam as a barrier to printing. The Muslim World, 33, 213-216. Carter, Thomas Francis. (1956). The invention of printing in China and its spread westward (2nd ed., E. L. Goodrich, Ed.). New York: Columbia University Press. [First ed. 1925.] [IUP: 665/1/C24a] Chou, H.-H. (1979). Chinese oracle bones. Scientific American, 240(4), 134-149. Discusses the original 4000 characters of the Shang dynasty, c. 1400 BCE, about half still readable. Dodge, B. (1962). Muslim education in medieval times. Washington, DC: PUBLISHER? Droixhe, Daniel, & Kiefer, Klaus H. (Eds.). (1987). Images de l'Africain de l'antiquite au XXe siecle/Images of the African from Antiquity to the 20th Century/Bilder des Afrikaners von der Antike bis zur Gegenwart. Frankfurt: Peter Lang. [222 pages] Deshpande, Madhav M. (1986). Sanskrit grammarians on diglossia. In Bh. Krishnamurti (Ed.), South Asian languages: Structure, convergence and diglossia (pp. 312-321). Delhi: Motilal Banarsidass. Deshpande, Madhav M. (1979). Critical studies in Indian grammarians. Ann Arbor: Michigan Series in South and Southeast Asian language and Linguistics, 2. Fenton, W. (1950). The role call of the Iroquois Chiefs: A study of a mnemonic cane from the Six Nations Reserve (Smithsonian Miscellaneous Collections, No. 111). Washington, DC: Smithsonian Institute. Fox, R. (1962). Philippines in pre-historic times. Science Review, 3(9), 1-16. Francisco, J. (1973). Philippine palaeography. Manila: Linguistic Society of the Philippines. Gough, Kathleen. (1968). The implications of literacy in traditional China and India. In Jack Goody (Ed.), Literacy in traditional societies (pp. 69-83). New York: Cambridge University Press. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 44-56). Carbondale: Southern Illinois University Press.] Surveys the uses of literacy in China and India, suggesting that her findings argue against a "great leap forward" theory. Hawkins, J. D. (1979). The origin and dissemination of writing in western Asia. In P. R. S. Moorey (Ed.), The origins of civilization (pp. 128-165). New York: Oxford University Press. Hevesy, M. G. de. (1936). Sur une ‚criture oceanienne paraissant d'origine neolithique. Bulletin de la Societe Prehistorique Franc,aise, 7/8, 000-000. Horton, H. Mack. (1993). Japanese spirit and Chinese learning: Scribes and storytellers in pre-modern Japan. In Jonathan Boyarin (Ed.), The ethnography of reading (pp. 156-179). Berkeley: University of California Press. Jones, Alan L. (1988). The monastic schools of Burma and Siam during the colonial period, 1852-1912. (ERIC Document Reproduction Service No. ED 302 469) [25 pages] Describes the education--religion, basic literacy, and arithmetic--provided to male children in Burma and Siam through Buddhist monks prior to the colonial period. Keightley, David N. (1989). The origins of writing in China: Scripts and cultural contexts. In Wayne M. Senner, (Ed.), The origins of writing (pp. 171-202). Lincoln: University of Nebraska Press. Kowalewski, Stephen A., & Saindon, Jacqueline J. (1992). The spread of literacy in a Latin American peasant society: Oaxaca, Mexico, 1890 to 1980. Comparative Studies in Society and History, 34, 110-140. Krenkow, F. (1922). The use of writing for the preservation of ancient Arabic poetry. In T. W. Arnold & R. A. Nicholson (Eds.), A volume of Oriental studies presented to Professor Edward G. Browne (pp. 261-268). Cambridge: Cambridge University Press. Lavely, William. (1989). The spatial approach to Chinese history: Illustrations from north China and the Upper Yangzi. Journal of Asian Studies, 48, 100-113. Martin, S. (1968). Korean standarization: Problems, observations, and suggestions. Ural-Altaische Jahrbucher, 40, 85-114. Mulugeta Seyoum. (1988). The emergence of national languages in Ethiopia: An historical perspective. In Florian Coulmas (Ed.), With forked tongues: What are national languages good for? (pp. 000-000). Ann Arbor, MI: Karoma. Marcus, Joyce. (1976). The origins of Mesoamerican writing. Annual Review of Anthopology, 5, 35-67. Mukherjee, B. N. (1981). The so-called shell- script--a note on its decipherment. Indian Museum Bulletin, 16, 128-137. Nissen, Hans J. (1986). The development of writing and glyphic art. In Uwe Finkbeiner & Wolfgang Rollig (Eds.), Gamdat period or regional style? (pp. 318-331). Wiesbaden: Ernst Heinrich Verlag. Pedersen, J. (1946). Den Arabiske Bog. Copenhagen: PUBLISHER? [Trans. (1984). The Arab book (G. French, Trans.). Princeton, NJ: Princeton University Press.] Notes that, within the Arabic tradition, written language has always been "speech written down." Rawski, Evelyn Sakakida. (1979). Education and popular literacy in Ch'ing China. Ann Arbor: University of Michigan Press. [294 pages] Rawski, Evelyn S. (1983). Functional literacy in Nineteenth-Century China. In Daniel P. Resnick (Ed.), Literacy in historical perspective (pp. 85-103). Washington, DC: Library of Congress. Scott, W. H. (1985). Prehispanic source materials for the study of Philippine history (2nd ed.). Quezon City: New Day Publisher. Seyfried, John Edward. (1934). Illiteracy trends in New Mexico, including comparisons of trends in New Mexico with those in certain other states and the United States. Albuquerque: University of New Mexico. [38 pages] University of New Mexico Bulletin, 8(1); University of New Mexico Education series, whole no. 40. Shapiro, S. (Ed.). (1984). Jews in Old China: Studies by Chinese scholars. New York: Hippocrene. Tsien, Tsuen-hsuin. (1962). Written on bamboo and silk: The beginnings of Chinese books and inscriptions. Chicago, IL: University of Chicago Press. VERIFY NAME Tsuen-hsuin, Tsien. (1962). Written on bamboo and silk. Chicago, IL: University of Chicago Press. West, E. (Ed.). (1947). Doctrina Christiana: The first book printed in the Philippines. Washington, DC: Library of Congress. White, W. (1966). Chinese Jews: A compilation of matters relating to the Jews of K'ai Feng Fu (2nd ed.). New York: Paragon Books. 5. Observational studies of literacy Amoroso, Henry C., Jr. (1986). Commentary: Conversations with a new literate. Journal of Reading, 29, 484-488. Presents an unexpurgated interview with an 18-year-old prisoner. Anderson, A., & Stokes, S. (1984). Social and institutional influences on the development of literacy. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 24-37). Exeter, NH: Heinemann Educational Books. Anderson, A. B., Teale, W. H., & Estrada, E. (1980). Low-income children's preschool literacy experiences: Some naturalistic observations. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 2(3), 59-65. Anyon, Jean. (1980). Social class and the hidden curriculum of work. Journal of Education, 162, 67-92. Explores concepts of "work" in high schools: at a preparatory academy, "work" is independent learning; at a middle-class school, "work" is getting the right answer; at a working-class school, "work" is completing the task. Anyon, Jean. (1981). Social class and school knowledge. Curriculum Inquiry, 11, 4-42. Finds different concepts of school "work" in schools at different social levels. Armer, J. Michael. (DATE?). Social psychological effects of literacy by language combinations in an African society. Sociological Inquiry, 62, 308-326. Armstrong, R. G. (1954). A West African inquest. American Anthroplogy, 56, 1051-1075. Au, Kathryn Hu-Pei. (1980). Participation structures in reading. Anthropology and Education Quarterly, 11, 91-115. Au, K. H-P, & Jordan, C. (1981). Teaching reading to Hawaiian children: Finding a culturally appropriate solution. In H. Trueba, G. P. Guthrie, & K. H-P. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 000-000). Rowley, MA: Newbury House. Au, K. H.-P., & Kawakami, A. J. (1985). Talk story and learning to read. Language Arts, 62, 406-411. Examines a culturally appropriate choral reading practice for Hawaiian children ("talk story"). Au, Kathryn H., & Kawakami, Alice J. (1991). Culture and ownership: Schooling of minority students. Childhood Education, 67, 280-284. Discusses possible solutions to the problem of schools' widespread failure to meet minority students' needs. Au, Kathryn Hu-Pei, & Mason, Jana M. (1981). Social organizational factors in learning to read: The balance of rights hypothesis. Reading Research Quarterly, 17, 115-151. Reviews research on classroom reading groups, and proposes a "balance of rights hypothesis"-- students should have equal access to speaking rights. [Suggestive] Baghban, Marcia. (1984). Our daughter learns to read and write: A case study from birth to three. Newark, DE: International Reading Association. Baghban, Marcia. (1986, October). Sister and brother writing interplay. Paper presented at the Invitational Conference "New Directions in Composition Research," Durham, NH. (ERIC Document Reproduction Service No. ED 285 176) [32 pages] Details the influence of a nine-year-old female sibling on the writing development of her younger brother, from the time he was 18 months old until he was 28 months old. Bartholomae, David. (1985). Inventing the university. In M. Rose (Ed.), When a writer can't write: Studies in writer's block and other composing problems (pp. 000-000). New York: Guilford. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 273-285). Carbondale: Southern Illinois University Press.] Bartholomae, David. (1986). Wanderings: Misreadings, miswritings, misunderstandings. In Thomas Newkirk (Ed.), Only connect: Uniting reading and writing (pp. 000-000). Upper Montclair, NJ: Boynton/Cook. {} Bartholomae, David. (1987). Writing on the margins: The concept of literacy in higher education. In Theresa Enos (Ed.), A sourcebook for basic writing teachers (pp. 63-83). New York: Random House. Speculates on his own literacy development, drawing conclusions for basic writing instruction. Barton, David. (1989, September). Making sense of literacy, in the home. Paper presented at the Conference of the European Association for Research on Learning and Instruction, Madrid. (ERIC Document Reproduction Service No. ED 325 812) [12 pages] Examines what ordinary people read and write in their everyday lives, how they make sense of literacy, and how it fits into the rest of their daily activities, focusing on literacy in the home. Barton, David. (1990a). Developing a practice account of literacy from adult learners' perceptions of literacy and learning. Paper presented at the World Congress of Applied Linguistics sponsored by the International Association of Applied Linguistics, Thessaloniki, Greece. (ERIC Document Reproduction Service No. ED 325 811) [12 pages] Observes activities of 20 adults from Lancashire, England. Barton, David. (1990b). Understanding everyday literacy. In Jean-Paul Hautecoeur (Ed.), Alpha 90: Current research in literacy (pp. 000-000). Quebec: Quebec Department of Education; Hamburg, West Germany: United Nations Educational, Scientific, and Cultural Organization, Institute for Education. (ERIC Document Reproduction Service No. ED 333 164) SEE Barton, David. (1991). Making sense of literacy in the home. In Mario Carretero, Maureen L. Pope, P. Robert-Jan Simons, & Juan Ignacio Pozo (Eds.), Learning and instruction: European research in an international context, Vol. 3 (pp. 175-186). Oxford: Pergamon Press. Reports on Literacy in the Community, a project highlighting what is significant about everyday literacy practices. Basso, Keith. (1974). The ethnography of writing. In R. Bauman & J. Sherzer (Eds.), Explorations in the ethnography of speaking (pp. 425-432). New York: Cambridge University Press. Baynham, Mike. (1987). The oral dimensions of literacy events: A letter from the DHSS. In Thomas Bloor & John Norrish (Eds.), Written language: British studies in applied linguistics 2 (pp. 98-113). London: Centre for Information on Language Teaching and Research. (ERIC Document Reproduction Service No. ED 346 737) [17 pages] Considers the literacy practices of the Moroccan community in the Ladbroke Grover area of West London. Becker, Alton L. (1979). Text-building, epistemology, and aesthetics in Javanese shadow theatre. In Alton L. Becker & A. A. Yengoyan (Eds.), The imagination of reality (pp. 000-000). Norwood, NJ: Ablex. Becker, Alton L. (1982). The poetics and noetics of a Javanese poem. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 217-238). Norwood, NJ: Ablex. Attempts a fully contextualized "reading" of a Javanese poem. [Important] Becker, Alton L. (1983). Literacy and cultural change: Some experiences. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 45-51). New York: Modern Language Association of America. Examines the cultural role of literacy in Southeast Asia: "Few of us know what it entails to distance ourselves from our particular brand of graphocentrism: it entails giving up powerful modes of analysis; giving up a basic mnemonic framework; giving up basic images of nature, icons, and root metaphors; and breaking the pattern that connects items of learning" (49). Bellman, B. L. (1975). Village of curers and assassins: On the production of Kpelle cosmological categories. The Hague: Mouton. Bennett, Adrian T. (1983). Discourses of power, the dialectics of understanding, the power of literacy. Journal of Education, 165, 53-74. Presents an oral narrative created by a Mexican- American child based on a picture story, and contrasts it with an essay-oriented narrative. Bennett, Adrian T., & Pedraza, Pedro, Jr. (1984). Discourse, consciousness, and literacy in a Puerto Rican neighborhood. In Cheris Kramarae, Muriel Schulz, & William M. O'Barr (Eds.), Language and power (pp. 243-259). Beverly Hills, CA: Sage Publications. Besnier, Niko. (1991). Literacy and the notion of person on Nukulaelae Atoll. American Anthropologist, 93, 570-587. Besnier, Niko. (1993). Literacy and feelings: The encoding of affect in Nukulaelae letters. In Brian V. Street (Ed.), Cross-cultural approaches to literacy (pp. 62-86). New York: Cambridge University Press. [Original version. (1989). Text, 9, 69-92.] Bissex, Glenda. (1980). GNYS AT WRK: A child learns to write and to read. Cambridge, MA: Harvard University Press. Reports on the writing and reading of her son Paul from age 4 to 10. Blaeser, Kimberly M. (1992). Learning "the language the presidents speak": Images and issues of literacy in American Indian literature. World Literature Today: A Literary Quarterly of the University of Oklahoma, 66, 230-235. Bledsoe, Caroline H., & Robey, Kenneth M. (1986). Arabic literacy and secrecy among the Mende of Sierra Leone. Man, 21, 202-226. Blook, D. E. (1980). The script as a cohesive factor in Cham society. In M. Gregerson & D. Thomas (Eds.), Notes from Indochina on ethnic minority cultures (pp. 35-44). Dallas, TX: WIL Museum of Anthropology. Bloome, David. (1982, April). School culture and the future of literacy. Paper presented at the Future of Literacy Conference, University of Maryland, Baltimore County. Washington, DC: National Institute of Education, 1982. (ERIC Document Reproduction Service No. ED 231 899) [25 pages] Bloome, David. (1983a). Classroom reading instruction: A socio-communicative analysis of time on task. In J. Niles (Ed.), Thirty-second Yearbook of the National Reading Conference (pp. 000-000). Rochester, NY: National Reading Conference. Bloome, David. (1983b). Reading as a social process. In Barbara A. Hutson (Ed.), Advances in reading/language research: Vol. 2 (pp. 000-000). Greenwich, CT: JAI Press. Bloome, David. (1984a, October). Gaining access to and control of reading and writing resources, K-8 (Final Report). Urbana, IL: National Council of Teachers of English Research Foundation. (ERIC Document Reproduction Service No. ED 251 830) [235 pages] Bloome, David. (1984b). A socio-communicative perspective of formal and inforaml classroom reading events. In J. Niles (Ed.), Thirty-third Yearbook of the National Reading Conference. Rochester, NY: National Reading Conference. Bloome, David. (1985). Reading as a social process. Language Arts, 62, 134-142. Bloome, David. (1986). Building literacy and the classroom community. Theory into Practice, 25, 71-76. Argues that new conceptions of reading and writing emphasize the active role of the reader or writer and the inherently social nature of reading and writing. Bloome, David. (1987a). Introduction. In David Bloome (Ed.), Literacy and schooling (pp. xiii-xxiii). Norwood, NJ: Ablex. Bloome, David. (Ed.). (1987b). Literacy and schooling. Norwood, NJ: Ablex Publishing Corporation. [381 pages] Offers 15 essays, using a broad range of perspectives on the study of literacy in which reading and writing is examined as it occurs in classrooms, businesses, communities, and families. Bloome, David. (1987c). Reading as a social process in a middle school classroom. In David Bloome (Ed.), Literacy and schooling (pp. 123-149). Norwood, NJ: Ablex. [IUP: 372.4/L712i] Bloome, David. (Ed.). (1989). Classrooms and literacy. Norwood, NJ: Ablex Publishing Corporation. [422 pages] Offers 11 essays for researchers and teachers concerned about classrooms as a context for literacy activity. [An important collection of observational studies.] Bloome, David, and others. (1988). Reading instruction and underlying metaphors in "Becoming a Nation of Readers." In Jane L. Davidson, (Ed.), Counterpoint and beyond: A response to "Becoming a Nation of Readers" (pp. 000-000). Urbana, IL: National Council of Teachers of English. {} Bloome, David, & Argumedo, B. (1983). Procedural display and classroom instruction at the middle school level: Another look at academic engaged time. In T. Erb (Ed.), Middle school research: Selected studies (pp. 000-000). Columbus, OH: National Middle School Association. Bloome, David, & Golden, Cathy. (1982). Literacy learning, classroom processes, and race: A microanalytic study of two desegregated classrooms. Journal of Black Studies, 13, 207-226. Observes English and social studies classes, revealing differences in ways in which peer and student-teacher interactions were encouraged or controlled. Bloome, David, & Green, Judith. (1982a). Capturing social contexts of reading for urban junior high school youth in home, school and community settings (Final Report). Washington, DC: National Institute of Education. Bloome, David, & Green, Judith. (1982b). The social contexts of reading: A multidisciplinary perspective. In B. A. Hutson (Ed.), Advances in reading-language research: Vol. 1 (pp. 000-000). Greenwich, CT: JAI Press. Bloome, David, & Green, Judith. (1984). Directions in the sociolinguistic study of reading. In P. David Pearson (Ed.), Handbook of reading research (pp. 395-421). New York: Longman. Review article. Bloome, David, & Green, Judith L. (1991). Educational contexts of literacy. Annual Review of Applied Linguistics, 12, 49-70. Reviews new and emerging perspectives of educational contexts of literacy, emphasizing the inseparability and reciprocal influence of literacy practices with the social and ideological agendas of the communities, institutions, and settings in which the literacy practices are embedded. [Useful survey] Bloome, David, & Theodorou, E. (in press). Analyzing teacher-student and student-student discourse. In J. Green & J. Harker (Eds.), Multiple perspective analyses of classroom discourse. Norwood, NJ: Ablex. Boggs, S. (1985). Speaking, relating and learning: A study of Hawaiian children at home and at school. Norwood, NJ: Ablex. Boyarin, Jonathan. (Ed.). (1993). The ethnography of reading. Berkeley: University of California Press. [285 pages] Brandt, Deborah. (1990). Literacy as involvement: The acts of writers, readers, and texts. Carbondale: Southern Illinois University Press. [Reviewed: Christians, Clifford G. (1992). Journal of Communication, 42, 179-184.] Brandt, Elizabeth A. (1982). A research agenda for Native American languages. In Florence Barkin, Elizabeth A. Brandt, & Jacob Ornstein-Galicia (Eds.), Bilingualism and language contact: Spanish, English, and Native American languages (pp. 26-47). New York: Teachers College Press. Brandt, Elizabeth A. (in press). Native American attitudes toward literacy and recording in the Southwest. Journal of the Linguistic Association of the Southwest. Brause, Rita S. (1977). Developmental aspects of the ability to understand semantic ambiguity, with implications for teachers. Research in the Teaching of English, 11, 39-48. Finds an 8-stage developmental sequence, extending from 6-year-olds to graduate students, noting that these skills should not be isolated and taught as discrete skills. [Suggestive] Bright, William. (1988). Written and spoken language in South Asia. In Caroline Duncan-Rose & Theo Vennemann (Eds.), On language: Rhetorica, phonologica, syntactica (pp. 22-38). London: Routledge. Bright, William. (1992). Small linguistic societies from a global perspective. Educational Media International, 29, 11-18. Defines and discusses the concept of small languages, including political status; official status (e.g., as a national language); distinctiveness; robustness or the degree of feasibility; social function; education to support the language; functions of literacy; and appropriate technology for use with particular languages). Brody, Jill. (1988). Incipient literacy: From involvement to integration in Tojolabal Maya. Oral Tradition, 3, 315-352. Calkins, Lucy McCormick. (1983). Lessons from a child: On the teaching and learning of writing. Exeter, NH: Heinemann Educational Books. Reports the writing development of one child, g3-g4. Castilleja, J. (1986). The problem with literacy. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 271 722) [26 pages] Suggests that problems with literacy for minorities may be social rather than linguistic. Cazden, Courtney B. (1982). Contexts for literacy: In the mind and in the classroom. Journal of Reading Behavior, 14, 413-427. Cazden, Courtney B. (1983a). Adult assistance to language development: Scaffolds, models, and direct instruction. In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 3-18). DE: International Reading Association. Cazden, Courtney B. (1983b). Can ethnographic research go beyond the status quo? Anthropology and Education Quarterly, 14, 33-41. Cazden, Courtney B. (1983c). Peekaboo as an instructional model: Discourse development at home and at school. In B. Bain (Ed.), The sociogenesis of language and human development (pp. 33-58). New York: Plenum. [Revised from (1979). Papers and reports on child language development no. 17 (pp. 1-29), Stanford, CA: Stanford University Department of Linguistics. (ERIC Document Reproduction Service No. ED 191 274)] Cazden, Courtney. (1988). Social interaction as scaffold: The power and limits of a metaphor. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Cazden, Courtney B. (1990). Differential treatment in New Zealand: Reflections on research in minority education. Teaching and Teacher Education, 6, 291-303. Describes an in-service program with New Zealand teachers. Cazden, Courtney B., and others. (1990, April). Language planning in preschool education with "annotated bibliography." Paper presented at the World Congress of Applied Linguistics, Thessaloniki, Greece. (ERIC Document Reproduction Service No. ED 324 929) [94 pages] SEE Reviews research findings on children's language acquisition and its relationship to their general development. Cazden, Courtney B., & Cordeiro, Pat. (1992). Whole language plus: Essays on literacy in the United States and New Zealand. New York: Teachers College Press. [317 pages] Cazden, Courtney B., & Dickinson, D. K. (1981). Language and education: Standardization versus cultural pluralism. In C. A. Ferguson & S. B. Heath (Eds.), Language in the USA (pp. 446-468). New York: Harvard University Press. Argues for cultural pluralism. [Effective] Cazden, Courtney B., & Hymes, Dell E. (1978). Narrative thinking and storytelling rights: A folklorist's clue to a critique of education. Keystone Folklore Quarterly, 22, 21-35. [Repr. Hymes, Dell. (1980). Language in education: Ethnolinguistic essays (pp. 126-138). Arlington, VA: Center for Applied Linguistics.] Notes the importance of narratives in literacy development, and notes that, in most schools, only teachers can tell stories. [An important statement about language and schooling.] Chall, Jeanne S., Jacobs, Vicki A., & Baldwin, Luke E. (1990). The reading crisis: Why poor children fall behind. Cambridge, MA: Harvard University Press. [191 pages] Chall, Jeanne, & Snow, Catherine. (1982). Families and literacy: The contribution of out-of-school experiences to children's acquisition of literacy (Final Report). Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED 234 345) Chapman, Constance. (1991, March). Lessons from the workplace: Writing and oral communication in three African American families. Paper presented at the meeting of the Conference on College Composition and Communication, Boston, MA. (ERIC Document Reproduction Service No. ED 337 797) [16 pages] SEE Examines the ways in which members of low-income Southern African-American families deal with writing in their everyday lives. Chiseri-Strater, Elizabeth, & Taylor, Denny. (1991). Academic literacies: The public and private discourse of university students. Portsmouth, NH: Boynton/Cook. [205 pages] Chu-Chang, Mae, & Rodrieguez, Victor. (Eds.). (1983). Asian- and Pacific-American perspectives in bilingual education: Comparative research. New York: Teachers College Press. [257 pages] Collects 10 essays, most concerned with literacy transmission. Clammer, J. R. (1976). Literacy and social change: A case study of Fiji. Leiden, The Netherlands: E. J. Brill. [218 pages] Monographs and theoretical studies in sociology and anthropology in honour of Nels Anderson; publication 11. Clancy, Patricia M. (1982). Written and spoken styles in Japanese narratives. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 55-76). Norwood, NJ: Ablex. Classen, Constance. (1991). Literacy as anticulture: The Andean experience of the written word. History of Religions, 30, 404-421. Clery, Carolsue, & Pikrone, Gayle A. (1991, November). Reading autobiographies written by special admission college freshmen. Paper presented at the meeting of the College Reading Association, Crystal City, VA. (ERIC Document Reproduction Service No. ED 341 029) [22 pages] Analyzes papers by basic writing students writing about their memories of learning to read. Cochran-Smith, Marilyn. (1984). The making of a reader. Norwood, NJ: Ablex. [IUP: 372.6/C643m] Cole, G. S., & Coppel, L. (1982). Literacy, CETA, and unemployment: Coming up empty. Urban Education, 17, 199-212. Cole, Michael. (1975). An ethnographic psychology of cognition. In Richard W. Brislin, Stephan Bochner, & Walter J. Lonner (Eds.), Cross-cultural perspectives on learning (pp. 157-176). Beverly Hills, CA: Sage Publications. Cole, Michael. (1983). A socio-cultural approach to the study of remediation. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 265 955) [19 pages] Cole, Michael, & Griffin, Peg. (1983). A socio-historical approach to re-mediation. Quarterly Journal of the Laboratory of Comparative Human Cognition, 3, 5-8. Cole, Michael, & Keyssar, Helen. (1985). The concept of literacy in print and film. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (p. 50-72). New York: Cambridge University Press. Cole, Michael, & Scribner, Sylvia. (1974). Culture and thought. Cole, Michael, & Scribner, Sylvia. (1975). Theorizing about the socialization of cognition. Ethos, 3, 250-268. Colletta, N. J. (1980). Ponape: Cross-cultural contact, formal schooling, and foreign dominance in Micronesia. In M. P. Hammet & Richard W. Brislin (Eds.), Research in culture learning: Language and conceptual studies (pp. 61-69). Honolulu, HA: East-West Culture Learning Institute. Conklin, H. C. (1949a). Bamboo literacy in Mindoro. Pacific Discovery, 2, 4-11. Notes a Philippine literacy system, learned in late adolescence in the period of a few weeks. Conklin, H. C. (1949b). Preliminary report on field work on the islands of Mindoro and Palawant. American Anthropologist, 51, 268-273. Conklin, H. C. (1959). Linguistic play in its cultural context. Language, 35, 631-636. Conklin, H. C. (1960). Maling, a Hanunoo girl in from the Philippines. In J. Casagrande (Ed.), In the company of man (pp. 000-000). New York: Harper & Row. Coomaraswamy, A. K. (1947). The bugbear of literacy. In Am I my brother's keeper? (pp. 19-35). New York: Day. "From an Indian point of view a man can be said to know only what he knows by heart; what he must go to a book to be reminded of, he merely knows of" (p. 27). Cooper, Marilyn M. (1991). "We don't belong here, do we?" A response to "Lives on the Boundary" and "The Violence of Literacy." Writing Center Journal, 12, 48-62. Focuses on the deep understanding conveyed in two books (Mike Rose's "Lives on the Boundary" and J. Elspeth Stuckey's "The Violence of Literacy") of exactly what is at stake in the literary crisis and how literacy is used to ratify the status quo. Crump, Thomas. (1988). Alternative meanings of literacy in Japan and the West. Human Organization, 47, 138-145. Cumming, Alister. (1991). Uses of biliteracy among Indo-Canadian women learning language and literacy. Canadian Modern Language Review, 47, 697-707. Analyzes the needs of a group of Indo-Canadian women learning literacy in Vancouver. Cumming, Alister, and others. (1991). Learning ESL literacy among Indo Canadian women (Final Report). Ottawa, Ont.: Department of the Secretary of State, Multiculturalism Directorate. (ERIC Document Reproduction Service No. ED 337 059) [49 pages] Studies educational issues related to women in one visible minority population in the Vancouver area--recent immigrants from the Punjab state in India. Cummins, Jim. (1989). Language and literacy acquisition in bilingual contexts. Journal of Multilingual and Multicultural Development, 10, 17-31. D'Amico-Samuels, Deborah. (1990c). Research review: Adult learners' perspectives on adult education. Information Update, 7(1), 000-000. (ERIC Document Reproduction Service No. ED 329 719) Summarizes conclusions of the second phase of a study of the experiences and viewpoints of students from a sample of New York City Adult Literacy Initiative Programs. Danesi, Marcel. (1989). Ancestral language training and the development of bilingual literacy: A Canadian perspective. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 41-54). New York: Plenum Press. Daniell, Beth. (1992, March). Composing (as) power. Paper presented at the meeting of the Conference on College Composition and Communication, Cincinnati, OH. (ERIC Document Reproduction Service No. ED 344 222) [10 pages] SEE Interviews 6 women, members of Al-Anon, about how they use literacy in their spiritual lives. Davidson, Cathy N. (Ed.). (1988). Reading America [Special Issue]. American Quarterly, 40(1). Davidson, Cathy N. (Ed.). (1989). Reading in America: Literature and social history. Baltimore: Johns Hopkins University Press. [307 pages] Davidson, D., and others. (1987). Preschool language interaction in China, Japan, and Taiwan. In Malcolm P. Douglass (Ed.), Writing and reading in a culturally diverse society: Proceedings of the Claremont Reading Conference (pp. 000-000). Claremont, CA: Claremont Graduate School. {} Davidson, G. R., & Kashor, N. (1984). Indigenous games and the development of memory strategies in children. In J. Kirby (Ed.), Cognitive strategies and educational performance (pp. 203-213). Olando, FL: Academic Press. Davidson, G. R., & Klich, L. S. (1984). Ethnography, cognitive processes, and instructional procedures. In J. Kirby (Ed.), Cognitive strategies and educational performance (pp. 137-154). Olando, FL: Academic Press. Davis-Friedmann, Deborah. (1986). A century of educational reform in China. History of Education Quarterly, 26, 243-248. Reviews three books on education in China: Borthwick, 1983, Rawski, 1979, and Unger, 1982. de Matos, Francisco Gomes. (1989). Issues and trends in early bilingual literacy in Brazil. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 15- 24). New York: Plenum Press. de Young, J., & Hunt, C. (1962). Communication channels and functional literacy in the Philippine barrio. Journal of Asian Studies, 22, 67-77. Deckert, G. D. (1982). Sociocultural barriers to the reading habit: The case of Iran. Journal of Reading, 25, 742-749. Finds factors inhibiting reading, suggesting these also occur in other cultures. Delgado-Gaitan, Concha. (1987a). Factors affecting development of second langauge literacy. In S. R. Goldman & H. T. Trueba (Eds.), Becoming literate in English as a second language (pp. 000-000). Norwood, NJ: Ablex. Delgado-Gaitan, Concha. (1990). Literacy for empowerment: The role of parents in children's education. London: Falmer Press. [182 pages] Delpit, Lisa D., & Kemelfield, Graeme. (1985). An evaluation of the Viles Tok Ples Skul scheme in the North Solomons province (ERU Report No. 51). Port Moresby: Papua and New Guinea University, Educational Research Unit. (ERIC Document Reproduction Service No. ED 294 443) [196 pages] Describes and evaluates positively the local- language-medium schools of North Solomons Province. Demoz, Abraham. (1986). Language, literacy and society: The case of Ethiopia. In Joshua A. Fishman, Andr‚e Tabouret-Keller, Michael Clyne, Bh. Krishnamurti, & Mohamed Abdulaziz (Eds.), The Fergusonian impact: In honor of Charles A. Ferguson on the occasion of his 65th birthday. Vol. I: From phonology to society (pp. 343-366). Berlin: Mouton de Gruyter. Desai, Uday. (1991). Determinants of educational performance in India: Role of home and family. International Review of Education Internationale Zeitschrift fuer Erziehungswissenschaft Revue Internationale de Pedagogie, 37, 245-265 1991 Examines effects of family and pupil characteristics on Indian primary school children's academic learning, studying students who dropped out before completing primary schooling. Deshen, S. (1975). Ritualization of literacy: The work of Tunisian scholars in Israel. American Ethnologist, 2, 251-260. Despodova, Vandelia, & Mitrevska, Milena. (1991). On the level of a religious cult. Macedonian Review, 21, 16-19. Devine, Joanne. (1981). Developmental patterns in native and non-native reading acquisition. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 103-114). Washington, DC: Center for Applied Linguistics. Dewalt, Mark W., & Troxell, Bonnie. (1988, April). Case study of an old order Mennonite one room school. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 296 839) [36 pages] Observes an Old Order Mennonite one-room school in Pennsylvania. Digges, Diana, & Rappaport, Joanne. (1993). Literacy, orality, and ritual practice in highland Colombia. In Jonathan Boyarin (Ed.), The ethnography of reading (pp. 139-155). Berkeley: University of California Press. Dillingofski, M. S. (1979). Sociolinguistics and reading: A review of the literature. Reading Teacher, 33, 307-312. Dobson, L. (1988, January). Constructs in learning to write and read: A study of children's development through kindergarten and grade one (Technical Report No. 418). Urbana: University of Illinois Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 293 088) [25 pages] Studies 18 inner-city children, finding that reading and writing are mutually supportive. Dobson, Lee. (1989). Connections in learning to write and read: A study of children's development through kindergarten and first grade. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. Doiron, Ray; Shapiro, Jon. Home Literacy Environment and Children's Sense of Story. Reading Psychology: An International Quarterly 1988, 9(3), 187-202. Donaldson, Margaret. (1984). Speech and writing and modes of learning. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 174-184). Portsmouth, NH: Heinemann Educational Books. Douglas, Dan. (1981). An exploratory study of bilingual reading proficiency. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 93-102). Washington, DC: Center for Applied Linguistics. Douglass, Malcolm P. (1988). Learning to read in Scandinavia. In Malcolm P. Douglass (Ed.), Literacy: Signs for our times (52nd Yearbook of the Claremont Reading Conference, pp. 000-000). Claremont, CA: Claremont Graduate School. Downing, John. (1984). A source of cognitive confusion for beginning readers: Learning in a second language. Reading Teacher, 37, 366-370. Reports that readiness tests given to children in bilingual villages in Papua New Guinea showed that children learning to read in an unfamiliar language were more confused than were children who had never had literacy instruction. Downing, John. (1986). Cognitive clarity: A unifying and cross-cultural theory of language awareness phenomena in reading. In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 13-29). Portsmouth, NH: Heinemann Educational Books. . Downing, John A. (Ed.). (1988). Cognitive psychology and reading in the U.S.S.R. Amsterdam: North Holland; New York: Elsevier Science. [471 pages] Downing, John, & Valtin, Renate. (Eds.). (1984). Language awareness and learning to read. New York: Springer. [304 pages] Drechsel, Joanne. (1989). Peer groups and the language of negotation. Penn Working Papers in Educational Linguistics, 5(2), 000-000. (ERIC Document Reproduction Service No. ED 335 923) Dube, E. F. (1982). Literacy, cultural familiarity, and "intelligence" as determinants of story recall. In U. Neisser (Ed.), Memory observed (pp. 274-292). San Francisco: W. H. Freeman. Dubin, Fraida. (1989). Situating literacy within traditions of communicative competence. Applied Linguistics, 10, 171-181. Dubin, Fraida, & Kuhlman, Natalie A. (1992). The dimensions of cross-cultural literacy: What is cross-cultural literacy? In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Dubin, Thomas. (1979). Women at work: The transformations of work and community in Lowell, Massachusetts, 1826-1880. New York: Columbia University Press. [IUP: 331.4877/D852w28] Duran, Richard P. (1985). Discourse skills of bilingual children: Precursors of literacy. International Journal of the Sociology of Language, 53, 99-114. Duran, Richard P. (1987). Factors affecting development of second language literacy. In Susan R. Goldman & Henry T. Trueba (Eds.), Becoming literate in English as a second language (pp. 33-55). Norwood, NJ: Ablex. . Duranti, A., & Brennis, D. (Eds.). (1986). The audience as co-author [Special Issue]. Text, 6(3). Duranti, A., & Ochs, E. (1986). Literacy instruction in a Samoan village. In Bambi B. Schieffelin & Perry A. Gilmore (Eds), The acquisition of literacy: Ethnographic perspectives (pp. 213-232). Norwood, NJ: Ablex. Dyson, Anne Haas. (1984a). Emerging alphabetic literacy in school contexts: Toward defining the gap between school curriculum and child mind. Written Communication, 1, 5-55. Draws a number of conclusions from observing a child involved in early literacy tasks. [A seminal observational study.] Dyson, Anne Haas. (1984b). Learning to write/learning to do school: Emergent writers' interpretations of school literacy tasks. Research in the Teaching of English, 18, 233-264. Focuses on young children's behaviors during school structured literacy tasks. Dyson, Anne Haas. (1984c). "N spell my grandmama": Fostering early thinking about print. Reading Teacher, 38, 262-271. Dyson, Anne Haas. (1984d). Understanding the how's and why's of writing: The development of children's concepts of writing in primary classrooms. Volume 1: The kindergarten data (Final Report). Urbana, IL: National Council of Teachers of English Research Foundation. (ERIC Document Reproduction Service No. ED 236 686) Dyson, Anne Haas. (1984e). Who controls classroom writing contexts? (Research Currents). Language Arts, 61, 618-626. Focuses on the nature of elementary school classrooms as social contexts for literacy, particularly for writing. Dyson, Anne Haas. (1985a). Second graders sharing writing: The multiple social realities of a literacy event. Written Communication, 2, 000-000. Dyson, Anne Haas. (1985b). Three emergent writers and the school curriculum. Elementary School Journal, 85, 497-512. Dyson, Anne Haas. (1985c). Understanding the how's and why's of writing: The development of children's concepts of writing in primary classrooms. Volume 2: The second grade data (Final Report). Urbana, IL: National Council of Teachers of English Research Foundation. (ERIC Document Reproduction Service No. ED 000 000) Dyson, Anne Haas. (1985d). Writing and the social lives of children (Research Currents). Language Arts, 62, 632-639. Highlights children as a source of information about curriculum development. Dyson, Anne Haas. (1986a). Children's early interpretations of writing: Expanding research perspectives. In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 201-218). Portsmouth, NH: Heinemann Educational Books. . Dyson, Anne Haas. (1986b). Transitions and tensions: Interrelationships between the drawing, talking, and dictating of young children. Research in the Teaching of English, 20, 379-410. Dyson, Anne Haas. (1986c). What are we teaching? Applying error analysis to school activities. Reading Research and Instruction, 25, 71-79. Urges extended and broadened use of error analysis in school activities. Dyson, Anne Haas. (1987a). The emergence of children's written voices (Research Currents). Language Arts, 64, 648-658. Dyson, Anne Haas. (1987b, May). Unintentional helping in the primary grades: Writing in the children's world (Technical Report No. 2). Berkeley: University of California-Berkeley Bay Area Writing Projet. (ERIC Document Reproduction Service No. ED 282 227) [33 pages] Observes children, k-g1, noting the social supports for writing. Dyson, Anne Haas. (1989). The space/time travels of story writers. Language Arts, 66, 330-340. [See Dyson (1991a), below, for revision.] Dyson, Anne Haas. (1990a). Diversity, social responsibility, and the story of literacy development (Research Currents). Language Arts, 67, 192-205. Considers how stories function in professional lives, and examines stories of literacy development. Dyson, Anne Haas. (1990b). The role of stories in the social imagination of childhood and beyond (Concepts and Themes). New Advocate, 3, 179-195. Dyson, Anne Haas. (1990c). Weaving possibilities: Rethinking metaphors for early literacy development. Reading Teacher, 44, 202-213. [Preliminary version. (1990c). Berkeley, CA: University of California, College of Education, Center for the Study of Writing, Occasional Paper No. 19. (ERIC Document Reproduction Service No. ED 325 847).] Suggests the value of multiple metaphors in reflecting on and guiding literacy teaching and learning in the early years. Dyson, Anne Haas. (1991a). The roots of literacy development: Play, pictures, and peers. In Barbara Scales, Millie Almy, Ageliki Nicolopoulou, & Susan Ervin-Tripp (Eds.), Play and the social context of development in early care and education (pp. 98-116). New York: Teachers College Press. [Orig. version. (1989). The space/time travels of story writers. Language Arts, 66, 330-340.] Illustrates the roots of literacy in constructive and dramatic play by examining the behaviors of 5- to 8-year-old school children learning to create scenes and dramas in written words. Dyson, Anne Haas. (1991b). Viewpoints: The word and the world--reconceptualizing written language development or do rainbows mean a lot to little girls? Research in the Teaching of English, 25, 97-123. Suggests five principles that characterize written language development: The establishment of equivalences; exploration and orchestration of the system; reliance on shifting relationships of form and function; differentiation and integration of symbolic functions; and participation in social dialogue. Dyson, Anne Haas. (1992a). The case of the singing scientist: A performance perspective on the "stages" of school literacy. Written Communication, 9, 3-47. Preliminary version. (1991). Berkeley, CA: Center for the Study of Writing, Technical Report No. 53. (ERIC Document Reproduction Service No. ED 341 066) [40 pages] Offers a case study of a child who used school writing activities to perform rather than simply to communicate. Dyson, Anne Haas. (1992b). Children's place in the language arts curriculum: Victims, beneficiaries, and critics. English Education, 24, 3-19. Focuses on the writing aspect of the language arts curriculum. Dyson, Anne Haas, & Freedman, Sarah Warshauer. (1990). On teaching writing: A review of the literature (Occasional Paper No. 20). Berkeley: University of California, Berkeley, College of Education, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 324 690) [49 pages] Reviews research about writing that may inform teachers' observations of their students and their decisions about how best to support students' efforts. Dyson, Anne Haas, & Freedman, Sarah Warshauer. (1991). Critical challenges for research on writing and literacy: 1990-1995 (Technical Report No. 1 B). Berkeley, CA: Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 335 676) [45 pages] Summarizes activities of the National Center for the Study of Writing and Literacy. Dyson, Anne Haas, & Genishi, Celia. (1991). Visions of children as language users: Research on language and language education in early childhood (Technical Report No. 49). Berkeley, CA: Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 335 678) [35 pages] Discusses how the vision of the child as a member of a community has been reflected in and has helped shape recent research in language arts education in early childhood. Eckert, Penelope. (Ed.). (1991). New ways of analyzing sound change. San Diego, CA: Academic Press. Edelsky, Carole. (1982). Three myths about literacy and some counter-evidence from young children's writing. Journal of the Linguistic Association of the Southwest, 5, 66-84. Edelsky, Carole. (1986). Writing in a bilingual program: Habia una vez. Norwood, NJ: Ablex Publishing Corporation. [252 pages] Observes the writing development of 27 first through third graders in an English/Spanish bilingual program. Edelsky, Carole. (1990). Whose agenda is this anyway? A response to McKenna, Robinson, and Miller. Educational Researcher, 19(8), 7-11. Argues that whole language is an educational paradigm complete with theoretical, philosophical, and political assumptions and a congruent research agenda. Edelsky, Carole. (1991). With literacy and justice for all: Rethinking the social in language and education. London: Falmer Press. [189 pages] Edelsky, Carole. (1992). A talk with Carole Edelsky about politics and literacy. Language Arts, 69, 324-329. Presents an interview with Carole Edelsky in which she discusses the political issues that affect the day-to-day lives of children and teachers in the language arts classroom. Edelsky, Carol, Draper, K., & Smith K. (1983). Hookin' 'em in at the start of school in a "whole language" classroom. Anthropology and Education Quarterly, 14, 257-281. Describes how an inner-city sixth-grade teacher with an unusual approach to literacy got children to act according to new expectations. [Useful] Eder, D. (1986). Organizational constraints on reading group mobility. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (pp. 138-155). New York: Cambridge University Press. Edwards, John. (1991). Literacy and education in contexts of cultural and linguistic heterogeneity. Canadian Modern Language Review/La Revue Canadienne des Language Vivantes, 47, 933-949. Discusses the multicultural education thrust to reduce illiteracy, as well as the linkage between language and identity. Eggington, William. (1992). From oral to literate culture: An Australian aboriginal experience. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Ehlich, Konrad. (1983). Development of writing as social problem-solving . In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 99-129). New York: Mouton. Eisemon, Thomas, & Hallett, Martin. (1989). The acquisition of literacy in religious and secular schools. In David Bloome (Ed.), Classrooms and literacy (pp. 000-000). Norwood, NJ: Ablex Publishing Corporation. Eisemon, Thomas Owen, & Nyamete, Andrew. (1990.) School literacy and agricultural modernization in Kenya. Comparative Education Review, 34, 161-176. Concludes that literacy alone does not equip farmers to perform knowledge-based practical tasks involving modern production technologies. Eisemon, Thomas Owen, Ratzlaff, Jeanne, & Patel, Vimla L. (1992). Reading instructions for using commercial medicines. Annals of the American Academy of Political and Social Science, 520, 76-90. Elam, Helen. (1990). The difficulty of reading (Report Series 4.4). Albany, NY: Center for the Learning and Teaching of Literature. (ERIC Document Reproduction Service No. ED 333 437) [18 pages] Criticizes the academy's narrower conception of literacy. Eldering, Lotty, & Kloprogge, Jo. (Eds.). (1989). Different culture, same school: Ethnic minority children in Europe. Amsterdam: Swets & Zeitlinger. Eldred, Janet Carey. (1991). Narratives of socialization: Literacy in the short story. College English, 53, 686-700. States that fiction revels in specificity and historicizes problems of socialization, including literacy. Eldred, Janet Carey, & Mortensen, Peter. (1992). Reading literacy narratives. College English, 45, 50-53. Eldridge, R. G., Jr. (1981, August). An ethnographic study of the acquisition and application of reading skills in one elementary school classroom. Madison: University of Wisconsin. (ERIC Document Reproduction Service No. ED 209 658) [309 pages] Elley, Warwick B. (1991). Acquiring literacy in a second language: The effect of book-based programs. Language Learning, 41, 375-411. Outlines empirical studies of the effects of "book floods" on elementary school students' acquisition of a second language, indicating that exposure to an extensive range of high-interest illustrated story books. Ellis, Pat. (1987). Women, adult education and literacy: A Caribbean perspective. International Journal of Lifelong Education, 6(1), 61-68. Examines the relationship between education and the socioeconomic development of the English-speaking Caribbean. Elsasser, Nan, & Irvine, P. (1985). English and Creole: The dialectics of choice in a college writing program. Harvard Educational Review, 55, 399-415. [Repr. (1987). In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Heinemann Educational Books.] Argues for a program based on biliteracy. Elsasser, Nan, & John-Steiner, Vera P. (1977). An interactionist approach to advancing literacy. Harvard Educational Review, 47, 355-369. [Repr. (1987). In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Heinemann Educational Books.] Emihovich, Catherine. (1992). Computer discourse: Classroom conversations with a machine. Education and Urban Society, 24, 498-507. Discusses the scribal society, computer discourse, and computer literacy in the information age. Emihovich, Catherine, & Wager, Walter. (1992). Media culture/school culture: An introduction to the issues. Education and Urban Society, 24, 435-439. Introduces eight articles considering which literacies are expanded through media. Engelbrecht, Guillermina, & Ortiz, Leroy. (1983). Guarani literacy in Paraguay. International Journal of the Sociology of Language, 42, 53-67. Enzensberger, H. M. (1987). In praise of the illiterate. Adult Education and Development, 28, 96-105. Erftmier, T., & Dyson, Anne Haas. (1986). "Oh, ppbbt!": Differences between the oral and written persuasive strategies of school-aged children. Discourse Processes, 9, 91-114. Erickson, Frederick. (1979). On standards of descriptive validity in studies of classroom activity. East Lansing: Michigan State University Institute for the Study of Teaching. Erickson, Frederick. (1982a). Classroom discourse as improvisation: Relationships between academic tast structure and social participation structure in lessons. In L. C. Wilkinson (Ed.), Communicating in the classroom (pp. 000-000). New York: Academic Press. Erickson, Frederick. (1982b). Taught cognitive learning and its immediate environments: A neglected topic in the anthropology of education. Anthropology and Education, 13, 149-180. Erickson, Frederick. (1987). Transformation and school success: The politics and culture of educational achievement. Anthropology and Education Quarterly, 18, 335-356. Erickson, Frederick, & Schultz, Jeffrey. (1977). When is a context? Some issues and methods in the analysis of social competence. Quarterly Newsletter of the Institute for Comparative Human Cognition, 1(2), 5-10. [Repr. (1981). In Judith Green & Cyntha Wallat (Eds.), Ethnography and language in educational settings (pp. 000-000). Norwood, NJ: Ablex.] Esling, John, & Downing, John. (1986). What do ESL students need to learn about reading? TESL Canada Journal, Special Issue 1, 55-68. Examine cognitive prerequisites for the acquisition of reading skills. Evans, M. A. (1978). Transition from Australian Aboriginal languages to English: As it applies to children in bilingual schools. In Eirlys Richards (Ed.), Papers in literacy and bilingual education (pp. 107-139). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. Evans, Richard Allen. (1992). Toward an understanding of literacy as communicative competence: Patterns of literate language learning and use (Doctoral dissertation, Texas A&M University, 1992). Dissertation Abstracts International, 52, 3261A. (University Microfilms No. DA9206497). Ewen, E. (1985). Immigrant women in the land of dollars: Life and culture on the lower east side. New York: Monthly Review Press. Ezzaki, Abdelkader. (1988, July). An historical survey of literacy education in Morocco: A socio- cultural perspective (Research Report). Paper presented at the World Congress on Reading, Gold Coast, Australia. (ERIC Document Reproduction Service No. ED 323 530) [17 pages] Reviews the history of literacy education in Morocco. Ezzaki, Abdelkader, & Wagner, Daniel A. (1991). Language and literacy in the Maghreb. Annual Review of Applied Linguistics, 12, 216-229. Reviews of Maghreb language and literacy-- historical and cultural context; sociolinguistic situation; language policies and planning; language and literacy use; literacy education in three instructional contexts (Quranic, public primary, and adult literacy schooling); and future directions. Farr, Marcia. (1989, November). Learning literacy lyrically: Informal education among Mexicanos in Chicago. Paper presented at the meeting of the American Anthropological Association, Washington, DC. (ERIC Document Reproduction Service No. ED 321 598) [18 pages] Observes a kinship and social network among Mexican Americans in a Chicago neighborhood. Farr, Marcia. (1991, January). Biliteracy in the home: Practices among Mexicano families in Chicago. Paper presented at the Biliteracy Colloquium of the Center for Applied Linguistics, National Clearinghouse on Literacy Education, Washington, DC. (ERIC Document Reproduction Service No. ED 331 316) [33 pages] Examines literacy activities occurring within the homes of immigrant families in Chicago's Mexican- American community. Faryniarz, Eva. (1992). Valuing non-traditional literacies. English Quarterly, 24, 17-18. Observes the language and the literacy behaviors in evidence at a shopping center food court, musing on the meaning of "functional literacy." Ferguson, Charles A. (1987). Literacy in a hunting-gathering society: The case of the Diyari. Journal of Anthropological Research, 43, 223-237. Fiering, J. (1981). Commodore school: Unofficial writing. In D. Hymes (Ed.), Ethnographic monitoring of children's acquisition of reading/writing skills in and out of school (Final Report, pp. H-1 - H-183). Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED 198 745) Notes meaningful reading and writing tasks at the elementary level, like reading the cafeteria menu or passing notes, adding that teachers do not see these as "real reading" or "real writing," which occur in "reading lessons" and "writing lessons." Fillmore, Lily Wong. (1989). Bridges or barriers?: The role of schools in culturally diverse societies. In David Philips and others (Eds), The impact of American ideas on New Zealand's educational policy, practice, and thinking (pp. 000-000). Wellington: New Zealand Council for Educational Research; New Zealand-United States Educational Foundation. (ERIC Document Reproduction Service No. ED 338 517) Fishman, Andrea R. (1984). Reading, writing, and meaning: A literacy study among the Amish. Dissertation Abstracts International, 46, 01A. Examines literacy as a social and cultural tool. Fishman, Andrea R. (1987). Literacy and cultural context: A lesson from the Amish. Language Arts, 64, 842-854. Notes strength of Amish literacy, and notes also the absence of factors valued in mainstream literacy--critical reading, literary appreciation, the 5-paragraph theme, and the valuing of originality. Fishman, Andrea. (1988). Amish literacy: What and how itmeans. Portsmouth, NH: Heinemann Educational Books. [225 pages] Observes literacy education in the Amish culture. Fishman, Andrea R. (1990a). Culture, family, and literacy instruction: A response to Moorman. In Bernard L. Hayes & Kay Camerell (Eds.), Achieving excellence in reading: Tenth Yearbook of the American Reading Forum (pp. 000-000). Logan: Utah State University, Department of Elementary Education. (ERIC Document Reproduction Service No. ED 326 856) Fishman, Andrea R. (1990b). Looking back for the future: Amish literacy and its implications for educators. In Bernard L. Hayes & Kay Camerell (Eds.), Achieving excellence in reading: Tenth Yearbook of the American Reading Forum (pp. 000-000). Logan: Utah State University, Department of Elementary Education. (ERIC Document Reproduction Service No. ED 326 856) Fishman, Andrea R. (1992). Ethnography and literacy: Learning in context. Topics in Language Disorders, 12(3), 67-75. Uses two case studies of eighth grade students (one attending an Amish school and the other in a residential school for adjudicated juveniles) to illustrate the power of ethnography to contextualize literacy experiences. Fishman, Joshua A. (1967). Bilingualism with and without diglossia; diglossia with and without bilingualism. Journal of Social Issues, 23, 29-38. Fishman, Joshua A. (1980). Ethnocultural dimensions in the acquisition and retention of biliteracy. Journal of Basic Writing, 3(1), 48-61. Fishman, J. A. (1982). The acquisition of biliteracy: A comparative ethnography of minority ethnolinguistic schools in New York City (Final Report, 2 vols.). Washington, DC: National Institute of Education. (ERIC Document Reproduction Service Nos. ED 224 345 & 224 346) Examines 5 minority language schools, noting, among other findings, that form of orthography does not seem an important factor in mastering literacy. Fishman, Joshua A. (1989). Non-English-language ethnic community schools in the USA: Instruments of more than literacy and less than literacy. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 25- 34). New York: Plenum Press. Fishman, Joshua A., Riedler-Berger, C., Koling, P., & Steele, J. M. (1985). Ethnocultural dimensions in the acquisition and retention of biliteracy: A comparative ethnography of four New York City schools. In Joshua A. Fishman, et al., The rise and fall of the ethnic revival (pp. 377-441). Berlin: Mouton. Examines Armenian-, French-, Greek-, and Hebrew-English bilingual schools (with passing observations of a Chinese-English school). Flores, Barbara M. (1990, September). Children's sociopsychogenesis of literacy and biliteracy. In U.S. Office of Bilingual Education and Minority Languages Affairs (Ed.), Proceedings of the Research Symposium on Limited English Proficient Students' Issues, Washington, DC (pp. 000-000). Washington, DC: Office of Bilingual Education and Minority Languages Affairs (ED). (Abstract available as ERIC Document Reproduction Service No. ED 341 268; document available as ED 341 260) [42 pages] Examines the social context in which the teacher and children are mutually engaged in written language to explain the teacher's use of sociocultural, sociopsycholinguistic,and sociopolitical knowledge bases. Florio-Ruane, Susan. (1986). Conversation and narrative in collaborative research (Occasional Paper No. 102). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 276 039) [40 pages] Describes the Written Literacy Forum (WLF), investigating how research on writing instruction could be made more practical for educators. Florio-Ruane, Susan. (1988). How ethnographers of communication study writing in school. In John E. Readence & R. Scott Baldwin (Eds.), Dialogues in literacy research: Thirty-Seventh Yearbook of the National Reading Conference (pp. 000-000). Chicago, IL: National Reading Conference. Florio-Ruane, Susan. (1990). The written literacy forum: An analysis of teacher/researcher collaboration. Journal of Curriculum Studies, 22, 313-328. Describes the Written Literacy Forum, a collaborative research effort between Michigan State University's Institute for Research on Teaching and the East Lansing, Michigan Public Schools. Florio, S., & Schultz, J. (1979). Social competence at home and at school. Theory into Practice, 18, 234-243. Florio, S., & Walsh, M. (1981). The teacher as colleague in classroom research. In H. Trueba, G. Pung Guthrie, & K. H.-P. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 000-000). Rowley, MA: Newbury House. Foorman, Barbara R., & Siegel, Alexander W. (Eds.). (1986). Acquisition of reading skills: Cultural constraints and cognitive universals. Hillsdale, NJ: Lawrence Erlbaum Associates. Forester, A. D. (1987). Learning to read and write at 26. Journal of Reading, 31, 604-613. Offers a case study of an adult female learner. Foster, Philip. (1991). Literacy and the politics of language. In Edward M. Jennings & Alan C. Purves (Eds.), Literate systems and individual lives: Perspectives on literacy and schooling (pp. 000-000). Albany: State University of New York Press. Fox, Sandra J. (1992). Literacy for American Indians: A case study. In Thomas G. Sticht, Micheal J. Beeler, & Barbara A. McDonald (Eds.), The intergenerational transfer of cognitive skills. Vol. 2: Theory and research in cognitive science: Cognition and literacy (pp. 84-90). Norwood, NJ: Ablex. Presents the tribes of North and South Dakota (the Sioux, Ojibwa, and the Three Affiliated Tribes) as the targets and victims of a bungled bureaucratic approach to "civilize" native Indians. Franklin, E. A. (1984). A naturalistic study of literacy in bilingual classrooms. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 258 179) [25 pages] Studies an Anglo and a Hispanic teacher in g1 bilingual classrooms, finding that teachers' attempts to simplify English literacy made its acquisition more difficult for Hispanic students. Franklin, Elizabeth Anne. (1986). Literacy instruction for LES children. Language Arts, 63, 51-60. Demonstrates that teachers have strong expectations and assumptions about literacy instruction, some making literacy more difficult for the limited-English-speaking child. Fredrickson, Janyth. (1985). That first day of school: American literature and literacy in Romania. Inside English: Journal of the English Council of the California Two-Year Colleges, 12, 000-000. {ED 272 238 or ED 288 574} Gadomeki, K. E. (1986, November). Culture shock: Men's and women's myths of literacy in America. Paper presented at the meeting of the National Council of Teachers of English, San Antonio, TX. (ERIC Document Reproduction Service No. ED 277 043) [21 pages] Examines 200 personal narratives by freshmen, finding males understand literacy through an autonomy myth, females through a participation myth. Gallimore, R., & Au, K. H.-P. (1979). The competence/incompetence paradox in the education of minority culture children. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1, 32-37. Gelb, Richard G. (1992, March). Literacy as magic: The role of oral and written texts in the Santeria religious community. Paper presented at the meeting of the Conference on College Composition and Communication, Cincinnati, OH. (ERIC Document Reproduction Service No. ED 346 429) [11 pages] Describes a Cuban religion, focusing on a case study of a priestess/businesswoman. George, Kenneth M. (1990). Felling a song with a new ax: Writing and the reshaping of ritual song performance in Upland Sulawesi. Journal of American Folklore, 103, 3-23. Gerber, David A. (1993). "You see i speak wery well Englisch": Literacy and the transformed self as reflected in immigrant personal correspondence (Review Article). Journal of American Ethnic History, 12, 56-62. Gill, R., & Keats, D. M. (1980). Elements of intellectual competence: Judgments by Australian and Malay students. Journal of Cross-Cultural Psychology, 11, 233-243. Gilmore, Perry. (1983). Spelling "Mississippi": Recontextualizing a literacy related speech event. Anthropology and Education Quarterly, 14, 235-255. Examines "steps," a genre of Black street rhymes that demonstrate language competencies of child performers, not recognized as competencies in the school context. [Useful discussion] Gilmore, Perry. (1985). "Gimme room": School resistance, attitude, and access to literacy. Journal of Education, 167, 111-123. Speculates that teachers serve "gatekeeper" roles, denying working-class children access to literacy. Gilmore, Perry. (1986). Sub-rosa literacy: Peers, play and ownership in literacy acquisition. In Bambi B. Schieffelin & Perry A. Gilmore (Eds), The acquisition of literacy: Ethnographic perspectives (pp. 155-168). Norwood, NJ: Ablex. Notes that children, unsuccessful at school, demonstrate in games competences they do not access in the classroom. Gilmore, Perry. (1987). Sulking, stepping and tracking: The effects of attitude assessment on access to literacy. In David Bloome (Ed.), Literacy and schooling (pp. 98-120). Norwood, NJ: Ablex. Goelman, H. (1984). The discussion: What it meant. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 201-213). Portsmouth, NH: Heinemann Educational Books. Goelman, Hillel, Oberg, Antoinette A. , & Smith, Frank. (Eds.). (1984). Awakening to literacy: Literacy before schooling (University of Victoria Symposium on Children's Response to Literate Environment). Portsmouth, NH: Heinemann Educational Books. [240 pages] [IUP: 028.530543/Un3a; MLA; PITTCAT] [Reviewed: Levy, Betty Ann. (1986). Canadian Journal of Psychology, 40, 306-310; Tonkin, Elizabeth. (1987). Man, 22, 568-569; Vincent, David. (1986). Sociological Review, 34, 896-899.] Goes, Cecilia de, & Martlew, Margaret. (1983). Young children's approach to literacy. In Margaret Martlew (Ed.), The psychology of written language: Developmental and educational perspectives (pp. 217- 236). Chichester, Eng.: John Wiley. Golden, J. M. (1987). An exploration of reader-text interaction in a small group discussion. In David Bloome (Ed.), Literacy and schooling (pp. 169-192). Norwood, NJ: Ablex. Goldenberg, Claude. (1990). Beginning literacy instruction for Spanish-speaking children (Research Directions). Language Arts, 67, 590-598. Describes a project where children follow the natural progression of becoming literate in their native language. Goldenberg, Claude, & Gallimore, Ronald. (1991). Local knowledge, research knowledge, and educational change: A case study of early Spanish reading improvement. Educational Researcher, 20(8), 2-14. Offers examples illustrating successes of a program to improve the early reading achievement of Spanish-speaking primary school children. Goldman, Susan R. (1987). Contextual issues in the study of second language literacy. In Susan R. Goldman & Henry T. Trueba (Eds.), Becoming literate in English as a second language (pp. 000-000). Norwood, NJ: Ablex. Goldman, Susan R., & Trueba, Henry T. (Eds.). (1987). Becoming literate in English as a second language. Norwood, NJ: Ablex. [261 pages] Goleman, J. (1986). The dialogic imagination: Something more than we've been taught. In Thomas Newkirk (Ed.), Only connect: Uniting reading and writing (pp. 000-000). Upper Montclair, NJ: Boynton/Cook. {} Goodman, Yetta M. (1979?). Kid watching: An alternative to testing. (Repr. [1989]. In Gary Manning & Maryann Manning (Eds.), Whole language: Beliefs and practices, K-8 (pp. 000-000). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 309 387).) Goodman, Yetta M., & Wilde, Sandra. (1985). Writing development in third and fourth grade Native American students (social context, linguistic systems, and creation of meaning): A research report (Occasional Paper No. 14). Tucson: University of Arizona, College of Education, Program in Language and Literacy. (ERIC Document Reproduction Service No. ED 278 017) [64 pages] Reports a study with the Oodham (Papago) Indians, exploring social context, linguistic systems, and the creation of meaning as aspects of the writing process. Gordon, Beverly M. (1990). The necessity of African-American epistemology for educational theory and practice. Journal of Education, 172, 88-106. Argues that the insights of African-American scholars have had limited impact on the dominant paradigm of the White intellectual establishment. Graddol, David, Maybin, Janet, & Stierer, Barry. (Eds.). (1993). Researching language and literacy in social context: A reader. Philadelphia, PA: Multilingual Matters. Green, E. A., & Mason, J. A. (1988, February). Effects of home literacy on children's recall (Technical Report No. 420). Urbana: University of Illinois Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 292 073) [24 pages] Green, Doris. (1985). African oral tradition literacy. Journal of Black Studies, 15, 405-425. Green, Judith L. (1983a). Exploring classroom discourse: Linguistic perspectives on teaching-learning processes. Educational Psychologist, 18, 180-199. Green, Judith L. (1983b). Research on teaching as a linguistic process: The state of the art. Review of Research in Education, 10, 151-252. Reviews research on classroom interaction, drawing conclusions for teachers. [Useful review] Green, Judith L. (1992). Multiple perspectives: Issues and directions. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Green, Judith L., & Bloome, David. (1983). Ethnography and reading: Issues, directions and findings. In J. Niles (Ed.), Thrty-second Yearbook of the National Reading Conference (pp. 000-000). Rochester, NY: National Reading Conference. Green, Judith L., & Harker, J. O. (1982). Gaining access to learning. In Louise Wilkinson, (Ed.), Communicating in the classroom (pp. 000-000). New York: Academic Press. Green, Judith L., & Harker, J. O. (1983). Reading to children: A sociolinguistic perspective. In Judith Langer & M. Trika Smith-Burke (Eds.), Reader meets author/Bridging the gap: A psycholinguistic and sociolinguistic perspective (pp. 000-000). Newark, DE: International Reading Association. Green, Karen Reed, & Reder, Stephen. (1986). Factors in individual acquisition of English: A longitudinal study of Hmong adults. In G. L. Hendricks, et al. (Eds.), The Hmong in transition (pp. 000-000). Minneapolis, MN: Center for Migration Studies. (ERIC Document Reproduction Service No. ED 270 509) [Preliminary version. (1986). Factors in individual acquisition of English: A longitudinal study of Hmong adults. Portland, OR: Northwest Regional Educational Laboratory. (ERIC Document Reproduction Service No. ED 326 079) [36 pages].] Documents English acquisition by a group of Hmong adult immigrants over a period of one year, and explored the factors that appeared to be affecting their progress. Greene, M. (1982). Literacy for what? Visible Language, 16, 78-87. Greene, Maxine. (1986). Toward possibility: Expanding the range of literacy. English Education, 18, 231-243. Argues that literacy, liberal education, higher learning, and similar terms should not be conceived as single or fixed ideas. Griffin, Suzanne M. (1987, February). How does the match between media and learners' preferred perceptual modes affect literacy learning? Paper presented at the meeting of the Association for Educational Communications and Technology, Atlanta, GA. (ERIC Document Reproduction Service No. ED 285 538) [12 pages] Studies media and perceptual modes with 47 preliterate Hmong refugees between the ages of 24 and 65. Gumperz, J. J. (1982). Discourse strategies. New York: Cambridge University Press. CHECK DATE Gumperz, John J. (1986). Interactional social linguistics in the study of schooling. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (pp.45-68). New York: Cambridge University Press. Reviews two traditions of inquiry into schooling, ethnolinguistic and political, concluding that they might usefully be combined. Gumperz, John J., & Cook-Gumperz, Jenny. (1980). Beyond ethnography: Some uses of sociolinguistics for understanding classroom environments. Bilingual Education Paper Series, 4(3), 1-28. (ERIC Document Reproduction Service No. ED 205 034) Gumperz, J. J., & Herasimchuk, E. (1973). The conversational analysis of social meaning: A study of classroom interaction. In R. Shuy (Ed.), Sociolinguistics: Current trends and prospects (pp. 000-000). Washington, DC: Georgetown University Press. Compares a teacher-led reading lesson with one led by a second-grader tutor a first-grader, finding the first dominated by power relationships. Gumperz, John J., Kaltman, Hannah, & O'Connor, Mary Catherine. (1984). Cohesion in spoken and written discourse: Ethnic style and the transition to literacy. In Deborah Tannen (Ed.), Coherence in spoken and written discourse (pp. 3-20). Norwood, NJ: Ablex. Examines a conversation between two Anthropology graduate students, noting that it can be recast in written language, and then examines a monologue by a black student, noting that it cannot be recast in written language, concluding that some students face special problems in the transition to literacy. Gundara, J. S. (1980). From a marginal man to a plural person. In P. Salmon (Ed.), Coming to know (pp. 94-112). London: Routledge & Kegan Paul. An Indian who grew up in Africa discusses his personal mastery of English literacy. Gundlach, Robert. (1992). What it means to be literate. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Gundlach, Robert, and others. (1989). Writing and reading in the community (Occasional Paper No. 8). Berkeley: University of California, Berkeley, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 305 642) [46 pages] Reviews research on early reading and writing, on language development, and on school and community literacy tasks. [Useful review article] Guss, David M. (1986). Keeping it oral: A Yekuana ethnology. American Ethnologist, 13, 413-429. Guthrie, John T., Schafer, William D., & Wang, Yuh-Yin. (1991, April). Minority reading achievement: Motivational, instructional, and familial variables for black and white males and females. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 331 009) [52 pages] Examined the relationships of reading achievement and constructs about student literacy activities for four ethnic-gender groups. Guthrie, L. F., & Hall, W. S. (1984). Ethnographic approaches to reading research. In P. David Pearson (Ed.), Handbook of reading research (pp. 91-110). New York: Longman. Review article. Haddad, Frances Trix. (1981). First language illiteracy - second language reading: A case study. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 32-44). Washington, DC: Center for Applied Linguistics. Hamilton, Mary, Barton, David, & Ivanic, Roz. (Eds.). (1993). Worlds of literacy. Clevedon, Avon, Eng.: Multilingual Matters. Hargrave, Susanne. (Ed.). (1981). Literacy in an Aboriginal context (Work Papers of SIL AAB, Series B, Volume 6). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 425) [153 pages] Presents 5 papers on literacy in the Australian Aboriginal context. Hargrave, Susanne. (Ed.). (1982). Language and culture (Work Papers of SIL AAB, Series B, Volume 8). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 426) [242 pages] Presents 6 papers on the relationship of language and culture in the Australian Aboriginal context. Harris, John. (1982). Facts and fallacies of Aboriginal number systems. In Susanne Hargrave (Ed.), Language and culture (pp. 000-000). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 426) {} Criticizes anthropologists' and linguists' neglect of and bias concerning existing data about the mathematics of Aboriginal groups. Harste, Jerome C. (1988). Tomorrow's readers today: Becoming a profession of collaborative learners. In John E. Readence & R. Scott Baldwin (Eds.), Dialogues in literacy research: Thirty-Seventh Yearbook of the National Reading Conference (pp. 000-000). Chicago, IL: National Reading Conference. Harste, Jerome C., & Burke, Virginia A. (1989). Fostering needed change in early literacy programs. In Dorothy S. Strickland & Lesley Mandel Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 000-000). Newark, DE: International Reading Association. Harste, Jerome C., & Mikulecky, Larry J. (1984). The context of literacy in our society. In Alan C. Purves & Olive Niles (Eds.), Becoming readers in a complex society: Eighty-Third Yearbook of the National Society for the Study of Education, Part I (pp. 47-78). Chicago, IL: National Society for the Study of Education. Harste, Jerome C., & Short, Kathy G. (1988, July). What educational difference does your theory of language make? Paper presented at the International Reading Association World Congress, Queensland, Australia. (ERIC Document Reproduction Service No. ED 311 397) [33 pages] Explores ways to encourage language users to monitor and understand their own involvement in the learning process. Harste, Jerome C., Woodward, Virginia A., & Burke, Carolyn L. (1984a). Examining our assumptions: A transactional view of literacy and learning. Research in the Teaching of English, 18, 84-108. [Repr. (1984b). Language stories and literacy events (pp. 49-70). Portsmouth, NH: Heinemann Educational Books.] Argues for a transactional/ethnographic model of literacy study. [Important methodological statement] Harste, Jerome C., Woodward, Virginia A., & Burke, Carolyn L. (1984b). Language stories and literacy events. Portsmouth, NH: Heinemann Educational Books. [Excerpt. (1988). Rethinking development and organization. In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.) Perspectives on literacy (pp. 321- 347). Carbondale: Southern Illinois University Press. ] Explores preliteracy awareness in children. Hartle-Schutte, David. (1990, April). Beating the odds: Navajo children becoming literate. Paper presented at the International Bilingual/Bicultural Education Conference, Tucson, AZ. (ERIC Document Reproduction Service No. ED 336 219) [28 pages] Examines the sociocultural environments of fifth- grade Navajo children who have become successful readers. Hassan, Salah El. Mohammed. (1989). Lore of the traditional malam: Material culture of literacy and ethnography of writing among the Hausa of Northern Nigeria (Doctoral dissertation, WHERE? WHEN?). Dissertation Abstracts International, 50, 227A-228A. (University Microfilms No. WHAT?) AND WHILE YOU'RE THERE DOES "El" IN THE GUY'S NAME TAKE A PERIOD, LIKE THE ENTRY HAS IT? Heap, James L. (1992). Ethnomethodology and the possibility of a metaperspective on literacy research. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Heath, Shirley Brice. (1978). Social history and sociolinguists. The American Sociologist, 13, 84-92. Heath, Shirley Brice. (1980). The functions and uses of literacy. Journal of Communication, 30, 123-133. Heath, Shirley Brice. (1981). Toward an ethnohistory of writing in American education. In M. F. Whiteman (Ed.), Writing: The nature, development and teaching of written communication, Vol. 1: Variation in writing: Functional and liguistic-cultural difference (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Heath, Shirley Brice. (1982a). Ethnography in education: Defining the essentials. In Perry Gilmore & Allan A. Glatthorn (Eds.), Children in and out of school (pp. 000-000). Washington, DC: Center for Applied Linguistics. Heath, Shirley Brice. (1982b). Protean shapes in literacy events: Ever-shifting oral and literate traditions. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 91-117). Norwood, NJ: Ablex. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 3-27). Carbondale: Southern Illinois University Press. ] Heath, Shirley Brice. (1982c). Questioning at home and at school: A comparative study. In George Spindler (Ed.), The ethnography of schooling (pp. 000-000). New York: Holt, Rinehart & Winston. Heath, Shirley Brice. (1982d). What no bedtime story means: Narrative skills at home and school. Language in Society, 11, 49-77. [Repr. (1987). In Barbara M. Mayor & A. K. Pugh (Eds.), Language, communication and education (pp. 258-283). London: Croom Helm.] Heath, Shirley Brice. (1983a). Linguistics and education. Annual Review of Anthropology, 13, 251-274. Heath, Shirley Brice. (1983b). Ways with words: Language, life, and work in communities and classrooms. New York: Cambridge University Press. Explores the uses of literacy in 3 Carolina social communities--working-class black, working-class white, and middle-class white. [Stunning.] Heath, Shirley Brice. (1984a). Literacy or literate skills? Considerations for ESL/EFL learners. In Penny Larson, Elliot L. Judd, & Dorothy S. Messerschmitt (Eds.), (introd.) On TESOL '84: A brave new world for TESOL (pp. 15-28). Washington, DC: Teachers of English to Speakers of Other Languagess. Heath, Shirley Brice. (1984b). Oral and literate traditions. International Social Science Journal, 36, 41-57. Review article, noting a movement from linguistic perspectives on literacy to social perspectives. Heath, Shirley Brice. (1985a). Being literate in America: A sociohistorical perspective. In Jerome A. Niles & Rosary V. Lalik (Eds.), Issues in literacy: A research perspective (pp. 000-000). Thirty-Fourth Yearbook of the National Reading Conference. Chicago, IL: National Reading Conference. Heath, Shirley Brice. (1985b). The cross-cultural study of language acquisition. Papers Reporting Child Language Development (Stanford University), 24, 1-21. (ERIC Document Reproduction Service No. ED 262 251) Heath, Shirley Brice. (1985c). Literacy and language change. In Deborah Tannen & James E. Alatis (Eds.), Languages and linguistics: The interdependence of theory, data, and application (pp. 282-293). Washington, DC: Georgetown University Press. [Also cited as Georgetown University Round Table on Languages and Linguistics, pp. 282-293.] Argues that the silent contemplation of literature may remove written language from life. Heath, Shirley Brice. (1986). Separating "things of the imagination" from life: Learning to read and write. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 000-000). Norwood, NJ: Ablex. {} Heath, Shirley Brice, and others. (1990). An annotated bibliography on multi-cultural writing and literacy issues. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 12(1), 22-24. Lists and annotates 16 books and articles that deal with multicultural writing and literacy issues. Heath, Shirley Brice, & Branscombe, A. (1986). The book as narrative prop in literacy acquisition. In Bambi B. Schieffelin & Perry A. Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 16-34). Norwood, NJ: Ablex. Heath, Shirley Brice, & McLaughlin, M. W. (1987). A child resource policy: Moving beyond dependence on school and family. Phi Delta Kappan, VOL?, 576-580. Suggests using community resources. Heath, Shirley Brice, & Thomas, Charlene. (1984). The achievement of literacy for mother and child. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 51-71). Exeter, NH: Heinemann Educational Books. [Repr. (1992). In John R. Hayes, Richard E. Young, Michele L. Matchett, Maggie McCaffrey, Cynthia Cochran, & Thomas Hajduk (Eds.), Reading empirical research studies: The rhetoric of research (pp. 180-210). Hillsdale, NJ: Lawrence Erlbaum Associates. ] Observes interactions of book-reading with a marginally literater mother and her child. Heath, Shirley Brice, & Wolf, Shelby Anne. (1991). Acting meaning: The play of reading. In Saundra Koebler, and others (Eds.), Literacy through literature: Proceedings of the Annual Conference and Course on Literacy (pp. 000-000). Pittsburgh, PA: University of Pittsburgh, College of Eductation. (ERIC Document Reproduction Service No. ED 347 503) Henze, Rosemary C. (1992). Literacy shifts in rural Greece: From family to individual. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Herzog, John D. (1984). The socialization of juveniles in primitive and foraging societies: Implications for contemporary education. Anthropology and Education Quarterly, 15, 70 79. (Revised version of a paper published in the Council on Anthropology and Education Quarterly, 5(1), 12-17, February 1974. ) Argues that schools are alien to human juveniles' "normal" ways of learning. Hicks, Deborah. (1990). Narrative skills and literacy learning. Penn Working Papers in Educational Linguistics, 6(1), 000-000. (Abstract available as ERIC Document Reproduction Service No. ED 335 931; document availabe as ED 335 929) [30 pages] Examines the storytelling narratives produced by four children, namely, two low-income African- American first-graders and two White middle-class first-graders. Hiebert, Elfrieda H. (1986). Issues related to home influences on young children's print-related development. In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 145-158). Portsmouth, NH: Heinemann Educational Books. . Hiebert, Elfrieda H., & Adams, Cindy S. (1987). Fathers' and mothers' perceptions of their preschool children's emergent literacy. Journal of Experimental Child Psychology, 44, 25-37. Hill, C., & Varenne, H. (1981). Family language and education: The sociolinguistic model of elaborated and restricted codes. Social Science Information, 20(1), 187-227. Hino, Nobuyuki. (1992). The Yakudoku tradition of foreign language literacy in Japan. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000- 000). Englewood Cliffs, NJ: Regents/Prentice Hall. Hoffman, Stevie. (1989). The language of adults and its influence on children's developing literacy. Columbia: University of Missouri, Graduate Research Council. (ERIC Document Reproduction Service No. ED 310 370) [32 pages] Gathers data on literacy events in 10 families. Hogue, W. Lawrence. (1992). An unresolved modern experience: Richard Rodriguez's Hunger of Memory. The Americas Review: A Review of Hispanic Literature and Art of the USA, 20, 52-64. Hollingsworth, Sandra, and others. (1992). By chart and chance and passion: Two women's stories of learning to teach literacy in urban settings through relational knowing. East Lansing: Michigan State University, Center for the Learning and Teaching of Elementary Subjects. (ERIC Document Reproduction Service No. ED 346 066) [59 pages] LIT SEE Offers a narrative drawn from a 6-year study of two female elementary school teachers as they are learning to teach literacy. Holzman, Michael, & Cooper, Marilyn. (in press). Writing as social action. Portsmouth, NH: Heinemann Educational Books. Hornberger, Nancy H. (1989). Continua of biliteracy. Review of Educational Research, 59, 271-296. Proposes a framework for understanding biliteracy. Hornberger, Nancy H. (1992). Biliteracy contexts, continua, and contrasts: Policy and curriculum for Cambodian and Puerto Rican students in Philadelphia. Education and Urban Society, 24, 196-211. Presents a framework of biliteracy development focusing on the following three continua: (1) the macro-micro continuum of policy; (2) the monolingual-bilingual continuum; and (3) the oral- literate continuum. Hornberger, Nancy H., & Hardman, Joel. (1991). Literacy as cultural practice and cognitive skill: Biliteracy in a Cambodian adult ESL class and a Puerto Rican GED program. Philadelphia: University of Pennsylvania, Graduate School of Education. (ERIC Document Reproduction Service No. ED 331 317) [26 pages] Examines two programs in which biliteracy is being actively developed among immigrant groups. Howe, J. (1978). The effects of writing on the Cuna political system. Ethnology, 18, 1-16. Hudelson, Sarah. (1981). An investigation of the oral reading behaviors of native Spanish speakers reading in Spanish. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 10-20). Washington, DC: Center for Applied Linguistics. Hudelson, Sarah. (Ed.). (1981). Learning to read in different languages (Papers in Applied Linguistics: Linguistics & Literacy, Series 1). Washington, DC: Center for Applied Linguistics. [132 pages] Hudson-Ross, Sally, & Dong, Yu Ren. (1990). Literacy learning as a reflection of language and culture: Chinese elementary school education. Reading Teacher, 44, 110-123. Presents vignettes of Chinese elementary education as seen through the eyes of an American teaching in China and a native Chinese teacher. Huebner, T. (1986). Vernacular literacy, English as a language of wider communication, and language shift in American Samoa. Journal of Multilinguial and Multicultural Development, 7, 393-411. Huff, Toby E. (1989). Education and ethnicity in Southeastern Massachusetts: Issues in planning and policymaking. Boston, MA: New England Board of Higher Education. (ERIC Document Reproduction Service No. ED 327 129) [10 pages] Explores the Portuguese community's participation in the region's educational and worklife. Huitfeldt, C. (1986). Traditional culture, perceptual style, and learning: The classroom behavior of Hmong adults. Adult Education Quarterly, 36, 65-77. Hutchins, E. (1979). Reasoning in Trobriand discourse. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 1(2), 13-17. Hutson, B. (1987). Literacy at school and literacy at work. In David Bloome (Ed.), Literacy and schooling (pp. 225-257). Norwood, NJ: Ablex. Hymes, Dell E. (1980). Language in education: Ethnolinguistic essays. Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. 198 745) [The ERIC microfiche does not contain "What Is Ethnography?" separately available in ERIC.] Hymes, Dell. (1983). Report from an undeveloped country: Toward linguistic competence in the United States. In B. Bain (Ed.), The sociogenesis of language and human development (pp. 189-224). New York: Plenum. Hymes, Dell E. (Ed.). (1981). Ethnographic monitoring of children's acquisition of reading/writing skills in and out of school (Final Report, 3 vols.). Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED 208 096) Collects 8 ethnographic studies of literacy in inner-city Philadelphia. Illich, Ivan. (1979). Vernacular values and education. Teacher's College Record, 81, 31-75. Iwaki, H., & Hamano, Y. (1985). Interface between education and communication: Japan (Asia and the Pacific Programme of Educational Innovation for Development, Education and Polity 4). Bangkok, Thailand: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Asia and the Pacific. (ERIC Document Reproduction Service No. ED 281 517) [79 pages] Offers an overview of communications development and its use for instructional purposes in Japan. Janzen, John M. (1985). The consequences of literacy in African religion: The Kongo case. In Wim van Binsbergen & Matthew Schoffeleers (Eds.), Theoretical Explorations in African Religion (pp. 225- 252). London: Routledge. [289 pages] Jeffrey, Robin. (1987). Governments and culture: how women made Kerala literate. Pacific Affairs, 60, 447-472. Jennings, Edward M., & Purves, Alan C. (Eds.). (1991). Literate systems and individual lives: Perspectives on literacy and schooling. Albany: State University of New York Press. [222p.] Offers 11 essays on the social context of literacy development. John-Steiner, V., & Tatter, P. (1983). An interactionist model of language development. In B. Bain (Ed.), The sociogenesis of language and human development (pp. 79-97). New York: Plenum. Johns, Jerry L. (1986). Students' perceptions of reading: Thirty years of inquiry. In David B. Yaden, Jr. & Shane Templeton (Eds.) Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 31-40). Portsmouth, NH: Heinemann Educational Books. Jones, Sidney. (1983). Arabic instruction and literacy in Javanese Muslim schools. International Journal of the Sociology of Language, 42, 83-94. Jordan, Cathie, Au, Kathryn Hu-Pei, & Joesting, Ann K. (1983). Patterns of classroom interaction with Pacific islands children: The importance of cultural differences. In Mae Chu-Chang & Victor Rodrieguez (Eds.), Asian- and Pacific-American perspectives in bilingual education: Comparative perspectives (pp. 216-242). New York: Teachers College Press. Review article, noting the cultural differences between Jupp, T., Roberts, C., & Cook-Gumperz, J. (1982). Language and disadvantage: The hidden process. In John Gumperz (Ed.), Language and social identity (pp. 232-256). New York: Cambridge University Press. Pacific islands children and American mainstream classrooms. Kalmar, Tomas Mario. (1982). The voice of Fulano. Boston, MA: Adult Literacy Resource Institute. (ERIC Document Reproduction Service No. ED 326 082) [95 pages] Chronicles the development of a literacy campaign and educational program in Cobden, Illinois. Kamil, Michael L. (1992). Some issues concerning differences among perspectives in literacy research. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Kaschula, Russell H. (1991). New wine in old bottles: some thoughts on the orality-literacy debate with specific reference to the Xhosa Imbongi. In E. R. Sienaert, A. N. Bell, & M. Lewis (Eds.), Oral tradition and innovation: New wine in old bottles? (pp. 120-142). Durban, South Africa: University of Natal, Oral Doc. & Research Centre. Kashoki, Mabuanga E. (1989). On the notion and implications of mother tongue in literacy education in a multilingual context: The case of Zambia. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 3-14). New York: Plenum Press. Kasten, W. C. (1987). Medicine men, Bethlehem, and Pacman: Writing in a cultural context. Anthropology & Education Quarterly, 18, 116-125. Examines the cultural context of the writing of Papago Indian children. Khubchandani, Lachman M. (1983). Plural languages, plural cultures. Honolulu: University of Hawaii Press. Klassen, Cecil. (1987). Language and literacy learning: The adult immigrant's account (Master's thesis, University of Toronto, 1987). Toronto: Ontario Institute for Studies in Education. (ERIC Document Reproduction Service No. ED 343 449) [250 pages] SEE Reports an approach based on sociolinguistic theory to describe the way written language operates in the different domains that make up the everyday lives of a given group of people. Klich, L. Z., & Davidson, G. R. (1984). Toward a recognition of Australian Aboriginal compentence in cognitive functions. In J. Kirby (Ed.), Cognitive strategies and educational performance (pp. 155-202). Olando, FL: Academic Press. Argues that Aborigines demonstrate, in games they play, cognitive skills they do not demonstrate in schools or tests. Knotts, Lester William. (1991, March). Personal literacy experience. Paper presented at the meeting of the Conference on College Composition and Communication, Boston, MA. (ERIC Document Reproduction Service No. ED 336 747) [11 pages] SEE? Offers a college case study to show that literacy is inextricably linked to the social context in which literacy is taught, and in which the language is used. Kochman, Thomas. (1975). Orality and literacy as factors in "black" and "white" communicative behavior. International Journal of the Sociology of Language, 3, 95-118. Kochman, Thomas. (1985). Review: J. Honey, The language trap: Race, class and the 'standard English' issue in British schools. Language Problems and Language Learning, 9, 152-162. Kozol, Jonathan. (1985a). Benjamin's story. Journal of Education, 167, 42-49. Introduces a product of military literacy instruction, noting the poor result of fragmented skills teaching. Kress, G. (1978). The social values of speech and writing. In R. Fowler, B. Hodge, G. Kress, & T. Trew (Eds.), Language and control (pp. 000-000). London: Routledge & Kegan Paul. Kroll, Linda R. (1991, August). Meaning making: Longitudinal aspects of learning to write. Paper presented at the meeting of the American Psychological Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 340 043) [58 pages] Investigates the development of children's writing over a 5-year period (K-5) by examining how children use physical and symbolic representation systems that they have constructed to express meaning, how the meaning they intend is related to the social context and function of written language, and how this constructive process of literacy development is related to more general cognitive development. Kroon, Sjaak, & Sturm, Jan. (1989). Implications of defining literacy as a major goal of teaching the mother tongue in a multicultural society: The Dutch situation. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 91-114). New York: Plenum Press. Kuhlman, Natalie A. (1992). Literacy acquisition in Poland : University students' perceptions. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Kulick, Don. (1992). Language shift and cultural reproduction: Socialisation, self and syncretism in a Papua New Guinean village. New York: Cambridge University Press. Kulick, Don, & Stroud, Christopher. (1990b). Code- switching in Gapun: Social and linguistic aspects of language use in a language shifting community. In J. Verhaar (Ed.), Melanesian Pidgin and Tok Pisin (pp. 000-000). Amsterdam: John Benjamins. Kulick, Don, & Stroud, Christopher. (1993). Conceptions and uses of literacy in a Papua New Guinean village. In Brian V. Street (Ed.), Cross-cultural approaches to literacy (pp. 30-61). New York: Cambridge University Press. [Original version. (1990a). Christianity, cargo and ideas of self: Patterns of literacy in a Papua New Guinean village. Man, 25, 286-303.] Kuo, Eddie C. Y. (1983). Literacy in Singapore, 1970-1980. RELC Journal: A Journal of Language Teaching and Research in Southeast Asia, 14, 1-17. Kwachka, Patricia, & Basham, Charlotte. Literacy acts and cultural artifacts: On extensions of English modals. Journal of Pragmatics, 14, 413-429. Labov, William. (1979). Locating the frontier between social and psychological factors in linguistic structure. In C. A. Fillmore, D. Kempler, & W. S.-Y. Wang (Eds.), Individual differences in language ability and language behavior (pp. 327-340). New York: Academic Press. Labov, William. (1982). Competing values systems in inner-city schools. In P. Gilmore & A. A. Glatthorn (Eds.), Children in and out of school (pp. 148-171). Washington, DC: Center for Applied Linguistics. Labov's papers speculate on school failure in American inner cities, distinguishing between "stimulus bound" and "language bound" individuals, concluding the latter master literacy more easily. Langlands, W. H. (1981). Characteristics of Aboriginal cognitive abilities: Implications for literacy and research programmes. In S. Hargrave, (Ed.), Literacy in an Aboriginal context (Work Papers of SIL-AAB, Series B, vol. 6, pp. 000-000). Darwin, Australia: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 425) Larrimore, B. (Ed.). (1984). Papers in literacy (Work Papers of SIL AAB, Series B, Volume 12). Darwin: Summer Institute of Linguistics, Australian Aborigines Branch. (ERIC Document Reproduction Service No. ED 282 427) [185 pages] Presents 4 papers relating to literacy education for Australian Aboriginal peoples. Le Page, R. B. (1992). Sociolinguistic aspects of literacy. In Kingsley Bolton & Helen Kwok (Eds.), Sociolinguistics today: International perspectives (pp. 120-138). London: Routledge. Lee, Chunok, & Scarcella, Robin. (1992). Building upon Korean writing practices: Genres, values, and beliefs. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Lemke, Jay L. (1989). Social semiotics: A new model for literacy education. In David Bloome (Ed.), Classrooms and literacy (pp. 000-000). Norwood, NJ: Ablex Publishing Corporation. LePage, R. B., & Tabouret-Keller, A. (1986). Models and stereotypes of ethnicity and of language. Journal of Multilingual and Multicultural Development, 3, 161-192. Levi-Strauss, Claude. (1974). Triste tropiques (J. Weightman & D. Weightman, Trans.). New York: Atheneum. Lewis, Ioan. (1986). Literacy and cultural identity in the Horn of Africa: The Somali case. In Gerd Baumann (Ed.), The written word: Literacy in transition (pp. 133-149). New York: Oxford University Press. Lewis, Margaret. (1992). Perceptions of reading among English- and Spanish-speaking adult basic literacy students. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Lindstrom, Lamont. (1984, March). Reading and writing on Tanna, Vanuatu [Microfiche]. Paper presented at the meeting of the Association for Social Anthropology in Oceania, Molakai, Hawaii. La Jolla, CA: University of California, San Diego, Melanesian Studies Resource Center, Melanesian Manuscript Series, No. 0114, Item 2. [16 pages] Lofty, John Sylvester. (1992). Time to write: The influence of time and culture on learning to write. Albany: State University of New York Press. [292 pages] Observes junior high school students in rural Maine, finding that resistance to writing grows out of the sociotemporal mismatch between home and school. Lomotey, Kofi. (Ed.). (1990). Going to school: The African American experience. Albany: SUNY Press. (Abstract only available as ERIC Document Reproduction Service No. ED 331 905) [255 pages] Presents the views of a range of African-American educators on questions related to African-American academic achievement. Long, Lynellyn D. (1992). Literacy acquisition of Hmong refugees in Thailand. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. LoPresti, Gene F. (1987). Four basic skills students: A naturalistic study of the reading/writing models they bring to college (Doctoral dissertation, Indiana University of Pennsylvania, 1986). Dissertation Abstracts International, 48, 03A. (University Microfilms No. 87-11, 951) Luellen, Janice E. (1991). An abstract of "a study of the native American early childhood education curriculum 'the circle never ends'" (Abstract of a doctoral dissertation, University of Denver, 1991). (ERIC Document Reproduction Service No. ED 339 585) [12 pages] Summarizes an ethnographic study conducted in 1989-1990 assessing the effectiveness of the Denver Indian Center's preschool program in preparing Native American children for the transition to public school. Luke, Allan. (1991). Literacies as social practices. English Education, 23, 131-147. Argues that it is only with a sense of what literacy as a historic and culture-specific technology has achieved that educators can begin to realize the possibilities for reshaping students' literacies as social practices. Luke, Allan. (1992, May). Reading and critical literacy: Redefining the "great debate." Paper presented at the New Zealand Conference on Reading, Wellington. (ERIC Document Reproduction Service No. ED 345 211) [22 pages] Defines the "division of literate labor," reflected in stories of reading practices in a 13th century monastery; in Toronto (Ontario, Canada) in English-as-a-second-language instruction for women immigrants from the Azores; and in literacy instruction among the Vai, a tri- literate Western African tribe. Mabey, C. (1986). (1981). Black Britain literacy: A study of London Black children from 8-15 years. Educational Research, 28, 83-95. Mackey, William F. (1987). Problemes de l'enseignement de la langue seconde standard pour les minorites culturelles (Problems in standard second language teaching for cultural minorities). In Michel Blanc & Josiane Hamers (Eds.), Theoretical and methodological issues in the study of languages/dialects in contact at macro- and micro- logical levels of analysis (pp. 000-000). See FL 016 743. (ERIC Document Reproduction Service No. ED 282 455) [11 pages] {} Finds second-language and native-language methodologies equally inappropriate as a foundation for the language training of cultural minorities. Mahiri, Jabari. (1991). Discourse in sports: Language and literacy features of preadolescent African American males in a youth basketball program. Journal of Negro Education, 60, 305-313. SEE Presents initial findings in a study of language use by preadolescent African-American male participants in a neighborhood sponsored Youth Basketball Association. Maidana, Juan. (1981). Consequences of direct literacy in Spanish. In Martha J. Hardman (Ed.), The Aymara language in its social and cultural context: A collection of essays on aspects of Aymara language and culture (pp. 248-252). Gainesville: University Press of Florida. Malmquist, E. (Comp.). (1982). Handbook on comparative reading: An annotated bibliography and some viewpoints on university courses in comparative reading. Newark, DE: International Reading Association. (ERIC ED 220 804) [84 pages] Manfredi, Victor. (1982). Centre and periphery in Ika literacy. Jolan: Journal of the Linguistic Association of Nigeria, 1, 175-195. Mark, L. L. (1979). Orthography, riddles, divination, and word magic: An exploration in folklore and culture. In S. Allan & A. P. Cohen (Eds.), Legend, lore, and religion in China (pp. 000-000). San Francisco, CA: Chinese Materials Center. Marshall, Judith. (1990b). Literacy and people's power in a Mozambican factory. Comparative Education Review, 34, 61-84. Describes Mozambican factory workers' acquisition, experience, and use of literacy during socialist construction. Marshall, Judith. (1993). Literacy, power and democracy in Mozambique: The governance of learning from colonization to the present. Boulder, CO: Westview Press. [313 pages] Martin-Jones, Marilyn. (1984). The newer minorities: Literacy and educational issues. In Peter Trudgill (Ed.), Language in the British Isles (pp. 425- 448). Cambridge: Cambridge University Press. Martin, Nancy. (1983). Writing: What for? In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 105- 117). Newark, DE: International Reading Association. Mason, Jana M., and others. (1989). Learning to read in Japan (Technical Report No. 449). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 302 828) [25 pages] Analyzes Japanese and American reading programs in kindergarten and the primary grades. Matalene, Carolyn. (1985). Contrastive rhetoric: An American writing teacher in China. College English, 47, 789-808. Speculates on the difference between Chinese and American traditions of text. [Suggestive] Matshazi, Meshack. (1987). Mother tongue literacy. Convergence, 20(3-4), 000-000. [In Margaret Gayfer (Ed.), Literacy in industrialized countries: A focus on practice = l'alphabetisation en pays industrialises: point de mire sur la pratique.] (ERIC Document Reproduction Service No. ED 300 531) Mavrogenes, Nancy. (1983). Cultural effects on teaching reading in modern Greece. Journal of Reading, 26, 622-628. Maxwell, Kevin B. (1983). Bemba myth and ritual: The impact of literacy on an oral culture. New York: Peter Lang. [197 pages] [Reviewed: Farrell, Thomas J. (1984). Cross Currents, 34, 357-360; Goody, Jack. (1986). Journal of the American Academy of Religion, 54, 382-383; Henige, David. (1985). Research in African Literatures, 16, 409-411;Spear, Thomas. (1985). International Journal of African Historical Studies, 18(2), 367-368.] Analyzes the effects of literacy, basically using Ong's perspective. Maxwell, Madeline. (1985). Some functions and uses of literacy in the deaf community. Language in Society, 14, 205-221. Maybin, Janet. (Ed.). (1993). Language and literacy in social practice: A reader. Philadelphia, PA: Multingual Matters for the Open University. Mayor, Barbara, & Pugh, A. K. (Eds.). (1987). Language, communication & education: A reader. London: Croom Helm in association with the Open University. [465 pages] McCarthy, John. (1983). Reading and proclaiming the text: Christology as literacy and rhetoric. In John V. Apczynski (Ed.), Foundations of religious literacy (pp. 79-105). Chico, CA: Scholars Press. McDermott, R. P. (1973). Achieving school failure: An anthropological approach to illiteracy and social stratification. In George Spindler (Ed.), Education and cultural process (pp. 82-118). New York: Holt. [Repr. (1976). In Harry Singer & Robert M. Ruddell (Eds.), Theoretical models and processes of reading (2nd ed., pp. 000-000). Newark, DE: International Reading Association.] [Repr. (1985). In Harry Singer & Robert M. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 558-594), Newark, DE: International Reading Association.] Adopts a cross-cultural perspective to illuminate educational failure in American schools. [Suggestive.] McDermott, R. P. (1977). The ethnography of speaking and reading. In R. W. Shuy (Ed.), Linguistic theory: What can it say about reading? (pp. 000-000). Newark, DE: International Reading Association. McDermott, R. P. (1982). Conversational asides: The social context of an adult literacy class. Journal of Reading Behavior, 14, 461-473. McDermott, R. P., & Gospodinoff, K. (1979). Social contexts for ethnic borders and school failure. In A. Wolfgang (Ed), Nonverbal behavior (pp. 000-000). New York: Academic Press. [Repr. (1981). In H. T. Trueba, G. P. Guthrie, & K. H. Au (Eds.), Culture and the bilingual classroom: Studies in classroom ethnography (pp. 212-230). Rowley, MA: Newbury House.] McDermott, R. P., & Hood, L. (1982). Institutionalized psychology and the ethnography of schooling. In Peryy Gilmore & Alan A. Glatthorn (Eds.), Children in and out of school (pp. 232-249). Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. 216 554) McGinn, Finian John. (1990). Hmong literacy among Hmong adolescents and the use of Hmong literacy during resettlement (Doctoral dissertation, WHERE?, DATE?). Dissertation Abstracts International, 50, 2037A. (University Microfilms No. ????) McIntyre, Ellen. (1992). Individual literacy instruction for young low SES learners in traditional urban classrooms. Reading Research and Instruction, 31(3), 53-63. Describes the literacy behaviors of three students inexperienced with print at the onset of school. McKay, Graham R. (1982). Attitudes of Kunibidji speakers to literacy. International Journal of the Sociology of Language, 36, 105-114. McLaren, Peter. (1992). Literacy research and the postmodern turn: Cautions from the margins. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. McLaughlin, Barry. (1987). Reading in a second language: Studies with adult and child learners. In Susan R. Goldman & Henry T. Trueba (Eds.), Becoming literate in English as a second language (pp. 57-70). Norwood, NJ: Ablex. . McLaughlin, Daniel. (1985, March). Literacy in Navajoland: Functions and effects of power. Paper presented at the Ethnography in Education Research Forum, Philadelphia PA. (ERIC Document Reproduction Service No. ED 257 324) [33 pages] Notes, among other findings, that Navaho literacy is disvalued in favor of English literacy. McLaughlin, Daniel. (1989). Power and the politics of knowledge: Transformative leadership and curriculum development for minority language learners. Peabody Journal of Education, 66(3), 41-60. Examines the meanings of power in relation to questions about leadership, language, curriculum, school knowledge, and program development in a community-controlled Navajo school. McLaughlin, Daniel. (1992). When literacy empowers: Navajo language in print. Albuquerque: University of New Mexico Press. [216 pages] McNab, Christine. (1990). Language policy and language practice: Implementing multilingual literacy education in Ethiopia. African Studies Review, 33, 65-82. Mehran, Golnar. (1991). The creation of the new Muslim woman: Female education in the Islamic Republic of Iran. Convergence, 24(4), 42-52 1991 Describes changes in the treatment of Iranian women since 1979--educational segregation, veiling, textbook content, and military training. Mehran, Golnar. (1992). Social implications of literacy in Iran. Comparative Education Review, 36, 194-211. Examines literacy education in Iran, including educational objectives, content, student characteristics, teacher selection, textbooks, and obstacles to success. Messick, Brinkley. (1983). Legal documents and the concept of "restricted literacy" in a traditional society. International Journal of the Sociology of Language, 42, 41-52. Meyer, Barbara. (1982). Education and patterns of communication in a situation of restricted literacy. Scottish Educational Review, 14(1), 23-30. Discusses interaction between oral and literate modes of communication in a predominantly oral culture in the Islamic context of West Africa. Meyer, Valerie. (1987). Lingering feelings of failure: An adult student who didn't learn to read. Journal of Reading, 31, 218-221. Reports a case study of a failed attempt at transmitting adult literacy, offering suggestions for such programs. Meyer, Valerie, and others. (1991). Case study-- Norman: Literate at age 44. Journal of Reading, 35, 38- 42. SEE Describes how three tutors helped an adult progress from a nonreader to a competent and enthusiastic reader, using an approach rooted in whole-language research and practice. Michaels, Eric. (1987, July). Aboriginal media history: An inverted sequence. Paper presented at the International Television Studies Conference, London, England. (ERIC Document Reproduction Service No. ED 293 536) [29 pages] Describes the unique development of media histories among developing peoples, using the Warlpiri as an example. Michaels, Sarah. (1981). "Sharing time": Children's narrative styles and differential access to literacy. Language in Society, 10, 423-442. Observes "sharing time" narratives at g1, finding that working class black children, whose narratives do not approximate literate norms, are not supported by teachers. Michaels, Sarah. (1984). Listening and responding: Hearing the logic in children's narratives. Theory into Practice, 23(3), 218-260. Michaels, Sarah. (1985). Hearing the connections in children's oral and written discourse. Journal of Education, 167, 36-56. Michaels, Sarah. (1986). Narrative presentations: An oral preparation for literacy with first graders. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (pp. 94-116). New York: Cambridge University Press. Michaels, Sarah, & Cazden, Courtney. (1986). Teacher/child collaboration as oral preparation for literacy. In Bambi B. Schieffelin & Perry A. Gilmore (Eds), The acquisition of literacy: Ethnographic perspectives (pp. 132-154). Norwood, NJ: Ablex. Michaels, Sarah, & Collins, James. (1984). Oral discourse styles: Classroom interaction and the acquisition of literacy. In Deborah Tannen (Ed.), Coherence in spoken and written discourse (pp. 219- 244). Norwood, NJ: Ablex. Michaels, Sarah, & Cook-Gumperz, Jenny. (1979). A study of sharing time with first-grade students: Discourse narratives in the classroom. Proceedings of the Berkeley Linguistics Society, 5, 87-103. Mignolo, Walter D. (1992). Misunderstanding and colonization: The reconfiguration of memory and space. South Atlantic Quarterly, 92, 209-260. Mikkelsen, Nina. (1990). Toward greater equity in literacy education: Storymaking and non-mainstream students. Language Arts, 67, 556-566. Presents five pictures of fifth grade low-achieving students involved in reading-writing activities. Miller, Christopher L. (1987). Orality through literacy: Mande verbal art after the letter. Southern Review, 23, 84-105. Miller, P., Nemoianu, A., & DeJong, J. (1986). Early reading at home: Its practice and meanings in a working-class community. In Bambi B. Schieffelin & Perry A. Gilmore (Eds), The acquisition of literacy: Ethnographic perspectives (pp. 3-15). Norwood, NJ: Ablex. Mioni, Alberto M. (1989). Problems of language growth and the preparation of school books in Africa. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 277- 286). New York: Plenum Press. Mitchell, Candace, & Weiler, Kathleen. (Eds.). (1991). Rewriting literacy: Culture and the discourse of the other. New York: Bergin & Garvey. [281 pages] Moll, Luis C. (1992). Literacy research in community and classrooms: A sociocultural approach. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Moraes, E. R. (1986, April). Sociolinguistic determinants of academic achievement in Brazilian public schools. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 272 034) [24 pages] Observes elementary school children, finding language functions, not dialect, impede educational progress. Morris, M. (1988). Literal literacy is not enough. In M. Boonprasert, S. Nilakupta, & M. Benson (Eds.), Literacy and technological development: Proceedings of the Second International Conference on Literacy and Languages (pp. 176-188). Bangkok: Thailand Reading Association, Literacy and Languages in Asia, and the International Reading Association. Notes the reading problems of ESL students in American universities. Moss, Beverly Janine. (1989). The Black sermon as a literacy event. Dissertation Abstracts International, 50, 434A. Mugo, Micere Githae. (1987). Women and books in Africa: A question of survival? 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Twenty lives nineteen years later: A longitudinal study (1964-1983) of the impact of literacy on the occupations, schooling, and educational growth of young adults who were low-reading readiness in first grade with special attention to model, motivation, interest, perseverance, and pressure as aspects of background and mental environment. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 262 390) [315 pages] Niezen, R. W. (1991). Hot literacy in cold societies: A comparative study of the sacred value of writing. Comparative Studies in Society and History, 33, 225-254. Niyekawa, A. M. (1983). Biliteracy acquisition and its sociocultural effects. In Mae Chu-Chang & Victor Rodrieguez (Eds.), Asian- and Pacific-American perspectives in bilingual edcuation: Comparative perspectives (pp. 97-119). New York: Teachers College Press. Notes the cognitive and attitudinal flexibility demanded to be biliterate, bilingual, and bicultural. Noss, P. A. (1987). 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In Jacob Ornstein-Galicia (Ed.), Form and function in Chicano English (pp. 71-82). Rowley, MA: Newbury House. Perl, Sondra. (1987). Through teachers' eyes: Reflections on ethnography and writing. In John E. Readence & R. Scott Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 000-000). Chicago, IL: National Reading Conference. {} Petry, John R. (1986, November). A cross cultural study of Japanese education. Paper presented at the meeting of the Mid South Educational Research Association, Memphis, TN. (ERIC Document Reproduction Service No. ED 292 711) [11 pages] Finds the homogeneity of the Japanese people is a major component in their educational achievements. Philips, Susan U. (1972). Participant structure and communicative competence: Warm Springs children in community and classroom. In Courtney B. Cazden, Vera P. John, & Dell E. Hymes (Eds.), Functions of language in the classroom (pp. 370-394). New York: Teachers College Press. Philips, Susan U. (1983). The invisible culture: Communication in classroom and community on the Warm Springs Indian Reservation. New York: Longman. Pirotte, Jean. (1987). L'Histoire du peuple sans livre: Pour une lecture connotative de la "non-‚criture." Cahiers de l'Institut de Linguistique de Louvain, 13, 103-124. Podeschi, Ronald. (1990). Teaching their own: Minority challenges to mainstream institutions. New Directions for Adult and Continuing Education, 48, 55-65. Describes a program created by Hmong refugees in Milwaukee tailored to their cultural learning needs within a vocational-technical institution. Polyani, Livia. (1982). Literary complexity in everyday storytelling. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 155-170). Norwood, NJ: Ablex. Polyani, Livia. (1982). The American story: From the structure of linguistic texts to the grammar of a culture. Norwood, NJ: Ablex. Poole, Deborah. (1990). Discourse analysis in ethnographic research. Annual Review of Applied Linguistics, 11, 42-56. Reviews the contribution of ethnographic research to discourse analysis, focusing on discourse practices as a reflection of cultural context; educational applications and the discontinuity issue; literacy as a focus of discourse-oriented ethnographic research; and implications for applied linguistics. Pratt, D. (1975). The social role of school textbooks in Canada. In R. Pike & E. Zureik (Eds.), Socialization and values in Canadian society (Vol. 2, pp. 100-126). Toronto: McClelland & Stewart. Puckett, Anita. (1992). "Let the girls do the spelling and Dan will do the shooting": Literacy, the division of labor, and identity in a rural Appalachian community. Anthropological Quarterly, 65, 137-147. Pulte, William. (1983). A note on Kickapoo literacy. International Journal of American Linguistics, 49, 437-438. Rader, Margaret. (1982). Context in written language: the case of imaginative fiction. In Deborah Tannen (Ed.), Spoken and written language: exploring orality and literacy (pp. 185-198). Norwood, NJ: Ablex. Radway, Janice A. (1984). Reading the romance: Women, patriarchy, and popular literature. Chapel Hill: University of North Carolina Press. [IUP: 028.09/R119r] Radway, Janice A. (1986). Interpretive communities and variable literacies: The functions of romance reading. In M. Gurevitch & M. R. Levy (Eds.), Mass communication review yearbook 5 (pp. 000-000). Newbury Park, CA: Sage Publications. Ramirez, Arnulfo G. (1991). Sociolinguistic considerations in literacy planning. Shreveport: Louisiana State University. (ERIC Document Reproduction Service No. ED 331 315) [38 pages] Explores the development of biliteracy programs designed for adults from a language planning perspective. Randlett, Alice Schmatz. (1989, May). Learning to be remedial: Constructing the meaning of literacy in high school English classes. Paper presented at the meeting of the International Reading Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 310 422) [49 pages] Examines the view of literacy as a socially constructed phenomenon situated within a culturally reproductive milieu, using observational data from low track high school classes. Ransom, J. E. (1945). Writing as a means of acculturation among the Aleut. Southwestern Journal of Anthropology, 1, 333-344. Rao, Shakuntala. (1991, November). Contemporary orality: A new theory for understanding speech. Florida Communication Journal, 20(1). (1992). Paper presented at the meeting of the Speech Communication Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 344 254) [10 pages] Reports an ethnographic study examining illiterates in India and their understanding of literacy. Rappaport, Joanne. (1987). Mythic images, historical thought, and printed texts: The Paez and the written word. Journal of Anthropological Research, 43, 43-61. Rasnak, Mary Ann, and others. ([1989]). Comparative reading: An annotated bibliography (College Reading and Learning Assistance Technical Report No. 88-05). Reports issued jointly by Georgia State University, Northern Illinois University, and University of Georgia College Reading/Study Skills Programs. (ERIC Document Reproduction Service No. ED 307 586) [65 pages] Annotates 188 entries as a supplement to Malmquist's "Handbook on Comparative Reading." Reder, Stephen, & Green, Karen Reed. (1983). Contrasting patterns of literacy in an Alaska fishing village. International Journal of the Sociology of Language, 42, 9-39. Contrasts English and Pacific Gulf Yupik literacy (in Cryllic) in Seal Bay, 1840-1982. Reed-Jones, Susan. (1992, March). Faith in the reality of belonging: The story of Alonzo A. Paper presented at the meeting of the Conference on College Composition and Communication, Cincinnati, OH. (ERIC Document Reproduction Service No. ED 346 481) [15 pages] SEE Provides a case study to illustrate the danger of a monocultural approach to education and to provide a living example of the impact of marginalization and alienation on the lives of persons of color. Ricard, Alain. (1982). Le Theatre entre l'oral et l'‚crit au Ghana et au Nigeria. Franzosisch Heute, 2, 147-156. Richmond, Edmun B. (1986b). Cultural refraction: Its effects on replicating Western literacy research in developing nations. Geolinguistics, 12, 41-45. Rivera, Klaudia. (1987). A question of survival. World Education, Inc. Reports, 26, 000-000. Presents results of interviews with six women learners in Queens, New York, to find out what effect a literacy program is having on their lives. Robson, Barbara. (1982). Hmong literacy, formal education, and their effects on performance in an ESL class. In Bruce Downing & Douglas Olney (Eds.), The Hmong in the West (pp. 000-000). Minneapolis: University of Minnesota, Center for Urban and Regional Affairs. (ERIC Document Reproduction Service No. ED 299 829) [26 pages] Examines the effects of literacy in a Roman alphabet on the performance of Hmong refugees in a three-month program of English as a second language (ESL) and cultural orientation located in Thailand, finding strong effects for prior literacy but not for prior schooling. Rodby, Judith. (1989). A polyphony of voices: The dialectics of social interaction and ESL literacy practices (Doctoral dissertation, WHERE? WHEN?). Dissertation Abstracts International, 50, 1239A. (University Microfilms No. WHAT?) Rodgers, Susan. (1984). Orality, literacy, and Batak concepts of marriage alliance. Journal of Anthropological Research, 48, 433-450. Rodgers, Susan. (1986). Batak tape cassette kinship: Constructing kinship through the Indonesian national mass media. American Ethnologist, 13, 23-42. Rodriguez, Richard. (1978). The achievement of desire: Personal reflections on learning "basics." College English, 40, 230-254. [Repr. Rodriguez (1982), pp. 000-000.] Rodriguez, Richard. (1982). Hunger of memory. Boston: David R. Godine. [IUP: 305.868073/R618h] A Chicano discusses his acquisition of literacy, noting that it involved estrangement from his cultural background. Rodriguez-Brown, Flora V., & Mulhern, Margaret M. (1992, April). Functional vs. critical literacy: A case study in a Hispanic community. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 348 443) [24 pages] Evaluates a family literacy program for increasing 3- to 5-year-old children's literacy skills by educating their Mexican American parents. Rogers, E., & Herzog, W. (1966). Functional literacy among Columbian peasants. Economic Development and Cultural Change, 14, 192-202. Romaine, Suzanne. (1992). Literacy as cargo in Papua New Guinea. In Balz Engler (Ed.), Writing and culture (pp. 13-28). Tbingen: Narr. [253 pages] Romatowski, Jane A. (1981). A study of oral reading in Polish and English: A psycholinguistic perspective. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 21-31). Washington, DC: Center for Applied Linguistics. Romero, Rolando J. (1991). Spanish and English: The question of literacy in Hunger of Memory. Confluencia: Revista Hispanica de Cultura y Literatura, 6(2), 89-100. Romualdez, N. (1914). Alfabeto Tagbana. Cultura Filipina, 5, 53-82. Ronk, Donald E. (1990). Educational level and illiteracy rates of mothers and step-fathers of Vietnamese Amerasians enroute to the United States. Morongi, Bataan, The Philippines: Interanational Catholic Migration Commission. (ERIC Document Reproduction Service No. ED 332 510) [21 pages] Compares demographic and test data on the Vietnamese mothers or primary caregivers of Amerasian offspring with those of non-Amerasian peers at the Philippine Refugee Processing Center. Rose, Shirley K. (1986, November). Culture shock: Men's and women's myths of literacy in academe. Paper presented at the meeting of the National Council of Teachers of English, San Antonio, TX. (ERIC Document Reproduction Service No. ED 277 043) [21 pages] Studies personal narratives, in which college freshman writers related their experiences of achieving literacy, offering insights into cultural differences in attitudes toward literacy. Rose, Shirley K. (1987a, March). Autobiography as representative anecdote: A Burkean paradigm for research on literacy cultures. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 286 189) [17 pages] Explored literacy myths of the academic culture as expressed by college writing students, examining shared literacy myths about the acquisition and uses of literacy, how beliefs influence literacy acquisition, and how cultural roles determine literacy experiences. Rose, Shirley K. (1987b). Metaphors and myths of cross-cultural literacy: Autobiographical narratives by Maxine Hong Kingston, Richard Rodriguez, and Malcolm X. MELUS: The Journal of the Society for the Study of the Multi-Ethnic Literature of the United States, 14, 3-15. Rueda, Robert, & Mehan, Hugh. (1986). Metacognition and passing: Strategic interactions in the lives of students with learning disabilities. Anthropology and Education Quarterly, ??, 145-165. Sanders, T. R., Freeman, E. B., & Samuelson, J. (1985, April). Why people write: Ethnographies of writing and implications for instruction. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. (ERIC Document Reproduction Service No. ED 263 590) Savas, Diana Natalie. (1992). Orality, literacy, and the academic writing of university freshmen (Doctoral dissertation, University of California, Los Angeles, 1992). Dissertation Abstracts International, 53, 138A. (University Microfilms No. DA9218147) Schafer, John. (1981). Coupling as a text-building, myth-evoking strategy in Vietnamese: Implications for second language reading. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. 115-126). Washington, DC: Center for Applied Linguistics. [Important cross-cultural perspective] Schieffelin, Bambi B. (1982). Literacy functions and use in a Chinese family from Vietnam. In D. Smith (Principal Investigator), Literacy outside of school: An ethnographic investigation (pp. 000-000). Washington, DC: National Institute of Education. Schieffelin, Bambi B., & Cochran-Smith, Marilyn. (1984). Learning to read culturally: Literacy before schooling. In H. Goelman, A. A. Oberg, & F. Smith (Eds.), Awakening to literacy (pp. 1-38). Exeter, NH: Heinemann Educational Books. Examines beginning literacy in middle class Philadelphia, among Chinese immigrants, and among the Kaluli of Papua New Guinea. Schieffelin, Bambi B., & Gilmore, Perry A. (Eds.). (1986). The acquisition of literacy: Ethnographic perspectives. Norwood, NJ: Ablex. [282 pages] [Reviewed: Seckinger, Beverly. (1987). American Anthropologist, 89, 718.] Schieffelin, Bambi B., & Ochs, Elinor. (1986a). Language socialization. Annual Review of Anthropology, 15, 163-191. "Literacy Socialization" (pp. 180-183) summarizes recent ethnographic and sociolinguistic studies of literacy development. Schieffelin, Bambi B., & Ochs, Elinor. (Eds.). (1986b). Language socialization across cultures. New York: Cambridge University Press. Schultz, J., Florio, S., & Erickson, F. (1982). Where's the Floor? Aspects of the cultural organization of social relationships in communication at home and in school. In P. Gilmore & A. A. Glatthorn (Eds.), Children in and out of school (pp. 88-123). Washington, DC: Center for Applied Linguistics. (ERIC Document Reproduction Service No. 216 554) Contrasts access to speaking rights at meals, where everyone speaks, and in schools, where speaking rights are controlled. Schuth, K. (1980). Village literacy and its correlates: A Mysore case study. In D. E. Sopher (Ed.), An exploration of India (pp. 191-212). Ithaca, NY: Cornell University Press. Scollon, R. (1981, December). Human knowledge and the institution's knowledge. Fairbanks: University of Alaska. (ERIC Document Reproduction Service No. ED 213 338) [28 pages] Scollon, Ron. (1988). Storytelling, reading, and the micropolitics of literacy. In John E. Readence & R. Scott Baldwin (Eds.), Dialogues in literacy research: Thirty-Seventh Yearbook of the National Reading Conference (pp. 000-000). Chicago, IL: National Reading Conference. Scollon, R., & Scollon, S. B. K. (1979, April). Literacy as interethnic communication: An Athabaskan case (Working Papers in Sociolinguistics, No. 59). Austin, TX: Southwest Regional Educational Development Laboratory. (ERIC Document Reproduction Service No. ED 175 276) [30 pages] Scollon, R., & Scollon, S. B. K. (1980). Literacy as focused interaction. Quarterly Newsletter of the Laboratory for Comparative Human Cognition, 2, 26-29. Scollon, Ron, & Scollon, Suzanne B. K. (1982a). Narrative, literacy and face in interethnic communication. Norwood, NJ: Ablex. [IUP: 497.2/Sco45n] VERIFY DATE Scollon, R., & Scollon, S. B. K. (1982b). The problem of language problems in Alaska. Society, NEED VOL. & PP. Scribner, Sylvia. (1982b). Observations on literacy in China. Linguistic Reporter, 25(No?), 1-4. Searle, Jean. (1991). Communication at work: An ethnography of checkout operators. Red Hill, Aust.: Queensland Council for Adult Literacy. (ERIC Document Reproduction Service No. ED 337 574) [136 pages] Observes communication demands of the workplace, specifically those placed on checkout operators at a supermarket in Queensland, Australia. Sevry, Jean. (1987). Orality and literacy: The Zulu case. Commonwealth Essays and Studies, 9(2), 17-23. Shearwood, Perry. (1987). Literacy among the Aboriginal peoples of the Northwest Territories. Canadian Modern Language Review/La Revue Canadienne des Language Vivantes, 43, 630-642. Sheboygan Public Schools. (1985). Hmong way: Title VII Bilingual Education Program 85.003, Project "TEACH". Sheboygan, WI: Sheboygan Public Schools. (ERIC Document Reproduction Service No. ED 337 043) [21 pages] Collects in English selected readings from "Phau Xyuaum Nyeem Zaj Lus," a publication used as a Hmong literacy primer. Sheridan, Joe. (1991). The silence before drowning in alphabet soup. Canadian Journal of Native Education, 18(1), 23-31. Examines differences in cosmologies between literate cultures and those approaching knowledge through experience and oral mediation. ILL Shuman, Amy. (1983). Collaborative literacy in an urban multiethnic neighborhood. International Journal of the Sociology of Language, 42, 69-81. Shuter, R. (1985). The Hmong of Laos: Orality, communication, and acculturation. In L. A. Samovar & R. E. Porter (Eds.), Intercultural communication: A reader (4th ed., pp. 102-108). Belmont, CA: Wordsworth. Simon, R. I., & Willinsky, J. (1980). Behind a high school literacy policy: The surfacing of a hidden curriculum. Journal of Education, 162, 111-121. Sjoberg, Andre F. (1964). Writing, speech and society: Some changing interrelationships. In EDITOR, Proceedings of the Ninth International Congress of Linguists (pp. 892-897). Mouton: The Hague. Sjoberg, Andre F. (1966). Socio-cultural and linguistic factors in the development of writing systems for preliterate peoples. 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Illiteracy as a social fault: Some principles of research and some results. In David Bloome (Ed.), Literacy and schooling (pp. 55-64). Norwood, NJ: Ablex. Notes social and gender issues in literacy acquisition. Smith, John D. (1990). Worlds apart: Orality, literacy, and the Rajasthani Folk-Mahabharata. Oral Tradition, 5, 3-19. Smith, M. Cecil, & Covalt, Wesley C. (1991). Adults'perceptions of changes in reading ability across the life span (Literacy Research Report No. 2). DeKalb: Northern Illinois University, Curriculum and Instruction Reading Clinic. (ERIC Document Reproduction Service No. ED 325 813) [12 pages] Investigated what adults think about the nature of changes in reading ability across the life span. Smith, Valerie. (1987). Self-discovery and authority in Afro-American narrative. Cambridge, MA: Harvard University Press. [167 pages] Sola, M., & Bennett, A. T. (1985). The struggle for voice: Narrative literacy and consciousness in an East Harlem school. Journal of Education, 167, 88-110. Spolsky, Bernard. (1981). Bilingualism and biliteracy. Canadian Modern Language Review/La Revue Canadienne des Language Vivantes, 37, 475-485. Spolsky, Bernard. (1982). Sociolinguistics of literacy, bilingual education, and TESOL. TESOL Quarterly, 16, 141-151. Spolsky, Bernard, and others. (1983). Religious, political and educational factors in the development of biliteracy in the Kingdom of Tonga. Journal of Multilingual and Multicultural Development, 4, 459-469. Reports positively the bilingual educational policy of the kingdom of Tonga. {} Spolsky, Bernard, Engelbrecht, G., & Ortiz, L. (1983). The sociology of literacy: An historical and comparative study of five cases (Final Report). Washington, DC: National Institute of Education. (ERIC Document Reproduction Service No. ED 237 943) [218 pages] Spolsky, Bernard, & Irvine, Patricia. (1980). Sociolinguistic aspects of literacy in the vernacular. Speaking, singing, and teaching (Proceedings of SWALLOW 8, pp. 000-000). Tempe: Arizona State University Anthropological Research Papers. [Repr. (1982). Sociolinguistic aspects of the acceptance of literacy in the vernacular. In Florence Barkin, Elizabeth A. Brandt, & Jacob Ornstein-Galicia (Eds.), Bilingualism and language contact: Spanish, English, and Native American languages (pp. 73-79). New York: Teachers College Press. ] Spratt, Jennifer E. (1992). Women and literacy in Morocco. Annals of the American Academy of Political and Social Science, 520, 121-132. Spratt, Jennifer E., Seckinger, Beverly, & Wagner, Daniel A. (1991). Functional literacy in Moroccan school children. Reading Research Quarterly, 26, 178- 195. Examines the performance of Moroccan children on a series of common household literacy tasks, and whether their performance on these tasks was related to school literacy skills, school experience, and other factors. Finds that although the children had learned many skills relevant to household literacy tasks, they demonstrated only partial knowledge of spatial and monetary conventions and contextual knowledge. Stock, Patricia, & Robinson, Jay. (1989). Literacy as conversation: Classroom talk as text building. In David Bloome (Ed.), Classrooms and literacy (pp. 000- 000). Norwood, NJ: Ablex Publishing Corporation. [An important conceptualization] Street, Brian V. (Ed.). (1993). Cross-cultural approaches to literacy. New York: Cambridge University Press. [321 pages] Stubbs, Michael. (1980). Language and literacy: The sociolinguistics of reading and writing. London: Routledge & Kegan Paul. [188 pages] Argues that alphabetic literacy is much more abstract than typically conceived. Stuckey, J. Elspeth. (1987). Literacy and class structure in America (Doctoral dissertation, WHERE?, WHEN?). Dissertation Abstracts International, 47, 2581A. (University Microfilms No. WHAT?) Stuckey, J. Elspeth. (1991). The violence of literacy. Portsmouth, NH: Boynton/Cook. [140 pages] Summers, John Mark, & Plaister, Ted. (1992). Police at work in Hawaii: A community of writers. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Sutcliffe, D., & Wong, A. (1986). The language of the black experience: Cultural expression through words and sound in the Caribbean and black English. New York: Basil Blackwell. Swain, Merrill, & Lapkin, Sharon. (1991b). Heritage language children in an English-French bilingual program. Canadian Modern Language Review, 47, 635-641. Reports on two studies of minority language children enrolled in a Toronto, Canada, bilingual (English-French) program. Swain, Merrill, Lapkin, Sharon, Rowen, Norman, & Hart, Doug. (1990). The role of mother tongue literacy in third language learning. Language, Culture, and Curriculum, 3, 65-81. [Preliminary version. (1989, March). Toronto: Ontario Institute for Studies in Education. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 307 796) [33 pages] ] Presents data supporting heritage, or first, language literacy. Sweeney, Amin. (1987). A full hearing: Orality and literacy in the Malay world. Berkeley: University of California Press. [Reviewed: Bowen, John. (1988). American Ethnologist, 15, 807-809; Osman, Mohammad Tiab. (1990). Asian Folklore Studies, 49, 169-171; Sears, Laurie J. (1988). Journal of Asian Studies, 47, 950-952.] Szwed, J. F. (1981). The ethnography of literacy. In M. F. Whiteman (Ed.), Writing: The nature, development and teaching of written communication, Vol. 1: Variation in writing: Functional and liguistic-cultural difference (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Tannen, Deborah. (1985a). Cross-cultural communication. 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Bangkok: Thailand Reading Association, Literacy and Languages in Asia, and the International Reading Association. Presents case studies of the skills of adult illiterates, noting that conventional "skills" approaches would fail. Young, L. W. L. (1983). Inscrutability revisited. In Gumperz (pp. 72-84). Argues that Chinese speakers of English proceed differently than do Anglo speakers. Zinsser, C. (1986). For the Bible tells me so: Teaching children in a fundamentalist church. In Bambi B. Schieffelin & Perry Gilmore (Eds.), The acquisition of literacy: Ethnographic perspectives (pp. 55-71). Norwood, NJ: Ablex. Zitlow, Connie Swartz. (1990). "To think about what I think": Inquiry and involvement. In Gail E. Hawisher & Anna O. Soter (Eds.), On literacy and its teaching: Issues in English education (pp. 50-67). Albany: State University of New York Press. Zurbuchen, M. (1981). The shadow theater of Bali: Explorations in language and text (Doctoral dissertation, University of Michigan, 1981). 6. Experimental studies Alegria, J‚sus, Holender, Daniel, Junca de Morais, Jos‚, & Radeau, Monique. (Eds.). (1992). Analytic approaches to human cognition. Amsterdam: North Holland. [440p.] Contains several essays on phonological processing and literacy acquisition. Al‚gria, J., & Morais, J. (1979). Le developpement de l'habilete d'analyse consciente de la parole et l'apprentissage de la lecture. Archives de Psychologie, 183, 251-270. Alegria, J., Pignot, E., & Morais, J. (1982). Phonetic analysis of speech and memory codes in beginning readers. Memory and Cognition, 10, 451-456. Benson, Philippa Jane. (1991). Leading edge research or lost cause?: The search for interscriptual Stroop effects. Visible Language, 25, 4-17. Reviews studies on cross-orthographic Stroop interference tests, suggesting their limitations. Bialystok, Ellen. (1988). Learning to read: Process and problems in acquisition. In: Problems in language use and comprehension. AFinLA Yearbook 1988. (Abstract available as ERIC Document Reproduction Service No. ED 342 252; document available in ERIC FL 020 113) [36 pages] Presents an overview of current theories of reading and the acquisition of literacy skills by children. Bialystok, Ellen. (1991). Metalinguistic dimensions of bilingual language proficiency. In Ellen Bialystok (Ed.), Language processing in bilingual children (pp. 113-140). New York: Cambridge University Press. Suggests that the processing skills required for metalinguistic tasks are the same as the processing skills required for some of the problems in the oral and literate domains. Bialystok, Ellen. (Ed.). (1991). Language processing in bilingual children. New York: Cambridge University Press. [238p.] Biederman, I, & Tsao, Y.-C. (1979). On processing Chinese ideographs and English words: Some implications from Stroop-test results. Cognitive Psychology, 11, 125-132. Bovet, M. C. (1970). Cognitive processes among illiterate children and adults. In J. W. Berry & P. R. Dasen (Eds.), Culture and cognition: Readings in cross-cultural psychology (pp. 311-334). New York: Harper & Row. Brislin, Richard W. (1981). The translation and content analysis of oral and written material. In H. C. Triandis & A. Heron (Eds.), A handbook of cross-cultural psychology (vol. 2, pp. 389-444). Boston, MA: Allyn & Bacon. Byng, S. C., Coltheart, Max, Masterson, J., Prior, M., & Riddoch, M. J. (1984). Bilingual biscriptal deep dyslexia. Quarterly Journal of Experimental Psychology, 47, 417-433. Examines a Nepalese dyslexic with biscriptal literacy. Byrne, Brian. (1992). Experimental psychology and real life: The case of literacy acquisition. In J‚sus Alegria, Daniel Holender, Jos‚ Junca de Morais, & Monique Radeau (Eds.), Analytic approaches to human cognition (pp. 169-182). Amsterdam: North-Holland. Examines recent covariant learning hypotheses about how recognition of print is acquired. Campbell, R., & Butterworth, Brian. (1985). Phonoloigical dyslexia and dysgraphia in a highly literate subject: A developmental case with associated deficits of phonemic processing and awareness. Quarterly Journal of Experimental Psychology, 37A, 435- 476. Caplan, B., & Kinsbourne, M. (1981). Cerebral laterization, preferred cognitive mode, and reading ability in normal children. Brain and Language, 14, 349-370. Carson, Joan G. (1992). Becoming biliterate: First language influences. Journal of Second Language Writing, 1, 37-60. Explores ways in which first-language literacy learning strategies can be understood as either enhancing or complicating acquisition of second- language literacy skills. Carson, Joan Eisterhold, Carrell, Patricia L., Silberstein, Sandra, Kroll, Barbara, & Kuehn, Phyllis A. (1990). Reading-writing relationships in first and second language. TESOL Quarterly, 24, 245-266. Explores the transfer of literacy skills from L1 to L2. Castro, S. L., & Morais, J. (1987). Ear differences in illiterates. Neuropsychologia, 25, 409-417. Tests illiterate, semiliterate, and literate Portugese subjects, finding effects for literacy level. Chomsky, Carol. (1972). Changes in language development and reading exposure. Harvard Educational Review, 42, 1-33. Experiment at g3 connects language development with kind and variety of reading. Church, S. (1985). Text organization: Its value for literacy development. In J. M. Newman (Ed.), Whole language: Theory in use (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. Cowan, J. Ronayne. (1992). A model of lexical storage: evidence from second language learners' orthographic errors. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 275-290). Amsterdam: John Benjamins. Danks, Joseph H., & End, Laurel J. (1987). Processing strategies for reading and listening. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 000-000). San Diego, CA: Academic Press. {} Davies, M. (1986). Literacy and intonation. In B. Couture (Ed.), Functional approaches to writing: Research perspectives (pp. 199-220). Norwood, NJ: Ablex. Argues, on the basis of oral readings, that intonation "interprets" text. Davis, D. R. (1973). Wantoat paragraph structure. Linguistics, 110, 5-16. Day, Kaaren C., & Day, H. D. Tests of metalinguistic awareness. In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 187-197). Portsmouth, NH: Heinemann Educational Books. Dee-Lucas, Diana, & Larkin, Jill H. (1990). Organization and comprehensibility in scientific proofs, or "consider a particle p...." Journal of Educational Psychology, 82, 701-714. Studies the effects on comprehension of a text structure used primarily in science and mathematics to present principles and associated proofs were studied for 70 undergraduates in 3 experiments. Dehn, Mechthild. (1986). On the acquisition of the phonetic principle of spelling for learning to read and write (Ursula Gengenbach, Trans.). In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 432-443). New York: Walter de Gruyter. Finds the phonematic principle crucial in a study of g1 learners of written German. Dehn, Wilhelm. (Ed.). (1984). Literaritat [Special Issue]. Der Deutschunterricht: Beitrage zu Seiner Praxis und Wissenschaftlichen Grundlegung, 36(6). Dehn, Wilhelm. (1984). Exkurse zum Thema. Der Deutschunterricht: Beitrage zu Seiner Praxis und Wissenschaftlichen Grundlegung, 36, 95-100. Deloche, G., & Seron, X. (1981). Part of speech and phonological form implied in written-word comprehension: Evidence from homograph disambiguation by normal and aphasic subjects. Brain and Language, 13, 250-258. Derwing, Bruce L. (1992). Orthographic aspects of linguistic competence. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 193-210). Amsterdam: John Benjamins. Drake, D. A., & Ehri, L. C. (1984). Spelling acquisition: Effects of pronouncing words on memory for their spelling. Cognition and Instruction, 1, 297-320. Ehri, Linnea C., & Wilce, Lee S. (1986). The influence of spelling on speech: Are alveolar flaps /d/ or /t/? In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 101-114). Portsmouth, NH: Heinemann Educational Books. Ehri, Linnea C. (1979). Linguistic insight: Threshold of reading acquisition. In T. G. Waller & G. E. Mackinnon (Eds.), Reading research: Advances in theory and practice, 1 (pp. 63-114). New York: Academic Press. Ehri, Linnea C. (1985). Effects of printed language acquisition on speech. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 333-367). Cambridge: Cambridge University Press. Ehri, Linnea C. (1989). Movement into word reading and spelling: How spelling contributes to Reading. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. Ehri, Linnea C. (1992). Review and commentary: Stages of spelling development. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A Memorial Festschrift for Edmund H. Henderson (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Ehri, Linnea C., & Sweet, Jennifer. (1991). Fingerpoint-reading of memorized text: What enables beginners to process the print? Reading Research Quarterly, 26, 442-462. Investigates the kind of print-related knowledge that emergent readers must possess to learn to point to the words of a text as they recite it from memory (fingerpoint-reading) and to remember information about the print from this activity. Ehri, Linnea C., & Wilce L. S. (1980). The influence of orthography on reader's conceptualisation of the phonemic structure of words. Applied Psycholinguistics, 1, 371- 385. Children age 9 produce literate syllabification of words like "family" and "comfortable" if they know the spelling. Eichler, Wolfgang. (1986). Zu Uta Frith' Dreiphasenmodell des Lesen (und Schreiben) lernens, oder: Lassen sich verschiedene Modelle des Schrifterwerbs aufeinander und weiterentwicklen? [On Uta Frith's three phase model of learning to read and to write, or: Can different models of the acquisition of reading and writing be interrelated and futher developed?]. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 234-247). New York: Walter de Gruyter. Examines the model of Frith (1986) in the light of other models. [English absract.] Ellis, Andrew W. (Ed.), Progress in the psychology of language (2 vols.). London: Lawrence Erlbaum Associates. [247 + 274 pages] Elman, J. L., Takahashi, K., & Tohsaku, Y.-H. (1981b). Lateral asymmetries for the identification of concrete and abstract kanji. Neuropsychologia, 19, 407-412. Emery, Winston G. (1988). Use of Electroencephalograph (EEG) data to examine a visual-verbal literacy model. Reading Psychology, 9, 381-398. Endo, M., Shimizu, A., & Nakamura, I. (1981a). Laterality differences in recognition of Japanese and Hangul words by monolinguals. Cortex, 17, 391-400. Endo, M., Shimizu, A., & Nakamura, I. (1981b). The influence of Hangul learning upon laterality differences in Hangul word recognition by native Japanese subjects. Brain and Language, 14, 114-119. Enfield, Mary Lee. (188). The quest for literacy. Annals of Dyslexia, 38, 8-21. Reviews the theoretic legacy of the Orton Dyslexia Society, and describes a longitudinal study conducted in a large public school system. Enkvist, N. E. (Ed.). (1985). Text linguistics and written composition [Special Issue]. Text, 5(4). Faber, Alice. (1992). Phonemic segmentation as epiphenomenon: Evidence from the history of alphabetic writing. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 111- 134). Amsterdam: John Benjamins. Fang, S.-P, Tzeng, O. J. L., & Alva, L. (1981). Intralanguage versus interlanguage Stroop effects in two types of writing systems. Memory and Cognition, 6, 609-617. Feitelson, D. (1980). Relating instructional strategies to language idiosyncracies in Hebrew. In J. F. Kavanagh & R. L. 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(ERIC Document Reproduction Service No. ED 222 857) [16 pages] Ferreiro, Emilia. (1981). The relationship between oral and written language: The children's viewpoints. In Y. M. Goodman, M. M. Haussler, & D. S. Strickland (Eds.), Oral and written langurage development research: Impact on the schools (pp. 47-56). Newark, DE: International Reading Association; Urbana, IL: National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 214 184) Ferreiro, Emilia. (1983). The development of literacy: A complex psychological problem. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 277-290). Berlin: Mouton. Ferreiro, Emilia. (1984). The underlying logic of literacy development. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 154-173). Portsmouth, NH: Heinemann Educational Books. Ferreiro, Emilia. (1985a). Literacy development: A psychogenetic perspective. In David R. 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In UNESCO Regional Office for Education in Latin America and the Caribbean (Ed.), The major project in the field of education in the Latin American and Caribbean region (pp. 000-000). Santiago, Chile: United Nations Educational, Scientific, and Cultural Organization, Regional Office for Education in Latin America and the Caribbean. (ERIC Document Reproduction Service No. ED 292 723) {} Ferreiro, Emilia. (1991a). Literacy acquisition and the representation of language. In Constance Kamii and others (Eds.), Early literacy: A constructivist foundation for whole language (pp. 000-000). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 335 703) Ferreiro, Emilia. (1991b). Psychological and epistemological problems on written representation of language. In Mario Carretero, Maureen L. Pope, P. Robert-Jan Simons, & Juan Ignacio Pozo (Eds.), Learning and instruction: European research in an international context, Vol. 3 (pp. 157-173). Oxford: Pergamon Press. Discusses the psychological and epistemological implications of considering literacy acquisition as a process of acquisition of knowledge. Ferreiro, Emilia. (1992). Children's literacy and public schools in Latin America. Annals of the American Academy of Political and Social Science, 520, 143-50. Ferreiro, Emilia. (Ed.). (1989). Los hijos del analfabetismo: Propuestas para la alfabetizaci¢n escolar en Am‚rica Latina. M‚xico, D.F.: Siglo Veintiuno Editores. [183 pages] Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling (Karen G. Castro, Trans.). Exeter, NH: Heinemann Educational Books. Fichtner, Bernd. (1986). Wie lernen Kinder lesen und schreiben? Aspekte einer padagogischen Fragestellung [How do children learn to read and write? Aspects of a pedagogical problem]. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 444-462). New York: Walter de Gruyter. Fine, J. (1987). The place of discourse in second language study. In J. Fine (Ed.), Second language discourse: A textbook of current research (pp. 000-000). Norwood, NJ: Ablex. Flood, James, & Menyuk, Paula. (1982). Metalinguistic development and reading/writing achievement. Claremont Reading Conference Yearbook, 46, 122-132. Ford, Cecilia E. (1992). Variation in the intonation and punctuation of different adverbial clause types in spoken and written English. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 3-16). Amsterdam: John Benjamins. Freppon, Penny A. (1991). Children's concepts of the nature and purpose of reading in different instructional settings. Journal of Reading Behavior, 23, 139-163. Investigates the influence that instruction and the developmental stage of learning to read have on the reading concepts of first graders from skill-based and Friedman, L. B., & Sulzby, Elizabeth. (1987). Cohesive harmony analysis: Issues of text pragmatics and macrostructure. In John E. Readence & R. Scott Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 000-000). Chicago, IL: National Reading Conference. {} literature-based classrooms. Frith, Uta. (1979). Reading by eye and writing by ear. In P. A. Kolers, M. E. Wrolstad, & H. Bouma (Eds.), Processing of visible language (vol. 1, pp. 000-000). New York: Plenum. Frith, Uta. (1980). Unexpected spelling problems. In Uta Frith (Ed.), Cognitive processes in spelling (pp. 000- 000). New York: Academic Press. Frith, Uta. (1983a). Psychologische Studien zur Rolle der Orthographie beim Lesen und Schreiben. In Klaus B. Gunther & Hartmut Gunther (Eds.), Schrift, Schreiben, Schriftlichkeit: Arbeiten zur Struktur, Funktion und Entwicklung schriftlicher Sprache (pp. 119-132). Tubingen: Niemeyer. Frith, Uta. (1983b). The similarities and differences between reading and spelling problems. In M. Rutter (Ed.), Developmental neuropsychology (pp. 000-000). New York: Guilford. Frith, Uta. (1986). A developmental framework for developmental dyslexia. Annals of Dyslexia, 36, 69-81. Analyzes breakdowns in phases of the acquisition of logographic, alphabetic, and, finally, orthographic skills. Frith, Uta. (1986b). Psychologische Aspekte des orthographischen Wissens: Entwicklung und Entwicklunsstorung [Psychological aspects of orthographic skills: Development and disorder]. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 218- 233). New York: Walter de Gruyter. Offers a model for the acquisition of logographic, alphabetic, and orthographic skills. [English abstract.] Frost, Ram. (1992). Orthography and phonology: The psychological reality of orthographic depth. In Pamela Downing, Susan D. Lima, & Michael Noonan (Eds.), The linguistics of literacy (pp. 255-274). Amsterdam: John Benjamins. Frost, Ram, & Katz, Leonard. (Eds.). (1992). Orthography, phonology, morphology, and meaning. Amsterdam: North-Holland. [435p.] Gagn‚, Gilles, & Ostiguy, Luc. (1989). The development of metalinguistic awareness and the acquisition of formal speech in mother-tongue education. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 147-158). New York: Plenum Press. Gambell, Trevor J. (1988). Linguistics and literacy teaching. Revised version of a paper presented at the World Conference of Applied Linguistics, Sydney, New South Wales, Australia, August 1987). (ERIC Document Reproduction Service No. ED 299 816) [19 pages] Defines 4 areas in whigh applied linguistics has contributed to literacy teaching, second language acquistion, sociolinguistics, L1 acquisition, and pragmatics. Garcia, Georgia Earnest. (1991). Factors influencing the English reading test performance of Spanish-speaking Hispanic children (Technical Report No. 539). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 334 563) [29 pages] Suggests that Hispanic students' reading test scores seriously underestimate their reading comprehension potential. Garcia, Georgia Earnest, & Pearson, P. David. (1991). Literacy assessment in a diverse society (Technical Report No. 525). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 329 918) [26 pages] Evaluates various formal and informal literacy assessment measures, noting they may distort the literacy performance of students from diverse linguistic, cultural, or economic background. Genesee, F. (1988). Neuropsychology and second language acquisition. In L. M. Bebee (Ed.), Issues in second language acquisition: Multiple perspectives (pp. 81-112). New York: Newbury House. Includes discussion of possible script effects. Gill, J. Thomas. (1992). The relationship between word recognition and spelling. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A Memorial Festschrift for Edmund H. Henderson (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Gleitman, H., & Gleitman, L. R. (1979). Language use and language judgment. In C. A. Fillmore, D. Kempler, & W. S.-Y Wang (Eds.), Individual differences in language ability and language behavior (pp. 103-126). New York: Academic Press. Gleitman, L. R., & Gleitman, H. (1970). Phrase and paraphrase. New York: W. W. Norton. Observes that PhDs and clerical workers respond differently to imaginary compounds such as "fish-house glass," PhDs using syntactic cues and clerical workers using meaning cues. Gleitman, L., & Rozin, P. (1977). The structure and acquisition of reading I: Relations between orthographies and the structure of language. In A. Reber & D. Scarborough (Eds.), Toward a psychology of reading (pp. 1-53). Hillsdale, NJ: Lawrence Erlbaum. Gleitman, Lila A., & Rozin, Paul. (1973). Teaching reading by means of a syllabary. Reading Research Quarterly, 18, 447-483. Gleitman, Lila A., & Rozin, Paul. (1977). Structure and acquisition of reading I: Relations between orthographies and the structure of language. In Arthur S. Reber & Don L. Scarborough (Eds.), Toward a Psychology of reading (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Gnerre, Maurizio. (1987). The lexicalization of linguistic action and its relation to literacy. In Jef Verschueren (Ed.), Linguistic action: Some empirical-conceptual studies (pp. 11-25). Norwood, NJ: Ablex. Golden, Joanne M. (1992). Inquiries into the nature and construction of literary texts: Theory and method. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 275-292). Urbana, IL: National Council of Teachers of English. [460 pages]. Golden, Joanne M., and others. (1992). The growth of story meaning. Language Arts, 69, 22-27. Takes readers to a second grade classroom to see how children's meanings of a story grow as they engage in a variety of related activities. Goodman, Kenneth S. (1981). Miscue analysis and future research directions. In Sarah Hudelson (Ed.), Learning to read in different languages (pp. ix-xiii). Washington, DC: Center for Applied Linguistics. Goodman, Kenneth S. (1983). Text features as they relate to miscues: Determiners (Program in Language and Literacy Occasional Paper No. 8). Tucson: University of Arizona, Arizona Center for Educational Research and Development. (ERIC Document Reproduction Service No. ED 297 260) [62 pages] Explored the influence of specific text characteristics on reader/text interaction at g2, g4. and g6. Goodman, Kenneth S., & Bird, Lois Bridges. (1982). On the wording of texts: A study of intra-text word frequency (Occasional Paper, No. 6). Tucson: University of Arizona, College of Education, Program in Language and Literacy. (ERIC Document Reproduction Service No. ED 277 977) [52 pages] Analyzes how vocabulary can be used to define texts. Goodman, Kenneth S., & Gespass, Suzanne. (1983). Text features as they relate to miscues: Pronouns (Program in Language and Literacy Occasional Paper No. 7). Tucson: University of Arizona, Arizona Center for Educational Research and Development. (ERIC Document Reproduction Service No. ED 297 259) [79 pages] Examines pronoun usage in three basal texts by evaluating the miscue patterns of students at g2, g4, and g6. Goodman, Roberta Ann, & Caramazza, Alfonso. (1986). Phonologically plausible errors: Implications for a model of the phoneme-grapheme conversion mechanism in the spelling process. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 300-325). New York: Walter de Gruyter. Examines spelling errors produced by dysgraphic patients, suggesting the effects of position, word frequency, and context. Goswami, Usha C., & Bryant, Peter E. (1990). Phonological skills and learning to read. Hillsdale, NJ: Lawrence Erlbaum Associates. Gough, Philip B. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In Susan Amanda Brady & Donald P. Shankweiler, (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Gough, Philip B., Ehri, Linnea C., & Treiman, Rebecca. (Eds.). (1992). Reading acquisition. Hillsdale, NJ: Lawrence Erlbaum Associates. Gough, Philip B., & Walsh, M. A. (1991). Chinese, Phoenicians, and the orthographic cipher of English. In Susan A. Brady & Donald P. Shankweiler (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Goulandris, Nata Kyrtsis. (1992). Alphabetic spelling: Predicting eventual literacy attainment. In Chris M. Sterling & Cliff Robson (Eds.), Psychology, spelling and education (pp. 143-158). Clevedon, Avon, Eng.: Multilingual Matters. Analyzes spelling errors made by 6-7 year-old children, finding that spelling attempts became progressively more phonetic as spelling competence increased. Grabe, William. (1989). Literacy in a second language. Annual Review of Applied Linguistics, 10, 145-162. Analyzes second-language literacy in light of first-language perspectives on literacy, reading, and writing. Graesser, Arthur C., and others. (1992). World knowledge, inferences, and questions. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. Green, Georgia M. (1982). Colloquial and literary uses of inversions. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 119-153). Norwood, NJ: Ablex. Greenberg, Cindy A. (1987). Metalinguistic awareness and adult literacy. Dissertation Abstracts International, 47, 4376A-4377A. Greenblatt, S. H. (1977). Neurosurgery and the anatomy of reading: A practical review. Neurosurgery, 1, 6-15. Guthrie, John T., Schafer, William D., & Hutchinson, Susan R. (1991). Relations of document literacy and prose literacy to occupational and societal characteristics of young black and white adults. Reading Research Quarterly, 26, 30-48. Proposes a model for how document literacy and prose literacy are related to young adults' occupational status and their societal participation. Hakes, David T. (1982). The development of metalinguistic abilities: What develops? In Stan A. Kuczaj (Ed.), Language development (vol. 2): Language, thought, and culture (pp. 135-140). Hillsdale, NJ: Lawrence Erlbaum. Review article. [Helpful synthesis.] Hall, William C. (1983). Assessment. Annual Review of Applied Linguistics, 4, 149-161. Discusses the issues, trends, practices, and research on the assessment of literacy. Hall, W. S. (Ed.). (1987). The language of mental state words [Special Issue]. Discourse Processes, 10, 139-199. Halliday, M. A. K. (1979). Differences between spoken and written language: Some implications for literacy teaching. In G. Page, J. Elkins, & B. O'Connor (Eds.), Communication through reading: Proceedings of the fourth Australian reading conference (vol. 2, pp. 37-51). Adelaide: Australian Reading Association. Halliday, M. A. K. (1985). Spoken and written language. Geelong, Victoria, Australia: Deakin University Press. Halliday, M. A. K. (1987). Spoken and written modes of meaning. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 000-000). San Diego, CA: Academic Press. {} Halliday, M. A. K. (1990, January). Linguistic perspectives on literacy: A systemic functional approach. Paper presented at the Australian Systemics Network Conference on "Literacy in Social Processes," Geelong, Australia. (ERIC Document Reproduction Service No. ED 329 135) [36 pages] Examines literacy from the viewpoint of systemic linguistics, suggesting that it cannot be isolated from social processes. Halliday, M. A. K., & Hasan, R. (1976). Cohesion in English. London: Longman. Halliday, M. A. K., & Hasan, R. (1985). Language, context and text: A social semiotic perspective. Geelong, Victoria, Australia: Deakin University Press. Hamilton, Mary E., & Barton, David. (1980). A word is a word: Metalinguistic skills in adults of varying literacy levels. Stanford, CA: Stanford University, Department of Linguistics. (ERIC Document Reproduction Service No. ED 222 859) [25 pages] Hamilton, M. E., & Barton, D. (1983). Adults' definitions of "word": The effects of literacy and development. Journal of Pragmatics, 7, 581-584. DOUBLE ENTRY Hamilton, M. E., & Barton, D. (1983). A word is a word: Metalinguistic skills in adults of varying literacy levels. Journal of Pragmatics, 7, 581-594. Hanna, P. R., Hanna, J. S., Hodges, R. E., & Rudorf, E. H., Jr. (1967?). Phoneme-grapheme correspondences as cues to spelling improvement. Washington, DC: U.S. Government Printing Office. Hansen-Strain, Lynne. (1989). Orality/literacy and group differences in second-language acquisition. Language Learning, 39, 469-496. Harley, Birgit, and others. (1987). The development of bilingual proficiency (Final Report). Volume I: The nature of language proficiency. Volume II: Classroom treatment. Volume III: Social context and age. Toronto: Ontario Institute for Studies in Education, Modern Language Centre. (ERIC Document Reproduction Service No. ED 291 248) [841 pages] Offers a large-scale, five-year Canadian research project. Hatanoo, G., Kuhara, K., & Akiyama, M. (1981). Kanji help readers of Japanese infer the meaning of unfamiliar words. Quarterly Newsletter of the Laboratory of Comparative Human Cognition, 3, 30-34. Hatta, T. (1977). Recognition of Japanese kanji in the left and right visual fields. Neuropsychologia, 15, 685-688. Hatta, T. (1978). Recognition of Japanese kanji and hiragana in the left and right visual fields. Japanese Psychological Research, 51, 51-59. Hatta, T. (1981). Differential processing of kanji and kana stimuli in Japanese people: Some implications from Stroop test results. Neuropsychologia, 19, 87-93. Hedgecock, John, & Atkinson, Dwight. (1993). Differing reading-writing relationships in L1 and L2 literacy development? TESOL Quarterly, 27, 329-333. Heller, M., & Freeman, S. (Eds.). (1987). Discourse as an organizing process [Special Issue]. Discourse Processes, 10, 286-434. Henderson, Edmund. (1986). Understanding children's knowledge of written language. In David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 65-77). Portsmouth, NH: Heinemann Educational Books. . Henderson, Edmund Hardcastle. (1992). The interface of lexical competence and knowledge of written words. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A Memorial Festschrift for Edmund H. Henderson (pp. 1-30). Hillsdale, NJ: Lawrence Erlbaum Associates. Relates research about spoken and written language to the teaching of reading and writing. Henderson, Leslie. (1986). From morph to morpheme: The psychologist gaily trips where the linguist has trodden. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 197-217). New York: Walter de Gruyter. Discusses the morphological analysis of mature readers. Hier, D. B., & Mohr, J. P. (1977). Incongruous oral and written naming. Brain and Language, 4, 115-126. Hildyard, Angela, & Hidi, Suzanne. (1985). Oral-written differences in the production and recall of narratives. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 285-306). Cambridge: Cambridge University Press. Hildyard, Angela, & Olson, David R. (1979). Memory and inference in the comprehension of oral and written discourse. Discourse Processes, 1, 91-117. Hildyard, Angelea, & Olson, David R. (1982). On the comprehension and memory of oral and written discourse. In Deborah Tannen (Ed.), Spoken and written language: Exploring orality and literacy (pp. 19-33). Norwood, NJ: Ablex. Hink, R., Kaga, K., & Suzuki, J. (1980). An evoked potential correlate of reading ideographic and phonetic Japanese scripts. Neuropsychologia, 18, 455-464. Hinshelwood, J. (1902). Four cases of word blindness. Lancet, 1, 358-363. Hirsch-Pasek, K., Gleitman, L., & Gleitman, H. (1978). What did the brain say to the mind? A study of the detection and report of ambiguity in young children. In A. Sinclair, R. J. Jarvella, & W. J. M. Levelt (Eds.), The child's conception of language (pp. 46-56). New York: Springer-Verlag. Hodges, R. E. (1981). The language base of spelling. In V. Froese & S. B. Straw (Eds.), Research in the language arts: Language and schooling (pp. 203-226). Baltimore, MD: University Park Press. Holdaway, Don. (1986). The visual face of experience and language: A metalinguistic excursion. David B. Yaden, Jr., & Shane Templeton (Eds.), Metalinguistic awareness and beginning literacy: Conceptualizing what it means to read and write (pp. 79-97). Portsmouth, NH: Heinemann Educational Books. Hoosain, Rumjahn. (1991). Psycholinguistic implications for linguistic relativity: A case study of Chinese. Hillsdale, NJ: Lawrence Erlbaum Associates. Examines language-related differences in information processing. Includes discussion of morphology, syntax, and orthography. Horlek, K. (1982). Psanjazyk a vnitni' ec^ [Written language and internal speech]. Slovo a Slovesnost [Prague], 43, 213-218. Horne, M. D., et al. (1983). Reader and nonreader conceptions of the spoken word. Contemporary Educational Psychology, 8, 403-418. Horowitz, Rosalind. (1984). Orality and literacy in bilingual bicultural contexts. NABE: The Journal for the National Association for Bilingual Education, 8(3), 11-26. Reviews research into the oral-written relationship are reviewed, with implications for bilingual-bicultural classrooms. Horowitz, Rosalind. (1990). Discourse organization in oral and written language: Critical contrasts for literacy and schooling. In John H. A. L. de Jong & Douglas K. Stevenson (Eds.), Individualizing the assessment of language abilities (pp. 108-126). Clevedon, Eng.: Multilingual Matters. Horowitz, Rosalind, & Samuels, S. Jay. (1987). Comprehending oral and written language: Critical contrasts for literacy and schooling. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 1-52). San Diego, CA: Academic Press. {} Horowitz, Rosalind, & Samuels, S. Jay. (Eds.). (1987). Comprehending oral and written language. San Diego, CA: Academic Press. [411 pages] {} Explores theoretical and research questions associated with the relationships among oral and written language. Howard, D. (1986). Reading without letters. In Max Coltheart, R. Job, & G. Sartori (Eds.), The cognitive neuropsychology of language (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Examines a patient with acquired reading disorder who cannot read case alternated words, such as trEe. Huang, Y. L., & Jones, B. (1980). Naming and discrimination of Chinese ideograms presented in the right and left visual fields. Neuropsychologia, 18, 703-706. Hung, D. L., & Tzeng, O. J. L. (1981). Orthographic variations and visual information processing. Psychological Bulletin, 90, 377-414. Hunter, I. M. L. (1984). Lengthy verbatim recall (LVR) and the mythical gift of tape-recorder memory. In K. Lagerspetz & P. Niemi (Eds.), Psychology in the 1990s (pp. 425-440). Amsterdam: North Holland. Hunter, I. M. L. (1985). Lengthy verbatim recall: The role of text. In Andrew Ellis (Ed.), Progress in the psychology of language: 1 (pp. 207-235). Hillsdale, NJ: Lawrence Erlbaum. Argues that lengthy verbatim recall (LVR) is limited to literate cultures: "the supposition that nonliterate cultures favor LVR is a misattribution by literates to nonliterates of a text-dependent accomplishment that does not arise in nonliterate cultures" (234). [Convincing] Huxley, F. C. (1986). Constrasting semantic structures in English and Arabic: Problem and promise in second language learning. Anthropology and Education Quarterly, 17, 67-99. Ibrahim, M. H. (1983). Linguistic distance and literacy in Arabic. Journal of Pragmatics, 7, 507-515. Ibrahim, Muhammad H. (1985, June). Communicating in Arabic: Problems and prospects. Paper presented at a Conference on Vernacular Languages for Modern Societies, Bad Homburg, West Germany. (ERIC Document Reproduction Service No. ED 276 276) [39 pages] Explores the existence, in Arabic, of two language varieties, one spoken and one written. Idrissi-Bouyahyaoui, Bouchaib. (1988). Metalinguistic awareness in literate and illiterate children and adults: A psycholinguistic study. Dissertation Abstracts International, 49, 494A-495A. Invernizzi, Marcia A. (1992). The vowel and what follows: A phonological frame of orthographic analysis. In Shane Templeton & Donald R. Bear (Eds.), Development of orthographic knowledge and the foundations of literacy: A Memorial Festschrift for Edmund H. Henderson (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Iris, Madelyn Anne, Litowitz, Bonnie E., & Evens, Martha W. (1988). Moving towards literacy by making definitions. International Journal of Lexicography, 1, 238-252. Iser, W. (1980). Texts and readers. Discourse Processes, 3, 327-343. Iwata, M. (1984). Kanji versus kana: Neuropsychological correlates of the Japanese writing system. Trends in Neurosciences, VOL, 290-293. Jacobs, Suzanne E. (1982). Composing and coherence: The writing of eleven pre-medical students. Washington, DC: Center for Appled Linguistics. [101 pages] Joel, C., Griffith, P. C., & Gough, P. B. (1986). Acquisition of literacy: A longitudinal study of children in first and second grade. Journal of Educational Psychology, 78, 243-255. Finds that spelling-sound knowledge does not develop without phonemic awareness. Johnson, Kent R., & Layng, T. V. Joe. (1992). Breaking the structuralist barrier: Literacy and numeracy with fluency. American Psychologist, 47, 1475-1490. Jones, E., & Aoki, C. (in press). The processing of Japanese kana and kanji characters. In D. de Kerckhove & C. Lumsden, (Eds.), Western literacy, the brain and culture. Berlin: Springer Verlag. Juel, C. (1985, MONTH). Support for the theory of phonemic awareness as a predictor of literacy acquisition. Paper presented at the meeting of the National Reading Conference, San Diego, CA. Juel, C., Griffith, P., and Gough, P. (1986). The acquisition of literacy: A longitudinal study of children in first and second grades. Journal of Educational Psychology, 78, 243-255. Finds phonemic awareness critical. Just, Marcel A., & Carpenter, Patricia A. (1987). The psychology of reading and language comprehension. Boston: Allyn & Bacon. Ch. 10, "Orthography: Its Structure and Effects on Reading" (pp. 287-325), concludes "fluent reading appears similar across different languages and orthographies" (p. 305). Kagan, J., Klein, R. E., Finley, G. E., & Rogoff, B. (1977). A study in cognitive development. Annals of the New York Academy of Science, 285, 374-388. Kaplan, Robert B. (1966). Cultural thought patterns in inter-cultural education. Language Learning, 16, 1-20. Kaplan, Robert B. (1972). The anatomy of rhetoric: Prolegomena to a functional theory of rhetoric. Philadelphia: Center for Curriculum Development. Kaplan, Robert B. (1978). Contrastive rhetoric: Some hypotheses. ITL: Review of Applied Linguistics, 39, 61-72. Kaplan, Robert B. (1983). Linguistics and written discourse in particular languages. In Robert B. Kaplan (Ed.) Review of applied linguistics 1982 (pp. 24-136). Rowley, MA: Newbury House. Compares English written discourse with Amerindian languages, German, Hindi, and Marathi. Kaplan, Robert B. (1986). Culture and the written language. In J. M. Valdes (Ed.), Culture bound: Bridging the cultural gap in language teaching (pp. 8-19). New York: Cambridge University Press. Kaplan, Robert B. (1987). Cultural thought patterns revisited. In Ulla Conner & Robert B. Kaplan (Eds.), Writing across languages: Analysis of L2 text (pp. 9-20). Reading, MA: Addison-Wesley. Kaplan, Robert B. (1991, February). Literacy, language planning, and pedagogy. Juneau: Alaska Department of Education. Paper presented at the meeting of the Bilingual Multicultural Education and Equity Conference, Anchorage, AK. (ERIC Document Reproduction Service No. ED 338 451) [21 pages] SEE Examines problems in government approaches to literacy for Native American peoples and other non-English speakers. Karanth, P. (1985). Dyslexia in a Dravidian language. In K. E. Patterson, J. C. Marshall, & Max Coltheart (Eds.), Surface dyslexia: Cognitive and neuropsychological studies of phonological reading (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Kastler, L. A. (1987). Understandings of the forms and functions of written language: Insights from children and parents. In John E. Readence & R. Scott Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 000-000). Chicago, IL: National Reading Conference. {} Katz, L., & Feldman, L. B. (1983). Relation between pronunciation and recognition of printed words in deep and shallow orthographies. Journal of Experimental Psychology: Learning, Memory, and Cognition, 9 157-166. Kavanagh, James F. (Ed.). (1991). The language continuum: From infancy to literacy. Parkton, MD: York Press. [199 pages] Brings together 6 papers from an Orton Society Conference. Kerckhove, Derrick de. (1986). Alphabetic literacy and brain processes. Visible Language, 20, 274-293. Kerckhove, Derrick de, & Lumsden, Charles J. (Eds.). (1988). The alphabet and the brain: The lateralization of writing. Berlin: Springer. [455 pages] Kindell, Gloria Elaine. (1983a). Discourse strategies in Kaingang literacy materials (Doctoral dissertation, WHERE?, WHEN?). Dissertation Abstracts International, 44, 477A. (University Microfilms No. WHAT?) Kindell, Gloria. (1983b). Linguistics and literacy. Annual Review of Applied Linguistics, 4, 8-22. Discusses four general areas: (1) discourse analysis; (2) speaking/writing relationships (dialects); (3) metalinguistic requirements; and (4) readability. Kinsbourne, M., & Rosenfield, D. B. (1974). Agraphia selective for written spelling. Brain and Language, 1, 215-225. Kirsch, Irwin S., & Mosenthal, Peter B. (1990). Exploring document literacy: variables underlying the performance of young adults. Reading Research Quarterly, 25, 5-30. Kolers, Paul A. (1985). Phonology in reading. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 404-411). Cambridge: Cambridge University Press. Kolers, Paul A., Wrolstad, Merald E. & Bouma, Herman. (Eds.). (1980). Processing of visible language (2 vols.). New York: Plenum Press. [??? + 616 pages] Kolinsky, Regine, Cary, Luz, & Morais, Jos‚. (1987). Awareness of words as phonological entities: The role of literacy. Applied Psycholinguistics, 8, 223-232. 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American Journal of Psychology, 100, 15-40. Reports 3 experiments with American and Japanese subjects, finding logographic symbols are identified faster but phonetic symbols are named faster. Sibbitt, Rae. (1989). How children spell nonsense words. Walton, Bletchley, Bucks, England: Open University, Institute of Educational Technology. (ERIC Document Reproduction Service No. ED 325 839) [25 pages] Describes studies examining letters chosen in the spelling of nonsense words. Siguan, Miguel. (1989). Catalan and Castilian in school: A first evaluation. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 77-90). New York: Plenum Press. Silverberg, R., et al. (1979). Shift of visual field preference for English words in native Hebrew speakers. Brain and Language, 8, 184-190. Simernitskaya, E. G. (1974). On two forms of writing defects following local brain lesions. In S. J. Dimond & J. G. 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Probleme und Ergebnisse der experimentellen Leseforschung. In Klaus B. Gunther & Hartmut Gunther (Eds.), Schrift, Schreiben, Schriftlichkeit: Arbeiten zur Struktur, Funktion und Entwicklung schriftlicher Sprache (pp. 89-104). Tubingen: Niemeyer. Scheerer, Eckart. (1983b). Probleme und Ergebnisse der experimentellen Leseforschung--Funf Jahre spater. In Klaus B. Gunther & Hartmut Gunther (Eds.), Schrift, Schreiben, Schriftlichkeit: Arbeiten zur Struktur, Funktion und Entwicklung schriftlicher Sprache (pp. 105- 118). Tubingen: Niemeyer. Scheerer, Eckart. (1986a). Lexical decision in German: The effects of orthography and phonology. In D. A. Allport, D. MacKay, W. Prinz, & Eckart Scheerer (Eds.), Language perception and production: Shared mechanisms in listening, reading and writing (pp. 000-000). London: Academic Press. Scheerer, Eckart. (1986b). Orthography and lexical access. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 262-286). New York: Walter de Gruyter. 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Wiggen, Geirr (1986). The role of the affective filter on the level of orthography. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 395-412). New York: Walter de Gruyter. Applies Krashen's "affective filter" to the writing of Norwegian with varying orthographies. Wilkins, John. (1668). Essay towards a real character and a philosophical language. London: Gellibrand. Winter, W. (1983). Tradition and innovation in alphabet making. In Florian Coulmas & Konrad Ehlich (Eds.), Writing in focus (pp. 239-253). The Hague: Mouton. Zabel, Hermann. (1986). Zur Schreibung von Fremdwortern im Deutschen: Probleme der Regelformulierung [On the spelling of foreign words in German: Problems of rule formulation]. In Gerhard Augst (Ed.), New trends in graphemics and orthography (pp. 179-196). New York: Walter de Gruyter. Examines various attempts, 1876-1980, to formulate rules for spelling foreign words in German. B. English orthography Aronoff, M. (1978). 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Hemel Hempstead: George Allen & Unwin. Francis, W. Nelson. (1958). The structure of American English. New York: Ronald Press. See "Writing It Down: Graphics" (pp. 430-479). Freiderich, W. (1958). English pronunciation: The relationship between pronunciation and orthography. London: Longman. Greenbaum, Sidney. (Ed.). (1985). The English language today. Oxford: Pergamon. [345 pages] Haas, William. (Ed.). (1974). Alphabets for English. Manchester: Manchester University Press. Higginbottom. E. M. (1962). A study of the representation of English vowel phonemes in the orthography. Language and Speech, Hill, K., & Nessly, L. (1973). Review, The sound pattern of English, by Noam Chomsky and Morris Halle. Linguistics, 106, 57-121. 5, 67-117. Hodges, R. E. (1972). Theoretical frameworks of English orthography. Elementary English, 49, 1089-1097. Householder, F. (1971). Linguistic speculations. Cambridge: Cambridge University Press. See "The Primacy of Writing" (pp. 244-261), and "Sameness, Similarity, Analogy, Rules, and Features" (pp. 61-81). Kreidler, C. W. (1972). English orthography: A generative approach. In J. E. Alatis (Ed.), Studies in honor of Albert H. Marckwart (pp. 81-91). Washington, DC: TESOL. Scragg, D. G. (1974). A history of English spelling. New York: Barnes & Noble. Skousen, R. (1982). English spelling and phonemic representation. Visible Language, 16, 28-38. Smith, Frank. (1973). Alphabetic writing--a language compromise? In Frank Smith (Ed.), Psycholinguistics and reading (pp. 116-130). New York: Harcourt, Brace, & World. Sterling, Chris M., & Robson, Cliff. (Ed.). (1992). Psychology, spelling and education. Clevedon, Avon, Eng.: Multilingual Matters. [298p.] ISBN: 1- 85359-166-1 (hb); 1-85359-165-3 (pb). Presents 16 chaptes from a conference on `Psychology, Spelling and Education' at Newcastle Polytechnic on 9 July, 1990. Vallins, G. H. (1965). Spelling (Rev. ed.). London: Andre Deutsch. [The Language Library.] Venezky, Richard L. (1967). English orthography: Its graphical structure and its relation to sound. Reading Research Quarterly, 2, 75-105. Venezky, Richard L. (1970). The structure of English orthography. The Hague: Mouton. Venezky, Richard L. (1976). Notes on the history of English spelling. Visible Language, 10, 351-365. Venezky, Richard L. (1977). Principles for the design of practical writing systems. In J. Fishman (Ed.), Advances in the creation and revision of writing systems (pp. 37-54). The Hague: Mouton. Venezky, Richard L. (1967). English orthography: Its graphical structure and its relation to sound. Reading Research Quarterly, 2, 75-105. Venezky, Richard L. (1970). The structure of English orthography. The Hague: Mouton. Venezky, Richard L. (1976). Notes on the history of English spelling. Visible Language, 10, 351-365. Venezky, Richard L. (1977). Principles for the design of practical writing systems. In J. Fishman (Ed.), Advances in the creation and revision of writing systems (pp. 37-54). The Hague: Mouton. Venezky, Richard L., & Weir, Ruth H. (1966). A study of selected spelling-to-sound correspondence patterns. Stanford, CA: Stanford University Press. Wapner, W., & Gardner, Howard. (1979). A study of spelling in aphasia. Brain and Language, 7, 363-374. Weir, R. H. (1967). Some thoughts on spelling. In W. M. Austin (Ed.), Papers in linguistics in honor of Leon Dostert (pp. 169-177). The Hague: Mouton. Wijk, Axel. (1959). Regularized English. Stockholm: Almqvist & Wiksell. Offers a regular phonetic system for English. Wolfram, W., & Johnson, R. (1982). Phonology and English orthography. Phonological analysis: Focus on American English (pp. 198-207). Washington, DC: Center for Applied Linguistics. Zachrisson, R. E. (1930). Anglic, a new agreed simplified English spelling. Stockholm: Almqvist & Wiksell. C. Non-alphabetic orthographies Alleton, Viviane. (1970). L'‚criture chinois. 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International Journal of American Linguistics, 46, 133-135. Bernardo, G. (1953). A bibliography of the Old Philippine syllabaries. Quezon City: Library of the University of the Philippines. Besner, D., Daniels, S., & Slade, C. (1982). Ideogram reading and right hemisphere language. British Journal of Psychology, 73, 21-28. Cheung, Robert L. (1975). Phonological units and the Japanese syllabary. In M. Dale Kinkaide, Kenneth L. Hale, & Oswald Werner (Eds.), Linguistics and anthropology, in honor of C. F. Vogelin (pp. 67-85). Lisse: Peter de Ridder. RECONCILE SPELLINGS--Kindaide, Kinkade, Kindaid? Birnbaum, S. A. (1971). The Hebrew script. Edinburgh: Neil. Bommelyn, Loren, and others. (1972). The Tolowa language. Arcata: California State University Humboldt, Center for Community Development. (ERIC Document Reproduction Service No. ED 287 617) [339 pages] A cultural and linguistic textbook on the Tolowa Indians of Northwestern California and Oregon; provides information on orthography. {} Bonavia, D. (1977). China's war of words. Visible Language, 11, 77-78. Discusses script reform in China. Brijnen, HelŠne. (1991). Written Sorbian and spoken Sorbian: Reconsidering the role of codification. In A. A. Baretsen, R. M. Groen, & R. Sprenger (Eds.), Studies in West Slavic and Baltic linguistics (pp. 000- 000). Amsterdam: Rodopi. Britto, Francis. (1986). Diglossia: A study of the theory with application to Tamil. Washington, DC: Georgetown University Press. Brown, Cecil H. (1991). Hieroglyphic literacy in ancient Mayaland: Inferences from linguistic data. Current Anthropology, 32, 489-496. Discussion. (1992). 33, 216-218. Brown, R. A. (1991). Literacy assessments in polyscriptal societies: Chinese character literacy in Korea and Japan. Visible Language, 25, 18-39. 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Harvard Journal of Asian Studies, VOL?, 203-260. Wurm, Stephen A. (1977). The spelling of New Guinea Pidgin (Neo-Melanesian). In Joshua A. Fishman (Ed.), Advances in the creation and revision of writing systems (pp. 441- 457). The Hague: Mouton. Yamada, H. (1980). A historical study of typewriters and typing methods from the position of planning Japanese parallels. Journal of Information Processing [Toyko], 2(5), 175-202. Yamamoto Masahide (1969). Gembun ichi no hassei [The birth of the gembun ichi movement.] Tokyo: Kokugo shirzu 65. Young, R. W. (1977). Written Navajo: A brief history. In J. A. Fishman (Ed.), Advances in the development of writing systems (pp. 000-000). The Hague: Mouton. Yule, V. (1986). The design of spelling. Harvard Educational Review, 56, 278-297. Zaharlick, Amy. (1982). Native Americans and literacy. In Robert St. Clair & William Leap (Eds.), Language renewal among American Indian tribes: Issues, problems, and prospects. Rosslyn, VA: National Clearinghouse for Bilingual Education. Zhou, Y.-G. (1978). To what degree are the "phonetics" of present-day Chinese characters still phonetic? Zhongguo Yuwen, 146, 172-177. [In Chinese.] 8. Applied studies; literacy and its transmission in schools Allen, JoBeth, & Mason, Jana M. (Eds.). (1989). Risk makers, risk takers, risk breakers: Reducing the risks for young literacy learners. Portsmouth, NH: Heinemann Educational Books. [351 pages] Anders, Patricia, & Guzzetti, Barbara. (1995). Literacy instruction in content areas. New York: Harcourt Brace Jovanovich. Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, I. A. G. (1984). Becoming a nation of readers: The report of the Commission on Reading. Urbana, IL: University of Illinois, Center for the Study of Reading; Washington, DC: National Academy of Education, Commission on Reading; National Institute of Education. (ERIC Document Reproduction Service No. ED 253 865) [147 pages] Anderson, R. C., Osborn, J., & Tierney, R. J. (Eds.). (1983). Learning to read in American schools. Hillsdale, NJ: Lawrence Erlbaum. Atwell, Nancie. (1986). In the middle: Writing, reading, and learning with adolescents. Upper Montclair, NJ: Boynton/Cook. Au, Kathryn H. (1994). Literacy instruction in multicultural settings. New York: Harcourt Brace Jovanovich. [208 pages] Sketches a constructivist model of literacy, and draws implications of classroom teachers. Barr, Rebecca. (1989). The social organization of literacy instruction. In S. McCormick & J. Zuttell (Eds.), Cognitive and social perspectives on literacy instruction (pp. 19-33). Chicago, IL: National Reading Conference. Barrera, R. B. (1992, in press). The cultural gap in literature-based reading instruction. Education and Urban Society. Bleich, David. (1980). Teaching literacy. Teaching English in the Two-Year College, 6, 161-181. Boomer, Garth. (1983). The wisdom of the Antipodes: What's working for literacy in Australia. Journal of Reading, 26, 594-601. Offers a view of literacy within the Australian context and traces the progress of two language and curriculum development projects. Boomer, Garth. (1984). Literacy, power, and the community. Language Arts, 61, 575-584. Offers ways in which schools and communities can help students go beyond current inadequate but deeply entrenched verbal constructs. Borko, Hilda, & Eisenhart, Margaret. (1989). Reading ability groups as literacy communities. In David Bloome (Ed.), Classrooms and literacy (pp. 000- 000). Norwood, NJ: Ablex Publishing Corporation. Brause, Rita S., & Mayher, John S. (1985). Learning through teaching: Language at home and school. Language Arts, 62, 870-875. Sketches the possibility of a new language base in the classroom. [Suggestive] Bruce, Bertram. (1981). A social interaction model of reading. Discourse Processes, 4, 273-311. Calfee, Robert. (1992). The Inquiring School: Literacy for the year 2000. In Cathy Collins, & John N. Mangieri (Eds.), Teaching thinking: An agenda for the twenty-first century (pp. 147-166). Hillsdale, NJ: Lawrence Erlbaum Associates. Connects the classroom with three school-wide issues: the task of school reform, the professionalization of teaching, and the restructuring of schools. Cashdan, Asher. (Ed.). (1986). Literacy: Teaching and learning language skills. Oxford: Basil Blackwell. [200 pages] Essays on elementary school issues. Collins, James. (1982). Discourse style, classroom interaction and differential treatment. Journal of Reading Behavior, 14, 429-437. Collins, James. (1983, May). Linguistic perspectives on minority education (Technical Report No. 275). Urbana: University of Illinois Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 229 730) [74 pages] Rejects deficit hypotheses and calls for more observational studies of schooling. [Useful review.] Collins, James. (1986). Differential instruction in reading groups. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (pp. 117-137). New York: Cambridge University Press. Collins, James, & Michaels, Sarah. (1986). Speaking and writing: Discourse strategies and the acquisition of literacy. In Jenny Cook-Gumperz (Ed.), The social construction of literacy (pp. 207-222). New York: Cambridge University Press. Analyzes black/white spoken and written narratives at g1 and g4, finding white children "more likely to write in sytactically isolable, multi-clause units, thus approximating the literate standard at the level of sentence organization" (p. 220). Comprone, Joseph J. (1989). Textual perspectives on collaborative learning: Dialogic literacy and written texts in composition classrooms. Writing Instructor, 8, 119-128. Argues that diminishing the distinctions between oral and written text-making will harm students trying to transform oral to written text. Cook-Gumperz, Jenny. (1986). Literacy and schooling: An unchanging equation? In Jenny Cook-Gumperz (Ed.). The social construction of literacy (pp. 16-44). New York: Cambridge University Press. Cook-Gumperz, Jenny. (Ed.). (1986). The social construction of literacy. New York: Cambridge University Press. [248 pages] [Reviewed: Marvin, Carolyn. (1989). Journal of Communication, 39, 137-41+; Saville-Troike, Muriel. (1987). American Anthropologist, 89, 516-517; Scollon, Ron. (1986). Man, 21, 781; Scollon, Suzanne. (1987). Language, 63, 166-169.] Cook-Gumperz, Jenny, Corsaro, William A., & Streeck, Jurgen. (Eds.). (1986). Children's worlds and children's language. New York: de Gruyter. Cook-Gumperz, Jenny, & Gumperz, John. (1982). Communicative competence in educational settings. In L. Wilkinson (Ed.), Communicating in the classroom (pp. 000-000). New York: Academic Press. Cook-Gumperz, Jenny, & Gumperz, John J. (1992). Changing views of language in education: The implications for literacy research. In Richard Beach, Judith L. Green, Michael L. Kamil, & Timothy Shanahan (Eds.), Multidisciplinary perspectives on literacy research (pp. 000-000). Urbana, IL: National Conference on Research in English; National Council of Teachers of English. [Preliminary version. (1990). Changing views of language in education and the implications for literacy research: An interactional sociological perspective (Occasional Paper No. 23). Berkeley: University of California, Berkeley, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 334 586) [27 pages] ] Describes changes in views of language and theories of how language enters into school learning processes. Corno, Lynn. (1989). What it means to be literate about classrooms. In David Bloome (Ed.), Classrooms and literacy (pp. 000-000). Norwood, NJ: Ablex Publishing Corporation. Crain, SueAnn Kendall. (1988). Metacognition and the teaching of reading. Journal of Reading, 31, 682-685. ERIC/RCS review. Crew, Louie. (1990). Using and abusing literacy: Nine vignettes. Comparative Education Review, 34, 85-94. [Preliminary version. (1987, March). Abusing literacy to colonize minds: Eight scenes from a travesty. Paper presented at the meeting of the Conference on College Composition and Communication, Atlanta, GA. (ERIC Document Reproduction Service No. ED 280 062) [13 pages].] Uses classroom anecdotes to illustrate how social forces limit literacy as a tool enabling students to think for themselves. Crowell, D. C., Kawakami, A. J., & Wong, J. L. (1986). Emerging literacy: Reading-writing experiences in a kindergarten classroom. Reading Teacher, 40, 144- 149. Dagostino, Lorraine, & Carifio, James. (1994). Evaluative reading and literacy: A cognitive view. Boston, MA: Allyn & Bacon. [142 pages] Daiute, Collette. (1989). Play as thought: Thinking strategies of young writers. Harvard Educational Review, 59, 1-23. Observes 30 writers, aged 8-11. Davidson, Jane L. (Ed.). (1988). Counterpoint and beyond: A response to "Becoming a Nation of Readers." Urbana, IL: National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 298 432) [115 pages] Serves as a forum for 10 responses to the 1985 report, "Becoming a Nation of Readers." Davidson, Judith, & Koppenhaver, David. (1993). Adolescent literacy: What works and why (2nd ed.). New York: Garland. [326 pages] Davis, Frances A. (1983). Developing literacy: Observation, analysis, and mediation in schools. In Robert P. Parker, & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 156- 172). Newark, DE: International Reading Association. de Castell, S., & Luke, A. (1987). Literacy instruction: Technology and technique. Journal of Education, 95, 413-440. Reviews historical origins of current crisis, and argues that technocratic-skills based approaches has led to a deskilling of teachers. Delgado-Gaitan, C. (1989). Classroom literacy activity for Spanish-speaking students. Linguistics and Education, 1, 285-297. Delgado-Gaitan, C., & Trueba, H. T. (1991). Literacy for empowerment: The role of parents in children's education. Bristol, PA: Falmer Press. Dickinson, David K. (1990). An environmental approach to informal evaluation in preschools. Linguistics and Education, 2, 147-163. Dickinson, David K. (1991). Teacher agenda and setting: Constraints on conversation in preschools. In Allyssa McCabe & Carole Peterson (Eds.), Developing narrative structure (pp. 255-301). Hillsdale, NJ: Lawrence Erlbaum Associates. Shows that in school activities where management concerns dominate, talk is mostly restricted to the present and there are limited opportunities for the development of extended discourse. Dickinson, David, & McCabe, Allyssa. (1991). The acquisition and development of language: A social interactionist account of language and literacy development. In James F. Kavanagh (Ed.), The language continuum: From infancy to literacy (pp. 1-40). Parkton, MD: York Press. Examines the way in which a typical five-year-old has integrated various aspects of language acquisition to support emerging literacy. Dickinson, David K., & Moreton, Joy. (1991, April). Predicting specific kindergarten literacy skills from three-year olds' preschool experiences. New York: Ford Foundation; Chicago, IL: Spencer Foundation. Paper presented at the of the Society for Research in Child Development, Seattle, WA. (ERIC Document Reproduction Service No. ED 341 452) [19 pages] Examines the association between specific features of the preschool language context and the development of children's literacy-related language skills, finding that multiple sources nurtured literacy. Dombey, Henrietta. (1988). Stories at home and at school. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Elkind, David. (Ed.). (1991). Perspectives on early childhood education: Growing with young children toward the 21st century (NEA Early Childhood Education Series). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 337 275) [262 pages] New and reprinted essays surveying a wide range of educational issues. Enos, Theresa. (Ed.). (1987). A sourcebook for basic writing teachers. New York: McGraw-Hill. Offers new and reprinted essays, with bibliographical support. Erickson, Frederick. (1987). Transformation and school success: The politics and culture of educational attainment. Anthropology and Education Quarterly, 18, 335-356. Farrell, Thomas J. (1977). Literacy, the basics, and all that jazz. College English, 38, 443-459. [Repr. (1987). In Theresa Enos (Ed.), A sourcebook for basic writing teachers (pp. 27-44). New York: Random House.] Fader, Dan. (1983). Literacy and family. In Richard W. Bailey & Robin Melanie Fosheim (Eds.), Literacy for life: The demands for reading and writing (pp. 236-247). New York: Modern Language Association. Argues for peer grouping in writing classes. Farr, Marcia. (1986). Language, culture, and writing: Sociolingustic foundations of research on writing. Review of Research in Education, 13, 195-223. Farrell, Thomas J. (1986). A defense for requiring Standard English. Pre/Text, 7, 165-179. Feathers, Karen M., & Smith, Frederick R. (1987). Meeting the reading demands of the real world: Literacy based content instruction. Journal of Reading, 30, 506-511. Offers a real world model of literacy instruction (where reading is an integral component of everyday functioning). Fillion, Bryant, & Brause, Rita S. (1987). Research into classroom practices: What have we learned and where are we going? In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Fillmore, Lily Wong. (1986, October). Language and education. Proceedings of the Annual Eastern States Conference on Linguistics (Pittsburgh, PA). Columbus: Ohio State University, Department of Linguistics. (ERIC Document Reproduction Service No. ED 308 705) [16 pages] Considers the relationship between language and education, focusing on linguistic and educational research. {BEV SEE} Finlay, L. S., & Faith, V. (1987). Illiteracy and alienation in American colleges: Is Paulo Freire's pedagogy relevant? In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. Finlay, Linda Shaw, & Smith, Nathaniel B. (1991). Literacy and literature: Making or consuming culture? College Literature, 18, 53-68. Fiore, Kyle, & Elsasser, Nan. (1987). "Strangers no more": A liberatory literacy curriculum. In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Fisher, Charles W., & Hiebert, Elfrieda H. (1990). Characteristics of tasks in two approaches to literacy instruction. Elementary School Journal, 91, 3-18. Uses a task perspective to examine literature-based and skills-oriented approaches to literacy in second and sixth grade classes. Fisher, D. L. (1978). Functional literacy and the schools. Washington, DC: National Institute of Education. Flood, James, & Lapp, Diane. (1987). Reading and writing relations: Assumptions and directions. In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Flores, Juan M., & Merino, Rene A. (Eds.). (1991). Educational research and the Mexican American child [Special Issue]. Journal of the Association of Mexican American Educators, 4. Redwood City, CA: Association of Mexican-American Educators. (ERIC Document Reproduction Service No. ED 344 716) [78 pages] Presents a theme issue devoted to articles on educational research pertaining to the Mexican American child (4 articles, one cited). Foorman, Barbara, & Ammon, Paul. (Eds.). (1991). Adult literacy/child literacy: one world or worlds apart? [Special Issue]. Linguistics and Education, 3(2). Fox, Thomas. (1992). Repositioning the profession: Teaching writing to African American students. Journal of Advanced Composition, 12, 291-303. Urges writing teachers of all backgrounds to face higher education's continuing inability to meet the needs of African American students. Frase, Lawrence T. (1987). Technology, reading, and writing. In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Frederiksen, Carl H., & Dominic, Joseph F. (Eds.). (1982). Writing: The nature, development, and teaching of written communication. Vol. 2: Writing, process, development and communication. Hillsdale, NJ: Lawrence Erlbaum Associates. Freebody, Peter, & Baker, Carolyn D. (1985). Children's first schoolbooks: Introductions to the culture of literacy. Harvard Educational Review, 55, 381-398. Explores how beginning reading books present cultural perspectives to young children. Freedle, Roy O. (1985). Achieving cognitive synthesis of separate language skills: Implications for improving literacy. In C. N. Hedley & A. N. Baratta (Eds.), Contexts of reading (pp. 107-126). Norwwod, NJ: Ablex. Explores speaking/writing relationships. Freeman, E. B., & Sanders, T. (1987). The social meaning of literacy: Writing instruction and the community. Language Arts, 64, 641-645. Galda, Lee, & Pellegrini, Anthony D. (Eds.). (1985). Play, language, and stories: The development of children's literate behavior. Norwood, NJ: Ablex. [188 pages] Garcia, Georgia Earnest, and others. (1989). Annotated bibliography of research related to the reading of at-risk children (Technical Report No. 482). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 310 367) [85 pages] Annotates 227 items dealing with reading instruction, development, and performance of children who have been labeled at-risk. Gardner, Howard. (1991). The unschooled mind: How children think and how schools should teach. New York: Basic Books. [303p.] ISBN: 0-465-08895-3 (hb). Argues that children's natural patterns of learning are ill-suited to current educational materials, practices, and institutions. Garton, Alison F., Pratt, C. (1989). Learning to be literate: The development of spoken and written language. Oxford: Basil Blackwell. [249 pages] Traces the language-learning process to age 8. Geller, Linda Gibson. (1983). Children's rhymes and literacy learning: making connections. Language Arts, 60, 184-193. Examines children's attraction to rhythm and rhyme of nursery rhymes and how these factors affect literacy. Genishi, Celia, & Dyson, Anne Haas. (1987). On issues that divide us (Research Currents). Language Arts, 64, 408-415. Presents concerns about children's growth as oral and written language users. Gombert, Jean Emile, & Fayol, Michel. (1992). Writing in preliterate children. Learning and Instruction, 2(1), 23-41. Demonstrates that young children, 3-6, have the capacity to produce graphics that exhibit some of the characteristics of writing. Goodman, Kenneth S. (1986a). Revaluing readers and reading. In Geoffrey Williams and others. (Eds.), Revaluing troubled readers: Two papers (pp. 000-000). Tucson: University of Arizona, College of Education, Program in Language and Literacy. (ERIC Document Reproduction Service No. ED 275 997) {} Argues that troubled readers should not be thought of as sufferers from an illness, but as strong, healthy individuals fully capable of learning how to read. Goodman, Kenneth S. (1986b). What's whole in whole language? A parent/teacher guide to children's learning. Portsmouth, NH: Heinemann Educational Books. [79 pages] Describes the basis, features, and future of the whole language movement. [Quiet and important] Goodman, Kenneth S. (1989). Language development: Issues, insights, and implementation. In Gay Su Pinnell & Myna L. Matlin (Eds.), Teachers and research: Language learning in the classroom (pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 309 401) Goodman, Kenneth S. (1992a). Whole language research: Foundations and development. In S. Jay Samuels & Alan E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 340 011) Goodman, Kenneth S. (1992b). Why whole language is today's agenda in education. Language Arts, 69, 354- 363. Discusses changes in textbook publishing, attendance at professional meetings, media coverage, and the response of the "testing community" that demonstrate that whole language has become the agenda of education. Goodman, Kenneth S., and others. (1987). Language and thinking in school: A whole-language curriculum (3rd ed.). New York: Richard C. Owen Publishers. [417 pages] {] Explores many possible relationships among language, thought processes, and education. Goodman, Kenneth S., Goodman, Yetta M., & Flores, Barbara. (1979). Reading in the bilingual classroom: Literacy and biliteracy. Rosslyn, VA: National Clearinghouse for Bilingual Education. [50 pages] Goodman, Yetta M. (1983). Beginning reading development: Strategies and principles. In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 68-83). Newark, DE: International Reading Association. . Goodman, Yetta. (1984). The development of initial literacy. In Hillel Goelman, Antoinette Oberg, & Frank Smith (Eds.), Awakening to literacy (102-109). Portsmouth, NH: Heinemann Educational Books. [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 312- 320). Carbondale: Southern Illinois University Press.] Goodman, Yetta M. (1986). Children coming to know literacy. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 000-000). Norwood, NJ: Ablex. {} Goodman, Yetta M. (Ed.). (1990). How children construct literacy: Piagetian perspectives. Newark, DE: International Reading Association. [127 pages] Goodman, Yetta M., & Altweger, B. (1981). Print awareness in preschool children: A study of the development of literacy in preschool children (Occasional Paper No. 4). Tucson: University of Arizona, Program in Language and Literacy. Goodman, Yetta M., & Goodman, Kenneth S. (1992). Vygotsky in a whole-language perspective. In Luis C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 223-250). New York: Cambridge University Press. Relates developing conceptualizations of whole language to the work of Vygotsky. Goodman, Yetta M., & Wilde, Sandra. (Eds.). (1992). Literacy events in a community of young writers. New York: Teachers College Press. [243 pages] G"pfert, H., Meyer, R., Muth, L., & Regg, W. (Eds.). (1975). Lesen und Leben. Frankfurt am Main: Buchh„ndlervereinigung. Goswami, Usha, & Bryant, Peter. (1992). Rhyme, analogy, and children's reading. In Philip B. Gough, Linnea C. Ehri, & Rebecca Treiman (Eds.), Reading acquisition (pp. 49-63). Hillsdale, NJ: Lawrence Erlbaum Associates. Argues for paths to reading other than direct instruction. Gould, Christopher, & Gould, Kathleen. (1986). College anthologies of readings and assumptions about literacy. College Composition and Communication, 37, 204-211. Proposes four criteria for evaluating college readers. Graves, Donald H. (1983). Writing: Teachers and children at work. Exeter, NH: Heinemann Educational Books. Graves, Michael F. (1986). Vocabulary learning and instruction. Review of Research in Education, 13, 49-89. Gray, W. (1956). The teaching of reading and writing: An international survey. Paris: UNESCO. Gray, Tracy, & Grognet, Allene Guss. (1981). Language teaching and literacy in the U.S. Annual Review of Applied Linguistics, pp. 239-253. Green, Bill. (Ed.). (1990). The insistence of the letter: Literacy studies and curriculum theorizing. London: Falmer. Green, Judith L., Harker, J. O., & Golden, J. M. (1986). Lesson construction: Differing views. In G. Noblit & W. Pink (Eds.), Literacy in social context (pp. 000-000). Norwood, NJ: Ablex. Green, Judith L. & Rasinski, T. (1985, April). Teacher style and classroom management: Stability and variation across instructional settings. Paper presented at the meeting of the American Educational Research Association, Chicago, IL. Green, Judith L., & Wallat, C. (1981). Mapping instructional conversations. In Judith L. Green & Cynthia Wallat (Eds.), Ethnography and language in educational settings (pp. 000-000). Norwood, NJ: Ablex. Green, Judith, & Weade, R. (1987). In search of meaning: A sociolinguistic perspective on lesson construction and reading. In David Bloome (Ed.), Literacy and schooling (pp. 3-34). Norwood, NJ: Ablex. Greenspan, Stanley, & Lodish, Richard. (1991). School literacy: The real abcs. Phi Delta Kappan, 73, 300-304, 306-308. Uses experiences of two first graders to show that learning occurs in split-second initiatives that children take with others as they try to attend, engage, interact, communicate, and reason. Gregory, Marshall W. (1985). Writing, literacy, and liberal arts. ADE Bulletin, 82, 27-32. Describes some of the probable causes and certain consequences of the confusion about the ultimate goals of teaching writing. Griffin, Peg. (1977). How and when does reading occur in the classroom? Theory into Practice, 16, 376-383. Groff, Patrick. (1987). Preventing reading failure: An examination of the myths of reading instruction. Portland, OR: Educational Research Associates. A revised version of "Myths of Reading Instruction" (ED 254 831). (ERIC Document Reproduction Service No. ED 284 200) [225 pages] Analyzes 12 fallacious beliefs thought to be responsible for the perpetuation of ineffective and inappropriate approaches to reading instruction. Groff, Patrick J. (1987). Private sector alternatives for preventing reading failure. Washington, DC: National Advisory Council on Educational Research and Improvement. [83 pages] "A directory of national organizations that provides a rationale for their need and an assessment of the professional training they make available for prospective or inservice teachers of reading"--Cover. Groff, Patrick. (1989). Modern phonics instruction. Washington, DC: Office of Educational Research and Improvement (ED), Programs for the Improvement of Practice. (ERIC Document Reproduction Service No. ED 328 900) [25 pages] Reviews experimental research, concluding that phonics is indispensable in word recognition instruction. Grundin, Hans U. (1985). A commission of selective readers: A critique of "Becoming a Nation of Readers." Reading Teacher, 39, 262-266. Criticizes the report of the Commission on Reading for biased selection of research and poor synthesis on whole language approaches. Gunderson, Lee. (1991). ESL literacy instruction: A guidebook to theory and practice. Englewood Cliffs, NJ: Prentice-Hall. [210 pages] Gunderson, Lee, and others. (1988, December). The effects of teacher modeling on primary writing. Paper presented at the meeting of the National Reading Conference, Tucson, AZ. (ERIC Document Reproduction Service No. ED 309 403) [19 pages] Examines whole language classrooms at g1 ang g2. Guthrie, John T. (1983b). Preschool literacy learning (Research Views). Reading Teacher, 37, 318- 320. Discusses the importance of preschool literacy training. Guthrie, John T. (1983c). Scientific literacy (Research Views). Journal of Reading, 27, 286-288. Argues that reading teachers have a prominent part to play in promoting scientific literacy. Guthrie, John T. (1987a). Indicators of reading education. New Brunswick, NJ: Rutgers University, Center for Policy Research in Education. (ERIC Document Reproduction Service No. ED 291 083) [30 pages] Explores indicators relevant to reading education (outcome, process, and input). Guthrie, John T. (1987b). Policy development in reading education: Implications of naturalistic reading studies. In David Bloome (Ed.), Literacy and schooling (pp. 310-324). Norwood, NJ: Ablex. Guthrie, John T. (1987c). Themes and progressions in research in English. In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Guthrie, John T., & Greaney, V. (1990). Literacy acts. In Rebecca Barr, Michael L. Kamil, Peter B. Mosenthal, & P. David Pearson (Eds.), Handbook of reading research, vol. II (pp. 68-96). New York: Longman. Gutierrez, Kris D. (1992). A comparison of instructional contexts in writing process classrooms with Latino children. Education and Urban Society, 24, 244-262. Discusses research on the importance of context and social interaction on the development of school literacy, particularly writing development, concentrating on five classes of Latino elementary school students. Gutierrez, Kris D., & Garcia, Eugene E. (1989). Academic literacy in linguistic minority children: The connections between language, cognition, and culture. Early Child Development and Care, 51, 109-126. Provides a detailed analysis of the educational condition of linguistic minority populations in the United States. Gutierrez, Kris D., & Garcia, Eugene E. (1990). Academic literacy in linguistic minority children: The connections between language, cognition and culture. In Olivia N. Saracho (Ed.), Cognitive style and early education (pp. 159-176). London: Gordon & Breach Science Publishers. Analyzes the educational condition of linguistic minority populations in the United States, with particular attention to recently developed theoretical constructs that link language, culture and schooling. Hall, Nigel. (1987a). Developing literacy. Portsmouth, NH: Heinemann Educational Books. Discusses the emergent literacy of children from the perspective of recent research. Hall, Nigel. (1987b). The emergence of literacy. Portsmouth, NH: Heinemann Educational Books. [104 pages] Focuses on the relationship between learning oral language and learning about written language, discussing the emergent literacy of children growing up in a Western, print-oriented society. Hamilton, David. (1990). Learning about education: An unfinished curriculum. Milton Keynes, Eng.: Open University Press. [96 pages] Hansen, Jane. (1987b). When writers read. Portsmouth, NH: Heinemann Educational Books. Suggests roles for teachers, administrators, and librarians. Harper, Helen. (1990). Theory into practice: Literacy and the state: A comparison of Hirsch, Rosenblatt, and Giroux. English Quarterly, 22, 169-175. Compares the work of three educational theorists from across the political spectrum. Places E. D. Hirsch's concept of cultural literacy against the liberal ideas posited by Louise Rosenblatt and the more radical ideas of Henry Giroux. Hartwell, Patrick. (1987). Creating a literate environment in freshman English: Why and how. Rhetoric Review, 6, 4-20. Reviews two traditions of literacy inquiry, drawing conclusions for the classroom. Hawisher, Gail E., & Soter, Anna O. (Eds.). (1990). On literacy and its teaching: Issues in English education. Albany: State University of New York Press. [259 pages] Hayes, Bernard L., & Camperell, Kay. (Eds.). (1991). Literacy: International, national, state, and local (Yearbook of the American Reading Forum, 9). Logan: Utah State University, College of Education; American Reading Forum. For volume 10, see ED 326 856. (ERIC Document Reproduction Service No. ED 340 002) [260 pages] Contains papers which consider literacy issues at all levels from preschool to reading and the aging (7 papers analyzed of about 22 papers). Hayes, C. W., Bahruth, R., & Kessler, C. (1991). Literacy con cari¤o. Portsmouth, NH: Heinemann Educational Books. Healey, Phyllis M. (1973). Bibliography of the Summer Institute of Linguistics, Papua New Guinea Branch, 1956-1972: Publications in linguistics, literacy and anthropology. Ukarumpa, Papua New Guinea: Summer Institute of Linguistics. [74 pages] Heap, J. (1980). What counts as reading: Limits to certainty in assessment. Curriculum Inquiry, 10, 265-292. Heath, Shirley Brice, & Mangiola, Linda. (1991). Children of promise: Literate activity in linguistically and culturally diverse classrooms (NEA School Restructuring Series). Washington, DC: American Educational Research Association; Berkeley, CA: Center for the Study of Writing; Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 335 944) [66 pages] Addresses the challenge of improving literacy learning for all children, especially those in language-minority classrooms. Hedley, Carolyn N., Feldman, Dorothy, & Antonacci, Patricia. (Eds.). (1990). Literacy across the curriculum. Norwood, NJ: Ablex. [307 pages] Hedley, Carolyn N., Houtz, John., & Baratta, Anthony N. (Eds.). (1990). Cognition, curriculum, and literacy. Norwood, NJ: Ablex. [233 pages] Hemmendinger, Anna. (1987). Two models for using problem-posing and cultural sharing in teaching the Hmong English as a second language and first language literacy (Master's Thesis, St. Francis Xavier University). (ERIC Document Reproduction Service No. ED 342 271) [102 pages] Describes and evaluates two models for teaching fluency and literacy in English as a Second Language (ESL) and native language literacy. Herber, Harold L., & Nelson-Herber, Joan. (1988). Extending literacy: Extending the perspective. In Jane L. Davidson, (Ed.), Counterpoint and beyond: A response to "Becoming a Nation of Readers" (pp. 000-000). Urbana, IL: National Council of Teachers of English. {} Hiebert, Elfrieda H. (1990). Starting with oral language (Research Directions). Language Arts, 67, 502-506. Discusses recent research on social interaction and literacy (the notion that substantive talk is a primary means for becoming literate). Hiebert, Elfrieda H. (1994). Emergent literacy: Creating contexts and connections. New York: Harcourt Brace Jovanovich. Hiebert, Elfrieda H., & Taylor, Barbara (Eds.). (1994). Getting reading right from the start: Effective early literacy interventions. Boston, MA: Allyn & Bacon. Hill, Clifford, & Parry, Kate. (1992). The test at the gate: Models of literacy in reading assessment. TESOL Quarterly, 26, 433-461. Himley, Margaret. (1991). Shared territory: Understanding children's writing as works. New York: Oxford University Press. [234p.] ISBN: 0-19-506189-6 (hb). Collects 5 essays and a case study to explore questions about development, language use and learning, and phenomenological reading or description. Hirshon, Sheryl L., & Butler, Judy. (1983). And also teach them to read = Y, tambien, ens‚¤eles a leer. Westport, CT: L. Hill. [224 pages] Hladczuk, John, & Eller, William. (Eds.). (1991). International handbook of reading education. Westport, CT: Greenwood Press. [510 pages] Holdaway, Don. (1982). Shared book experience: teaching reading using favorite books. Theory into Practice, 21, 293-300. [Repr. (1991). In Constance Kamii and others (Eds.), Early literacy: A constructivist foundation for whole language (pp. 000-000). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 335 703) Describes the "shared book experience," a teaching model developed in New Zealand to introduce Pacific Island children to literacy education. Hollingsworth, Sandra. (1991). Narrative analysis in literacy education: A story of changing classroom practices (Research Series No. 202). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 334 174) [24 pages] Represents a teacher educator's critical investigation of the outcomes of her own instructional practices. Hollingsworth, Sandra, & Dybdahl, Mary. (1991). Learning to teach literature: Structuring classroom tasks to free children's responses to text (Research Series No. 201). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 332 203) [18 pages] Outlines the processes through which two beginning elementary teachers in the San Francisco Bay area learned to overcome institutional constraints which tended to standardize ethnically diverse students' responses to literature. Hollingsworth, Sandra, Dybdahl, Mary, Lidstone, Mary-Lynn, Minarik, Leslie, Raffel, Lisa, Teel, Karen, Smallwood, Jennifer, & Weldon, Anne. (1991). Learning to teach literature in California: Challenging the rules for standardized instruction (Research Series No. 200). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 332 202) [26 pages] Offers a longitudinal study, involving five beginning teachers, revolving around questions about how teachers' own emerging theories of literacy instruction are shaped by their interactions with other theories and perspectives. Hollingsworth, Sarah, & Gallego, Margaret A. (1991). Redefining school literacy: Teachers' evolving perceptions (Research Series No. 210). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 341 691) [24 pages] LITSEE Studies 12 social studies, English/reading, bilingual, and library teachers at an urban middle school. Hollingsworth, Sandra, Minarik, Leslie, & Teel, Karen. (1991). Listening for Aaron: A teacher's story about modifying a literature-based approach to literacy to accommodate a young male's voice (Research Series No. 206). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 333 361) [27 pages] Offers a case study of a third-year teacher who modified literature-based literacy instruction to reach particular children who were having difficulty. Holzman, Michael. (1984). Teaching is remembering. College English, 46, 229-238. [Repr. (1986). In Michael Holzman & Olga Connolly (Eds.). Workplace literacy: Essays from the Model Literacy Project (pp. 000-000). Los Angeles: University of Southern California. (ERIC Document Reproduction Service No. ED 286 068) Discusses a literacy education program developed for members of the California Conservation Corps that gives students a new understanding of their world. [Important for recognizing motivations/obstacles of adult learners.] Holtzman, Michael. (1986a). Opinion: The social context of literacy education. College English, 48, 27-33. Explores reasons for the failure of remediation attempts. Holzman, Michael. (1986b). In conclusion: Creating literacy environments. In Michael Holzman & Olga Connolly (Eds.). Workplace literacy: Essays from the Model Literacy Project (pp. 000-000). Los Angeles: University of Southern California. (ERIC Document Reproduction Service No. ED 286 068) Holzman, Michael. (1988). A post-Freirean model for adult literacy education. College English, 50, 177-189. Argues for the value of small-group, holistic programs, outside of institutional authority. Hornberger, Nancy H. (1990). Creating successful learning contexts for bilingual literacy. Teachers College Record, 92, 212-229. Explores alternative ways teachers can serve linguistically and culturally diverse student populations. Hornberger, Nancy H. (1990). Creating successful learning contexts for biliteracy. Penn Working Papers in Educational Linguistics, 6(1), 000-000. (ERIC Document Reproduction Service No. ED 335 929) . Focuses on characteristics of linguistic minority students in two classrooms situated in contrasting communities, programs, and language contexts. Howatt, A. P. R. (1984). A history of English teaching. New York: Oxford University Press. Huck, C. S. (1987). Literature and literacy. In Malcolm P. Douglass (Ed.), Writing and reading in a culturally diverse society: Proceedings of the Claremont Reading Conference (pp. 000-000). Claremont, CA: Claremont Graduate School. {} Hudelson, Sarah. (1984). Kan yu ret an rayt en ingles: Children become literate in English as a second language. TESOL Quarterly, 18, 221-238. Offers suggestions on second language reading and writing development in children. Hudelson, S. (1987). The role of native language literacy in the education of language minority children. Language Arts, 64, 827-841. Suggests that native language literacy has a strong positive effect on English literacy. Hull, Glynda, and others. (1991). Remediation as social construct: Perspectives from an analysis of classroom discourse. College Composition and Communication, 42, 299-329. [Preliminary version. (1991). Berkeley, CA: Center for the Study of Writing, Technical Report No. 44. (ERIC Document Reproduction Service No. ED 335 677)] SEE Examines remediation as a social construct, as the product of perceptions and beliefs about literacy and learning. Hull, Glynda, and others. (1991). Seeing the promise of the underprepared. Quarterly of the National Writing Project and the Center for the Study of Writing and Literacy, 13(1), 6-13, 25. Attempts to find new ways of seeing the writing and reading and talking of students who are "underprepared." Hull, Glynda, & Rose, Mike. (1989). Rethinking remediation: Toward a social-cognitive understanding of problematic reading and writing (Technical Report No. 19). Berkeley: University of California, Berkeley, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 309 411) [19 pages] Focuses on a piece of writing by a community college student from the inner city in a college- level basic reading and writing course. [Very important] Indrisano, Roselmina, & Paratore, Jeanne R. (1991). Classroom contexts for literacy learning. In James Flood, Julie M. Jensen, Diane Lapp, & James R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 477-488). New York: Macmillan. Institute for Research on Teaching. (1986). Institute for research on teaching (Final Report). East Lansing: Michigan State University, Institute for Research on Teaching. (ERIC Document Reproduction Service No. ED 277 708) [443 pages] Offers an overview of the work of the Institute for Research on Teaching (IRT), the relationship between research and practice, and what has been learned about improving teacher performance. International Reading Association. (1989a). Cases in literacy: An agenda for discussion. Newark, DE: International Reading Association; Urbana, IL: National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 311 407) [46 pages] Offers 14 brief case studies as a guide for discussion among teacher groups. Isenberg, Joan, & Jacob, Evelyn. (1983). Literacy and symbolic play: A review of the literature. Childhood Education, 59, 272-276. Reviews the theoretical and empirical studies concerning the relationships between the process and content of young children's symbolic play and their early literacy development. Iskander, Sylvia Patterson. (Ed.). (1991). The image of the child: Proceedings of the 1991 international conference of the Children's Literature Association (Hattiesburg, MS, June 1991). Hattiesburg, MS: Children's Literature Association. (ERIC Document Reproduction Service No. ED 347 566) [346 pages] Contains proceedings of a 1991 conference (papers not separately cited). Jacob, E., & Jordan, Cathy. (Eds.). (1987). Explaining the school performance of minority students [Special Issue]. Anthropology and Education Quarterly, 18(4). Jensen, Mary A. (1990). Functions of writing and signs of organization in young children's written stories, inventories and personal correspondence. Early Child Development and Care, 56, 65-79. Examines young children's emerging abilities to organize their written language performance under different writing conditions, before they are able to read and write conventionally. Johnson, Karen E. (1992). The relationship between teachers' beliefs and practices during literacy instruction for non-native speakers of English. Journal of Reading Behavior, 24, 83-108. Examines the relationship between English-as-a- second-language (ESL) teachers' theoretical beliefs about second-language learning and teaching and their instructional practices. Johnson, Terry D., & Louis, Daphne R. (1987). Literacy through literature (Rev. ed.). Portsmouth, NH: Heinemann Educational Books. [160 pages] Offers teachers ideas for using children's literature and related activities as an alternative to basal readers. Jones-Wilson, F. C. (1990). The state of African- American education. In Kofi Lomotey (Ed.), Going to school: The African American experience (pp. 000-000). Albany: SUNY Press. Kamii, Constance, and others. (Eds.). (1991). Early literacy: A constructivist foundation for whole language (NEA Early Childhood Education Series). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 335 703) [158 pages] Considers early literacy education and whole language from the perspective of constructivist theory (9 essays, separately cited). Keller-Cohen, D., & Heineken, J. (1987). Workbooks: What they can teach children about forms. In David Bloome (Ed.), Literacy and schooling (pp. 258-288). Norwood, NJ: Ablex. King, Martha L. (1988). Speech to writing: Children's growth in writing potential (Technical Report No. 414). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 291 096) [25 pages] Identifies and describes speech/writing links. King, Martha L. (1989). Speech to writing: Children's growth in writing potential. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000- 000). Boston, MA: Allyn & Bacon. Knott, G. (1985). Literacy in the secondary school. In J. Orasanu (Ed.), A decade of reading comprehension: From research to practice (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum. Knott, Gladys. (1987). Literacy instruction in secondary school classroom contexts. In David Bloome (Ed.), Literacy and schooling (pp. 354-371). Norwood, NJ: Ablex Publishing Corporation. Finds various levels of competence. Koebler, Saundra, and others. (Eds.). (1991, June). Literacy through literature: Proceedings of the Annual Conference and Course on Literacy (Pittsburgh, PA). For the 1990 proceedings, see ED 329 900. Pittsburgh, PA: University of Pittsburgh, College of Education. (ERIC Document Reproduction Service No. ED 347 503) [102 pages] Collects papers from a week-long conference focusing on the use of literature programs in the development of literacy skills and the attainment of broader educational outcomes (2 papers separately cited). Kohn, James. (1992). Literacy strategies for Chinese university learners. In Fraida Dubin & Natalie A. Kuhlman (Eds.), Cross-cultural literacy: Global perspectives on reading and writing (pp. 000-000). Englewood Cliffs, NJ: Regents/Prentice Hall. Krashen, Stephen D. (1985). Inquiries & insights. Hayward, CA: Alemany Press. [146 pages] Contents: Second language teaching -- Immersion & bilingual education -- Literacy. Krashen, Stephen. (1986). Reading exposure and literacy development. In Michael Holzman & Olga Connolly (Eds.). Workplace literacy: Essays from the Model Literacy Project (pp. 000-000). Los Angeles: University of Southern California. (ERIC Document Reproduction Service No. ED 286 068) Krashen, Stephen D. (1987). Encouraging free reading. In Malcolm P. Douglass (Ed.), Writing and reading in a culturally diverse society: Proceedings of the Claremont Reading Conference (pp. 000-000). Claremont, CA: Claremont Graduate School. {} Krashen, Stephen D. (1991). Bilingual education: A focus on current research (Focus, Occasional Papers in Bilingual Education, Number 3). Washington, DC: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED 337 034) [18 pages] Argues that the principles underlying successful bilingual education emphasize the same factors that underlie successful language acquisition in general: Understanding messages and obtaining comprehensible input; using background knowledge; and the development of literacy. Kucer, Stephen B. (1987). The cognitive base of reading and writing. In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Lambert, Wallace E. (1989). The development of bilingual literacy skills: Experiences with immersion education. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 35-40). New York: Plenum Press. Langer, Judith A. (1984). Literacy instruction in American schools: Problems and perspectives. American Journal of Education, 93, 107-132. Examines studies of literacy instruction in American schools during the past 10 years both in terms of the notions that guide current practice and in terms of recent conceptions of literacy, concluding that current literacy instruction limits students. [Useful summary perspective.] Langer, Judith A. (1986). Literate communication and literacy instruction. (ERIC Document Reproduction Service No. ED 276 020) [13 pages] {} Argues for a sociocognitive approach to literacy instruction, focusing on developing the thinking skills that students will use as they engage in socially purposeful activities. Langer, Judith A., and others. (1990). Meaning construction in school literacy tasks: A study of bilingual students. American Educational Research Journal, 27, 427-471. [Preliminary version. (1988). Meaning construction in school reading tasks: A study of Mexican-American students. Chicago, IL: Spencer Foundation. (ERIC Document Reproduction Service No. ED 295 133) [121 pages] {} Examines 12 fifth grade Mexican-American students who lived in a "barrio" with literacy in both Spanish and English. Lauder, Hugh, & Wylie, Cathy. (Eds.). (1990). Towards successful schooling. Bristol, PA: Falmer Press. (ERIC Document Reproduction Service No. ED 334 708) [244 pages] Provides a critical and comparative study of recent changes in the New Zealand educational system. (Contents in FULLFORM.) Laurent, Camille Pierre. (1988). The schoolboys and the hobo: Black American culture between orality and literacy. Cycnos, 4, 33-42. Lee, C. D. (1991). Big picture talkers/words walking without masters: The instructional implications of ethnic voices for an expanded literacy. Journal of Negro Education, 60, 291-304. Lehr, Fran, & Osborn, Jean. (Eds.). (1994). Reading, language, and literacy: Instruction for the twenty-first century. Hillsdale, NJ: Lawrence Erlbaum Associates. [307 pages] Lightfoot, Martin, & Martin, Nancy. (Eds.). (1988). The word for teaching is learning: Essays for James Britton. Portsmouth, NH: Heinemann Educational Books. [300 pages] Offers 27 essays on language and learning, in honor of James Britton. Lloyd, Carol V. (1990, November). The enactment of literacy in high school biology classrooms: Two case studies. Paper presented at the meeting of the National Reading Conference, Miami, FL. (ERIC Document Reproduction Service No. ED 337 747) [16 pages] SEE Offers a case study examining the enactment of literacy events as social processes in two high school biology classrooms. Lloyd-Jones, Richard, & Lunsford, Andrea A. (Eds.). (1989). The English Coalition Conference: Democracy through language. New York: Modern Language Association of America; Urbana, IL: National Council of Teachers of English. [111 pages] Examines the way English and the language arts are taught at all levels of education. Loughlin, Catherine E., & Martin, Mavis D. (1987). Supporting literacy: Developing effective learning environments. New York: Teachers College Press. [187 pages] Designed to help elementary and early childhood teachers arrange classroom time environments that encourage children's growth in literacy. Luke, Allan. (1988). Literacy, textbooks and ideology: Postwar literacy instruction and the mythology of Dick and Jane. Briston, PA: Taylor & Francis. [234 pages] Focuses on how textbooks and ideology influence and reflect literacy instruction, using data from the public elementary schools of British Columbia, Canada. Luke, Allan. (1989, March). Curriculum theorizing and research as "reading practice": An Australian perspective. Paper presented at the meeting of the American Educational Research Association, San Francisco, CA. (ERIC Document Reproduction Service No. ED 307 585) [20 pages] Outlines a case study of the Australian implementation of whole language inservice courses for the teaching of literacy in elementary schools. Manning, Gary, & Manning, Maryann. Eds.). (1989). Whole language: Beliefs and practices, K-8 (Aspects of Learning Series). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 309 387) [243 pages] Reprints 25 essays on whole language pedagogy. [Useful] Manning, Maryann, and others. (1989). Social class and kindergarten children's confidence in writing. (ERIC Document Reproduction Service No. ED 310 414) [18 pages] Finds children from lower class families approach early writing with less confidence than children from other social classes. Manning, Maryann Murphy, and others. (1987). Reading and writing in the primary grades (Analysis and Action Series). Washington, DC: National Education Association. (ERIC Document Reproduction Service No. ED 306 558) [82 pages] Describes the constructive nature of children's thinking, reading, and writing, and the natural development of these processes. Many, Joyce E. (1992). Living through literacy experiences versus literacy analysis: Examining children's response to literature. Reading Horizons, 32, 169-183. Analyzes the effect of grade level on stances students take when responding to literature. Martinet, Jeanne. (1989). Learning to read and write: The results of an experiment. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 245-260). New York: Plenum Press. Mason, Jana M. (Ed.). (1989). Reading and writing connections. Boston, MA: Allyn & Bacon. (Document not available from EDRS; abstract available as ERIC Document Reproduction Service No. ED 308 471) [310 pages] Collects papers from a conference on reading and writing connections held at the University of Illinois in October 1986. Mason, Jana M., & Allen, Jobeth. (1986). A review of emergent literacy with implications for research and practice in reading. Review of Research in Education, 13, 3-47. [Also. (1988). A review of emergent literacy with implications for research and practice in reading (Technical Report No. 379). Urbana: University of Illinois Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 273 924) [99 pages]] Review article, stressing the value of meaningful literacy activities. Mason, Jana M., & Kerr, Bonnie M. (1992). Literacy transfer from parents to children in the preschool years. In Thomas G. Sticht, Micheal J. Beeler, & Barbara A. McDonald (Eds.), The intergenerational transfer of cognitive skills. Vol. 2: Theory and research in cognitive science: Cognition and literacy (pp. 49-68). Norwood, NJ: Ablex. Suggests how literate parents transfer phoneme and grapheme awareness, concepts about print, and features of written language to their children. Mason, Jana M., & Stewart, Janice. (1988). Preschool children's reading and writing awareness (Technical Report No. 442). Urbana: University of Illinois, Center for the Study of Reading. Portions of this paper were presented at the Conference on Reading and Writing Connections, Urbana, IL, October 1986). (ERIC Document Reproduction Service No. ED 302 822) [23 pages] Examined black inner-city preschool children's awareness of literacy. Mathieson, Margaret. (1991). 1991: The teaching of English in England. Oxford Review of Education, 17(1), 3-16. Surveys recent government reports addressing problems of teaching English to the school population of England. Matthews, Kathy. (1988). A child composes. In Thomas Newkirk & Nancie Atwell (Eds.), Understanding writing: Ways of observing, learning, and teaching, K-8 (2nd ed., pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Mavrogenes, Nancy A. (1987). Young children composing then and now: Recent research on emergent literacy. Visible Language, 21, 271-297. Review article. [Useful] Mayher, John. (1990, June). Toward uncommon sense literacy learning: Integrating reading and writing. In Caryn M. King & Rita M. Bean (Eds.), Literacy instruction: Practices, problems, promises (Proceedings of the Annual Conference and Course on Literacy, Pittsburgh, PA, pp. 000-000). Pittsburgh, PA: University of Pittsburgh, School of Education. (Abstract only available as ERIC Document Reproduction Service No. ED 329 900) McCabe, Allyssa, & Rollins, Pamela Rosenthal. (1991, March). Assessment of preschool narrative skills: Prerequisite for literacy. Paper presented at the International Conference of the Learning Disabilities Association, Atlanta, GA. (ERIC Document Reproduction Service No. ED 345 441) [53 pages] Provides information concerning preschool narrative development in typically developing North American children, stressing previously documented links between early narrative skills and literacy development. McCormick, Christine E., & Mason, Jana M. (1986). Intervention procedures for increasing preschool children's interest in and knowledge about reading. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 000-000). Norwood, NJ: Ablex. {} McEachern, William Ross. (1990). Supporting emergent literacy among young American Indian students (ERIC Digest). Charleston, WV: ERIC Clearinghouse on Rural Education and Small Schools. (ERIC Document Reproduction Service No. ED 319 581) McGee, Lea M., & Lomax, Richard G. (1990). On combining apples and oranges: A response to Stahl and Miller. Review of Educational Research, 60, 133-140. [Critiques "Whole Language and Language Experience Approaches for Beginning Reading" by S. A. Stahl and P. D. Miller (1989). Criticizes a literature review for misrepresenting concepts related to emergent literacy and inadequately defining whole language. McGinley, William, and others. (1989). The effects of reading and writing upon thinking and learning (Technical Report No. 477). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 310 353) [50 pages] Explored 7 college students' dynamic use of various forms of reading and writing to learn. McGinley, William, & Kamberelis, George. (1992). Transformative functions of children's writing. Language Arts, 69, 330-338. Draws upon the writing of and conversations with three fourth grade children as they provide insights into how their writing was associated with learning. McGinley, William, & Madigan, Daniel. (1990). The research "story": A forum for integrating reading, writing, and learning. Language Arts, 67, 474-483. Discusses getting children to focus as much on the process by which they do their research as on the content of the research itself. McKenna, Michael C., and others. (1990). Whole language: A research agenda for the nineties. Educational Researcher, 19(8), 3-6. Examines the current rift in perspective between whole language arts and traditional language arts instruction by analyzing the basis of each view in research and theory. McKenna, Michael C., and others. (1990b). Whole language and the need for open inquiry: A rejoinder to Edelsky. Educational Researcher, 19(8), 12-13. Replies to Carole Edelsky's response to the authors' article on the schism between proponents of whole language and traditional language arts instruction. McKenzie, Moira G. (1986, May). The problem of underachievement in school. Paper presented at the meeting of the World Congress on Reading of the International Reading Association, London, England. (ERIC Document Reproduction Service No. ED 277 975) [28 pages] Suggests that problems of underachievement in school relate to the lack of particular kinds of experience, discontinuity between school and home, and linguistic and cultural diversity. McLane, Joan Brooks, & McNamee, Gillian Dowley. (1990). Early literacy. Cambridge, MA: Harvard University Press. [161 pages] McPherson, Elisabeth. (1982). Language: Unites or divides? The students' right in retrospect. In James C. Raymond (Ed.), Literacy as a human problem (pp. 73-96). University: University of Alabama Press. Means, Barbara, & Knapp, Michael S. (Eds.). (1991). Teaching advanced skills to educationally disadvantaged students (Data Analysis Support Center (DASC) Task 4, Final Report). Washington, DC: Policy Studies Associates; Menlo Park, CA: SRI International. (Document available as ERIC Document Reproduction Service No. ED 338 722; papers are separately abstracted as ED 338 709-721) [213 pages] SEELIT Comprises six papers that discuss teaching advanced skills to educationally disadvantaged students (5 papers separately analyzed). Medway, Peter. (1988). Reality, play and pleasure in English. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Meek, Margaret, Armstrong, S., Austerfield, V., Graham, J., & Pakcett, E. (1983). Achieving literacy: Longitudinal studies of adolescents learning to read. London: Routledge & Kegan Paul. [232 pages] Meek, Margaret. (1988). How texts teach what readers learn. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Meek, Margaret. (1992). On being literate. Portsmouth, NH: Heinemann Educational Books. Mehan, Hugh. (1979). Learning lessons. Cambridge, MA: Harvard University Press. Mehan, Hugh. (1985). The structure of classroom discourse. In Teun A. van Dijk (Ed.), Handbook of discourse analysis, vol. 4: Discourse analysis in society (pp. 119-131). Orlando, FL: Academic Press. Finds "classroom discourse" very similar across cultures. [Useful cross-cultural perspective] Mercado, Carmen I. (1991). Native and second language literacy: The promise of a new decade. In Alba N. Ambert (Ed.), Bilingual education and English as a second language: A research handbook, 1988-1990 (pp. 171-195). New York: Garland. Mercer, Neil. (Ed.). (1988). Language and literacy from an educational perspective: A reader (2 Vols.). Vol. 1: Language studies. Vol. 2: In schools. Milton Keynes, Eng.: Open University Press. [268 + 332 pages] Meyer, Linda A., and others. (1990). Home support for emerging literacy: What parents do that correlates with early reading achievement (Technical Report No. 518). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 325 830) [53 pages] Studies descriptive and correlational results from questionnaires and tests administered to children and parents. Meyer, Linda A., Hastings, C. Nicholas, & Linn, Robert L. (1991). Assessing early reading with something old, something new, something borrowed, and something different (Technical Report No. 529). Urbana: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 329 940) [65 pages] Examines the ecological validity of five modified measures for children in the prereading and initial reading stages of development. Miller, Richard E. (1991). Bringing the classroom into the literacy debate. Writing Instructor, 11, 23- 30. Draws attention to the contradictions exposed in debates about literacy pedagogy which have traditionally excluded actual pedagogical practices from the dialogue. Mills, Heidi, and others. (1992). Looking closely: Exploring the role of phonics in one whole language classroom. Urbana, IL: National Council of Teachers of English. (ERIC Document Reproduction Service No. ED 341 955) [85 pages] Addresses the issues of how phonics is handled in whole language classrooms and the role that phonics plays in reading and learning to read. Milz, Vera E. (1982). Young children write: the beginnings (Occasional Paper No. 5). Tucson: University of Arizona, College of Education, Program in Language and Literacy. (ERIC Document Reproduction Service No. ED 277 008) [62 pages] Focuses on writing as a language process, describing a framework for writing instruction. Minami, Masahiko, & Kennedy, Bruce P. (Eds.). (1991). Language issues in literacy and bilingual/multicultural education. Cambridge, MA: Harvard Educational Review. [579 pages] Moffett, James. (1988). Coming on center: Essays in English education (2nd ed.). Portsmouth, NH: Boynton/Cook. [208 pages] Collects Moffett's talks and articles. Moll, Luis C. (Ed.). (1992). Vygotsky and education: Instructional implications and applications of sociohistorical psychology. New York: Cambridge University Press. [439p.] Moll, Luis C., and others. (1990). Community knowledge and classroom practice: Combining resources for literacy instruction (Technical Report). Tucson: University of Arizona, College of Education; Arlington, VA: Development Associates, Inc. (ERIC Document Reproduction Service No. ED 341 968) [332 pages] Examines simultaneously household and elementary classroom life, and teacher collaboration to develop implications for the teaching of literacy. Moll, L. C., & Diaz, R. (1987). Teaching writing as communication: The use of ethnographic findings in classroom practice. In David Bloome (Ed.), Literacy and schooling (pp. 193-221). Norwood, NJ: Ablex. Outlines an investigative writing project implemented in a bilingual classroom. Moll, Luis C., & Greenberg, James B. (1992). Creating zones of possibilities: Combining social contexts for instruction. In Luis C. Moll (Ed.), Vygotsky and education: Instructional implications and applications of sociohistorical psychology (pp. 319- 348). New York: Cambridge University Press. Describes a research project that studies households' social histories, especially their labor and language, and attempts to derive instructional innovations from such an analysis. Morine-Dershimer, G. (1985). Talking, listening, and learning in the elementary classroom. New York: Longman. Morine-Dershimer, G., & Tenenberg, M. (1981). Participant perspectives of classroom discourse (Final Report NIE G-78-0161). Washington, DC: National Institute of Education. Morrow, Lesley Mandel. (1988). Young children's responses to one-to-one story readings in school settings. Reading Research Quarterly, 23, 89-107. Tests preschoolers in a daycare setting, finding multiple readings produce most response. Morrow, Lesley Mandel. (1989a). Designing the classroom to promote literacy development. In Dorothy S. Strickland & Lesley Mandel Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 000-000). Newark, DE: International Reading Association. Morrow, Lesley Mandel. (1989b). Trends and strategies in early literacy education. Reading Instruction Journal, VOL("Winter"), PAGES. [Repr. (1991). In David Elkind (Ed.), Perspectives on early childhood education: Growing with young children toward the 21st century (pp. 105-115). Washington, DC: National Education Association, Washington. ] Describes the implications of new studies of emergent literacy for transmitting reading and writing skills. Morrow, Lesley Mandel. (1990). Preparing the classroom environment to promote literacy during play. Early Childhood Research Quarterly, 5, 537-554. Observational study finds thematic play with teacher guidance and literacy materials yielded significantly increased literacy behavior. Morrow, Lesley Mandel. (1992). The impact of a literature based program on literacy achievement, use of literature, and attitudes of children from minority backgrounds. Reading Research Quarterly, 27, 250-275. Investigates the impact of a literature-based program on children from minority backgrounds. Morrow, Lesley Mandel, and others. (1990). Effects of a story reading program on the literacy development of at-risk kindergarten children. Journal of Reading Behavior, 22, 255-275. Contrasts the effects of a storybook reading approach to traditional reading readiness approaches on the literacy development of urban at-risk kindergarten children. Morrow, Lesley Mandel, & Rand, Muriel K. (1991). Promoting literacy during play by designing early childhood classroom environments. Reading Teacher, 44, 396-402. Evaluates the effects that environmental changes in early childhood activity centers and patterns of teacher guidance have on children's literacy behavior. Morrow, Robert D. (1991). The challenge of Southeast Asian parental involvement. Principal, 70(3), 20-22. Explores factors that influence the level and quality of Southeast Asian parents' involvement with schools. Myers, Miles. (1984). Shifting standards of literacy--the teacher's Catch 22. English Journal, 73(4), 26-32. Argues that national policy has imposed on American public education different standards of literacy, each one more demanding than the one preceding it. Myers, Miles. (1985). The National Writing Project: Literacy and teaching. Phi Kappa Phi Journal, 65, 32-34. Nardini, Gloria. (1990). Towards an ethnographic understanding of adolescent literacy. Writing Instructor, 9(1-2), 45-56. Proposes that ethnography is a useful tool for helping teachers understand the cultural context of their students. National Congress of American Indians. (1987). Count me in: Youth 2000. United National Indian Tribal Youth. Washington, DC: National Congress of American Indians. (ERIC Document Reproduction Service No. ED 287 645) [21 pages] Offers a nationwide "call to action" to enlist all sectors of society in helping vulnerable youth achieve social and economic self-sufficiency. Neuman, Susan B., & Roskos, Kathy. (1992). Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Reading Research Quarterly, 27, 202-225. [Preliminary version. (1990, November). Literacy objects as cultural tools: Effects on children's literacy behaviors in play. Paper presented at the meeting of the National Reading Conference, Miami, FL. (ERIC Document Reproduction Service No. ED 329 896). [49 pages] Examines the effects of literacy-enriched play settings on preschoolers' literacy behaviors in spontaneous free play. Finds differences in frequency, duration, and complexity of literacy demonstrations in play. Newkirk, Thomas. (1982). How competent are the writing competency tests? In James C. Raymond (Ed.), Literacy as a human problem (pp. 99-117). University: University of Alabama Press. Newkirk, Thomas. (Ed.). (1986). Only connect: Uniting reading and writing. Upper Montclair, NJ: Boynton/Cook. [262 pages] Fourteen papers explore the relationship of composition to reading and literature studies. Newkirk, Thomas, & Atwell, Nancie. (Eds.). (1988). Understanding writing: Ways of observing, learning, and teaching, K-8 (Second Edition). Portsmouth, NH: Heinemann Educational Books. [312 pages] {DELETE} Contains 30 articles designed to provide insights into the way children learn to write. Newman, Judith M. (1991). Interwoven conversations: Learning and teaching through critical reflection. Toronto: Ontario Institute for Studies in Education. (ERIC Document Reproduction Service No. ED 340 690) [421 pages] LITSEE Offers a personal account of a summer institute held in 1989 during which 21 teachers engaged in an exploration of writing and reading. Newman, Judith M. (Ed.). (1985). Whole language: Theory in use. Portsmouth, NH: Heinemann Educational Books. [204 pages] Collects articles, many written by practicing teachers, suggest ways that teachers can help students become active participants in their own learning. [A useful collection.] Nystrand, Martin. (1984). Learning to write by talking about writing: A summary of research on intensive peer review. Madison: University of Wisconsin. (ERIC Document Reproduction Service No. ED 255 914) [14 pages] [Repr. Nystrand (1986).] Nystrand, Martin. (1986). The structure of written communication: Studies in reciprocity between writers and readers. Orlando, FL: Academic Press. Nystrand, Martin. (1987). The role of context in written communication. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 000-000). San Diego, CA: Academic Press. {} Examines the differing functions of oral and written text. Nystrand, Martin. (1990). On teaching writing as a verb rather than as a noun: Research on writing for high school English teachers. In Gail E. Hawisher & Anna O. Soter (Eds.), On literacy and its teaching: Issues in English education (pp. 144-158). Albany: State University of New York Press. Nystrand, Martin. (Ed.). (1982). What writers know: The language, process, and structure of written discourse. New York: Academic Press. [391 pages] Oakhill, J., & Garnham, A. (1988). Becoming a skilled reader. Oxford: Basil Blackwell. Padron, Yolanda, & Knight, Stephanie L. (1990). Linguistic and cultural influences on classroom instruction. In H. Prentice Baptiste, Jr., and others (Eds.), Leadership, equity, and school effectiveness (pp. 000-000). Newbury Park, CA: Sage Publications. Palincsar, Annemarie Sullivan, and others. (1991). Examining the context of strategy instruction. RASE: Remedial and Special Education, 12(3), 43-53. Reviews six models of literacy strategy instruction in special and remedial education and reports on a study which manipulated teacher and student control of activity, as well as the instructional context. Palincsar, Annemarie Sullivan, & Klenk, Laura. (1992a). Examining and influencing contexts for intentional literacy learning. In Cathy Collins, & John N. Mangieri (Eds.), Teaching thinking: An agenda for the twenty-first century (pp. 297-315). Hillsdale, NJ: Lawrence Erlbaum Associates. Defines critical literacy as the ability to engage in intentional self-regulated learning with an awareness of the variables that influence learning and an ability to assume control of one's learning activity. Palincsar, Annemarie Sullivan, & Klenk, Laura J. (1991b). Learning dialogues to promote text comprehension. In Barbara Means & Michael S. Knapp (Eds.), Teaching advanced skills to educationally disadvantaged students (pp. 000-000). Washington, DC: Policy Studies Associates; Menlo Park, CA: SRI International. (Document available as ERIC Document Reproduction Service No. ED 338 722; papers are separately abstracted as ED 338 709-721) Palincsar, Annemarie Sullivan, & Klenk, Laura. (1992). Fostering literacy learning in supportive contexts. Journal of Learning Disabilities, 25, 211- 225, 229. Focuses on enhancement of literacy skills of young children with learning disabilities, through intentional learning, reciprocal teaching, and redefining the contexts of early literacy learning. Palincsar, Annemarie Sullivan, & Winn, Judith. (Eds.). (1990, March). Assessment models focused on new conceptions of achievement and reasoning. Symposium at the International Conference of the American Educational Research Association, San Francisco, CA. International Journal of Educational Research, 14, 409-483. Presents 5 papers concerning standardized testing. Paris, S. G., Jacobs, J. E., Cross, D. R., Oka, E. R, DeBritto, A. M., & Saarnio, D. (1984, April). Improving children's metacognition and reading comprehension with classroom instruction. Paper presented at the meeting of the American Education Research Association, New Orleans, LA. Paris, Scott G., & Wixson, Karen K. (1987). The development of literacy: Access, acquisition, and instruction. In David Bloome (Ed.), Literacy and schooling (pp. 35-54). Norwood, NJ: Ablex. Review article, drawing conclusions for instruction and research. Paris, Scott G., Wixson, Karen K., & Palinscar, Annemarie S. (1986). Instructional approaches to reading comprehension. Review of Research in Education, 13, 91-128. Parker, Robert P. (1983a). Language development and learning to write: Theory and research findings. In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 38-54). Newark, DE: International Reading Association. Parker, Robert P. (1983b). Schooling and the growth of mind. In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 139-155). Newark, DE: International Reading Association. Parker, Robert P., & Davis, Frances A. (Eds.). (1983). Developing literacy: Young children's use of language. Newark, DE: International Reading Association. [189 pages] Parker, Stephen. (1989). The initial reading scheme: Is there an alternative? In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 235-244). New York: Plenum Press. Parks, Gail Armstrong. (1983). The education of rural students in the United States. Washington, DC: National Institute of Education (ED). (ERIC Document Reproduction Service No. ED 292 606) [144 pages] Uses recent investigations to focus on the needs of rural schools and students. Pearson, P. David. (????). The comprehension revolution: A twenty-year history of process related to reading comprehension (Reading Education Report No. 57). Urbana: University of Illinois, Center for the Study of Reading. [Repr., in edited version. (1987). In Barbara M. Mayor and A. K. Pugh (Eds.), Language, communication and education (pp. 443-457). London: Croom Helm.] Pearson, P. David, Roehler, Laura R., Dole, Janice A., & Duffy, Gerard G. (1992). Developing expertise in reading comprehension. In S. Jay Samuels & Alan E. Farstrup (Eds.), What research has to say about reading instruction (2nd ed., pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 340 011) Pearson, P. David, & Tierney, Robert J. (1984). On becoming a thoughtful reader: Learning to read like a writer. In Alan C. Purves & Olive Niles (Eds.), Becoming readers in a complex society: Eighty-Third Yearbook of the National Society for the Study of Education, Part I (pp. 000-000). Chicago, IL: National Society for the Study of Education. {} Pellegrini, Anthony D. (1985). Relations between preschool children's symbolic play and literate behavior. In Lee Galda & Anthony D. Pellegrini (Eds.), Play, language, and stories: The development of children's literate behavior (pp. 79-97). Norwood, NJ: Ablex. Pellegrini, Anthony D. (1991). A critique of the concept of at risk as applied to emergent literacy. Language Arts, 68, 380-385. Recommends abandoning the term "at risk," concluding from analyses of parent-child story readings in African-American homes that the primary reason the children were at risk for failure in school is that the contexts for literacy in these homes were different from the contexts in school. Pellegrini, A. D., & Galda, Lee. (1990). Children's play, language, and early literacy. Topics in Language Disorders, 10(3), 76-88. Takes a functional approach to relationships between make-believe play and language development. Pellegrini, A. D., Galda, Lee, Dresden, Janna, & Cox, Susan. (1991). A longitudinal study of the predictive relations among symbolic play, linguistic verbs, and early literacy. Research in the Teaching of English, 25, 219-235. Examines the predictive relations among dimensions of symbolic play (object and ideational transformations), linguistic verbs, and measures of early literacy, finding that use of linguistic verbs predicts Concepts of Print scores and that symbolic play and linguistic verbs predict emergent writing and reading, respectively. Perfetti, Charles A. (1991). On the value of simple ideas in reading instruction. In Susan Amanda Brady & Donald P. Shankweiler, (Eds.), Phonological processes in literacy: A tribute to Isabelle Y. Liberman (pp. 000-000). Hillsdale, NJ: Lawrence Erlbaum Associates. Phelps, Louise Wetherbee. (1988). Composition as a human science: Contributions to the self-understanding of a discipline. New York: Oxford University Press. [268 pages] Pica, Teresa. (1989). Research on language learning: How can it respond to classroom concerns? Penn Working Papers in Educational Linguistics, 5(2), 000-000. (ERIC Document Reproduction Service No. ED 335 923) Pica, Teresa. (1991). Do second language learners need negotiation? PENN Working Papers in Educational Linguistics, 7(2), 000-000. (Individual papers abstracted as FL 020 002-006; document available as ERIC Document Reproduction Service No. ED 341 245) Pica, Teresa, Berducci, Dom, Holliday, Lloyd, Lewis, Nora, & Newman, Jeanne. (1990). Language learning through interaction: What role does gender play? Penn Working Papers in Educational Linguistics, 6(1), 000-000. (ERIC Document Reproduction Service No. ED 335 929) . Analyzes differences in interactions of native- speaker and non-native-speaker in same- and cross- gender dyads Picciotto, Madeleine. (1992). Educational literacy and empowerment: An experiment in critical pedagogy. Writing Instructor, 11(2), 59-69. Argues that, by urging students to recognize their powerlessness and transform the structures of power governing their experiences, teachers can lead them to the awareness that they can determine their own educational lives. Pickens, Alex L., & Kali, Alex P. (Eds.). (1986). Literacy instruction [Special Issue]. Educational Perspectives [University of Hawaii, Manoa, College of Education], 24(1). (ERIC Document Reproduction Service No. ED 285 156) [26 pages] Presents 5 articles focusing on the creation of a literate society where people appreciate literature and can use reading and writing to enrich their lives. Pinnell, Gay Su. (1988b). Positive and negative choices: Impact on curricula. In Jane L. Davidson (Ed.), Counterpoint and beyond: A response to "Becoming a Nation of Readers" (pp. 000-000). Urbana, IL: National Council of Teachers of English. Pinnell, Gay Su. (1989a). Success of at-risk children in a program that combines writing and reading. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. Pinnell, Gay Su. (1989b). Using research to create a supportive literacy climate. In Gay Su Pinnell & Myna L. Matlin (Eds.), Teachers and research: Language learning in the classroom (pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 309 401) Pinnell, Gay Su, & Matlin, Myna L. (Eds.). (1989). Teachers and research: Language learning in the classroom. Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 309 401) [188 pages] Provides information culled from classroom research, including some from teacher researchers, for those engaged in creating educational settings that support children's development of language and literacy. Platt, Nancy G. (1989). What teachers and children do in a language rich classroom. In Gay Su Pinnell & Myna L. Matlin (Eds.), Teachers and research: Language learning in the classroom (pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 309 401) Pressley, Michael, Harris, Karen R., & Guthrie, John T. (Eds.). (1992). Promoting academic competence and literacy in school. San Diego, CA: Academic Press. [506p.] Addresses contemporary knowledge of literacy development in classrooms, with sections on academic competence, reading, writing, and metacogition. Pressley, Michael, El-Dinary, Pamela Beard, & Brown, Rachel. (1992). Skilled and not-so-skilled reading: Good information processing and not-so-good information processing. In Michael Pressley, Karen R. Harris, & John T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 000-000). San Diego, CA: Academic Press. Probst, Robert E. (1990). Literature and literacy. In Gail E. Hawisher, & Anna O. Soter (Eds.), On literacy and its teaching: Issues in English education (pp. 100-110). Albany: State University of New York Press. Proudfoot, Gail. (1992). Pssst! There is literacy at the laundromat. English Quarterly, 24, 10-11. Advocates looking around and discovering the real literacy exhibited in everyday activities. describing the literacy observed at a laundromat. Pugh, Sharon L., & Pawan, Faridah. (1991). Reading, writing, and academic literacy. In Rona F. Flippo, & David C. Caverly (Eds.), College reading & study strategy programs (pp. 000-000). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 329 902) Pumfrey, Peter D., & Elliott, Colin D. (Eds.). (1990). Children's difficulties in reading, spelling and writing: Challenges and responses. London: Falmer Press. [316 pages] Purcell-Gates, Victoria. (1990a). Can early reading achievement be predicted with traditional learning disabilities tests? A case study. Early Childhood Research Quarterly, 5, 513-535. [Preliminary version. (1988). (ERIC Document Reproduction Service No. ED 308 685) [48 pages] ] Reports a study examining the reading and writing progress of a first grade boy. Purcell-Gates, Victoria. (1990b). Fairy tales in the clinic: Children seek their own meanings. Children's Literature in Education, 20, 249-254. Reports that inner city remedial reading students self-selected traditional fairy tales over more contemporary stories available to them. Purcell-Gates, Victoria. (1990c). On the outside looking in: A study of remedial readers' meaning making while reading literature (Report Series 6.2). Albany, NY: Center for the Learning and Teaching of Literature. (ERIC Document Reproduction Service No. ED 333 447) [19 pages] Compares remedial readers to more proficient readers in their meaning-making processes during the reading of literary text. Purcell-Gates, Victoria, & Dahl, Karin L. (1989, November). Patterns of success and failure at literacy learning among low-SES urban children in traditional skills-based kindergarten and first grade classrooms. Paper presented at the meeting of the National Reading Conference, Austin, TX. (ERIC Document Reproduction Service No. ED 325 800) [60 pages] Observes low-socioeconomic status (SES) urban children's ways of interpreting traditional skills-based literacy instruction in kindergarten and first grade. Purcell-Gates, Victoria, & Dahl, Karin L. (1991). Low-SES children's success and failure at early literacy learning in skills-based classrooms. Journal of Reading Behavior, 23, 1-34. SEE? Examines 35 low-SES, urban children's ways of interpreting traditional skills-based literacy instruction in kindergarten and first grade. Purves, Alan C. (1984). The potential and real achievement of U.S. students in school reading. American Journal of Education, 93, 82-106. Assesses the limits and successes of the instruction of reading in the U.S. and makes cross-national comparisons. Purves, Alan C., & Niles, Olive S. (1984a). The challenge to education to produce literate citizens. In Alan C. Purves & Olive Niles (Eds.), Becoming readers in a complex society: Eighty-Third Yearbook of the National Society for the Study of Education, Part I (pp. 000-000). Chicago, IL: National Society for the Study of Education. {} Purves, Alan C., & Niles, Olive. (Eds.). (1984b). Becoming readers in a complex society (Eighty-Third Yearbook of the National Society for the Study of Education, Part I). Chicago, IL: National Society for the Study of Education. [312 pages] Contains 9 essays on instruction in reading in the middle grades and beyond. Purves, A. C., & Purves, W. C. (1986). Viewpoints: Cultures, text models, and the activity of writing. Research in the Teaching of English, 20, 174-197. Purvis, J. (1985). Places to begin: A bibliographic check of linguistics, composition and literacy. Writing Instructor, 4, 144-150. Review article, directed at college composition instructors. Quintero, E. (1984). Preschool literacy: The effect of sociocultural context. Urbana, IL: ERIC/RCS. (ERIC Document Reproduction Service No. ED 282 181) 48p. Observes 12 Spanish-speaking preschoolers in Texas, finding positive sociocultural effects. Quintero, E. P. (1986). Sociocultural context and its relation to literacy development in bilingual preschoolers (Doctoral dissertation, New Mexico State University). Raphael, Taffy E. (1994). Literacy, children, and teachers: Creating an integrated approach to literacy instruction. New York: Harcourt Brace Jovanovich. Raphael, Taffy. (Ed.). (1986). The contexts of school-based literacy. New York: Random House. [322 pages] Raphael, Taffy E., and others. (1989). Acquisition of expository writing skills. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. Raphael, Taffy E., and others. (1991a). Reading instruction reconsidered: Literature and discussion in the reading program (Elementary Subjects Center Series No. 47). East Lansing, MI: Insitute for Research on Teaching, Center for the Learning and Teaching of Elementary Subjects. (ERIC Document Reproduction Service No. ED 336 732) [52 pages] Describes the Book Club Project of the Center for the Learning and Teaching of Elementary Subjects, a 3-year line of research exploring the intersection of literature-based reading instruction and the role of student-led response groups. Raphael, Taffy E., and others. (1991b). Teaching literacy through student book clubs: A first year teacher's experience (Elementary Subjects Center Series No. 41). East Lansing, MI: Institute for Research on Teaching, Center for the Learning and Teaching of Elementary Subjects. (ERIC Document Reproduction Service No. ED 336 743) [33 pages] Describes the experience of a fourth- and fifth- grade, first-year teacher's participation in the Book Club Project of the Center for the Learning and Teaching of Elementary Subjects. Raphael, Taffy E., and others. (1992). Literature and discussion in the reading program (Research Directions). Language Arts, 69, 54-61. Illustrates how social interaction with high quality literature can foster the literacy process of responding to literature with the student's own voice. Readence, John E., & Baldwin, R. Scott. (Eds.). (1987). Research in literacy: Merging perspectives (Yearbook of the National Reading Conference, Austin, TX, December 1986). Chicago, IL: National Reading Conference. (ERIC Document Reproduction Service No. ED 298 454) [336 pages] Contains 30 conference papers. Readence, John E., & Baldwin, R. Scott (Eds.). (1988). Dialogues in literacy research (Thirty-Seventh Yearbook of the National Reading Conference). Chicago, IL: National Reading Conference. (ERIC Document Reproduction Service No. ED 300 773) [382 pages] Essays concentrate on theoretical perspectives on reading, writing and language research. Resnick, L. B., Bill, V., Lesgold, S., & Leer, M. (1991). Thinking in arithmetic class. In Barbara Means & Michael S. Knapp (Eds.), Teaching advanced skills to educationally disadvantaged students (pp. 000-000). Washington, DC: Policy Studies Associates; Menlo Park, CA: SRI International. (Document available as ERIC Document Reproduction Service No. ED 338 722; papers are separately abstracted as ED 338 709-721) Reyes, Maria de la Luz. (1991a). A process approach to literacy instruction for Spanish-speaking students: In search of a best fit. In Elfrieda H. Hiebert (Ed.), Literacy for a diverse society: Perspectives, practices, and policies (pp. 157-171). New York: Teachers College Press. Reyes, Maria de la Luz. (1991b). A process approach to literacy using dialogue journals and literature logs with second language learners. Research in the Teaching of English, 25, 291-313. Examines the ability of 10 sixth grade Hispanic bilingual students to construct meaning in dialogue journals and literature logs in their first and second languages. Reyes, Maria de la Luz, & Laliberty, Eloise Andrade. (1992). A teacher's "pied piper" effect on young authors. Education and Urban Society, 24, 263- 278. Offers a case study of a fourth grade classroom in Longmont (Colorado) to illustrate how a teacher's enthusiasm for literacy instruction creates an environment where all students, including the Hispanic language minority, can be active participants. Reyes, Maria de la Luz; McCollum, Pamela A. (1992). Language, literacy, and educational reform: Rethinking the issues. Education and Urban Society, 24, 171-177. Introduces a theme issue providing examples of classroom-based research in which educators try to improve literacy education for minority students. Richardson, Paul. (1991). Language as personal resource and as social construct: Competing views of literacy pedagogy in Australia. Educational Review, 43, 171-190. Assesses the debate between the process writing/whole language approach to literacy education and genre-based writing instruction. Richardson, Richard C., Martens, Kathryn J., & Fisk, Elizabeth C. (1981). Functional literacy in the college setting (AAHE-ERIC/Higher Education Research Report No. 3). Washington, DC: American Association for Higher Education. (ERIC Document Reproduction Service No. ED 211 032) [46 pages] Richardson, R. C., Jr., Risk, E. C., & Okun, M. A. (1983). Literacy in the open access college. San Francisco: Jossey-Bass. [Excerpt, Reading and writing requirements, repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 254-260). Carbondale: Southern Illinois University Press.] Rieben, Laurence, & Perfetti, Charles A. (Eds.). (1991). Learning to read: Basic research and its implications. Hillsdale, NJ: Lawrence Erlbaum Associates. Ritchie, Joy S. (1992). Resistance to reading: Another view of the minefield. Journal of Advanced Composition, 12, 117-136. Asserts that student resistance to assigned reading is an essential part of the process of critiquing and intervening in oppressive ideologies. Robeck, Carol P. (1982). The development of literacy in middle-class preschool children. Reading Psychology, 3, 105-116. Robinson, Susan Smith, & Dixon, Rhonda G. (1991). The language concepts that low- and middle-class four- year-olds bring to preschool. Paper presented at the National Reading Conference. Palm Springs, CA. (ERIC Document Reproduction Service No. ED 341 479) [15 pages] Conpares the concepts of oral and written language of 4-year-old, preschool children from low- and middle-class homes. Robinson, Susan Smith, & Dixon, Rhonda G. (1992). Language concepts of low- and middle-class preschoolers. Study funded by a Drake University Research Grant and the First in the Nation (FINE) Foundation. (ERIC Document Reproduction Service No. ED 345 225) [18 pages] Compares the oral and written language concepts of preschoolers from low- and middle-income homes. Rodby, Judith. (1992). Appropriating literacy: Writing and reading in English as a second language. Portsmouth, NH: Boynton/Cook. [151 pages] Roderick, Jessie A. (1990). Through mothers' eyes: Perspectives on their children as writers. Early Child Development and Care, 56, 19-28. Interviews 9 mothers about their children's writing, interactions with their children about writing, expectations for their children as writers, and their own early experiences with writing. Rodriquez, Rudy. (Ed.). (1984, June). Teaching reading to language minority students. Papers presented at the Teaching of Reading in Bilingual Education Conference, Denton, Texas. Rosslyn, VA: National Clearinghouse for Bilingual Education. (ERIC Document Reproduction Service No. ED 338 110) [38 pages] Offers five papers from a conference designed to examine current and emerging practices for promoting literacy among second language learners of English (papers not separately analyzed). Roehler, Laura R. (1992). Embracing the instructional complexities of reading instruction. In Michael Pressley, Karen R. Harris, & John T. Guthrie (Eds.), Promoting academic competence and literacy in school (pp. 427-455). San Diego, CA: Academic Press. Uses observational data from grades 1, 3, and 6 to examine how teachers develop strategic readers. Romaine, S. (1986). The language of children and adolescents: The acquisition of communicative competence. Oxford: Basil Blackwell. Ch. 7, "The Acquisition of Literacy and Its Role in Communicative Competence," notes the social role of literacy: "the so-called writing or literacy crisis is a purely school-based problem as long as it [the school] neglects the uses/functions of speech and writing in the community" (pp. 226-227). Ronald, Kate, & Roskelly, Hephzibah. (Eds.). (1990). Farther along: Transforming dichotomies in rhetoric and composition. Portsmouth, NH: Boynton/Cook. [208 pages] Rose, Mike. (1988). Narrowing the mind and the page: Remedial writers and cognitive reductionism. College Composition and Communication, 39, 267-302. Argues against 3 forms of reductionism: cognitive style, hemisphericity, and oral/literate. [Important.] Rose, Shirley K. (1985). Promises and power: Myths of the acquisition of literacy (Doctoral dissertation, WHERE?, WHEN?). Dissertation Abstracts International, 45, 2508A. (University Microfilms No. WHAT?) Rose, Shirley K. (1990). Reading representative anecdotes of literacy practice: Or, "See Dick and Jane read and write!" Rhetoric Review, 8, 244-259. Rose, Shirley. (1991, November). Developing literacy/developing gender: Constructing college freshmen. Paper presented at the meeting of the National Council of Teachers of English, Seattle, WA. (ERIC Document Reproduction Service No. ED 343 123) [8 pages] Examines the ways in which college freshmen constructed a gendered cultural identity in their narratives of events during their acquisition of literacy, and the ways in which teachers constructed the gendered, literate identity of their student authors. Rosebery, Ann S., and others. (1990). Appropriating scientific discourse: Findings from language minority classrooms. Cambridge, MA: Bolt, Beranek & Newman. (ERIC Document Reproduction Service No. ED 326 058) [39 pages] Describes a project to overcome such problems as limited access to science and mathematics education and separation of science and mathematics from literacy development. Rosen, Harold. (1988). Stories of stories: Footnotes on sly gossipy practices. In Martin Lightfoot & Nancy Martin (Eds.), The word for teaching is learning: Essays for James Britton (pp. 000-000). Portsmouth, NH: Heinemann Educational Books. {} Rosenblatt, Louise M. (1983). The reading transaction: What for? In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 118-135). Newark, DE: International Reading Association. Rosenblatt, Louise M. (1989). Writing and reading : The transactional theory. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. Roueche, John E., & Baker, George A. (1981). A report on theory and method for the study of literacy development in community colleges. Austin: University of Texas at Austin, Department of Educational Administration, Program in Community College Education. (ERIC Document Reproduction Service No. ED 211 161) Roueche, John E., Baker, George A., & Roueche, Suanne D. (1984). College responses to low-achieving students: A national study. Orlando, FL: HBJ Media Systems Corporation. [108 pages] Routman, Regie. (1988). Transitions: From literature to literacy. Portsmouth, NH: Heinemann Educational Books. [352 pages] Provides ideas for literature-based whole language programs. Rowe, Deborah. (1993). Preschoolers as authors: Literacy learning in the social world of the classroom. Cresskill, NJ: Hampton Press. [271 pages] Roy, Alice Myers. (1984). Alliance for literacy: Teaching non-native speakers and speakers of nonstandard English together. College Composition and Communication, 35, 439-448. Discusses evidence in support of combining nonnative speakers and native speakers of nonstandard English for instructional purposes. Sachs, Murray. (1989). The foreign language curriculum and the orality-literacy question. ADFL Bulletin, 20, 70-75. Salinger, Terry. (1992). Critical thinking and young literacy learners. In Cathy Collins, & John N. Mangieri (Eds.), Teaching thinking: An agenda for the twenty-first century (pp. 319-332). Hillsdale, NJ: Lawrence Erlbaum Associates. Discusses young children's (critical) thinking and uses their thinking about literacy as an exemplar. Sampson, Gloria P. (1990). Teaching English literacy using Chinese strategies. TESL Talk, 20, 126- 138. Provides Chinese instructional strategies for teaching English-as-a-Second-Language literacy that are appropriate for immigrants in the Canadian setting. Sampson, M. (Ed.). (1986). The pursuit of literacy: Early reading and writing. Dubuque, IA: Kendall-Hunt. Samuels, S. Jay. (1987). Factors that influence listening and reading comprehension. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 000-000). San Diego, CA: Academic Press. {} Samuels, S. Jay, & Farstrup, Alan E. (Eds.). (1992). What research has to say about reading instruction (2nd ed.). Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 340 011) [363 pages] Offers 13 essays on reading instruction (all essays analyzed). Saravia-Shore, Marietta, & Arvizu, Steven F. (Eds.). (1992). Cross-cultural literacy: Ethnographies of communication in multiethnic classrooms. New York: Garland Publishing. [558 pages] (Document not available from EDRS; abstract available as ERIC Document Reproduction Service No. ED 341 754) Presents ethnographic studies of multiethnic classrooms and schools in their community context, designed to illuminate the benefits of an anthropological approach (papers not fully listed in ERIC abstract; not separately analyzed). Scales, Barbara, Almy, Millie, Nicolopoulou, Ageliki, & Ervin-Tripp, Susan. (Eds.). (1991). Play and the social context of development in early care and education. New York: Teachers College Press. [275p.] ISBN: 0-8077-3067-X (hb); 0-8077-3066-1 (pb). Presents 17 essays from a 1988 Bekeley confrence, centered on the theme that children learn through play. Scardamalia, Marlene, & Bereiter, Carl. (1985). Development of dialectical processes in composition. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 307-329). Cambridge: Cambridge University Press. Schecter, Sandra R., & Harklau, Linda A. (1991). Annotated bibliography of research on writing in a non- native language (Technical Report No. 51). Berkeley: University of California, Berkeley, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 343 429) [73 pages] Includes about 170 citations of dissertations, articles, papers, and other studies concerning the development of writing skills in non-native English speakers. Schickendanz, J. A. (1986). More than the ABC's: The early stages of reading and writing. Washington, DC: National Association for the Education of Young Children. Schickedanz, Judith, & Sullivan, Maureen. (1984). Mom, what does u f f spell? Language Arts, 61, 7 17. Describes a three-month study of literacy development in the home and in nursery school. Seda, Ileana, & Abramson, Shareen. English writing development of young, linguistically different learners. Early Childhood Research Quarterly, 5, 379-391. Examines the emergence of English writing among 31 kindergartners. Shanahan, Timothy. (1991). New literacy goes to school: Whole language in the classroom. Educational Horizons, 69(3), 146-151. Discusses ways to make learning active, to be respectful of teachers and learners, to allow students to develop ownership and control of their language and learning, and to use a variety of subjects together holistically. Shanahan, Timothy. (Ed.). (1990). Reading and writing together: New perspectives for the classroom. Norwood, MA: Christopher-Gordon Publishers. (Document not available from EDRS; abstract available as ERIC Document Reproduction Service No. ED 331 042) [227 pages] Collects 11 essays (contents in FULLFILE). Shannon, Patrick. (1984). Mastery learning in reading and the control of teachers and students. Language Arts, 61, 484-493. Defends 3 assertions regarding mastery learning in reading programs. Shannon, Patrick. (1985). Reading instruction and social class. Language Arts, 62, 604-613. Reviews evidence that American schools succeed or fail on a social class basis, and examines suggestions for improvement. Shannon, Patrick. (1990a). Re-searching the familiar. Language Arts, 67, 379-387. Explains how a teacher education course (using an adaptation of Paulo Freire's problem-posing methods) actually hampered students' development and learning. Shannon, Patrick. (1990b). The struggle to continue: Progressive reading instruction in the United States. Portsmouth, NH: Heinemann Educational Books. [220 pages] Shannon, Patrick. (Ed.). (1992). Becoming political: Readings and writings in the politics of literacy education. Portsmouth, NH: Heinemann Educational Books. [289 pages] Shermis, Michael. (1989c). Critical reading and thinking: Instructional strategies (Focused Access to Selected Topics [FAST] Bibliography No. 36). Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills. (ERIC Document Reproduction Service No. ED 306 555) [6 pages] Contains 23 annotations of resources in the ERIC database (ranging from 1985 to 1989). Shermis, Michael. (1991a). Parents reading and writing: Recent ERIC citations on writing, talking, and listening (ERIC/RCS). Reading Research and Instruction, 30, 101-103. Presents 10 annotations of reports, conference papers, and research summaries published in 1988 and 1989 concerning the many roles parents play in the acquisition and development of language and literacy of their children. Shermis, Michael. (Ed.). (1991). Parents and children together (Volume 1, Nos. 1-12). Bloomington: University of Indiana, Family Literacy Center. (ERIC Document Reproduction Service No. ED 329 942) [776 pages] Twelve booklets intended for parents and children to share, reading the booklets together as they listen to the companion tape for each booklet. Shermis, Michael. (Ed.). (1991). Parents sharing books: Self-esteem and reading. Bloomington: University of Indiana, Family Literacy Center. For a related publication, see ED 324 662. (ERIC Document Reproduction Service No. ED 329 955) [40 pages] Focuses on self-esteem, especially as to how reading at home can affect reading and school performance and how poor reading attainment can affect self-esteem. Shor, Ira. (1987). Educating the educators: A Freirean approach to the crisis in teacher education. In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Boynton/Cook. Shor, Ira. (1987). Monday morning fever: Critical literacy and the generative theme of "work." In Ira Shor (Ed.), Freire for the classroom: A sourcebook for liberatory teaching (pp. 000-000). Portsmouth, NH: Boynton/Cook. Shor, Ira. (Ed.). (1987). Freire for the classroom: A sourcebook for liberatory teaching. Portsmouth, NH: Boynton/Cook. [237 pages] Reprints 12 essays offering practical examples of innovative classroom work being done in Freirean education in America. Short, K. G. (1986). Literacy as a collaborative experience. Dissertation Abstracts International, 47, 05A. (University Microfilms No. 86-17, 833) Studies students at g1. Shuman, B. Baird. (1990). Secondary school English teachers: Past, present, future. In Gail E. Hawisher & Anna O. Soter (Eds.), On literacy and its teaching: Issues in English education (pp. 36-49). Albany: State University of New York Press. Sledge, Andrea Celine. (1987, April). Mother infant literacy knowledge. Paper presented at the meeting of the American Educational Research Association, Washington, DC. (ERIC Document Reproduction Service No. ED 283 129) [19 pages] Discusses a program in which imprisoned mothers are allowed to care for their children until they are one year old. Smith, Carl B. (1990). Trends in reading/literacy instruction (ERIC/RCS). Reading Teacher, 43, 680-681. Reports on current trends in reading education, changes in the type of research being reported, and comments on the top requests for information made to the ERIC Clearinghouse on Reading and Communication Skills. Smith, Carl B. (1991a). Emergent literacy: An early reading and writing concept. The ERIC Review, 1(2), 14-15. (ERIC Document Reproduction Service No. ED 332 697) Advocates helping children see reading and writing as having a purpose, something people learn and use to communicate. Smith, Carl B. (1991b). Family literacy: The most important literacy (ERIC/RCS). Reading Teacher, 44, 700-701. Discusses several family literacy programs that promote parent support and involvement. Smith, Carl B. (1991c). Parents sharing books (Annual Report 1990-1991). Bloomington: Indiana University, Family Literacy Center. (ERIC Document Reproduction Service No. ED 335 645) [51 pages] Describes and evaluates the first year of the "Parents Sharing Books" project, a parent outreach program for Indiana middle and junior high schools. Smith, Carl B. (Ed.). (1991d). Alternative assessment of performance in the language arts: What are we doing now? Where are we going? Proceedings of a national symposium, Bloomington, IN, August 1990. Bloomington, IN: ERIC Clearinghouse on Reading and Communication Skills; Phi Delta Kappa. (ERIC Document Reproduction Service No. ED 339 044) [315 pages] Presents the complete proceedings of a national symposium on alternative assessment in the language arts (2 papers analyzed; also contains a bibliography on informal reading assessment). Smith, Carl B., & Simic, Marjorie. (1992). Parents sharing books: Annual Report 1991-1992. Bloomington: University of Indiana, Bloomington, Family Literacy Center. (ERIC Document Reproduction Service No. ED 346 443) [85 pages] Describes and evaluates the second year of the "Parents Sharing Books" (PSB) project, a parent outreach program for Indiana middle and junior high schools. Smith, Frank. (1983). Essays into literacy: Selected papers and some afterthoughts. Exeter, NH: Heinemann Educational. [157 pages] Smith, Frank. (1984). The creative achievement of literacy. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 143- 153). Portsmouth, NH: Heinemann Educational Books. Smith, Frank. (1988). Joining the literacy club: Further essays into education. Portsmouth, NH: Heinemann Educational Books. [144 pages] Smith, Judith, & Alcock, Anne. (1990). Revisiting literacy: Helping readers and writers. Milton Keynes, Eng.: Open University Press. [119 pages] Smith, Louise Z. (Ed.). (1988). Audits of meaning: Festschrift in honor of Ann E. Berthoff. Portsmouth, NH: Boynton/Cook. [264 pages] Smith, Ronald E. (1985). Literacy and the English teacher: Observations and suggestions. English Journal, 74(8), 22-27. Observes that a "literacy crisis" is not a recent invention, and suggests further teacher training. Smith-Burke, M. Trika. (1987). Classroom practices and classroom interaction during reading instruction: What's going on? In James R. Squire (Ed.), The dynamics of language learning: Research in reading and English (pp. 000-000). Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) {} Snow, Catherine E. (1983). Literacy and language: Relationships during the preschool years. Harvard Educational Review, 53, 165-189. Outlines the important similarities in the development of both language and literacy. Snow, Catherine. (1987). Factors influencing vocabulary and reading achievement in low income children. In R. Apple (Ed.), Toegepaste Taalwetenschap in Artikelen (Special 2, pp. 124-128). Amsterdam: ANELA. Snow, Catherine E. (Ed.). (1991). Unfulfilled expectations: Home and school influences on literacy. Cambridge, MA: Harvard University Press. [251 pages] [Reviewed: Lee, Valerie E. (1992). Annals of the American Academy of Political and Social Science, 524, 220-222. Snow, Catherine E., and others. (1987). Second language learners' formal definitions: An oral language correlate of school literacy. Los Angeles: California State University, Los Angeles, Center for Language Education and Research. (ERIC Document Reproduction Service No. ED 287 307) [41 pages] {} Examines definitions of English nouns by 137 second- to fifth-grade children, about half of whom were non-native English speakers. Snow, Catherine, and others. (1989). Giving formal definitions: An oral language correlate of school literacy. In David Bloome (Ed.), Classrooms and literacy (pp. 000-000). Norwood, NJ: Ablex Publishing Corporation. [Suggestive.] Speidel, Gisela E. (Ed). (1990-1991). The Kamehameha Journal of Education, 1(1-3); 2(1-2). Honolulu, HA: Kamehameha Schools/Bernice Pauahi Bishop Estate, Center for Development in Early Education. (ERIC Document Reproduction Service No. ED 343 723) [417 pages] Consists of the three 1990 issues and the two 1991 issues of a journal that publishes articles on the education of Hawaii's children. Spivey, Nancy Nelson. (1989). Construing constructivism: Reading research in the Inited States (Occasional Paper No. 12). Berkeley: University of California, Berkeley, Center for the Study of Writing. (ERIC Document Reproduction Service No. ED 310 358) [29 pages] Reviews research concerning the organizational, selective, and connective aspects of reading. Spoelders, Marc, & Van Damme, Lut. (1989). Psychoeducational language awareness assessment and early reading. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 135-146). New York: Plenum Press. Squire, James R. (Ed.). (1987). The dynamics of language learning: Research in reading and English. Urbana, IL: ERIC Clearinghouse on Reading and Communication Skills; National Conference on Research in English. (ERIC Document Reproduction Service No. ED 280 080) [420 pages] Papers focus on future directions for English and reading research. Sreedhar, M. V. (1985). Educational issues of the socially disadvantaged children. (ERIC Document Reproduction Service No. ED 297 053) [26 pages] Examines programs in India. Stein, Nancy L. (1984a). Critical issues in the development of literacy education: Toward a theory of learning and instruction. American Journal of Education, 93, 171-199. [Repr. (1986). In Nancy L. Stein (Ed.), Literacy in American schools: Learning to read and write (pp. 171- 199). Chicago: University of Chicago Press.] Considers some of the pervasive problems in defining and developing literacy education in the U.S. Stein, Nancy L. (1986). Knowledge and process in the acquisition of writing skills. Review of Research in Education, 13, 225-258. Stein, Nancy L. (Ed.). (1984). The development of literacy in American schools [Special Issue]. American Journal of Education, 94(1). Stein, Nancy L. (Ed.). (1986). Literacy in American schools: Learning to read and write. Chicago: University of Chicago Press. [209 pages] [Orig. pub. (1984). American Journal of Education, 93.] Streeter, James H. (1992, May). "Imagination bodies forth the forms of things unknown": Reflections on the crisis in education. Paper presented at the conference of the Association of Canadian Community Colleges, Montreal, Quebec. (ERIC Document Reproduction Service No. ED 345 813) [11 pages] Argues that the present crisis in education is so severe that to return to the "basics," or simply to improve the standard approach to instruction, will only make the situation worse. Strickland, Dorothy S., & Morrow, Lesley Mandel. (1990c). Linking theory and practice: Resources for an emergent literacy curriculum (Emerging Readers and Writers). Reading Teacher, 43, 690-691. Offers some suggestions for articulating curricular objectives and activities based on the theoretical principles underlying emergent literacy. Strickland, Dorothy S., & Morrow, Lesley Mandel. (Eds.). (1989). Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Association. (ERIC Document Reproduction Service No. ED 305 602) [173 pages] [A useful whole language collection.] Discusses various aspects of the view that children's literacy development is a continuous process. Strickland, Dorothy S., & Taylor, Denny. (1989). Family storybook reading: Implications for children, families, and curriculum. In Dorothy S. Strickland & Lesley Mandel Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 000-000). Newark, DE: International Reading Association. Strickland, Kathleen M. (1990, February). Changes in perspectives: Student teachers' development of a reading instruction philosophy. Paper presented at the meeting of the Association of Teacher Educators, Las Vegas, NV. (ERIC Document Reproduction Service No. ED 331 037) [21 pages] Compares the philosophies developed in undergraduate methods courses with philosophies influenced by example under a cooperating teacher in an elementary school classroom. Sulzby, Elizabeth (1981). Kindergarteners begin to read their own compositions: Beginning readers' developing knowledge about written language project (Final Report). Urbana, IL: National Council of Teachers of English Research Foundation. Sulzby, Elizabeth. (1986b). Writing and reading: Signs of oral and written language organization in the young child. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 000-000). Norwood, NJ: Ablex. {} Sulzby, Elizabeth (1987). Emergent writing and reading in 5-6 year olds: A longitudinal study. Norwood, NJ: Ablex. Sulzby, Elizabeth. (1989). Emergent writing in the classroom: Home and school connections. In Dorothy S. Strickland & Lesley Mandel Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 000-000). Newark, DE: International Reading Association. Sulzby, Elizabeth. (1991a). Assessment of emergent literacy: Storybook reading (assessment). Reading Teacher, 44, 498-500. Describes an assessment instrument, the Classification Scheme for Emergent Reading of Favorite Storybooks. Sulzby, Elizabeth. (1991b). The development of the young child and the emergence of literacy. In James Flood, Julie M. Jensen, Diane Lapp, & James R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 273-285). New York: Macmillan. Sulzby, Elizabeth. (1992). Transitions from emergent to conventional writing (research directions). Language Arts, 69, 290-297. Reviews approximately 15 years of exploration of children's emergent writing and the transition into conventional writing, covering the period from infancy through first grade. Sulzby, Elizabeth, and others. (1989). Forms of writing and rereading from writing: A preliminary report. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. [Preliminary version. (1988). (Technical Report No. 437). Urbana, IL: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 300 825) [32 pages] Describes the developmental patterns of writing and rereading from writing of kindergarten children across group and individual contexts. Sulzby, Elizabeth, & Teale, William H. (1987). Young children's storybook reading: Longitudinal study of parent child interaction and children's independent functioning (Final Report). Chicago, IL: Spencer Foundation. (ERIC Document Reproduction Service No. ED 334 541) [119 pages] Reports a 3-year longitudinal study combining research in emergent storybook reading with research in parent-child interaction across income and cultural groups. Sulzby, Elizabeth, & Zecker, Liliana Barro. (1991). The oral monologue as a form of emergent reading. In Allyssa McCabe & Carole Peterson (Eds.), Developing narrative structure (pp. 175-213). Hillsdale, NJ: Lawrence Erlbaum Associates. Compares the linguistic features that differentiate reading attempts judged to be oral- language-like and written-language-like in nature were exhibited by a group of incipiently bilingual preschool and kindergarten children. Summerfield, J. Fishman. (1986). Framing narratives. In Thomas Newkirk (Ed.), Only connect: Uniting reading and writing (pp. 000-000). Upper Montclair, NJ: Boynton/Cook. {} Taylor, Denny. (1991a). Family literacy: Text as context. In James Flood, Julie M. Jensen, Diane Lapp, & James R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 457-469). New York: Macmillan. Taylor, Denny. (1991b). Learning denied. Portsmouth, NH: Heinemann Educational Books. Taylor, Denny, & Walls, Leigh. (1990). Educating parents about their children's early literacy development (Emerging Readers and Writers). Reading Teacher, 44, 72-74. Shares how one kindergarten teacher communicates with parents about children's early learning of reading and writing. Teale, William H. (1981, April). Learning about learning to read by observing parents reading to their children. Paper presented at the meeting of the American Educational Research Association, New Orleans, LA. (ERIC Document Reproduction Service No. ED 204 745) Teale, William H. (1982). Toward a theory of how children learn to read and write naturally. Language Arts, 59, 555-570. Teale, William H. (1984). Reading to young children: Its significance for literacy development. In Hillel Goelman, Antoinette A. Oberg, & Frank Smith (Eds.), Awakening to literacy (pp. 110-121). Portsmouth, NH: Heinemann Educational Books. Teale, William H. (1986a). The beginnings of reading and writing: Written language development during the preschool and kindergarten years. In M. R. Sampson (Ed.), The pursuit of literacy: Early reading and writing (pp. 000-000). Dubuque, IA: Kendall/Hunt. Teale, William H. (1986b). Home background and young children's literacy development. In William H. Teale & Elizabeth Sulzby (Eds.), Emergent literacy: Writing and reading (pp. 000-000). Norwood, NJ: Ablex. {} Teale, William H. (1987). Emergent literacy: Reading and writing development in early childhood. In John E. Readence & R. Scott Baldwin (Eds.), Research in literacy: Merging perspectives (pp. 000-000). Chicago, IL: National Reading Conference. {} Teale, William H. (Ed.). (1991). The code and beginnning reading [Special Issue]. Language Arts, 68(3). Teale, William H., & Martinez, Miriam G. (1989). Connecting writing: Fostering emergent literacy in kindergarten children. In Jana M. Mason (Ed.), Reading and writing connections (pp. 000-000). Boston, MA: Allyn & Bacon. [Preliminary version. (1987). Connecting writing: Fostering emergent literacy in kindergarten children (Technical Report No. 412). Urbana, IL: University of Illinois, Center for the Study of Reading. (ERIC Document Reproduction Service No. ED 290 161) [28 pages] Reports a whole language kindergarten literacy program. Teale, William H., & Sulzby, Elizabeth. (Eds.). (1986). Emergent literacy: Writing and reading. Norwood, NJ: Ablex. [218 pages] Essays treat emergent literacy as integral parts of an incipient language process. Teale, William H., & Sulzby, Elizabeth. (1989). Emergent literacy: New perspectives. In Dorothy S. Strickland & Lesley Mandel Morrow (Eds.), Emerging literacy: Young children learn to read and write (pp. 000-000). Newark, DE: International Reading Association. Thomas, Karen F., & Rinehart, Steven D. (1990). Young children's oral language, reading and writing. Journal of Research in Childhood Education, 5(1), 5-26. Examines the oral language and related literacy performances of four four-year olds to determine the role and functions of oral language in prekindergarten classroom exchanges, writing episodes, and print-awareness tasks. Tierney, Robert J. (1991). Studies of reading and writing growth: Longitudinal research on literacy development. In James Flood, Julie M. Jensen, Diane Lapp, & James R. Squire (Eds.), Handbook of research on teaching the English language arts (pp. 176-194). New York: Macmillan. Tierney, Robert, & O'Flavahan, J. (1989). Literacy, learning, and student decision making. In Diane Lapp and others (Eds.), Content area reading and learning: Instructional strategies (pp. 000-000). Englewood Cliffs, NJ: Prentice-Hall. Tierney, R. J., & Pearson, P. D. (1983). Toward a composing model of reading. Language Arts, 60, 568-580. [Repr. (1985). In H. Singer and R. Ruddell (Eds.), Theoretical models and processes of reading (3rd ed., pp. 000-000). Newark, DE: International Reading Association.] [Repr. (1988). In Eugene R. Kintgen, Barry M. Kroll, & Mike Rose (Eds.), Perspectives on literacy (pp. 254-260). Carbondale: Southern Illinois University Press.] Explores the commonalities of reading/writing acts. Tierney, Robert J., & Rogers, Theresa. (1989). Exploring the cognitive consequences of variations in the social fabric of classroom literacy events. In David Bloome (Ed.), Classrooms and literacy (pp. 000- 000). Norwood, NJ: Ablex Publishing Corporation. Titone, Renzo. (1989). Early bilingual reading: Retrospects and prospects. In Elisabetta Zuanelli Sonino (Ed.), Literacy in school and society: Multidisciplinary perspectives (pp. 261-276). New York: Plenum Press. Tomlinson, L. (1988). Developmental reading for college students who think, speak, and write Black dialect. In Donavon Lumpkin and others (Eds.), The dilemmas of teaching reading: Eighth Yearbook of The American Reading Forum (pp. 000-000). PLACE?: American Reading Forum. (ERIC Document Reproduction Service No. ED 300 791) Torrance, Nancy, & Olson, David R. (1982, March). Oral language competence and the acquisition of reading. Paper presented at the meeting of the American Educational Research Association, New York City. (ERIC Document Reproduction Service No. ED 212 981) [26 pages] Torrance, Nancy, & Olson, David R. (1984). Oral language competence and the acquisition of literacy. In A. Pellegrini & T. Yawkey (Eds.), The development of oral and written language during the school years (pp. 167-181). Norwood, NJ: Ablex. Reports 2 years of data from 29 English-speaking children, finding a correlation between reading skill and use of psychological verbs in speech, concluding that cognitive verbs allow "concepts for decontextualizing language and thought" (174). Torrance, Nancy, & Olson, David R. (1985). Oral and literate competencies in the early school years. In David R. Olson, Nancy Torrance, & Angela Hildyard (Eds.), Literacy, language, and learning: The nature and consequences of reading and writing (pp. 256-284). Cambridge: Cambridge University Press. Tough, Joan. (1983). Children's use of language and learning to read. In Robert P. Parker & Frances A. Davis (Eds.), Developing literacy: Young children's use of language (pp. 55-67). Newark, DE: International Reading Association. Townsend, David J., Carrithers, Caroline, & Bever, Thomas G. (1987). Listening and reading processes in college- and middle school-age readers. In Rosalind Horowitz & S. Jay Samuels (Eds.), Comprehending oral and written language (pp. 000-000). San Diego, CA: Academic Press. {} Trachsel, Mary. (1992). Institutionalizing literacy: The historical role of college entrance examinations in English. Carbondale: Southern Illinois University Press. 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