Literacy - the ability to produce and interpret written text - has long
been viewed as the basis of all school achievement; a measure of success
that defines both an 'educated' person, and an educable one. In this
volume, a team of leading experts raise questions central to the
acquisition of literacy. Why do children with similar classroom
experiences show different levels of educational achievement? And why do
these differences in literacy, and ultimately employability, persist?
By looking critically at the western view of a 'literate' person, the
authors present a new perspective on literary acquisition, viewing it as a
socially constructed skill, whereby children must acquire discourse
strategies that are socially 'approved'. This extensively-revised second
edition contains an updated introduction and bibliography, and each chapter
has been re-written to account for the most recent research. Groundbreaking
and revealing, this volume will continue to have far-reaching implications
for educational theory and practice.