ERIC Number: ED261412
Record Type: Non-Journal
Publication Date: 1980
Reference Count: N/A
Language and Literacy: The Sociolinguistics of Reading and Writing.
Intended to provide a basis for a sociolinguistic theory of reading by placing reading within a discussion of the formal and functional characteristics of language use in social settings, this book explores the state of the art of reading and literacy, the relations between spoken and written language, and explanations of reading failure. Chapters in the book discuss the following: (1) the state of the art and some definitions of reading and literacy; (2) the primacy of spoken language and its impact on writing; (3) some principles of English spelling; (4) social pressures on English spelling; (5) the intellectual, administrative and bureaucratic functions of written language in society; (6) transcriptions, orthographies, and accents; and (7) initial literacy and explanations of educational failure, including deprivation theory. The book's final chapter provides a summary of the argument supported in the preceding chapters--that a theory of literacy must be based on the relationship between spoken and written language--and concludes that much research in the past has tended to concentrate on reading as a psychological process but often ignoring the linguistic organization of both written language and writing systems, and ignoring the social purposes of written language and literacy. This chapter also suggests topics for investigation in literacy and classroom practices. Appendixes contain symbols used in transcriptions, and points and manners of articulation, as well as suggestions for further research. (HTH)
Descriptors: Child Language, Cultural Influences, English, Language Research, Linguistic Theory, Literacy, Oral Language, Phoneme Grapheme Correspondence, Reading Failure, Reading Skills, Social Attitudes, Sociolinguistics, Spelling, Teacher Attitudes, Teaching Methods, Writing Skills
Routledge & Kegan Paul, 9 Park St., Boston, MA 02108 ($12.95 paper).
Publication Type: Books; Opinion Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A