ERIC Number: ED385820
Record Type: RIE
Publication Date: 1995
The Literacy Dictionary: The Vocabulary of Reading and Writing.
Harris, Theodore L., Ed.; Hodges, Richard E., Ed.
Designed to be a resource to help educational practitioners, researchers, and other interested persons in the national and international community to understand terms used in contemporary and historical writings about literacy, this dictionary provides authenticated definitions of the technical terminology of the nature, study, and practice of literacy. As a result of theoretical and practical advances since the 1981 edition of the dictionary (when it was entitled "A Dictionary of Reading and Related Terms,") the dictionary views the theory and practice of reading and writing development in relation to the broader concept of literacy. The greatest increase in dictionary terminology since 1981 is in the fields of literacy, language, sociology, and supporting technology. New fields (not present in the 1981 dictionary) that contribute additional terminology are those of writing, literacy criticism, student assessment, print and graphic design, and semiotics. The dictionary also contains 14 invited essays written by noted scholars who offer their personal views on topics such as censorship, dyslexia, emergent literacy, evaluation in education, functional literacy, literacy, literary criticism, phonemic awareness, readability, reader response, problems in translation, and whole language. Appendixes present a wordex, a list of common abbreviations and their meanings, and a 129-item selected bibliography. (RS)
Descriptors: Definitions, Elementary Education, Emergent Literacy, Language Acquisition, Literacy, Literary Criticism, Reading Processes, Student Evaluation, Theory Practice Relationship, Whole Language Approach, Writing Processes
Order Department, International Reading Association, 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139 (Book No. 138: $25 members, $35 nonmembers).
Publication Type: Reference Materials - Vocabularies/Classifications
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.