Description

Despite a vast amount of study, literacy is still a very confused topic, which requires the integration of findings from different areas. Reading and writing are psychological skills, but they are also linguistic and social skills. This book provides a basis for a sociolinguistic theory of literacy, in that a systematic theory of literacy must be based on an understanding of a number of factors, such as the relationship between written and spoken language, including how English spelling works and how it is related to spoken English. Also of paramount importance are the social, educational and technological pressures on written language. The book also discusses the arguments behind deprivation theory as an explanation of educational failure. Reading failure is not well understood, but the author stresses that a vital element is the attitude of teachers towards the child's language.