Literacy, Language and Learning:The Nature and Consequences of Reading and Writing

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CUP Archive, Apr 26, 1985 - Education - 438 pages
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Literacy is an important concern of contemporary societies. This book offers a comprehensive survey of recent efforts to understand the nature of written language and its role in cognition and in social and intellectual life. The authors represent a wide range of disciplines - cognitive psychology, linguistics, anthropology, sociology, education, history and philosophy - and address a wide range of questions. Is literacy a decisive factor in historical and cultural change? Does it alter the mental and social lives of individuals? If so how and via what mechanisms? Does learning to read and write change children's speech, thought or orientation to language? What are children and adults learning when they acquire literate skills? Are there differences - linguistic, psychological and functional - between speaking and writing? And are there differences between oral and written languages?
  

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Contents

LITERACY AND SOCIETY
5
On the printing press as an agent of change
19
some
34
The concept of literacy in print and film
50
Linguistic differences produced by differences
105
Relative focus on involvement in oral and written
124
Are there really no primitive languages?
148
universal and culturespecific
167
Oral and literate competencies in the early school
256
Oralwritten differences in the production and recall
285
Development of dialectical processes in composition
307
Effects of printed language acquisition on speech
333
Interactions between spelling and sound in literacy
368
some
389
Phonology in reading
404
an annotated
412

creating worlds or shunting
195
a psychogenetic perspective
217
Preschool literacyrelated activities and success
229

Common terms and phrases

References to this book

Writing and the Writer
Frank Smith
No preview available - 1994
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About the author (1985)

Olson is University Professor and Professor of Applied Cognitive Science at the Ontario Institute for Studies in Education of the University of Toronto.

Nancy Torrance has worked as a Senior Research Officer/Research Associate in the Centre for Applied Cognitive Science and the International Centre for Educational Change at the Ontario Institute for Studies in Education of the University of Toronto. She has worked extensively with David Olson on a theory of the social development of literacy and the acquisition of literacy in young children and with Lorna Earl on the evaluation of school reform efforts in Manitoba, Ontario, and England. She is co-editor with David Olson of several volumes, including On the Making of Literate Societies: Literacy and Social Development (2001), The Handbook of Education and Human Development: New Models of Learning, Teaching and Schooling (1996), Literacy and Orality (Cambridge University Press, 1991), and, with David Olson and Angela Hildyard, Literacy, Language and Learning (Cambridge University Press, 1985).

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