Literacy researchers have rarely studied urban Appalachians, yet, as Purcell-Gates demonstrates, their often severe literacy problems provide a unique perspective on literacy and the relationship between print and culture. A compelling case study details the author's work with one such family.
The authors lucidly explain how we develop our abilities to read and write and offer a unified theory of literacy development that places cognitive development within a sociocultural context of literacy practices.
A portrait of one teacher's implementation of principles gleaned from the work of Paulo Freire, containing the results of an 18-month ethnographic study of a women's literacy class in El Salvador. It addresses the relationships between the developmental processes involved in becoming literate.
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