Author Archives: blhein

Do we agree with this? This class is  reading intensive and blatatenly going against Miller’s “Reading in Slow Motion,” who states that his classes only meet once a week for three hours and are only assigned fifteen to twenty pages. In … Continue reading →

In Heath’s piece the children were in fact not initially taught to read but to decode the pictures and the fonts of products to check the prices. In turn, the children were able to understand at an early age through … Continue reading →

Tinslet and Kaestle say,”We can group the purposes of reading under five headings: pleasure or escape; day-to-day information; economic or spiritual self improvment; cultural promotion of dominant or minority cultures; and critical understanding and dissent.”  They also point out that … Continue reading →

Gee’s article, Literacy and the Literacy Myth poses different ideas about the social outcomes of being literate. Gee argues that traditionalists believe that “interpretation is a matter of what goes on in the mind” and that the “right interpretation is … Continue reading →

While sitting in class I contemplated the difference between comprehending and understanding in relation to literacy and concluded that literacy is a much more complicated word than I have ever considered. In my response in class I stated that literacy … Continue reading →