Language in Critical Literacy: Issues in LLD, ADHD, and Dyslexia There is increasing concern about the literacy skills of students in the United States. The definition of what it means to be literate, and comprehend what one has read, has changed (Morris & Tchudi, 1996) . When the United States was colonized in the 17th through the 19th centuries, being ... Article
Article  |   May 01, 1998
Language in Critical Literacy: Issues in LLD, ADHD, and Dyslexia
Author Affiliations & Notes
  • Carol Westby
    Wichita State University, Wichita, KS
Article Information
West Coast Summit
Article   |   May 01, 1998
Language in Critical Literacy: Issues in LLD, ADHD, and Dyslexia
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 22-24. doi:10.1044/lle5.1.22
SIG 1 Perspectives on Language Learning and Education, May 1998, Vol. 5, 22-24. doi:10.1044/lle5.1.22
There is increasing concern about the literacy skills of students in the United States. The definition of what it means to be literate, and comprehend what one has read, has changed (Morris & Tchudi, 1996) . When the United States was colonized in the 17th through the 19th centuries, being literate meant the ability to decode and encode, to say the words on a printed page, and to say what the words meant. This basic literacy is what has been associated with the 3Rs. Basic literacy is no longer sufficient in a technological, global economy. Persons must also have critical literacy. They must be able to move beyond literal meanings, to interpret texts, and to use writing not simply to record, but to interpret, analyze, synthesize, and explain. Students must be able to do more than retell the events of a story or the steps in an experiment. They must be able to determine story theme, interpret characters’ motivations, and perceive interrelationships among themes in different stories. They must be able to hypothesize what will happen in an experiment and explain their observations.
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