Harvard Educational Review
  1. Fall 1977 Issue »

    Introduction

    Eugene Radwin, Maryanne Wolf-Ward
    An infant utters a two-word sentence; a four-year-old regales a peer with a bad joke; a first-grade child struggles to read "Rumpelstiltskin"; a Japanese girl learns to speak English; an adolescent works to shape thoughts in writing; a woman studies a woodcut by Dürer; philosophers discuss an essay by Locke. What links each of these disparate acts is their place on an evolving continuum of communication that encompasses language and reading. This continuum is at once the subject and the scope of this special issue.

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    Fall 1977 Issue

    Abstracts

    Introduction
    Eugene Radwin, Maryanne Wolf-Ward
    Foreword
    Helen Popp
    From Utterance to Text
    The Bias of Language in Speech and Writing
    David R. Olson
    Two Functions of Language
    Carol Fleisher Feldman
    Trends in Second-Language-Acquisition Research
    Kenji Hakuta, Herlinda Cancino
    Learning about Psycholinguistic Processes by Analyzing Oral Reading
    Kenneth S. Goodman, Yetta M. Goodman
    Alternative Conceptualizations of Dyslexia
    Evidence in Support of a Verbal-Deficit Hypothesis
    Frank R. Vellutino
    An Interactionist Approach to Advancing Literacy
    Nan Elsasser, Vera P. John-Steiner
    The Nature of Literacy
    An Historical Exploration
    Daniel P. Resnick, Lauren B. Resnick
    Making Sense of Reading—And of Reading Instruction
    Frank Smith
    Varieties of Deficiency in the Reading Processes
    Magdalen D. Vernon
    Reading Reconsidered
    Thomas Wolf
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