In Forsaken Hands: How Theory Empowers Literacy Learners

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Greenwood Publishing Group, Incorporated, 1995 - Social Science - 326 pages
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In Forsaken Hands takes you behind the scenes, makes you privy to the thoughts and emotions of older children and adults who are learning to read and write. Most of La Vergne Rosow's students start out convinced of their stupidity. But through Rosow's approach - teaching literacy and language acquisition theory as a vehicle for teaching nonreaders to read and write - they begin to understand why they didn't learn in the first place and why literacy doesn't have to remain a brass ring beyond their reach. Literacy learners, Rosow maintains, become empowered by the "inside information" on learning to read and write, otherwise known as theory. Each chapter of this book is a doorway into a private world, a world often steeped in humiliation and terrible secrets. Each world is different - isolated from all others - yet alike, as it reveals the day-to-day entrapments its illiterate inhabitant faces as he or she fights to survive in a literate world. If we fostered the power of theory in every classroom, Rosow submits, anyone who could talk would be able to read and write.

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About the author (1995)

La Vergne Rosow, Ed.D., founder of the experimental Beaumont Literacy Program, has studied adult literacy issues for more than ten years. She is an adjunct teacher education faculty member at the University of Southern California and has studied adult literacy issues in the United States, China, New Zealand, and Australia.

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