Literacy

Literacy in its broadest sense describes "particular ways of thinking about and doing reading and writing"[1] with the purpose of understanding or expressing thoughts or ideas in written form in some specific context of use.[2] In other words, humans in literate societies have sets of practices for producing and consuming writing, and they also have beliefs about these practices.[3] Reading, in this view, is always reading something for some purpose; writing is always writing something for someone for some purpose.[4] Beliefs about reading, writing and their value for society and for the individual always influence the ways literacy is taught, learned, and practiced.[5]

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Reading
Learning to read Reading readiness Vocabulary development Vocabulary learning
Scientific theories and models Dual route theory Simple view of reading Science of reading Scarborough's Reading Rope The active view of reading model
Cognitive processes Comprehension Phonemic awareness Phonological awareness Subvocalization Word recognition
Reading instruction Analytic phonics Basal reader Concept-oriented Directed listening and thinking activity Guided reading Independent reading Literature circle Phonics Reciprocal teaching Structured word inquiry Sustained silent reading Synthetic phonics Whole language
Reading rate Fluency Slow reading Speed reading Words per minute
Readability Automatic assessment Legibility Readability test
Reading differences and disabilities Dyslexia Hyperlexia Reading disability Reading for special needs
Language Alphabetic principle Braille Dolch word list Grapheme History of printing Language Morpheme Orthography Phoneme Sight word Vocabulary Written language Writing Writing system
Literacy Critical literacy Close reading Distant reading Family literacy Functional illiteracy Great books Literary criticism Literature Children's
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Some researchers suggest that the study of "literacy" as a concept can be divided into two periods: the period before 1950, when literacy was understood solely as alphabetical literacy (word and letter recognition); and the period after 1950, when literacy slowly began to be considered as a wider concept and process, including the social and cultural aspects of reading and writing[6] and functional literacy.[7][8]