Chapter 4: Didactic Literacy Pedagogy


4.1 Didactic Literacy Pedagogy: An Overview

4.2 The Content Focus of Didactic Literacy Teaching

4.3 The Organization of the Didactic Literacy Curriculum


Dimension 1: The Contents of Literacy Knowledge—Formal Rules, Correct Usage, Reading for One Meaning, and Appreciating the Literary Canon

A Tale of Two Classrooms

Meyer Describes a Phonics Lesson

Engelmann on ‘Making up for What Amy Doesn’t Know’

Parsing a Sentence

Writing Correct Sentences

Common Errors

Grade 9 Verbs

Perfect Participles and Noun Objects

People Vocabulary

A Comprehension Exercise

A Third Grade Reader

A School Reader

Matthew Arnold on Learning High Culture

Bloom on the Western Canon

Reading in an Electronic Age

Hirsch on Cultural Literacy

Figures of Speech

Dimension 2: The Organisation of Literacy Curriculum—Following the Syllabus, the Textbook and the Teacher

‘Enjoying English’: Grade 5 Year Overview and Term 1 Test

Kalantzis and Cope on Petrus Ramus

Ong on Petrus Ramus

Keeping Score

Dimension 3: Learners Doing Literacy—Copying, Repetition, Memorisation and Applying Rules

Beginning Handwriting


Writing a Composition about the Future

Senior Spelling

My Spelling

Spelling Rules

Dimension 4: The Social Relationships of Literacy Learning—Authority in Language Knowledge


Punctuating a Letter

Matching Sentences

Graff on Literacy Learning in the Nineteenth Century

Reading and Writing in Time and Space

Goeke on Explicit Instruction

Carnine et al. on Direct Instruction

Rosowsky on Koranic Literacy

Cope and Kalantzis on the Struggle for the Western Canon

Donnelly on Back to Basics