ABSTRACT
In this concluding chapter, the issue of school-based literacy teaching and learning is addressed. I focus on schools because they continue to serve as the initial site for and primary sponsor of formal reading and writing instruction for most children. I begin with a brief review concerning what literacy entails, a review grounded on our previous analysis of the dimensions of literacy. You are then asked to revisit the Literacy Beliefs Profile first introduced in chapter 1. Following this reexamination, we turn our attention to an analysis of both the old and new literacy debates and consider what a dimensional view of literacy might contribute to this dispute. Finally, the political challenges to an expanded view of literacy teaching conclude the chapter and the book.
