ABSTRACT
This chapter describes a more anatomically complete model of literacy instruction. It draws from a sociohistorical orientation that supports the proposed anatomically complete model of literacy instruction. The chapter illustrates the importance of meaningful literacy exchanges for Black males and how the exchanges should focus on their intellectual and personal development. It argues that the challenges remain because literacy instruction for Black male students has been and continues to be poorly conceptualized and the roles of texts have been under-examined. A more anatomically complete model of literacy instruction pays attention to four categories of literacy vital signs—vital signs of reading, of readers, of literacy instruction, and of educators—all essential elements for moving students toward advanced levels of reading and shaping meaningful literacy exchanges with texts. The chapter concludes that meaningful experiences with texts caused Black males to view themselves or others differently or moved them to some action in the current time and space.
