The limits of reframing: A response to professor snow

Journal of Literacy Research

Volumn 32, Issue 1, 2000, Pages 121-128

  Gee, James Paul ^a  

^a UNIVERSITY OF WISCONSIN MADISON   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 84990366412     PISSN: 1086296X     EISSN: 15548430     Source Type: Journal    
DOI: 10.1080/10862960009548067     Document Type: Article

References (12)

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3. Fukuyama F. (1999). The great disruption: Human nature and the reconstruction of society. New York: Free Press.
4. Gee J.P. (1999a). An introduction to discourse analysis: Theory and method. London: Routledge.
5. Gee J.P. (1999b). The new literacy studies: From “socially situated” to the work of the social. In Barton D. Hamilton M. Ivanic R. (Eds.), Situated literacies: Reading and writing in context (pp. 180–196). London: Routledge.
6. Gee J.P. (1999c). Reading and the new literacy studies: Reframing the National Academy of Sciences report on reading. Journal of Literacy Research, 31, 355–374.
7. Hutchins E. (1995). Cognition in the wild. Cambridge, MA: Massachusetts Institute of Technology Press.
8. Jencks C. Phillips M. (Eds.). (1998). The Black-White test score gap. Washington, DC: Brookings Institution Press.
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11. Pearson P.D. (1999). A historically based review of Preventing Reading Difficulties in Young Children. Reading Research Quarterly, 34, 231–246.
12. Snow C.E. (2000). On the limits of reframing: Rereading the National Academy of Sciences report on reading, Journal of Literacy Research, 32, 113–120.