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Frank Smith
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Essays into Literacy: Selected Papers and Some Afterthoughts First Edition

by Frank Smith (Author)
2.0 out of 5 stars 1 rating

This volume contains a number of Frank Smith's classic papers and others from sources not always easily accessible. It also contains some "Afterthoughts" in which he responds candidly to the questions and challenges he most frequently receives. They include, "Why are you so rude about teachers?", "What you say is impossible," "How can you teach a child who isn't interested?", "How will children learn if they are not continually corrected?", and "What would your ideal school be like?"

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  1. ISBN-10
    0772500207
  2. ISBN-13
    978-0772500205
  3. Edition
    First Edition
  4. Publisher
    Heinemann
  5. Publication date
    August 9, 1983
  6. Language
    English
  7. Dimensions
    5.5 x 0.34 x 9 inches
  8. Print length
    157 pages
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Editorial Reviews

About the Author

FRANK SMITH has always been fascinated by language. He worked as a journalist in many countries before beginning formal academic studies in Australia. This led to a Ph.D. at Harvard University and further world travel researching, lecturing, and writing on thinking and learning. He has been a professor at the Ontario Institute for Studies in Education

Product details

  • ASIN ‏ : ‎ 0435082051
  • Publisher ‏ : ‎ Heinemann
  • Publication date ‏ : ‎ August 9, 1983
  • Edition ‏ : ‎ First Edition
  • Language ‏ : ‎ English
  • Print length ‏ : ‎ 157 pages
  • ISBN-10 ‏ : ‎ 0772500207
  • ISBN-13 ‏ : ‎ 978-0772500205
  • Item Weight ‏ : ‎ 8 ounces
  • Dimensions ‏ : ‎ 5.5 x 0.34 x 9 inches
  • Customer Reviews:
    2.0 out of 5 stars 1 rating

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Frank Smith

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Top reviews from the United States

  • Mark DeBellis
    2.0 out of 5 stars Outdated overemphasis on "whole language"
    Reviewed in the United States on December 11, 2006
    Format: PaperbackVerified Purchase
    According to Smith, "Children who read I do not have any candy as 'I don't have no candy' have picked up all the significant features of meaning from the text and succeeded in translating them into their own thought and language. Expecting them to read word-perfectly not only confuses pedantry with reading, but also it will probably convey to children a completely distorted notion of what reading is. They may be deluded into requiring far more visual information from the text than any mature reader would be able to cope with" (p. 22).

    Smith is in the never-never land of educational theory. If a child understands what the task is, and reads 'I do not have any candy' as 'I don't have no candy,' then she does not know what words are before her. She is guessing, not reading.

    Evidence from research strongly supports phonics, an approach Smith slights. Instead, he is content to pontificate about how "The brain contains nothing less than a theory of the world" (p. 121).
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