In Forsaken Hands: How Theory Empowers Literacy Learners

Widespread illiteracy and the failure to address it at the primary and secondary school levels galvanized Rosow into experimenting with her theory that learners must be taught individually, that a single method cannot be imposed on every student. The author, who teaches education at the University of Southern California, drew on the local population: residents of housing projects, welfare mothers, gang members and children who were apparently materially cared for but who were educationally neglected. Her case studies document remarkable changes; the students design their own programs and learn to control their emotions. Among Rosow's findings is the common thread of child abuse as a source of illiteracy. This exposition of theory will be of interest primarily to those involved in literacy programs. (June)