Examines remediation as a social construct, as the product of perceptions and beliefs about literacy and learning. Illustrates how inaccurate and limiting notions of learners as being somehow cognitively defective can be created and played out in the classroom. Details the interactive processes that contribute to one student's being defined as…

Explores (l) the role of pre-text in translating ideas into linguistic forms, and (2) the relationship of translating and pre-text in the planning and reviewing process. Suggests four observations worthy of further study concerning the nature and function of pre-text. (NH)