本文评介读写研究领域两大对立的观点——“自主读写观”(autonomous model of literacy)和“意识形态读写观”(ideological model of literacy)。通过文献回顾，揭示“自主读写观”在该领域的长期统治地位，以及运用“意识形态读写观”来理解书面语言、以及语言教学与测试的必要性。国际阅读协会年会反映了美国目前读写教学、研究和测试的最新动态，在2012年的芝加哥年会中，几大主题（包括读写教学、读写测试、教师培训与发展、共核州立标准 Common Core State Standards for Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects (CCSS)等）的诸多发言中均明显体现出了“意识形态读写观”。笔者通过本次会议的发言，分析了“意识形态读写观”在读写教学研究领域中的渗透，以期对国内同行和国内的读写教学与研究有所启示。

This paper introduces two different approaches to literacy. Through a literature review, the author attempts to show the inadequacy of the long standing tradition of the “autonomous model of literacy”, which views literacy as a set of technical skills that are transferable to any context once acquired; and to demonstrate the new insights into literacy provided by the “ideological model of literacy”. The paper also illustrates the influence of the “ideological model of literacy”on literacy education in the US by a discussion of the 57th annual conference of the International Reading Association. In so doing, the author intends to draw the attention of scholars and literacy teachers’ to learn about and take advantage of the “ideological model of literacy”.