The definition of literacy has become narrow, bounded, and associated predominantly with measurement of cognitive skills used to decode words. In this article, the author explores the absence in the literacy instruction of a clear, deliberate, and intentional focus upon "connectedness" between the reader and the text. The author maintains that connectedness --- a stronger link between what children learn and what they live, harnessed in the classroom in order to develop critical consciousness --- is accomplished through culturally relevant teaching. He asks how can research in literacy investigate this connectedness and its benefits for the academic performance of students? He argues that this connectedness must "demand" everyone's attention. If ignored, the righteous intentions of reform will not be achieved. He contends that connectedness --- a stronger link between what children learn and what they live, harnessed in the classroom in order to develop critical consciousness --- is accomplished through culturally relevant teaching.