In the "Handbook of Research on New Literacies," editors Julie Coiro, Michele Knobel, Colin Lankshear, and Donald J. Leu have compiled a set of papers representing the most comprehensive discussion to date of research and theoretical perspectives in this emerging field. The editors selected authors who are making important forays into our…

Presents four educators' ideas about future literacy assessment. Looks for approaches to assessment that are just and empowering without fear of what is not quantifiable or uniform. Considers the changing face of social history in relation to literacy education. Recognizes that a future trend in assessment will incorporate high-stakes, large-scale…

Presents a discussion between two educators of the history, assumptions, tensions, and possibilities surrounding the use of portfolios in multiple classroom contexts. Includes illustrative commentaries that offer alternative perspectives from a range of other educators with differing backgrounds and interests in portfolios. (RS)

This study examined the discourse-processing operations of children identified as good and poor readers. It entailed comparing subjects' memory of text to the content and structure of the text itself. Findings indicated differences in both the quality and quantity of student recall. (MKM)

Concludes that attempts to maintain objectivity by measuring surface features of text end up describing effects rather than causes of coherence in text. (FL)

Examines whether writing in combination with reading prompts more critical thinking than either activity alone, or either activity combined with questions or with a knowledge activation activity. Finds students who both wrote and read made more revisions (prompted by more critical thinking) than students in other treatment groups. (RS)

Supports the function of analogy in activating specific background knowledge and generally related knowledge in reading unfamiliar text, a view consistent with emerging schema theoretic notions. (AEA)