ERIC Number: ED379626
Record Type: Non-Journal
Publication Date: 1994
Reference Count: N/A
Theoretical Models and Processes of Reading. Fourth Edition.
Ruddell, Robert B., Ed.; And Others
Serving as a source of questions for researchers to investigate and a resource for professors and their students, this book presents 51 essays that discuss where the reading field has been, is now, and might be going. More than 80% of the essays are new or revised from the third edition. Essays in the book include "Professional Connections: Pioneers and Contemporaries in Reading" (Harold L. Herber); "Learning about Literacy: A 30-Year Journey" (P. David Pearson and Diane Stephens); "Children's Language and World: Initial Encounters with Print" (Jerome C. Harste and others); "Language Acquisition and Literacy Processes" (Robert B. Ruddell and Martha Rapp Ruddell); "Literacy Research in Community and Classrooms: A Sociocultural Approach" (Luis C. Moll); "Children's Emergent Reading of Favorite Storybooks: A Developmental Study" (Elizabeth Sulzby); "Viewpoints: The Word and the World--Reconceptualizing Written Language Development or, Do Rainbows Mean a Lot to Little Girls?" (Anne Haas Dyson); "Word Recognition" (S. Jay Samuels); "Becoming Literate through Authentic Tasks: Evidence and Adaptations" (Elfrieda H. Hiebert); "Comprehension of Text Structures" (P. David Pearson and Kaybeth Camperell); "Learning to Learn from Text: A Framework for Improving Classroom Practice" (Robert J. Tierney and P. David Pearson); "Problem-Solving Schema with Question Generation for Comprehension of Complex Short Stories" (Harry Singer and Dan Donlan); "A Dual Coding View of Imagery and Verbal Processes in Reading Comprehension" (Mark Sadoski and Allan Paivio); "Research in Reader Response, Naturally Interdisciplinary" (James R. Squire); "Readers as Writers Composing from Sources" (Nancy Nelson Spivey and James R. King); "Metacognition and Executive Control" (Ruth Garner); "Instructing Comprehension-Fostering Activities in Interactive Learning Situations" (Ann L. Brown and others); "Toward a Theory of Automatic Information Processing in Reading, Revisited" (S. Jay Samuels); "Modeling the Connections between Word Recognition and Reading" (Marilyn Jager Adams); "The Substrata-Factor Theory of Reading" (Harry Singer); "A Cognitive Process Theory of Writing" (Linda Flower and John R. Hayes); "Reading as a Meaning-Construction Process: The Reader, the Text, and the Teacher" (Robert B. Ruddell and Norman J. Unrau); "The Transactional Theory of Reading and Writing" (Louise M. Rosenblatt); "Reading, Writing, and Written Texts: A Transactional Sociopsycholinguistic View" (Kenneth S. Goodman); "Parallels between New Paradigms in Science and in Reading and Literacy Theories: An Essay Review" (Constance Weaver); and "Literacy as Curricular Conversations about Knowledge, Inquiry, and Mortality" (Jerome C. Harste). (RS)
Descriptors: Emergent Literacy, Metacognition, Models, Reader Response, Reader Text Relationship, Reading, Reading Comprehension, Reading Instruction, Reading Processes, Reading Research, Reading Strategies, Reading Writing Relationship, Social Influences, Theory Practice Relationship, Word Recognition, Writing (Composition)
International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (ISBN-0-87207-437-4, paper: $60 members, $75 nonmembers; ISBN-0-87207-438-2, cloth: $75 members, $100 nonmembers).
Publication Type: Books; Reports - Research; Guides - Non-Classroom; Collected Works - General
Education Level: N/A
Authoring Institution: International Reading Association, Newark, DE.