ERIC Number: ED488750
Record Type: Non-Journal
Publication Date: 2004
Theoretical Models and Processes of Reading. Fifth Edition
Ruddell, Robert B., Ed.; Unrau, Norman J., Ed.
International Reading Association (NJ3)
For years this landmark book has helped educators, graduate students, and researchers shape their curriculum and stay informed about the latest developments in literacy research and instruction. This fifth edition continues the book's tradition of exemplary scholarship and remains a resource for the most innovative thinking in the field. Although some pieces from past editions have been retained, this edition highlights more recent works and reflects new findings and promising directions in the literacy. More than two-thirds of the 56 articles are new to this edition. Questions for reflection accompany each section to prompt discussion and deeper thinking about theory, research, and instruction. Following a preface and information about the editors and contributors, the book is divided into three sections. Section One, Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future, includes the introduction and chapters: (1) Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century (Richard L. Allington and Anne McGill-Franzen); (2) A Historical Perspective on Reading Research and Practice (Patricia A. Alexander and Emily Fox); and (3) Literacy Policy and Policy Research That Makes a Difference (Sheila W. Valencia and Karen K. Wixson). Section Two, Processes of Reading and Literacy, includes six parts. Part 1, Language and Cognition in Sociocultural Contexts, contains the chapters: (4) Reading as Situated Language: A Sociocognitive Perspective (James Paul Gee); (5) The Place of Dialogue in Children's Construction of Meaning (M. A. K. Halliday); (6) Writing and the Sea of Voices: Oral Language In, Around, and About Writing (Anne Haas Dyson); (7) Exploring Vygotskian Perspectives in Education: The Cognitive Value of Peer Interaction (Ellice A. Forman and Courtney B. Cazden); (8) The Children of Trackton's Children: Spoken and Written Language in Social Change (Shirley Brice Heath); (9) Literacy and Identity Development of Latina/o Students (Robert T. Jimenez); (10) Young Bilingual Children and Early Literacy Development (Patton O. Tabors and Catherine E. Snow); and (11) "This Wooden Shack Place": The Logic of an Unconventional Reading (Glynda Hull and Mike Rose). Part 2, Foundations for Literacy Development, contains: (12) Preschoolers' Developing Ownership of the Literate Register (Beverly E. Cox, Zhihui Fang, and Beverly White Otto); (13) Learning to Read Words: Linguistic Units and Instructional Strategies (Connie Juel and Cecilia Minden-Cupp); (14) Phases of Word Learning: Implications for Instruction with Delayed and Disabled Readers (Linnea C. Ehri and Sandra McCormick); (15) The Texts of Beginning Reading Instruction (Elfrieda H. Hiebert and Leigh Ann Martin); (16) Fluency: A Review of Developmental and Remedial Practices (Melanie R. Kuhn and Steven A. Stahl); (17) Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy (Keith E. Stanovich); and (18) A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention (Louise Spear-Swerling). Part 3, Comprehension Development from Words to Worlds, includes: (19) Vocabulary Processes (William E. Nagy and Judith A. Scott); (20) Role of the Reader's Schema in Comprehension, Learning, and Memory (Richard C. Anderson); (21) Schema Activation and Schema Acquisition: Comments on Richard C. Anderson's Remarks (John D. Bransford); (22) To Err Is Human: Learning About Language Processes by Analyzing Miscues (Yetta M. Goodman and Kenneth S. Goodman); (23) Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains (Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich and Daniel K. Anderson); (24) Principled Pluralism for Adaptive Flexibility in Teaching and Learning (Rand J. Spiro); (25) Building Representations of Informational Text: Evidence From Children's Think-Aloud Protocols (Natha Susan R. Goldman); (26) Traversing the Topical Landscape: Exploring Students' Self-Directed Reading-Writing-Research Processes (Joyce E. Many, Ronald Fyfe, Geoffrey Lewis, and Evelyn Mitchell); and (27) A Research Agenda for Improving Reading Comprehension (RAND Reading Study Group). Part 4, Extending Comprehension through Metacognition, includes the chapters: (28) Self-Regulated Comprehension during Normal Reading (Douglas J. Hacker); (29) Instructing Comprehension-Fostering Activities in Interactive Learning Situations (Ann L. Brown, Annemarie Sullivan Palincsar, and Bonnie B. Armbruster); and (30) Effects of Structure Strategy Training and Signaling on Recall of Text (Bonnie J. F. Meyer and Leonard W. Poon). Part 5, Reader Response, Motivation, and Engagement, includes the chapters: (31) Response to Literature as a Cultural Activity (Lee Galda and Richard Beach); (32) Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs (Donna E. Alvermann, Josephine Peyton Young, Colin Green, and Joseph M. Wisenbaker); (33) The Effect of Reader Stance on Students' Personal Understanding of Literature (Joyce E. Many); (34) Motivational and Cognitive Predictors of Text Comprehension and Reading Amount (John T. Guthrie, Allan Wigfield, Jamie L. Metsala, and Kathleen E. Cox); and (35) The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation (Robert B. Ruddell and Norman J. Unrau). Part 6: Instructional Effects on Literacy Development, contains the chapters: (36) Researching the Influential Literacy Teacher: Characteristics, Beliefs, Strategies, and New Research Directions (Robert B. Ruddell); (37) A Quasi-Experimental Validation of Transactional Strategies Instruction with Low-Achieving Second-Grade Readers (Rachel Brown, Michael Pressley, Peggy Van Meter and Ted Schuder); (38) Beating the Odds: Teaching Middle and High School Students to Read and Write Well (Judith A. Langer); and (39) Can Minimally Trained College Student Volunteers Help Young At-Risk Children to Read Better? (Jill Fitzgerald). Section Three, Models of Reading and Writing Processes contains an introduction and six parts. Part 1, Cognitive-Processing Models contains the chapters: (40) Toward a Theory of Automatic Information Processing in Reading, Revisited (S. Jay Samuels); (41) Toward an Interactive Model of Reading (David E. Rumelhart); (42) One Second of Reading: Postscripts (Philip B. Gough); (43) A Theory of Reading: From Eye Fixations to Comprehension (Marcel Adam Just and Patricia A. Carpenter); (44) Modeling the Connections Between Word Recognition and Reading (Marilyn Jager Adams); (45) The Landscape Model of Reading: Inferences and the Online Construction of a Memory Representation (Paul van den Broek, Michael Young, Yuhtsuen Tzeng, and Tracy Linderholm); and (46) The Construction-Integration Model of Text Comprehension and Its Implications for Instruction (Walter Kintsch). Part 2, A Dual Coding Model, contains the chapter: (47) A Dual Coding Theoretical Model of Reading (Mark Sadoski and Allan Paivio). Part 3, A Transactional Model, contains the chapter: (48) The Transactional Theory of Reading and Writing (Louise M. Rosenblatt). Part 4, An Individual-Environmental Model of Writing, contains the chapter: (49) A New Framework for Understanding Cognition and Affect in Writing (John R. Hayes). Part 5, An Attitude-Influence Model, contains the chapter: (50) Model of Attitude Influence Upon Reading and Learning to Read (Grover C. Mathewson). Part 6, A Sociocognitive Model of Reading, contains the chapter: (51) Reading as a Meaning-Construction Process: The Reader, the Text, and the Teacher (Robert B. Ruddell and Norman J. Unrau). Section Four, Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice, contains an introduction and the following chapters: (52) Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality (Deborah R. Dillon, David G. O'Brien, and Elizabeth E. Heilman); (53) Strategies for Developing a Research Program on Reading Comprehension (RAND Reading Study Group); (54) Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies (Donald J. Leu, Jr., Charles K. Kinzer, Julie Coiro, and Dana W. Cammack); (55) The Role of Assessment in a Learning Culture (Lorrie A. Shepard); and (56) Literacy for All Children in the Increasingly Diverse Schools of the United States (Claude Goldenberg). An author index and subject index conclude the book.
Descriptors: Reading, Models, Reading Instruction, Reading Research, Literacy Education, Writing (Composition), Oral Language, Written Language, Peer Relationship, Social Change, Emergent Literacy, Bilingualism, Teaching Methods, Word Recognition, Beginning Reading, Remedial Instruction, Reading Difficulties, Vocabulary Development, Cognitive Processes, Miscue Analysis, Reading Comprehension, After School Programs, Reading Motivation, Teacher Characteristics, Writing Instruction, Reader Text Relationship, Information Technology, Preschool Education, Elementary Secondary Education, Disabilities
International Reading Association, Headquarters Office, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323 (Toll Free); Fax: 302-731-1057.
Publication Type: Books; Collected Works - General
Education Level: N/A
Audience: Students; Teachers; Researchers
Authoring Institution: International Reading Association, Newark, DE.