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ERIC Number: EJ817070
Record Type: Journal
Publication Date: 2008-Oct
Pages: 9
Abstractor: As Provided
Reference Count: 45
ISSN: ISSN-1081-3004
Bridging the Pedagogical Gap: Intersections between Literary and Reading Theories in Secondary and Postsecondary Literacy Instruction
Eckert, Lisa Schade
Journal of Adolescent & Adult Literacy, v52 n2 p110-118 Oct 2008
Although a growing body of research and practice in reading strategy instruction in secondary education has identified specific and successful methods for encouraging metacognitive awareness, there is little published research connecting these findings to post-secondary literacy education. Consequently, a gap remains in the conception, and teaching, of "reading and interpretation". The author examines intersections between teaching literary theory and teaching reading strategies as a means to bridge the pedagogical gaps between secondary and postsecondary, as well as between compensatory and mainstream literacy/literature instruction. To illustrate this intersection, the author highlights similarities in the research of reading theorist Kenneth Goodman and literary theorist Wolfgang Iser. The author suggests theory as a means for extending reading strategy instruction into secondary and postsecondary literature curricula and, consequently, bridging the pedagogical and ideological gap between "teaching reading" and "teaching literature" as components of comprehensive literacy curricula.
International Reading Association. 800 Barksdale Road, P.O. Box 8139, Newark, DE 19714-8139. Tel: 800-336-7323; Fax: 302-731-1057; e-mail:; Web site:
Publication Type: Journal Articles; Opinion Papers
Education Level: Postsecondary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A