Publication Date
| In 2024 | 0 |
| Since 2023 | 0 |
| Since 2020 (last 5 years) | 0 |
| Since 2015 (last 10 years) | 1 |
| Since 2005 (last 20 years) | 1 |
Descriptor
| Aesthetics | 1 |
| Communities of Practice | 1 |
| Community Colleges | 1 |
| Emotional Response | 1 |
| Failure | 1 |
| Fear | 1 |
| Reading Difficulties | 1 |
| Reading Instruction | 1 |
| Reading Skills | 1 |
| Student Attitudes | 1 |
| Student Characteristics | 1 |
| More ▼ | |
Source
| Journal of Basic Writing | 1 |
Author
| Smith, Cheryl Hogue | 1 |
Publication Type
| Journal Articles | 1 |
| Reports - Evaluative | 1 |
| Tests/Questionnaires | 1 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
| Two Year Colleges | 1 |
Audience
Location
| New York (New York) | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Peer reviewed
Download full textSmith, Cheryl Hogue – Journal of Basic Writing, 2017
This article proposes to extend the revised transactional theory of reading that I introduced to JBW readers in 2012. That revised theory, building on Rosenblatt's distinction between efferent and aesthetic reading, described a third reading stance I named "deferent" to designate the tendency of struggling student readers to defer their…
Descriptors: Reading Instruction, Reading Difficulties, Emotional Response, Student Attitudes
