In this position article, the authors explore a confluence of evidence that supports the understanding that multiple factors, various processes, and multiple sources of information inform reading. The authors open by briefly describing concerns related to how some scholars and media reporters have characterized the simple view of reading and…

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…

This interview discusses Dr. Rosenblatt's books on literature and reading and explores the transactional theory of reading in which the text and the reader are equally important. (HTH)

Discusses the characteristics of the "new reader" and the "new novel." (AM)

Views both reading and writing as acts of composing and presents planning, drafting, aligning, revising, and monitoring as components of the composing model of reading. (JL)

Examines the reading processes of dyslexic children and discusses schema theory and story grammar, two concepts popular with those who espouse the top-down model of the reading process. (HTH)

Shows how subjective knowledge acquires authority. Applies this argument to the making of literary responses in classrooms, thereby allowing both research and pedagogy to emerge from the same procedures of reading. (RL)

Notes that, although traditionally most of the research into nonlinear systems has been related to research in the physical sciences, recently new ideas involving chaos have been developed in the social sciences. Discusses chaos theory for reading and literacy research. (RS)

Uses the fields of reading and literature to illustrate the difficulty of interdisciplinary cooperation. Notes how the exchange of ideas in these fields can stimulate needed research. (RL)

Explores children's predicting and inferencing strategies for understanding written materials by analyzing an example of one second grader's oral reading. Discusses theory of reading comprehension processes, as well as how teachers can develop student's predicting and inferencing abilities at word, sentence and suprasentential levels. (RH)

Distinguishing between interpretive and formal models of discourse processing and between qualitative and quantitative research, this paper argues that formal models are the analogues of interpretive models, and that the two are complementary. It observes that interpretive models of reading are being increasingly derived from qualitative research…

Describes common assumptions that current views of reading and writing share and outlines features of one reading/writing connection. Claims that two selves reside within any reader, a self-image and a kind of "best self," which sets challenges, sees connections, and makes subjective judgments during the composition process. (JD)

Clarifies some common misconceptions about the nature of narcissism and projection and employs recent developments in post-Freudian psychoanalytic theory to explain how projective activities are filtered and altered by a certain notion of textual objectivity: objectivity as defined by the text's material signifiers. (FL)

Examines prevailing definitions of coherence in text. Cites writing samples from the National Assessment of Educational Progress to illustrate how coherence at the paragraph level must supersede coherence between sentences. (HTH)

Suggests the need to integrate drama into any future unified theory of the writing and reading process as symbolic action. Argues for the use of drama as an analogy for re-thinking pedagogy, because drama provides a mode of thinking that emphasizes the interplay of agent and structure. (RS)