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Direct linkMcGill, Ryan J.; Busse, R. T. – Contemporary School Psychology, 2017
We address Christo, D'Incau, and Ponzuric's response to our original contribution to this journal "When theory trumps science: A critique of the PSW model for SLD identification." Christo and colleagues stated that there is an empirical support for pattern of strengths and weaknesses (PSW) procedures as a component in the identification…
Descriptors: Cognitive Processes, Learning Disabilities, Disability Identification, Evidence Based Practice
Christo, Catherine; D'Incau, Barbara J.; Ponzuric, Jenny – Contemporary School Psychology, 2017
The California Association of School Psychologists (CASP) responds to a critique of the Association's Position Paper: "Specific Learning Disabilities and Patterns of Strengths and Weaknesses" (2014, March. Available: http://casponline.org/about-casp/publications/) by McGill and Busse. The CASP offers corrections to McGill and Busse's…
Descriptors: Reader Response, Learning Disabilities, Disability Identification, School Psychologists
Larson, Lotta C. – Reading Teacher, 2009
This article describes how fifth-grade students created collaborative online learning communities while discussing and responding to literature on an asynchronous message board. At their own initiative, students constructed and posted various types of literature response prompts, which elicited rich responses from their peers. Types of identified…
Descriptors: Reader Response, Online Courses, Grade 5, Elementary School Students
Eva-Wood, Amy L. – Journal of Adolescent & Adult Literacy, 2008
Assuming that readers' emotional responses can enhance readers' metacognitive experiences and inform literary analysis, this study of 11th-grade poetry readers features instruction that models both cognitive and affective reading processes. The author: (1) Presents a case for more explicit attention to emotion in language arts classrooms; (2)…
Descriptors: Reading Strategies, Literary Criticism, Metacognition, Reading Processes
Applegate, Mary Dekonty; Quinn, Kathleen Benson; Applegate, Anthony J. – Reading Teacher, 2006
When children are asked questions that invite them to react and respond thoughtfully to what they have read, teachers can gain a great deal of insight into the thinking habits of their students. Discussions of ideas offer teachers valuable opportunities to observe their students' thinking habits and skills, the breadth and precision of their…
Descriptors: Reading Comprehension, Profiles, Thinking Skills, Reader Response
Peer reviewedSalvatori, Mariolina – College English, 1983
Argues that writers gain skill in manipulating syntactic structures as they learn to engage in reflexive reading of complex texts. (MM)
Descriptors: Cognitive Processes, Higher Education, Reader Response, Reading Skills
Peer reviewedCrago, Hugh – College English, 1996
Charts the process by which, over some 10 years, one reader came to read a particular text "with full understanding." Indicates how crucial in that process were the complex, interacting influences of other, simpler literary texts, of the reader's own life experience, and (paradoxically) of "family" experience not consciously…
Descriptors: Cognitive Processes, Family Role, Higher Education, Literature
Peer reviewedPressley, Michael; And Others – Reading and Writing Quarterly: Overcoming Learning Difficulties, 1994
Describes a comprehension strategies instruction program called Students Achieving Independent Learning (SAIL). Relates the program to reader response and transactional theories of reading. Shows how the program works in one school system. Compares SAIL with basal series instruction programs. (HB)
Descriptors: Cognitive Processes, Elementary Education, English Instruction, Epistemology
Singer, Harry, Ed.; Bean, Thomas W., Ed. – 1984
Papers in this report were presented at a conference on text characteristics, convened as part of the Learning from Text Project. The foreword describes the University of California and California State University Joint Projects Steering Committee project to determine the relationship between ability to learn from text and academic achievement,…
Descriptors: Academic Achievement, Cognitive Processes, Content Area Reading, Evaluation Criteria
