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Direct linkMargaret Mackey – Literacy, 2025
Louise Rosenblatt's well-known concept of stance distinguishes between efferent reading (reading to take something away from the text) and aesthetic reading (reading for the experience of dwelling in the text). This article proposes a refinement to this binary, adding the concept of afferent reading. Afference, in biology, means a bringing-to, and…
Descriptors: Reading Processes, Reading Comprehension, Reader Text Relationship, Story Reading
Zachary T. Barnes; R. Stacy Fields; Kelly B. Cartwright – Preventing School Failure, 2024
The term "Science of Reading" (SOR) has become a popular phrase in practitioner circles. To best serve students, it is important that teachers and interventionists are knowledgeable about the SOR. This article provides a special educator's guide to the SOR by reviewing critical elements that have emerged in public discourse about the…
Descriptors: Reading Instruction, Special Education Teachers, Reading Skills, Reading Difficulties
Juliëtte van Deursen-Vreeburg – Journal of Religious Education, 2024
The personal formation of students is an important goal in Religious Education in secondary schools in the Netherlands. This article, which is based on the design research of my PhD dissertation, examines how a contemplative approach to reading stories can, according to Religious Education teachers, contribute to the personal formation of…
Descriptors: Secondary School Students, Religious Education, Teacher Attitudes, Story Reading
Greta Rollo; Kellie Picker – Australian Council for Educational Research, 2024
The science of reading (SoR) is a term used for a body of evidence encompassing multi-disciplinary research from education, cognitive psychology, linguistics, and neuroscience. This evidence points to six key constructs that contribute to proficient reading: oral language, phonological awareness including phonemic awareness, phonics, fluency,…
Descriptors: Reading Research, Educational Research, Interdisciplinary Approach, Evidence Based Practice
Download full textLin Chen; Charles Perfetti – Language Teaching Research Quarterly, 2024
Learning new words is fundamental in both first and second-language reading. There are, however, divided opinions on the best instructional approaches. Two widely used approaches across languages are whole-word focus and word-constituent focus. The appropriateness of each approach has varied historically, even within a single language (e.g., the…
Descriptors: Chinese, Second Language Learning, Second Language Instruction, Teaching Methods
Jane E. Hardy; Victoria Rodrigo – Dimensions, 2025
Extensive reading is an approach to language learning that encourages learners to read a large quantity of easy reading material. A substantial body of research confirms the effectiveness of this approach for developing proficiency in both first (L1) and second (L2) languages. This paper explains what extensive reading is, why it is important, and…
Descriptors: Second Language Learning, Second Language Instruction, Reading Habits, Reading Materials
