This article highlights a Cultural Sustenance View of Reading (CSVR), a complex reader model illuminated by vivid findings from an eight-year collaborative classroom-based study and extensive reviews of cognitive and sociocultural research. Within the CSVR, reading is conceptualized as being shaped by a readers' culturally and linguistically…

This article is concerned with a group of language teachers' reading and interpretation of a peer-reviewed journal article. It draws empirical materials from a larger study, which explored how teachers addressed the 'crises' of representation, legitimation and praxis in educational research. In this article, I present a subset of data to…

This theory-into-practice paper integrates Tomasello's concept of Joint Attentional Frames and well-known ideas related to the work of Russian psychologist, Lev Vygotsky, with more recent ideas from social semiotics. Classroom procedures for incorporating student-created Joint Attentional Frames into literacy lessons are explained by links to…

Studies on L2 reading have provided extensive evidence for the significant contribution of lower-level processing skills in learning to read and the critical impact on the overall development of L2 reading of more accurate and fluent connections between three sub-lexical components: phonology, orthography and semantics. The broad consensus among…

How writers come by, find, or create their sense of purpose and whether readers are at all aware of or affected by this purposeful, sometimes elaborate rhetorical structure the writer labored to construct are questions that have motivated critical discussions of the construction of purpose. Using think-aloud protocols, the construction of purpose…

Examines the relationship between current concepts of reading processes and contemporary theories of literary response. Argues that text-based reading theories are isomorphic with the New Criticism, and that reader-based theories of reading are isomorphic with reader-response criticism. Maintains that literary theory ignores interactive…

A study examined the effect on students' perceptions of the reading process of the first professional sequence of classes in foundations of teaching reading and language arts. A variety of quantitative and qualitative data were gathered concerning the subjects (22 sophomore undergraduate elementary teacher education majors) including: students'…

Studies 10 undergraduate university students who were given intensive instruction in metacognitive strategies, which highlighted metacognition and executive control in the reading process. Finds the students (1) understood and applied metacognitive strategies in their personal reading; but (2) applied little of these strategies in tutoring and…

Focusing on research and its implications for classroom practice, this paper describes how students' comprehension of text can be enhanced by using a variety of easily available materials. The first section considers what successful reading involves in terms of the active nature of learning in general, the characteristics of skilled readers, and…

A study examined the effect of gender, age, and cognitive task on three types of reading recall. Subjects, 40 boys and girls in the second grade and 40 in the fifth grade from a suburban Northeast school system, all reading at or above grade level, performed cued or free recall on four high-interest short stories. Reading recall was assessed via…

Compares views on the reading process expressed by students at the beginning of their professional training with those of the same students near their training completion. Finds that students at the beginning of training are not greatly influenced by psycholinguistic principles, and that any influence present diminishes during professional…

Written for researchers and graduate students, this book--a collection of essays by cognitive scientists, socio- and psycholinguists, and English, reading, and language arts educators--explores theoretical and research questions associated with the relationships among oral and written language, listening and reading, and speaking and writing. The…

Eighty-two undergraduate and graduate students at a major southwestern university participated in a study integrating reading research utilizing tachistoscopes with current knowledge based on analysis of reading connected texts. A tachistoscope was used to examine the nature of visual perception in relation to the ability of the subjects to apply…

A series of three studies examined the influence of prior knowledge on expert readers' main idea construction processes. Eight expert readers read texts from familiar and unfamiliar content domains, and gave verbal reports of the processes they used for constructing main ideas. Five distinct main idea construction processes were reported: (1)…

Focuses on two philosophical views of reading, the traditional ("bottom-up") view and an alternative ("interactive") view, along with the implications they hold for shaping reading instructional programs. The differences these two views make in decisions that shape the reading program are illustrated in a kindergarten and…