Working through four key tenets of Deleuze-Guattarian theory, the authors describe how contemporary affect theory offers a radically different perspective on reading. Asking how we can conceptualize reading differently if we conceptualize affect differently, we argue that possible meanings of reading or experiences of reading must be considered…

Helping students engage with complex texts has been a longstanding challenge, though teachers have received little guidance about practices that help students in engaging with texts. This paper provides a range of empirical evidence about a tool designed to provide formative insight into text-focused teaching, which we used to reliably score more…

This article shares insights from a symposium celebrating the retirement of P. David Pearson, one of the most influential reading researchers of the last half-century. Presenters addressed the nature, instruction, and assessment of reading comprehension, teacher learning and comprehension, and the texts and contexts of comprehension. Collectively,…

This review examined the effects of self-questioning (SQ) strategy instruction on reading comprehension outcomes for students with learning disabilities and struggling readers in Grades K-12. Our literature search, encompassing the past 53 years (1965-2018) of research, found 10 studies that fit our inclusion criteria. Reviewed studies included…

This article revisits the rich theoretical and empirical literatures that undergird strategy instruction, with the goal of identifying a principled approach to the teaching of strategies to enhance reading and learning with text. Its purpose is to examine the question of why strategy instruction, as enacted in practice, might raise concerns among…

This article examines how a second-grader demonstrates that reading is not about decoding letters and words in linear order but is a more complex activity involving the reader's decisions with respect to several aspects of their knowledge of their language and how comprehension is key to transacting with texts. The paper observes and documents the…

This article considers the role of reader characteristics in processing and learning from informational text, as revealed in think-aloud research. A theoretical framework for relevant aspects of readers' processing and products was developed. These relevant aspects included three attentional foci for processing (comprehension, monitoring, and…

Presents the background, design, research, and possible uses for the Cloze Story Map, which combines the elements of cloze with a story-mapping strategy to represent the structure and semantic content of both narrative and expository text. (FL)

The purpose of the study was to examine: (1) which perspectives of Reader Response Theory were most applicable in this study; (2) which factors influenced reader responses; and (3) how readers' responses changed over time. The four participants for this case study were chosen from a subject pool of 10 initiate adult full-time divinity students in…

Demonstrates the wide variability among children learning to read and explores the consequences of this variability for reading instruction. Shares some examples to demonstrate that variability. Demonstrates what happens when very different children read identical text. Describes a way to organize classrooms that will better accommodate the…

Examines miscue analysis as a valuable tool for documenting what students already do well, so that instruction can build on areas of strength. (RAE)

Examines the nature of listening assessment and recent developments of appropriate tests. Shows listenability to be a function of orality in language and offers a summary of discourse characteristics for selecting materials appropriate to listening instruction. (FL)

Concludes that despite the potential disruption to the flow of understanding, readers' use of lookups is a necessary and appropriate fixup activity when reading only is inadequate for remedying text confusions. (FL)

Reviews the use of children's trade books in school reading programs with deaf and hard-of-hearing children. The authors urge combining knowledge of instruction with a focus on the role of the reader within response theory and within comprehension research. Specific models and instructional strategies are discussed. A sample list of children's…

Studies word learning in predictable text by investigating three important factors in facilitating young children's word learning: the reader, the text, and the task. Offers specific suggestions for teaching. (SR)