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Parry, Becky; Taylor, Lucy – Literacy, 2018
In this paper, we demonstrate the relationship between reading and writing for pleasure. Children read a wide range of media as well as books for pleasure and develop strong affective bonds with the artefacts of literacy they encounter. What remains less well understood is the relationship between the array of texts children engage with and the…
Descriptors: Children, Recreational Reading, Reader Text Relationship, Childrens Writing
Catts, Hugh W.; Kamhi, Alan G. – Language, Speech, and Hearing Services in Schools, 2017
Purpose: In this initial article of the clinical forum on reading comprehension, we argue that reading comprehension is not a single ability that can be assessed by one or more general reading measures or taught by a small set of strategies or approaches. Method: We present evidence for a multidimensional view of reading comprehension that…
Descriptors: Reading Comprehension, Reading Ability, Reading Achievement, Reading Strategies
Poletti, Anna; Seaboyer, Judith; Kennedy, Rosanne; Barnett, Tully; Douglas, Kate – Arts and Humanities in Higher Education: An International Journal of Theory, Research and Practice, 2016
This article brings recent debates in literary studies regarding the practice of close reading into conversation with Derek Attridge's idea of "readerly hospitality" (2004) to diagnose the problem of students in undergraduate literary studies programme not completing set reading. We argue that the method of close reading depends on…
Descriptors: College Students, Foreign Countries, Reading Instruction, Reader Text Relationship
Newton, Jonathan – ELT Journal, 2017
Michael Swan and Catherine Walter (see EJ1142765) take issue with the current emphasis in the teaching of listening and reading on higher-order skills-and-strategies training. They argue that L2 learners typically already possess the relevant skills and strategies necessary for listening and reading in L2, and, by implication, can and do deploy…
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Language Processing
Robyn Seglem; Jay C. Percell – English Journal, 2019
AP Literature students participated in a series of real-time online discussions to complement the in-class conversations they were having about "The Autobiography of Malcolm X." Thus, the front channel was comprised of the students who were discussing the class text aloud, and the backchannel was the online conversation the rest of the…
Descriptors: Discussion (Teaching Technique), Discussion Groups, Electronic Learning, In Person Learning
Woodruff, Amanda H.; Griffin, Robert A. – Texas Journal of Literacy Education, 2017
A fresh look at the reader response theory to enhance student comprehension through meaningful interactions with literature, this paper explores the instructional implications of a reader response approach in secondary classrooms and examines its role in fostering students' critical reading and thinking skills. The approach promotes transaction…
Descriptors: Reader Response, Secondary School Students, Reading Comprehension, Reading Improvement
Zhang, Huiwen – Educational Theory, 2014
Inspired by Friedrich Nietzsche's idea of philology and William Gass's concept of transreading, Huiwen (Helen) Zhang employs "transreader" to suggest the integration of four roles in one: reader, translator, writer, and scholar. "Transreader" recognizes that close reading, literary translation, creative writing, and…
Descriptors: Reader Text Relationship, Interpretive Skills, Translation, Creative Writing
Afflerbach, Peter; Cho, Byeong-Young; Kim, Jong-Yun – Theory Into Practice, 2015
Students engage in higher-order thinking as they read complex texts and perform complex reading-related tasks. However, the most consequential assessments, high-stakes tests, are currently limited in providing information about students' higher-order thinking. In this article, we describe higher-order thinking in relation to reading. We provide a…
Descriptors: Thinking Skills, Reading Skills, Difficulty Level, Reading Comprehension
Fisher, Douglas; Frey, Nancy – Reading Teacher, 2015
12 teachers were interviewed and observed as they engaged students in close reading. We analyzed their responses and instruction to determine the scaffolds that were used as well as the contingency teaching plans they implemented when students were unable to understand the text.
Descriptors: Interviews, Reading Strategies, Reading Instruction, Reading Processes
Hinchman, Kathleen A.; Moore, David W. – Journal of Adolescent & Adult Literacy, 2013
Implementation of Common Core State Standards in English Language Arts across most of the United States has yielded the rapid creation of new, interconnected literacy assessments, curriculum guidelines, instructional materials, teacher preparation programs, teacher evaluation systems, and professional development. This essay explores two…
Descriptors: Teaching Methods, State Standards, Language Arts, Reading Instruction
Hastings, Kathryn – Reading Improvement, 2016
The benefits of engaging with age-appropriate reading materials in classroom settings are numerous. For example, students' comprehension is developed as they acquire new vocabulary and concepts. The Common Core requires all students have daily opportunities to engage with "complex text" regardless of students' decoding levels. However,…
Descriptors: Reading Materials, Learner Engagement, Common Core State Standards, Decoding (Reading)
Margolin, Sara J.; Hover, Paige A. – Reading Psychology, 2011
The present research explored the awareness that readers have of the difficulty of negative text and the impact that awareness has on their comprehension of that text. Participants read narrative and expository paragraphs, rated their comprehension, and answered a comprehension question. The present research established detrimental effects of…
Descriptors: Reading Strategies, Metacognition, Reading Comprehension, Reader Text Relationship
Serafini, Frank – Pedagogies: An International Journal, 2012
Freebody and Luke proffered an expanded conceptualization of the resources readers utilize when reading and the roles readers adopt during the act of reading. The four resources model, and its associated four roles of the reader, expanded the definition of reading from a simple model of decoding printed texts to a model of constructing meaning and…
Descriptors: Reading Strategies, Models, Social Influences, Role
Sandberg, Kate E. – Journal of College Reading and Learning, 2013
Reading academic hypertext documents in college brings a new level of complexity that changes the definition of college reading and literacy. Knowing how to read these unpredictable, nonlinear texts requires familiarity and practice. The author describes the nature and usefulness of hypertext, reviews the challenges of reading hypertext, and…
Descriptors: College Students, Hypermedia, Reader Text Relationship, Reading Strategies
Palincsar, Annemarie Sullivan; Schutz, Kristine M. – Theory Into Practice, 2011
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…
Descriptors: Reading Strategies, Reading Research, Reading Comprehension, Reading Instruction