Theoretical Models and Processes of Literacy / edited by Donna E. Alvermann, Norman J. Unrau, Misty Sailors and Robert B. Ruddell.

Format:

Book

Contributor:

Alvermann, Donna E., editor.

Unrau, Norman, editor.

Sailors, Misty, editor.

Ruddell, Robert B., editor.

Taylor & Francis.

Series:

Routledge handbooks

Language:

English

Subjects (All):

Reading.

Reading--Research.

Genre:

Electronic books.

Physical Description:

1 online resource (640 pages) : 96 illustrations, text file, PDF

Edition:

Seventh edition.

Place of Publication:

Boca Raton, FL : Routledge, [2018].

System Details:

text file

PDF

Summary:

The Seventh Edition of this foundational text represents the most comprehensive source available for connecting multiple and diverse theories to literacy research, broadly defined, and features both cutting-edge and classic contributions from top scholars. Two decades into the 21st century, the Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways: the more encompassing term literacy replaces reading in the title to reflect sweeping changes in how readers and writers communicate in a digital era; the focus is on conceptual essays rather than a mix of essays and research reports in earlier volumes; and most notably, contemporary literacy models and processes enhance and extend earlier theories of reading and writing. Providing a tapestry of models and theories that have informed literacy research and instruction over the years, this volume's strong historical grounding serves as a springboard from which new perspectives are presented. The chapters in this volume have been selected to inspire the interrogation of literacy theory and to foster its further evolution. This edition is a landmark volume in which dynamic, dialogic, and generative relations of power speak directly to the present generation of literacy theorists and researchers without losing the historical contexts that preceded them. Some additional archival essays from previous editions are available on the book's eResource. New to the Seventh Edition: Features chapters on emerging and contemporary theories that connect directly to issues of power and contrasts new models against more established counterparts. New chapters reflect sweeping changes in how readers and writers communicate in a digital era. Slimmer volume is complemented by somechapters from previous editions available online.

Contents:

Part 1: Historical

1. Literacies and Their Investigation Through Theories and Models

Norman J. Unrau, Donna E. Alvermann,and Misty Sailors

2. Reading Research and Practice Over the Decades: A Historical Analysis

Patricia A. Alexanderand Emily Fox

3. Waves of Theory Building in Writing and its Development, and their Implications for Instruction, Assessment, and Curriculum

Anna Smith

4. Marie M. Clay's Theoretical Perspective: A Literacy Processing Theory

Mary Anne Doyle

Part 2: Cognitive and Sociocognitive

5. Reading as a Situated Language: A Sociocognitive Perspective

James Paul Gee

6. The DRIVE Model of Reading: Deploying Reading in Varied Environments

Nell K. Dukeand Kelly Cartwright

7. Role of the Reader's Schema in Comprehension, Learning, and Memory

Richard C. Anderson

8. To Err Is Human: Learning About Language Processes by Analyzing Miscues

Yetta M. Goodman and Kenneth S. Goodman

9. Dual Coding Theory: An Embodied Theory of Literacy

Mark Sadoski and Karen A. Krasny

10. Revisiting the Construction-Integration Model of Text Comprehension and Its Implications for Instruction

Walter Kintsch

11. A Sociocognitive Model of Meaning-Construction: The Reader, the Teacher, the Text, and the Classroom Context.

Robert B. Ruddell, Norman J. Unrau, and Sandra McCormick

12. The Role of Motivation Theory in Literacy Instruction

Ana Taboada Barber, Karen Levush, and Susan Lutz Klauda

13. Educational Neuroscience for Reading Researchers

George G. Hruby and Usha Goswami

Part 3: Sociocultural

14. Toward a More Anatomically Complete Model of Literacy Development: A Focus on Black Male Students and Texts

Alfred W. Tatum

15. Play as the Literacy of Children: Imagining Otherwise in Contemporary Childhoods

Karen E. Wohlwend

16. New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment

Donald A. Leu, et al.

Part 4: Critical

17. Regrounding Critical Literacy: Representation, Facts and Reality

Allan Luke

18. A Relational Model of Adolescent Literacy Instruction: Disrupting the Discourse of "Every Teacher a Teacher of Reading"

Donna E. Alvermann and Elizabeth Birr Moje

19. Positioning Theory

Mary B. McVee, Katarina Silvestri, Nichole Barrett, andKatherine Haq

20. Gender IdentityWOKE: A Theory of Trans*+ness for Animating Literacy Practices

sj Miller

21. Untapped Possibilities: Intersectionality Theory and Literacy Research

Maneka Deanna Brooks

22. Re-imagining Teacher Education

Misty Sailors

Part 5: Looking Back, Looking Forward

23. The Transactional Theory of Reading

Louise M. Rosenblatt

The Vale of Email(s)

Jonathan Ratner

24. Transactional Reading in Historical Perspective

Mark Dressman

25. Multilanguaging and Infinite Relations of Dependency: Re-theorizing Reading Literacy from Ubuntu

Leketi Makalela

26. Advancing Theoretical Perspectives on Transnationalism in Literacy Research

Allison Skerrett

27. The Social Practice of Multimodal Reading: A New Literacy StudiesMultimodal Perspective on Reading

Jennifer Rowsell, Gunther Kress, Kate Pahl, andBrian Street

28. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice

Mira-Lisa Katz, Nancy Brynelson, andJohn R. Edlund

29. Propositions from Affect Theory for Feeling Literacy through the Event

Christian Ehret

30. Pragmatism [not just] Practicality as a Theoretical Framework in Literacy Research

Deborah R. Dillon andDavid G. O'Brien

Notes:

Includes bibliographical references and index.

Other Format:

Print version:

ISBN:

9781315110592

OCLC:

1056108908

Access Restriction:

Restricted for use by site license.