Theoretical Models and Processes of Reading

Fifth Edition

Robert B. Ruddell and Norman J. Unrau, editors


About the Editors


Section One: Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future


Chapter 1
Looking Back, Looking Forward: A Conversation About Teaching Reading in the 21st Century
Richard L. Allington, Anne McGill-Franzen

Chapter 2
A Historical Perspective on Reading Research and Practice
Patricia A. Alexander, Emily Fox

Chapter 3
Literacy Policy and Policy Research That Makes a Difference
Sheila W. Valencia, Karen K. Wixson

Section Two: Processes of Reading and Literacy


Part 1: Language and Cognition in Sociocultural Contexts

Chapter 4
Reading as Situated Language: A Sociocognitive Perspective
James Paul Gee

Chapter 5
The Place of Dialogue in Children's Construction of Meaning
M.A.K. Halliday

Chapter 6
Writing and the Sea of Voices: Oral Language In, Around, and About Writing
Anne Haas Dyson

Chapter 7
Exploring Vygotskian Perspectives in Education: The Cognitive Value of Peer Interaction
Ellice A. Forman, Courtney B. Cazden

Chapter 8
The Children of Trackton's Children: Spoken and Written Language in Social Change
Shirley Brice Heath

Chapter 9
Literacy and Identity Development of Latina/o Students
Robert T. Jiménez

Chapter 10
Young Bilingual Children and Early Literacy Development
Patton O. Tabors, Catherine Snow

Chapter 11
"This Wooden Shack Place": The Logic of an Unconventional Reading
Glynda Hull, Mike Rose

Part 2: Foundations for Literacy Development

Chapter 12
Preschoolers' Developing Ownership of the Literate Register
Beverly E. Cox, Zhihui Fang, Beverly White Otto

Chapter 13
Learning to Read Words: Linguistic Units and Instructional Strategies
Connie Juel, Cecilia Minden-Cupp

Chapter 14
Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers
Linnea C. Ehri, Sandra McCormick

Chapter 15
The Texts of Beginning Reading Instruction
Elfrieda H. Hiebert, Leigh Ann Martin

Chapter 16
Fluency: A Review of Developmental and Remedial Practices
Melanie R. Kuhn, Steven A. Stahl

Chapter 17
Matthew Effects in Reading: Some Consequences of Individual Differences in the Acquisition of Literacy
Keith E. Stanovich

Chapter 18
A Road Map for Understanding Reading Disability and Other Reading Problems: Origins, Prevention, and Intervention
Louise Spear-Swerling

Part 3: Comprehension Development From Words to Worlds

Chapter 19
Vocabulary Processes
William E. Nagy, Judith A. Scott

Chapter 20
Role of the Reader's Schema in Comprehension, Learning, and Memory
Richard C. Anderson

Chapter 21
Schema Activation and Schema Acquistion: Comments on Richard C. Anderson's Remarks
John D. Bransford

Chapter 22
To Err Is Human: Learning About Language Processes by Analyzing Miscues
Yetta M. Goodman, Kenneth S. Goodman

Chapter 23
Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains
Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, Daniel K. Anderson

Chapter 24
Principled Pluralism for Adaptive Flexibility in Teaching and Learning
Rand J. Spiro

Chapter 25
Building Representations of Informational Text: Evidence From Children's Think-Aloud Protocols
Nathalie Coté, Susan R. Goldman

Chapter 26
Traversing the Topical Landscape: Exploring Students' Self-Directed Reading-Writing-Research Processes
Joyce E. Many, Ronald Fyfe, Geoffrey Lewis, Evelyn Mitchell

Chapter 27
A Research Agenda for Improving Reading Comprehension
RAND Reading Study Group

Part 4: Extending Comprehension Through Metacognition

Chapter 28
Self-Regulated Comprehension During Normal Reading
Douglas J. Hacker

Chapter 29
Instructing Comprehension-Fostering Activities in Interactive Learning Situations
Ann L. Brown, Annemarie Sullivan Palincsar, Bonnie B. Armbruster

Chapter 30
Effects of Structure Strategy Training and Signaling on Recall of Text
Bonnie J.F. Meyer, Leonard W. Poon

Part 5: Reader Response, Motivation, and Engagement

Chapter 31
Response to Literature as a Cultural Activity
Lee Galda, Richard Beach

Chapter 32
Adolescents' Perceptions and Negotiations of Literacy Practices in After-School Read and Talk Clubs
Donna E. Alvermann, Josephine Peyton Young, Colin Green, Joseph M. Wisenbaker

Chapter 33
The Effect of Reader Stance on Students' Personal Understanding of Literature
Joyce E. Many

Chapter 34
Motivational and Cognitive Predictors of Text Comprehension and Reading Amount
John T. Guthrie, Allan Wigfield, Jamie L. Metsala, Kathleen E. Cox

Chapter 35
The Role of Responsive Teaching in Focusing Reader Intention and Developing Reader Motivation
Robert B. Ruddell, Norman J. Unrau

Part 6: Instructional Effects on Literacy Development

Chapter 36
Researching the Influential Literacy Teacher: Characteristics, Beliefs, Strategies, and New Research Directions
Robert B. Ruddell

Chapter 37
A Quasi-Experimental Validation of Transactional Strategies Instruction With Low-Achieving Second-Grade Readers
Rachel Brown, Michael Pressley, Peggy Van Meter, Ted Schuder

Chapter 38
Beating the Odds: Teaching Middle and High School Students to Read and Write Well
Judith A. Langer

Chapter 39
Can Minimally Trained College Student Volunteers Help Young At-Risk Children to Read Better?
Jill Fitzgerald

Section Three: Models of Reading and Writing Processes


Part 1: Cognitive-Processing Models

Chapter 40
Toward a Theory of Automatic Information Processing in Reading, Revisited
S. Jay Samuels

Chapter 41
Toward an Interactive Model of Reading
David E. Rumelhart

Chapter 42
One Second of Reading: Postscripts
Philip B. Gough

Chapter 43
A Theory of Reading: From Eye Fixations to Comprehension
Marcel Adam Just, Patricia A. Carpenter

Chapter 44
Modeling the Connections Between Word Recognition and Reading
Marilyn Jager Adams

Chapter 45
The Landscape Model of Reading: Inferences and the Online Construction of a Memory Representation
Paul van den Broek, Michael Young, Yuhtsuen Tzeng, Tracy Linderholm

Chapter 46
The Construction-Integration Model of Text Comprehension and Its Implications for Instruction
Walter Kintsch

Part 2: A Dual Coding Model

Chapter 47
A Dual Coding Theoretical Model of Reading
Mark Sadoski, Allan Paivio

Part 3: A Transactional Model

Chapter 48
The Transactional Theory of Reading and Writing
Louise M. Rosenblatt

Part 4: An Individual-Environmental Model of Writing

Chapter 49
A New Framework for Understanding Cognition and Affect in Writing
John R. Hayes

Part 5: An Attitude-Influence Model

Chapter 50
Model of Attitude Influence Upon Reading and Learning to Read
Grover C. Mathewson

Part 6: A Sociocognitive Model of Reading

Chapter 51
Reading as a Meaning-Construction Process: The Reader, the Text, and the Teacher
Robert B. Ruddell, Norman J. Unrau

Section Four: Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice


Chapter 52
Literacy Research in the Next Millennium: From Paradigms to Pragmatism and Practicality
Deborah R. Dillon, David G. O'Brien, Elizabeth E. Heilman

Chapter 53
Strategies for Developing a Research Program on Reading Comprehension
RAND Reading Study Group

Chapter 54
Toward a Theory of New Literacies Emerging From the Internet and Other Information and Communication Technologies
Donald J. Leu, Jr., Charles K. Kinzer, Julie Coiro, Dana W. Cammack

Chapter 55
The Role of Assessment in a Learning Culture
Lorrie A. Shepard

Chapter 56
Literacy for All Children in the Increasingly Diverse Schools of the United States
Claude Goldenberg

Author Index

Subject Index

Theoretical Models and Processes of Reading - Fifth Edition

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