Dr. Jeanne Cobb is Professor of Literacy Education at Coastal Carolina University and has over 26 years of experience in education as an elementary school teacher, reading specialist, Title I teacher, university professor, and reading clinic director. Dr. Cobb’s primary research interests are in the field of emergent literacy and intervention strategies for the improvement of literacy achievement of struggling readers and writers. Her articles have appeared in the Journal of Adolescent and Adult Literacy, Journal of Students Placed at Risk, Journal of Reading Education and the NRC Yearbook and she has presented research papers at various international, national state/regional conferences and has conducted workshops for parents and teachers. She serves on editorial boards for educational journals and serves as conference proposal reviewer for literacy associations. Jeanne Cobb received her doctorate in literacy from the University of Tennessee, Knoxville.
Dr. Mary Kallus is an Associate Professor of Curriculum and Instruction at Eastern New Mexico University. With over fifteen years of experience in K-12 and university classrooms, she continues to enjoy teaching all ages, as well as learning. Dr. Kallus has co-authored publications in Language Arts and the NRC Yearbook. Her research interests include content area literacy, adolescent literacy, intertextuality, and the use of children’s literature in the classroom. Through exploring these research interests, Dr. Kallus has had the opportunity to present at several local, state, regional, and national conferences. She completed her doctorate in curriculum and instruction with an emphasis in literacy at Texas Tech University.
Table of Contents
Section I: Historical Foundations of Reading
Introduction........................................................................................................................... 1
Timeline................................................................................................................................. 4
Chapter 1: Reading: A Brief History to 1899.......................................................................... 7
Mary Katherine Kallus and Phillip Ratliff
Chapter 2: Reading in the 20th Century................................................................................. 20
P. David Pearson
Summary of Early Reading Recommendations in National Research Syntheses...................... 79
P. David Pearson
Helpful Websites Section I................................................................................................... 81
Section II: Theoretical Perspectives: Intersections of Text and Reader
Introduction......................................................................................................................... 83
Timeline............................................................................................................................... 86
Chapter 3: What is Text? A 21st Century Definition.............................................................. 88
Mary Katherine Kallus
Chapter 4: Who is the Reader Cognitive, Linguistic, and Affective Factors Impacting Readers 103
Jeanne B. Cobb and Patricia Whitney
Chapter 5: Role of the Reader’s Schema in Comprehension, Learning and Memory............ 140
Richard C. Anderson
Chapter 6: Schema Activation and Schema Acquisition: Comments on
Richard C. Anderson’s Remarks........................................................................................ 155
John Bransford
Chapter 7: The Transactional Theory of Reading and Writing.............................................. 170
Louise Rosenblatt
Helpful Websites Section II................................................................................................ 208
Section III: Theoretical Perspectives: Intersections of Psychology, Cognitive Theory, Reading , and the Reader
Introduction....................................................................................................................... 210
Timeline............................................................................................................................. 213
Chapter 8: Intersections of Educational Psychology and the Teaching of Reading: Connections to the Classroom 215
Kathie Good
Chapter 9: The Brain and Reading ..................................................................................... 234
Russell Vaden
Chapter 10: Inquiry and Literacy: An Unquestionable Connection....................................... 262
Nancy Gallenstein
Chapter 11: Some ‘Wonderings’ About Literacy Teacher Education................................... 285
Donna Alvermann
Constructivism/Constructionism Matrix............................................................................... 292
Additional Suggested Readings Reference List.................................................................... 293
Helpful Websites Section III.............................................................................................. 295
Section IV: Theoretical Perspectives: Intersection of Language, Society, Culture, and the Reader
Introduction....................................................................................................................... 304
Timeline............................................................................................................................. 307
Chapter 12: Language and Culture in a Diverse World........................................................ 309
Romelia Hurtado de Vivas
Chapter 13: Literacy in the First and Second (Subsequent) Languages: Ways into Spoken, Reading, and Writing Competence...................................................................................................................... 331
Elizabeth A. Galligan
Chapter 14: Developing Literacy in English Learners: Practical “Nuts and Bolts”................. 351
Geni Flores
Chapter 15: Sociolinguistics............................................................................................... 363
Roger Shuy
Chapter 16: On the Psycholinguistic Method of Teaching Reading....................................... 380
Frank Smith and Kenneth Goodman
Chapter 17: Funds of Knowledge for Teaching: Using a Qualitative Approach ................... 386
Luis C. Moll, Cathy Amanti, Deborah Neff, and Norma Gonzalez
Chapter 18: Critical Literacy: Crises and Choices in the Current Arrangement .................... 398
Scott Morris
Helpful Websites Section IV.............................................................................................. 453
Section V : New Frontiers: Intersections of the Past, Present, and Future in Reading Instruction and Research
Introduction....................................................................................................................... 459
Chapter 19: Toward a Theory of New Literacies Emerging from the Internet and Other Information and Communication Technologies..................................................................................................................... 462
Donald J. Leu, Jr., Charles K. Kinzer, Julie L. Coiro, and Dana W. Cammack
Chapter 20: The College Classroom as Pensieve—Putting Language, Power, and Authority to Productive Use 508
Walter Jacobs
Chapter 21: Literacy Instruction on Multimodal Texts: Past, Present, and Future................. 536
Amy Wilson
Chapter 22: Reading Assessment: Looking Backward, Living in the Present Climate of Accountability, Crafting a Vision for the Future.......................................................................................................................... 552
Jeanne B. Cobb
Chapter 23: Living a Literate Life in the “Third Bubble”: A Case Study of a High School Dropout in Solitary Confinement in a Maximum Security Prison................................................................................................ 580
Jeanne B. Cobb
Helpful Websites Section V............................................................................................... 610
Index................................................................................................................................. 614
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