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Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development.
(source: Nielsen Book Data)

• 1. Engaging Cultures and Literacies for Learning.
• 2. Readers Reading: Inside the Meaning Construction Zone.
• 3. Assessing Readers and Their Texts.
• 4. Vocabulary and Concept Development in the Content Areas.
• 5. Strategies to Enhance Comprehension.
• 6. Collaborating for Literacy and Learning: Group Strategies.
• 7. Critical Reading.
• 8. Writing to Assess, Promote, and Observe Learning.
• 9. Struggling Readers and English Learners: Addressing their Cognitive and Cultural Needs.
• 10. Focusing on Motivation to Read Content Area Texts.
• 11. Designing Literacy into Academically Diverse Content Area Classes: Aligning Standards with Strategies and Assessments.
• 12. Teacher to Teacher: Fostering Literacy and Reflective Practice.
• (source: Nielsen Book Data)

For content area reading and literacy development in middle and high school courses. Through this strategy-driven, theory-based text, content-area teachers gain a thorough understanding of the fundamental role that reading and writing play in content-area learning. Unique to this text is the attention paid to helping teachers understand how the high school cultures students belong to affect their view of literacy and learning. The author effectively guides readers to ways they can identify and address school cultures and make literacy in content learning, relevant to students. The author offers step-by-step approaches to gauge student literacy, build vocabulary, and implement instruction that improves comprehension, encourages critical reading, supports writing for learning, and facilitates collaboration for literacy development.
(source: Nielsen Book Data)

The fifth edition of this landmark reference continues the tradition of offering the highest quality research and representing the best scholarship in the field. The selected pieces, 70 per cent of which are new to this edition, will help educators develop an understanding of reading and literacy research and the ability to apply that understanding in generating new research and informing instructional decision making. The volume is organized into the following sections: Perspectives on Literacy Research and Its Application: Viewing the Past, Envisioning the Future; Processes of Reading and Literacy; Models of Reading and Writing Processes; Literacy's New Horizons: An Emerging Agenda for Tomorrow's Research and Practice. Although pieces from past editions of Theoretical Models and Processes of Reading have been retained, the editors highlight more recent works that reflect new findings and promising directions in the field. Section One contextualizes the fifth edition in today's rapidly changing literacy scene. Section Two emphasizes the role that sociocognition and literacy development play in reading processes, provides a catalog of key factors influencing the acquisition and mastery of reading processes, and explores the role of teaching and tutoring in literacy development. Section Three presents models that represent markedly different reading and writing theories. Section Four focuses on literacy's future potential to develop insights into reading processes, instruction, technology, and educational policy. Questions for Reflection accompany each section to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. Plus, a supplementary CD includes a number of other classic and recent research pieces to enrich readers' understanding of the selections in this updated volume. Theoretical Models and Processes of Reading, Fifth Edition, is an invaluable resource for teacher educators, curriculum and administrative leaders, graduate students, and researchers in their efforts to help individuals learn to read and understand language.
(source: Nielsen Book Data)

• Perspectives on literacy research and its application. A historical perspective on reading research and practice, redux / Patricia A. Alexander and Emily Fox
• Literacies and their investigation through theories and models / Norman J. Unrau and Donna E. Alvermann
• Synergy in literacy research methodology / Marla H. Mallette, Nell K. Duke, Stephanie L. Strachan, Chad H. Waldron, and Lynne M. Watanabe.

• Processes of reading and literacy. Reading as situated language : a sociocognitive perspective / James Paul Gee
• The place of dialogue in children's construction of meaning / M.A.K. Halliday
• Social talk and imaginative play : curricular basics for young children's language and literacy / Anne Haas Dyson and Celia Genishi
• Exploring Vygotskian perspectives in education : the cognitive value of peer interaction / Ellice A. Forman and Courtney B. Cazden
• It's a book! It's a bookstore! Theories of reading in the worlds of childhood and adolescence / Shirley Brice Heath
• Emergent biliteracy in young Mexican immigrant children / Iliana Reyes and Patricia Azuara
• Revisiting Is October Brown Chinese? A cultural modeling activity system for underachieving students / Carol D. Lee
• Sustained acceleration of achievement in reading comprehension : the New Zealand experience / Mei Kuin Lai, Stuart McNaughton, Meaola Amituanai-Toloa, Rolf Turner, and Selena Hsiao
• Phases of word learning : implications for instruction with delayed and disabled readers / Linnea C. Ehri and Sandra McCormick
• Developing early literacy skills : things we know we know and things we know we don't know / Christopher J. Lonigan and Timothy Shanahan
• Advancing early literacy learning for all children : implications of the NELP report for dual-language learners / Kris D. Gutiérrez, Marlene Zepeda, and Dina C. Castro
• Fluency : developmental and remedial practices, revisited / Melanie R. Kuhn and Steven A. Stahl
• A road map for understanding reading disabilities and other reading problems, redux / Louise Spear-Swerling
• Language pathways into the community of minds / Katherine Nelson
• Vocabulary processes / William E. Nagy and Judith A. Scott
• Role of the reader's schema in comprehension, learning, and memory / Richard C. Anderson
• Schema theory revisited / Mary B. McVee, KaiLonnie Dunsmore, and James R. Gavelek
• To err is human : learning about language processes by analyzing miscues / Yetta M. Goodman and Kenneth S. Goodman
• Cognitive flexibility theory : advanced knowledge acquisition in ill-structured domains / Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, and Daniel K. Anderson
• Educational neuroscience for reading researchers / George G. Hruby and Usha Goswami
• Effects of motivational and cognitive variables on reading comprehension / Ana Taboada, Stephen M. Tonks, Allan Wigfield, and John T. Guthrie
• Toward a more anatomically complete model of literacy instruction : a focus on African American male adolescents and texts / Alfred W. Tatum
• Marie M. Clay's theoretical perspective : a literacy processing theory / Mary Anne Doyle
• Instructing comprehension-fostering activities in interactive learning situations / Ann L. Brown, Annemarie Sullivan Palincsar, and Bonnie B. Armbruster.

• Models of reading and writing processes. Toward a theory of automatic information processing in reading, revisited / S. Jay Samuels
• Toward an interactive model of reading / David E. Rumelhart
• A theory of reading : from eye fixations to comprehension / Marcel Adam Just and Patricia A. Carpenter
• Modeling the connections between word recognition and reading / Marilyn Jager Adams
• Revisiting the construction-integration model of text comprehension and its implications for instruction / Walter Kintsch
• Understanding the relative contributions of lower-level word processes, higher-level processes, and working memory to reading comprehension performance in proficient adult readers / Brenda Hannon
• A dual coding theoretical model of reading / Mark Sadoski and Allan Paivio
• The transactional theory of reading and writing / Louise M. Rosenblatt
• Reading-writing connections : discourse-oriented research / Giovanni Parodi
• Enacting rhetorical literacies : the expository reading and writing curriculum in theory and practice / Mira-Lisa Katz, Nancy Brynelson, and John R. Edlund
• Reading as a motivated meaning-construction process : the reader, the text, and the teacher / Robert B. Ruddell and Norman J. Unrau.

• Literacy's new horizons : an emerging agenda for tomorrow's research and practice. Adolescent literacy instruction and the discourse of "Every teacher a teacher of reading" / Donna E. Alvermann and Elizabeth Birr Moje
• Literacy research in the 21st century : from paradigms to pragmatism and practicality / Deborah R. Dillon, David G. O'Brien, and Elizabeth E. Heilman
• National reports in literacy : building a scientific base for practice and policy / P. David Pearson and Elfrieda H. Hiebert
• New literacies : a dual-level theory of the changing nature of literacy, instruction, and assessment / Donald J. Leu, Charles K. Kinzer, Julie Coiro, Jill Castek, and Laurie A. Henry
• The social practice of multimodal reading : a new literacy studies-multimodal perspective on reading / Jennifer Rowsell, Gunther Kress, Kate Pahl, and Brian Street
• Imagined readers and hospitable texts : global youths connect online / Glynda Hull, Amy Stornaiuolo, and Laura Sterponi
• 21st-century skills : cultural, linguistic, and motivational perspectives / Robert Rueda.

The sixth edition of this landmark reference represents classic and trend-setting scholari??ship that is among the best in the field. Through careful evaluation of reader surveys and focus groups, the editors have extended the bookAEs reach into domains of research and instruction that affect practitioners, graduate students, literacy teacher educators, and researchers. In this updated volume, youAEll find: A rich blend of newly commissioned chapters, reprints of recently published articles, and updates to chapters that have been brought forward to preserve the bookAEs historical value. Questions for Reflection in each chapter to assist readers in transforming their current knowledge base through discussion and deeper thinking about theory, research, and instruction. An expanded range of research designs and their applications to both basic and applied research. Reading processes and literacy practices studied through cognitive, sociocultural, critical, transactional, and post-structural theorizing. A framework for understanding and critiquing a comprehensive body of research literature spanning over five decades. Connections among a wide range of literacy theories and their asi??sociated models. A jump-off point for generating new research studies and models that inform instructional decision making.
(source: Nielsen Book Data)

• 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. Alexander and 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. Duke and 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, and Katherine 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 Studies-Multimodal Perspective on Reading
• Jennifer Rowsell, Gunther Kress, Kate Pahl, and Brian Street
• 28. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice
• Mira-Lisa Katz, Nancy Brynelson, and John 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 and David G. O'Brien.
• (source: Nielsen Book Data)

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 some chapters from previous editions available online.
(source: Nielsen Book Data)