Theoretical models and processes of literacy /
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 Seve...
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| Other Authors: | , , , |
|---|---|
| Format: | Electronic eBook |
| Language: | English |
| Published: |
New York :
Routledge, Taylor and Francis Group,
2019.
|
| Edition: | Seventh Edition. |
| Subjects: | |
| Online Access: | CONNECT |
MARC
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| 245 | 0 | 0 | |a Theoretical models and processes of literacy / |c edited by Donna E. Alvermann, Norman J. Unrau, Misty Sailors, and Robert B. Ruddell. |
| 250 | |a Seventh Edition. | ||
| 264 | 1 | |a New York : |b Routledge, Taylor and Francis Group, |c 2019. | |
| 300 | |a 1 online resource | ||
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| 500 | |a Taylor & Francis EBA 2024 | ||
| 504 | |a Includes bibliographical references and index. | ||
| 588 | |a Description based on print version record. | ||
| 505 | 0 | 0 | |t Part 1: Historical -- |t 1. Literacies and Their Investigation Through Theories and Models -- |t Norman J. Unrau, Donna E. Alvermann,and Misty Sailors -- |t 2. Reading Research and Practice Over the Decades: A Historical Analysis -- |t Patricia A. Alexanderand Emily Fox -- |t 3. Waves of Theory Building in Writing and its Development, and their Implications for Instruction, Assessment, and Curriculum -- |t Anna Smith -- |t 4. Marie M. Clay's Theoretical Perspective: A Literacy Processing Theory -- |t Mary Anne Doyle -- |t Part 2: Cognitive and Sociocognitive -- |t 5. Reading as a Situated Language: A Sociocognitive Perspective -- |t James Paul Gee -- |t 6. The DRIVE Model of Reading: Deploying Reading in Varied Environments -- |t Nell K. Dukeand Kelly Cartwright -- |t 7. Role of the Reader's Schema in Comprehension, Learning, and Memory -- |t Richard C. Anderson -- |t 8. To Err Is Human: Learning About Language Processes by Analyzing Miscues -- |t Yetta M. Goodman and Kenneth S. Goodman -- |t 9. Dual Coding Theory: An Embodied Theory of Literacy -- |t Mark Sadoski and Karen A. Krasny -- |t 10. Revisiting the Construction-Integration Model of Text Comprehension and Its Implications for Instruction -- |t Walter Kintsch -- |t 11. A Sociocognitive Model of Meaning-Construction: The Reader, the Teacher, the Text, and the Classroom Context. -- |t Robert B. Ruddell, Norman J. Unrau, and Sandra McCormick -- |t 12. The Role of Motivation Theory in Literacy Instruction -- |t Ana Taboada Barber, Karen Levush, and Susan Lutz Klauda -- |t 13. Educational Neuroscience for Reading Researchers -- |t George G. Hruby and Usha Goswami -- |t Part 3: Sociocultural -- |t 14. Toward a More Anatomically Complete Model of Literacy Development: A Focus on Black Male Students and Texts -- |t Alfred W. Tatum -- |t 15. Play as the Literacy of Children: Imagining Otherwise in Contemporary Childhoods -- |t Karen E. Wohlwend -- |t 16. New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment -- |t Donald A. Leu, and others -- |t Part 4: Critical -- |t 17. Regrounding Critical Literacy: Representation, Facts and Reality -- |t Allan Luke -- |t 18. A Relational Model of Adolescent Literacy Instruction: Disrupting the Discourse of Every Teacher a Teacher of Reading -- |t Donna E. Alvermann and Elizabeth Birr Moje -- |t 19. Positioning Theory -- |t Mary B. McVee, Katarina Silvestri, Nichole Barrett, andKatherine Haq -- |t 20. Gender IdentityWOKE: A Theory of Trans*+ness for Animating Literacy Practices -- |t sj Miller -- -- |t 21. Untapped Possibilities: Intersectionality Theory and Literacy Research -- |t Maneka Deanna Brooks -- |t 22. Re-imagining Teacher Education -- |t Misty Sailors -- |t Part 5: Looking Back, Looking Forward -- |t 23. The Transactional Theory of Reading -- |t Louise M. Rosenblatt -- |t The Vale of Email(s) -- |t Jonathan Ratner -- |t 24. Transactional Reading in Historical Perspective -- |t Mark Dressman -- |t 25. Multilanguaging and Infinite Relations of Dependency: Re-theorizing Reading Literacy from Ubuntu -- |t Leketi Makalela -- |t 26. Advancing Theoretical Perspectives on Transnationalism in Literacy Research -- |t Allison Skerrett -- |t 27. The Social Practice of Multimodal Reading: A New Literacy StudiesMultimodal Perspective on Reading -- |t Jennifer Rowsell, Gunther Kress, Kate Pahl, andBrian Street -- |t 28. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice -- |t Mira-Lisa Katz, Nancy Brynelson, andJohn R. Edlund -- |t 29. Propositions from Affect Theory for Feeling Literacy through the Event -- |t Christian Ehret -- |t 30. Pragmatism [not just] Practicality as a Theoretical Framework in Literacy Research -- |t Deborah R. Dillon andDavid G. O'Brien |
| 520 | 3 | |a 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. | |
| 650 | 0 | |a Reading. | |
| 650 | 0 | |a Reading |x Research. | |
| 650 | 2 | |a Reading | |
| 700 | 1 | |a Alvermann, Donna E., |e editor. | |
| 700 | 1 | |a Unrau, Norman, |e editor. | |
| 700 | 1 | |a Sailors, Misty, |e editor. | |
| 700 | 1 | |a Ruddell, Robert B., |e editor. | |
| 730 | 0 | |a TaylorFrancis EBA | |
| 776 | 0 | 8 | |i Print version: |t Theoretical models and processes of literacy |d New York : Routledge, Taylor & Francis Group, 2019. |z 9781138087262 |w (DLC) 2018024329 |
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| 952 | f | f | |a Middle Tennessee State University |b Main |c James E. Walker Library |d Electronic Resources |t 0 |e LB1050 .T44 2019 |h Library of Congress classification |
