The Eighty-Third Yearbook of the National Society for the Study of Education, Part I

Prompt students to become the sophisticated readers, writers, and thinkers they need to be to achieve higher learning. The authors explore the important relationship between text, learner, and learning. With an array of methods and assignments to establish critical literacy in a discussion-based and reflective classroom, you’ll encourage students to find meaning and cultivate thinking from even the most challenging expository texts.

In Volume III, as in Volumes I and II, the classic topics of reading are included--from vocabulary and comprehension to reading instruction in the classroom--and, in addition, each contributor was asked to include a brief history that chronicles the legacies within each of the volume's many topics. However, on the whole, Volume III is not about tradition. Rather, it explores the verges of reading research between the time Volume II was published in 1991 and the research conducted after this date. The editors identified two broad themes as representing the myriad of verges that have emerged since Volumes I and II were published: (1) broadening the definition of reading, and (2) broadening the reading research program. The particulars of these new themes and topics are addressed.

This collection features papers addressing current issues in reading comprehension from cognitive and linguistic perspectives. Organized into three sections, the volume investigates text considerations and reader-text interactions. Each paper presents a substantial and comprehensive review of theory and research related to cognition and reading comprehension.

A content reading methods text that takes a quick start, heuristic approach to imparting the skills future teachers need to improve their pupils' reading ability in essential content areas. Coverage of current theories and practices in comprehension, assessment and heuristics is organized around pre-reading, guided silent reading, and post-reading.

This book provides research-based insights that deepen and broaden current understandings of the nature of reading. Informed by psycholinguistic and sociolinguistic views of reading-as-meaning-construction, the studies build on principles of scientific realism – an approach to inquiry that incorporates and values a wide variety of methods of observation to find the most inclusive, ecologically valid description of the reading process as it is observed in a variety of contexts from a wide range of perspectives. Focusing on how facts are discovered, developed, and used in the construction of knowledge about reading – a data-driven and theory-driven construction that results from observing the reading process with a variety of tools, methods, disciplines, and conceptual frameworks – scientific realism goes beyond rationalism and experimentation to include studies of events and experiences, but still satisfies even the most narrow definitions of what state and national lawmakers refer to as "reliable and replicable research on reading." Each study in this volume breaks ground for a new line of reading research underpinned by the theory of reading based in scientific realism. Scientific Realism in Studies of Reading is directed to reading researchers, teacher educators, reading specialists, special educators, graduate students, and related education professionals in the disciplines of applied psycholinguistics and sociolinguistics, and is appropriate as a text for advanced courses in these areas.