Theoretical Models and Processes of Reading

Sixth Edition

Donna E. Alvermann, Norman J. Unrau, and Robert B. Ruddell, editors

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View PDFAbout the Editors

View PDFContributors

View PDFPreface

Section One: Perspectives on Literacy Research and Its Application

View PDFIntroduction

  • Chapter 1
    A Historical Perspective on Reading Research and Practice, Redux
    Patricia A. Alexander and Emily Fox

  • Chapter 2
    Literacies and Their Investigation Through Theories and Models
    Norman J. Unrau and Donna E. Alvermann

  • Chapter 3
    Synergy in Literacy Research Methodology
    Marla H. Mallette, Nell K. Duke, Stephanie L. Strachan, Chad H. Waldron, and Lynne M. Watanabe

Section Two: Processes of Reading and Literacy

View PDFIntroduction

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
    Social Talk and Imaginative Play: Curricular Basics for Young Children's Language and Literacy
    Anne Haas Dyson and Celia Genishi

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

  • Chapter 8
    It's a Book! It's a Bookstore! Theories of Reading in the Worlds of Childhood and Adolescence
    Shirley Brice Heath

  • Chapter 9
    Emergent Biliteracy in Young Mexican Immigrant Children
    Iliana Reyes and Patricia Azuara

  • Chapter 10
    Revisiting Is October Brown Chinese? A Cultural Modeling Activity System for Underachieving Students
    Carol D. Lee

Part 2. Foundations for Literacy Development

  • Chapter 11
    Sustained Acceleration of Achievement in Reading Comprehension: The New Zealand Experience
    Mei Kuin Lai, Stuart McNaughton, Meaola Amituanai-Toloa, Rolf Turner, and Selena Hsiao

  • Chapter 12
    Phases of Word Learning: Implications for Instruction With Delayed and Disabled Readers
    Linnea C. Ehri and Sandra McCormick

  • Chapter 13
    Developing Early Literacy Skills: Things We Know We Know and Things We Know We Don't Know
    Christopher J. Lonigan and Timothy Shanahan

  • Chapter 14
    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

  • Chapter 15
    Fluency: Developmental and Remedial Practices—Revisited
    Melanie R. Kuhn and Steven A. Stahl

  • Chapter 16
    A Road Map for Understanding Reading Disabilities and Other Reading Problems, Redux
    Louise Spear-Swerling

Part 3. Comprehension Development From Words to Worlds

  • Chapter 17
    Language Pathways Into the Community of Minds
    Katherine Nelson

  • Chapter 18
    Vocabulary Processes
    William E. Nagy and Judith A. Scott

  • Chapter 19
    Role of the Reader's Schema in Comprehension, Learning, and Memory
    Richard C. Anderson

  • Chapter 20
    Schema Theory Revisited
    Mary B. McVee, KaiLonnie Dunsmore, and James R. Gavelek

  • Chapter 21
    To Err Is Human: Learning About Language Processes by Analyzing Miscues
    Yetta M. Goodman and Kenneth S. Goodman

  • Chapter 22
    Cognitive Flexibility Theory: Advanced Knowledge Acquisition in Ill-Structured Domains
    Rand J. Spiro, Richard L. Coulson, Paul J. Feltovich, and Daniel K. Anderson

  • Chapter 23
    Educational Neuroscience for Reading Researchers
    George G. Hruby and Usha Goswami

Part 4. Motivation and Engagement

Part 5. Instructional Effects on Literacy Development

Section Three: Models of Reading and Writing Processes

View PDFIntroduction

Part 1. Cognitive-Processing Models

  • Chapter 28
    Toward a Theory of Automatic Information Processing in Reading, Revisited
    S. Jay Samuels

  • Chapter 29
    Toward an Interactive Model of Reading
    David E. Rumelhart

  • Chapter 30
    A Theory of Reading: From Eye Fixations to Comprehension
    Marcel Adam Just and Patricia A. Carpenter

  • Chapter 31
    Modeling the Connections Between Word Recognition and Reading
    Marilyn Jager Adams

  • Chapter 32
    Revisiting the Construction–Integration Model of Text Comprehension and Its Implications for Instruction
    Walter Kintsch

  • Chapter 33
    Understanding the Relative Contributions of Lower-Level Word Processes, Higher-Level Processes, and Working Memory to Reading Comprehension Performance in Proficient Adult Readers
    Brenda Han

Part 2. A Dual Coding Model

  • Chapter 34
    A Dual Coding Theoretical Model of Reading
    Mark Sadoski and Allan Paivio

Part 3. A Transactional Model

  • Chapter 35
    The Transactional Theory of Reading and Writing
    Louise M. Rosenblatt

Part 4. Integrated Reading and Writing Models

  • Chapter 36
    Reading–Writing Connections: Discourse-Oriented Research
    Giovanni Parodi

  • Chapter 37
    Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice
    Mira-Lisa Katz, Nancy Brynelson, and John R. Edlund

Part 5. A Sociocognitive Model

  • Chapter 38
    Reading as a Motivated Meaning-Construction Process: The Reader, the Text, and the Teacher
    Robert B. Ruddell and Norman J. Unrau

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

View PDFIntroduction

Author Index

Subject Index

Theoretical Models and Processes of Reading

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