Abstract of

Toward an Educationally Relevant Theory of Literacy Learning: Twenty Years of Inquiry

Brian Cambourne

In this contribution to the journal's “Distinguished Educator” series, Brian Cambourne outlines the characteristics necessary for what he views as educationally relevant theory of literacy teaching and learning—namely,

• Internal consistency

• Ecological validity

• Theory-into-practice congruence

• Pragmatic coherence

• Transferability

• High success rate

The article is reprinted in the IRA publication Distinguished Educators on Reading (see http://www.reading.org/publications/bbv/books/bk269/).

Abstract from Cambourne, B. (1995, November). Toward an Educationally Relevant Theory of Literacy Learning: Twenty Years of Inquiry. The Reading Teacher, 49(3), 182–190. doi: 10.1598/RT.49.3.1