Literacy Beyond Text Comprehension aims to systematically investigate how readers interpret reading tasks within a situation, and how that interpretation influences reading behavior and comprehension. Presenting a new model of REading as problem SOLVing (RESOLV), the authors describe reading comprehension in terms of how a reader adopts goals within a particular situation that then guide what is read, when, and how. By applying the RESOLV model to a range of reading situations, this book provides evidence to suggest that there is no unitary understanding of a task, because individuals bring their own goals and characteristics to the situation; as such, it demonstrates the importance of understanding how a reader (e.g., student, test-taker, employee completing a work task) represents the context and the specific assignment. Written by internationally recognized learning sciences scholars, Literacy Beyond Text Comprehension advances the state of the art in reading research, but also seeks to inform a broader range of audiences, including those interested in the teaching and the assessment of reading.

Literacy Beyond Text Comprehension aims to systematically investigate how readers interpret reading tasks within a situation, and how that interpretation influences reading behavior and comprehension. Presenting a new model of REading as problem SOLVing (RESOLV), the authors describe reading comprehension in terms of how a reader adopts goals within a particular situation that then guide what is read, when, and how. By applying the RESOLV model to a range of reading situations, this book provides evidence to suggest that there is no unitary understanding of a task, because individuals bring their own goals and characteristics to the situation; as such, it demonstrates the importance of understanding how a reader (e.g., student, test-taker, employee completing a work task) represents the context and the specific assignment. Written by internationally recognized learning sciences scholars, Literacy Beyond Text Comprehension advances the state of the art in reading research, but also seeks to inform a broader range of audiences, including those interested in the teaching and the assessment of reading.

Improve student outcomes in reading and literacy with the latest edition of this bestselling text The newly revised Third Edition of Reading for Understanding: How Reading Apprenticeship Improves Disciplinary Learning in Secondary and College Classrooms is the latest iteration of the best-selling, landmark book in the field of adolescent literacy. The book contains strategies for boosting the reading independence of middle, secondary, and college students. Research conducted by NSF, IES, and OIIhas validated the model taught in Reading for Understanding, demonstrating its effectiveness in raising students’ reading achievement levels. The authors teach a clear and concise instructional framework for students at all learning levels, from those with special learning needs to those taking honors and Advanced Placement courses. The book also includes: A direct correlation to disciplinary literacy, making the book an even more valuable resource in a wide range of classrooms Explanation of the social and personal dimensions for building a foundation for engaged learning Discussions of the value of setting aside dedicated class time for independent, silent reading With collaboration tips that go beyond the classroom and advice on building a cognitive “reading toolbox,” Reading for Understanding is an indispensable resource for teachers at the Grade 6 and up, literacy coaches, reading teachers, community college instructors, and other school leaders.

Now in its third edition, Teaching and Researching Reading charts the field of reading (first and second language) systematically and coherently for the benefit of language teaching practitioners, students, and researchers. This volume provides background on how reading works and how reading differs for second language learners. The volume includes reading-curriculum principles, evidence-based teaching ideas, and a multi-step iterative process for conducting meaningful action research on reading-related topics. The volume outlines 14 projects for teacher adaptation and use, as well as numerous new and substantially expanded resource materials that can be used for both action research and classroom instruction.

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.

Literacy in the 21st century is about constructing and validating knowledge. Digital technologies have enabled the spread of all kinds of information, displacing traditional formats of usually more carefully curated information such as encyclopaedias and newspapers.

Assessing Academic English for Higher Education Admissions is a state-of-the-art overview of advances in theories and practices relevant to the assessment of academic English skills for higher education admissions purposes. The volume includes a brief introduction followed by four main chapters focusing on critical developments in theories and practices for assessing reading, listening, writing, and speaking, of which the latter two also address the assessment of integrated skills such as reading-writing, listening-speaking, and reading-listening-speaking. Each chapter reviews new task types, scoring approaches, and scoring technologies and their implications in light of the increasing use of technology in academic communication and the growing use of English as a lingua franca worldwide. The volume concludes with recommendations about critical areas of research and development that will help move the field forward. Assessing Academic English for Higher Education Admissions is an ideal resource for researchers and graduate students in language testing and assessment worldwide.

This handbook reviews efforts to increase the use of empirical methods in studies of the aesthetic and social effects of literary reading. The reviewed research is expansive, including extension of familiar theoretical models to novel domains (e.g., educational settings); enlarging empirical efforts within under-represented research areas (e.g., child development); and broadening the range of applicable quantitative and qualitative methods (e.g., computational stylistics; phenomenological methods). Especially challenging is articulation of the subtle aesthetic and social effects of literary artefacts (e.g., poetry, film). Increasingly, the complexity of these effects is addressed in multi-variate studies, including confirmatory factor analysis and structural equation modeling. While each chapter touches upon the historical background of a specific research topic, two chapters address the area’s historical background and guiding philosophical assumptions. Taken together, the material in this volume provides a systematic introduction to the area for early career professionals, while challenging active researchers to develop theoretical frameworks and empirical procedures that match the complexity of their research objectives.

This edited book adopts a cognitive perspective to provide breadth and depth to state-of-the-art research related to understanding, analyzing, predicting and improving one of the most prominent and important classes of behavior of modern humans, information search. It is timely as the broader research area of cognitive computing and cognitive technology have recently attracted much attention, and there has been a surge in interest to develop systems and technology that are more compatible with human cognitive abilities. Divided into three interlocking sections, the first introduces the foundational concepts of information search from a cognitive computing perspective to highlight the research questions and approaches that are shared among the contributing authors. Relevant concepts from psychology, information and computing sciences are addressed. The second section discusses methods and tools that are used to understand and predict information search behavior and how the cognitive perspective can provide unique insights into the complexities of the behavior in various contexts. The final part highlights a number of areas of applications of which education and training, collaboration and conversational search interfaces are important ones. Understanding and Improving Information Search - A Cognitive Approach includes contributions from cognitive psychologists, information and computing scientists around the globe, including researchers from Europe (France, Netherlands, Germany), the US, and Asia (India, Japan), providing their unique but coherent perspectives to the core issues and questions most relevant to our current understanding of information search behavior and improving information search.