Theoretical Models and Processes of Literacy, Seventh Edition

641 Pages·2018·11.611 MB·English

by  Donna E. Alvermann, Norman J. Unrau, Misty Sailors, Robert B. Ruddell

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
Seventh Edition finds itself at a crossroads and differs from its predecessors in three major ways:
the more encompassing term l iteracy replaces r eading in the title to reflect changes in how readers
and writers communicate in a digital era; the focus is on conceptual essays rather than the 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 page.
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.
Donna E. Alvermann is the University of Georgia Appointed Distinguished Research Professor
of Language and Literacy Education, and holds the Omer Clyde and Elizabeth Parr Aderhold
Professorship in Education at the University of Georgia, USA.
Norman J. Unrau is Professor of Education Emeritus at California State University, Los
Angeles, USA.
Misty Sailors is Professor of Literacy Education and Director of the Center for the Inquiry of
Transformative Literacies at the University of Texas at San Antonio, USA.
Robert B. Ruddell is Professor Emeritus at the University of California at Berkeley, USA.

THEORETICAL MODELS AND
PROCESSES OF LITERACY
Seventh Edition
Edited by Donna E. Alvermann, Norman J. Unrau,
Misty Sailors, and Robert B. Ruddell
Seventh edition published 2019
by Routledge
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and by Routledge
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Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2019 Taylor & Francis
The right of Donna E. Alvermann, Norman J. Unrau, Misty Sailors, and Robert B. Ruddell to
be identifi ed as the authors of the editorial material, and of the authors for their individual chapters, has
been asserted in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988.
All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by
any electronic, mechanical, or other means, now known or hereafter invented, including photocopying
and recording, or in any information storage or retrieval system, without permission in writing from the
publishers.
Trademark notice: Product or corporate names may be trademarks or registered trademarks, and are used
only for identifi cation and explanation without intent to infringe.
First edition published by the International Reading Association, Inc. 1970
Sixth edition published by the International Reading Association, Inc. 2013
Library of Congress Cataloging-in-Publication Data
Names: Alvermann, Donna E., editor. | Unrau, Norman, editor. |
Sailors, Misty, editor. | Ruddell, Robert B., editor.
Title: Theoretical models and processes of literacy / edited by Donna E. Alvermann,
Norman J. Unrau, Misty Sailors, and Robert B. Ruddell.
Description: Seventh Edition. | New York : Routledge, 2019. | “Sixth edition published
by the International Reading Association, Inc. 2013”—T.p. verso. |
Includes bibliographical references and index.
Identifi ers: LCCN 2018024329 | ISBN 9781138087262 hardback |
ISBN 9781138087279 paperback | ISBN 9781315110592 ebook
Subjects: LCSH: Reading. | Reading—Research.
Classifi cation: LCC LB1050 .T48 2019 | DDC 428.4—dc23
LC record available at https://lccn.loc.gov/2018024329
ISBN: 978-1-138-08726-2 (hbk)
ISBN: 978-1-138-08727-9 (pbk)
ISBN: 978-1-315-11059-2 (ebk)
Typeset in Bembo
by Apex CoVantage, LLC
Visit the eResources website: www.routledge.com/9781138087279
We dedicate this seventh edition of Theoretical Models and
Processes of Literacy to
Brian V. Street
an individual whose scholarship spanned disciplines, challenged normative
ways of thinking, and invited diffi cult discussions in which Brian’s
gentle presence added to the dialogue.

CONTENTS
List of Figures, Tables, and Boxes xi
Preface xiii
Acknowledgments xvi
SECTION ONE
Historical 1
1 Literacies and Their Investigation Through Theories and Models 3
Norman J. Unrau, Donna E. Alvermann, and Misty Sailors
2 Reading Research and Practice Over the Decades: A Historical Analysis 35
Patricia A. Alexander and Emily Fox
3 Waves of Theory Building in Writing and its Development, and their
Implications for Instruction, Assessment, and Curriculum 65
Anna Smith
4 Marie M. Clay’s Theoretical Perspective: A Literacy Processing Theory 84
Mary Anne Doyle
SECTION TWO
Cognitive and Sociocognitive 101
5 Reading as Situated Language: A Sociocognitive Perspective 105
James Paul Gee
6 The DRIVE Model of Reading: Deploying Reading in Varied Environments 118
Nell K. Duke and Kelly B. Cartwright
vii
Contents
7 Role of the Reader’s Schema in Comprehension, Learning, and Memory 136
Richard C. Anderson
8 To Err Is Human: Learning About Language Processes by Analyzing Miscues 146
Yetta M. Goodman and Kenneth S. Goodman
9 Dual Coding Theory: An Embodied Theory of Literacy 161
Mark Sadoski and Karen A. Krasny
10 Revisiting the Construction–Integration Model of Text Comprehension
and Its Implications for Instruction 178
Walter Kintsch
11 A Sociocognitive Model of Meaning-Construction: The Reader,
the Teacher, the Text, and the Classroom Context 204
Robert B. Ruddell, Norman J. Unrau, and Sandra McCormick
12 The Role of Motivation Theory in Literacy Instruction 233
Ana Taboada Barber, Karen C. Levush, and Susan Lutz Klauda
13 Educational Neuroscience for Reading Researchers 252
George G. Hruby and Usha Goswami
SECTION THREE
Sociocultural 279
14 Toward a More Anatomically Complete Model of Literacy Development:
A Focus on Black Male Students and Texts 281
Alfred W. Tatum
15 Play as the Literacy of Children: Imagining Otherwise in
Contemporary Childhoods 301
Karen E. Wohlwend
16 New Literacies: A Dual-Level Theory of the Changing Nature
of Literacy, Instruction, and Assessment 319
Donald J. Leu, Charles K. Kinzer, Julie Coiro, Jill Castek, and Laurie A. Henry
SECTION FOUR
Critical 347
17 Regrounding Critical Literacy: Representation, Facts and Reality 349
Allan Luke
viii
Contents
18 A Relational Model of Adolescent Literacy Instruction: Disrupting the
Discourse of “Every Teacher a Teacher of Reading” 362
Donna E. Alvermann and Elizabeth Birr Moje
19 Positioning Theory 381
Mary B. McVee, Katarina N. Silvestri, Nichole Barrett, and Katherine S. Haq
20 Gender IdentityWOKE: A Theory of Trans*+ness for Animating
Literacy Practices 401
sj Miller
21 Untapped Possibilities: Intersectionality Theory and Literacy Research 419
Maneka Deanna Brooks
22 Re-imagining Teacher Education 430
Misty Sailors
SECTION FIVE
Looking Back, Looking Forward 449
23 The Transactional Theory of Reading and Writing 451
Louise M. Rosenblatt
Appendix: The Vale of Email(s)
Jonathan Ratner
24 Transactional Reading in Historical Perspective 480
Mark Dressman
25 Multilanguaging and Infinite Relations of Dependency: Re-theorizing
Reading Literacy from Ubuntu 485
Leketi Makalela
26 Advancing Theoretical Perspectives on Transnationalism in
Literacy Research 497
Allison Skerrett
27 The Social Practice of Multimodal Reading: A New Literacy
Studies–Multimodal Perspective on Reading 514
Jennifer Rowsell, Gunther Kress, Kate Pahl, and Brian Street
28 Enacting Rhetorical Literacies: The Expository Reading and Writing
Curriculum in Theory and Practice 533
Mira-Lisa Katz, Nancy Brynelson, and John R. Edlund
ix