Literacy: From the Perspective of Text and Discourse Theory
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| Title: | Literacy: From the Perspective of Text and Discourse Theory |
|---|---|
| Language: | English |
| Authors: | McNamara, Danielle S. (ORCID |
| Source: | Grantee Submission. 2019 5(3):56-69. |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) Office of Naval Research (ONR) |
| Contract Number: | R305A130124 R305A120707 R305A180261 R305A180144 R305A190050 N00014140343 N000141712300 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Literacy, Reading Comprehension, Language Processing, Discourse Analysis, Reader Text Relationship, Models, Literacy Education, Intervention, Instructional Effectiveness, Writing Instruction, Intelligent Tutoring Systems, Writing Evaluation, Writing Improvement, Inferences, Game Based Learning, Reading Strategies |
| DOI: | 10.17323/jle.2019.10196 |
| Abstract: | Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy from the lens of text and discourse theorists who focus on the higher-order "comprehension" processes involved in literacy. Discourse processing models make the assumption that comprehension emerges from the construction of a mental model of the text, which relies on the reader generating inferences to connect ideas within the text and to what the reader already knows. The article provides a broad overview of the theoretical models that drive research on text comprehension and production, as well as how this research shapes literacy instruction and effective interventions. The authors focus on two interventions with proven success in improving deep comprehension and writing, iSTART and the Writing Pal. Increasing literacy across the world call for a greater focus on theory driven strategy interventions to be integrated within classrooms and community at large. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2020 |
| Accession Number: | ED603821 |
| Database: | ERIC |
| Abstract: | Literacy is a critically important and contemporary issue for educators, scientists, and politicians. Efforts to overcome the challenges associated with illiteracy, and the subsequent development of literate societies, are closely related to those of poverty reduction and sustainable human development. In this paper, the authors examine literacy from the lens of text and discourse theorists who focus on the higher-order "comprehension" processes involved in literacy. Discourse processing models make the assumption that comprehension emerges from the construction of a mental model of the text, which relies on the reader generating inferences to connect ideas within the text and to what the reader already knows. The article provides a broad overview of the theoretical models that drive research on text comprehension and production, as well as how this research shapes literacy instruction and effective interventions. The authors focus on two interventions with proven success in improving deep comprehension and writing, iSTART and the Writing Pal. Increasing literacy across the world call for a greater focus on theory driven strategy interventions to be integrated within classrooms and community at large. |
|---|---|
| DOI: | 10.17323/jle.2019.10196 |
