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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 0000-0001-5869-1420), Roscoe, Rod (ORCID 0000-0001-8327-4012), Allen, Laura, Balyan, Renu, McCarthy, Kathryn S. (ORCID 0000-0002-6277-7005)
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
FullText Text:
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  Data: Literacy: From the Perspective of Text and Discourse Theory
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  Data: <searchLink fieldCode="AR" term="%22McNamara%2C+Danielle+S%2E%22">McNamara, Danielle S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-5869-1420">0000-0001-5869-1420</externalLink>)<br /><searchLink fieldCode="AR" term="%22Roscoe%2C+Rod%22">Roscoe, Rod</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8327-4012">0000-0001-8327-4012</externalLink>)<br /><searchLink fieldCode="AR" term="%22Allen%2C+Laura%22">Allen, Laura</searchLink><br /><searchLink fieldCode="AR" term="%22Balyan%2C+Renu%22">Balyan, Renu</searchLink><br /><searchLink fieldCode="AR" term="%22McCarthy%2C+Kathryn+S%2E%22">McCarthy, Kathryn S.</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6277-7005">0000-0002-6277-7005</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2019 5(3):56-69.
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  Data: 16
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  Data: 10.17323/jle.2019.10196
– Name: Abstract
  Label: Abstract
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  Data: 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.
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  Data: As Provided
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  Data: 2020
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  Data: ED603821
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        PageCount: 16
        StartPage: 56
    Subjects:
      – SubjectFull: Literacy
        Type: general
      – SubjectFull: Reading Comprehension
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      – SubjectFull: Language Processing
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      – SubjectFull: Discourse Analysis
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      – SubjectFull: Reader Text Relationship
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      – SubjectFull: Models
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      – SubjectFull: Game Based Learning
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      – SubjectFull: Reading Strategies
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