From Carolyn James: At the end of the discussions on Saturday, I meant to add this to the twitter feed as it relates to some of the words on literacy, activism, etc.. It’s Dana Boyd’s talk from SXSWEdu–if you haven’t seen it, buckle up ’cause it’s a tough listen, but so thought-provoking. […]
This report of a randomized field trial also describes the conceptual bases of what we came to call, Seeds of Science–Roots of Reading, a long term project of a collaboration between the Lawrence Hall of Science and the Graduate School of Education at UC Berkeley. […]
This analysis of the history, prospects, and problems of qualitative approaches to gauging text complexity appeared, along with several related articles, in a special issue, edited by Freddy and me, in 2014. […]
The Elementary School Journal, 115(2), 270-289. This is the third in a series of 3 papers that Sheila and Karen and I have written to make a case for what we call Text-Task-Scenarios–a framework that suggests that constructs like reader ability, text complexity, and reading assessment are better viewed as situated (they result from unique […]
Rob and I wrote this essay for an NSSE volume on secondary literacy edited by Olive Niles and Alan Purves. We used it as an opportunity to take the “constructivist notion of reading comprehension to the nth degree by positing that every act of comprehension is an act of composing. […]
This is the first published appearance of what came to be called our composing model of reading in which we made the argument that readers, like writers, engaged in an original act of “composing” a text for an inner reader and, in the process, made all of the inferences necessary to create a considerate and […]
This is my first published piece. Completed while I was in grad school at the U of Minnesota. John Bormuth spent two years there on his way from UCLA to U of Chicago. The idea was to develop, eventually, a systematic way of teaching intersentential syntax. Reader’s Digest was interested in publishing such a program. […]