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.
Table of Contents
Part 1: Historical
1. Literacies and Their Investigation Through Theories and Models
Norman J. Unrau, Donna E. Alvermann, and Misty Sailors
2. Reading Research and Practice Over the Decades: A Historical Analysis
Patricia A. Alexander and Emily Fox
3. Waves of Theory Building in Writing and its Development, and their Implications for Instruction, Assessment, and Curriculum
4. Marie M. Clay's Theoretical Perspective: A Literacy Processing Theory
Mary Anne Doyle
Part 2: Cognitive and Sociocognitive
5. Reading as a Situated Language: A Sociocognitive Perspective
James Paul Gee
6. The DRIVE Model of Reading: Deploying Reading in Varied Environments
Nell K. Duke and Kelly Cartwright
7. Role of the Reader's Schema in Comprehension, Learning, and Memory
Richard C. Anderson
8. To Err Is Human: Learning About Language Processes by Analyzing Miscues
Yetta M. Goodman and Kenneth S. Goodman
9. Dual Coding Theory: An Embodied Theory of Literacy
Mark Sadoski and Karen A. Krasny
10. Revisiting the Construction-Integration Model of Text Comprehension and Its Implications for Instruction
11. A Sociocognitive Model of Meaning-Construction: The Reader, the Teacher, the Text, and the Classroom Context.
Robert B. Ruddell, Norman J. Unrau, and Sandra McCormick
12. The Role of Motivation Theory in Literacy Instruction
Ana Taboada Barber, Karen Levush, and Susan Lutz Klauda
13. Educational Neuroscience for Reading Researchers
George G. Hruby and Usha Goswami
Part 3: Sociocultural
14. Toward a More Anatomically Complete Model of Literacy Development: A Focus on Black Male Students and Texts
Alfred W. Tatum
15. Play as the Literacy of Children: Imagining Otherwise in Contemporary Childhoods
Karen E. Wohlwend
16. New Literacies: A Dual-Level Theory of the Changing Nature of Literacy, Instruction, and Assessment
Donald A. Leu, et al.
Part 4: Critical
17. Regrounding Critical Literacy: Representation, Facts and Reality
18. A Relational Model of Adolescent Literacy Instruction: Disrupting the Discourse of "Every Teacher a Teacher of Reading"
Donna E. Alvermann and Elizabeth Birr Moje
19. Positioning Theory
Mary B. McVee, Katarina Silvestri, Nichole Barrett, and Katherine Haq
20. Gender IdentityWOKE: A Theory of Trans*+ness for Animating Literacy Practices
21. Untapped Possibilities: Intersectionality Theory and Literacy Research
Maneka Deanna Brooks
22. Re-imagining Teacher Education
Part 5: Looking Back, Looking Forward
23. The Transactional Theory of Reading
Louise M. Rosenblatt
The Vale of Email(s)
24. Transactional Reading in Historical Perspective
25. Multilanguaging and Infinite Relations of Dependency: Re-theorizing Reading Literacy from Ubuntu
26. Advancing Theoretical Perspectives on Transnationalism in Literacy Research
27. The Social Practice of Multimodal Reading: A New Literacy Studies–Multimodal Perspective on Reading
Jennifer Rowsell, Gunther Kress, Kate Pahl, and Brian Street
28. Enacting Rhetorical Literacies: The Expository Reading and Writing Curriculum in Theory and Practice
Mira-Lisa Katz, Nancy Brynelson, and John R. Edlund
29. Propositions from Affect Theory for Feeling Literacy through the Event
30. Pragmatism [not just] Practicality as a Theoretical Framework in Literacy Research
Deborah R. Dillon and David G. O'Brien
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.
"Now in its 7th Edition, The Handbook of Theoretical Models and Processes of Literacy (TMPL7) has been the major force for keeping the field focused on the theories and models that underlie and shape our research enterprise as well as our everyday literacy praxis in and out of school. The Handbook has always been the go-to guide for keeping us honest and informed. It has always coaxed us to look backward to our history, outward to our current practice, and forward to new edges and new tools. This new 7th Edition is no exception to that rule--except that while earlier editions may have been more persuasive in encouraging looking backward or outward, number 7 coaxes us to look forward. TMPL7 is a must-have for every student of literacy research and practice."
—P. David Pearson, Evelyn Lois Corey Emeritus Professor of Instructional Science and Professor of the Graduate School, Graduate School of Education, University of California, Berkeley, USA
"This latest edition by the four powerful editors is by far a most satisfying intellectual feast on theoretical frames and processes of literacy learning and teaching. With a careful selection of classic theories as well as emerging new frames related to digital advancements, linguistic diversity, and social justice issues, this timely collection provides a transdisciplinary view of the state of the art in the field. It is a must-have guide for graduate students, new scholars, and seasoned researchers in all strands of literacy research."
—Guofang Li, Professor and Tier 1 Canada Research Chair in Transnational/Global Perspectives of Literacy Education for Children and Youth, The University of British Columbia, Canada
"The Seventh Edition of this landmark text masterfully preserves the important historical theoretical thinking in literacy while also bringing to the fore exciting new ways to conceptualize literacy theoretically. The latest edition is a must-read for everyone in literacy and related fields."
—Cynthia Brock, Professor and Wyoming Excellence in Higher Education Endowed Chair in Literacy Education, University of Wyoming, USA
"The Seventh Edition of this seminal text provides a wealth of crucial knowledge surrounding literacy theory and concepts. Newly written conceptual chapters on diverse topics provide cutting-edge frameworks upon which to build and connect literacy scholarship and research. The volume has a refreshing focus on a wide variety of theoretical issues of literacy and power, digital literacies, and more, all of which will be of substantial interest to literacy and education scholars."
—Peggy Semingson, Associate Professor, Language and Literacy Studies Education, The University of Texas at Arlington, USA
"Engaging new chapters remind us of how dynamic and broad the field of literacy currently is. Without a doubt, this text should be read by literacy educators and students alike, to foster dialogues about how the field was formed and how it continues to transform our understanding of what it means to be literate."
—Charlotte L. Pass, Associate Professor, SUNY Cortland, USA