Abstract

Recent research on reading in cognitive science disproves the Common Core’s central claim that reading skills are learned most effectively when students exclude their knowledge and experience from the reading process. The discussion here is focused on how this scientific research overlaps with the transaction theory of reading and writing, and the present opportunities for renewing it.

Journal
College Composition and Communication
Published
2022-02-01
DOI
10.58680/ccc202231877
Open Access
Closed

Citation Context

Cited by in this index (0)

No articles in this index cite this work.

Cites in this index (2)

  1. College English
  2. College English
Also cites 7 works outside this index ↓
  1. “The Free Impersonality of Bourgeois Spirit.”
    Biography  
  2. Digital_Humanities
  3. “Active Reading Questions as a Strategy to Support College Students’ Textbook Reading.”
    Scholarship of Teaching and Learning in Psychology  
  4. “A Cognitive Process Theory of Writing.”
    College Composition and Communication  
  5. 10.2307/j.ctv5cgbp2
    Inadvertent  
  6. “Unbalanced Literacy: Reflections on the Common Core.”
    Language Arts  
  7. “Reading Stories Activates Neural Representations of Visual and Motor Experiences.”
    Psychological Science  
CrossRef global citation count: 0 View in citation network →